1、Module 3 LiteratureI教学内容分析本模块以Literature为话题，介绍了著名英国古典文学作家查尔斯狄更斯（Charles Dickens）的生平和他的作品雾都孤儿（Oliver Twist）、远大前程（Great Expectations）的片段，旨在通过这样的话题，使学生运用所学的知识谈论小说中的人物及其情节，更多地了解作家的作品及其作品的时代背景和深刻的社会意义。通过学习能将小说中的精彩片段表演出来，让学生了解如何对人物和事件进行描写。通过本模块学习，学生要对小说与文学有个辩证认识，学会鉴赏文学的魅力。 Introduction 通过电影Oliver Twist的一幅
2、剧照介绍了著名作家查尔斯狄更斯（Charles Dickens）。并设计相关的问题对剧照中的人物和故事发展进行预测，在一定的练习中了解和熟悉所涉及到的词汇和短语，让学生进一步熟悉这些词汇，为本模块的学习奠定基础。Reading and Vocabulary (1) 部分通过阅读雾都孤儿中的一段标题为“Oliver Asks for More”片段，设计了以下的任务：1. 学会对素材片段进行概括，培养学生的总结能力和对文章中心的把握能力；2. 学习相关的词汇和短语，为进一步理解课文扫清障碍，培养学生学习生词的能力，解决了方法问题，同时设计一定的练习，巩固所学习的词汇；3. 在词汇学习的基础上，通
3、过完成素材中的句子填写练习，完成从词到句的功能转变，让学生不仅能学习词汇，而且能更好地巩固一定固定意义的句子结构。Grammar (1) 部分通过观察课文中的例句，要求学生能够识别倒装句的基本形式，并能运用倒装表达强调意义。 Speaking (1) 部分是阅读文章后所展开的一项活动，要求学生能够模仿其内容和角色进行适当的角色扮演练习，并对人物进行评价。 Vocabulary and Listening 部分为雾都孤儿的精彩片段，旨在听的基础上去理解这部小说，并完成四项任务：1. 提供一定的句子和词汇，扫清了听力中可能产生的障碍；2. 提供问题，预测听力内容和问题答案，引导听力任务的顺利进行；
4、3. 听取一段精彩的片段，判断所预测的问题答案是否正确，然后回答问题；4. 要求听第二遍，完成信息获取。任务环环相扣，遵循听力训练的规律，真正为学生提供了模拟真实的听力材料。 Grammar 2 and Function部分列举一些句子，让学生通过先观察然后回答问题的方式了解通常情况下的强调句型，并进行适当的训练。同时将这样的练习运用到实际的语境中，即对小说中人物进行评论，进一步巩固强调句的运用。通过该项目，更好地将强调句的学习全面地展开和总结，让学生通过相关练习活动掌握这种表达法。Speaking (2)部分分组进行训练，要求学生能用所学习的句型发表对听力部分所学习素材的评价和看法，并对故事
5、情节的发展作一些猜测。Everyday English 部分围绕日常生活中常见的交际用语，主要通过选择题的形式使学生熟练掌握这几个表达。Reading and vocabulary (2)部分实际上是远大前程（Great Expectations）的故事梗概，通过这样的素材设计了三个活动：1. 文章的主旨大意和词汇；2. 通过回答问题，对文章内容的进一步理解；3. 通过阅读配的图画，判断人物之间的关系。Writing 部分就提供的人物，要求学生围绕人物进行简单描写，尽可能地运用自己的语言，然后分组讨论，对文章最后两段进行改写，使故事结尾不同于原著。 Reading practice部分以“Di
6、ckens London”为标题，提供的文段是对作家狄更斯写作和生活背景的简单介绍，有利于学生更好地了解作品的背景及其深刻的社会意义。通过提供的任务学习，让学生更好地掌握一定的阅读理解的方法和技巧：如文章体裁、文章主旨大意、文章的细节等等，而且让学生用自己的语言完成一定量的句子填空，熟悉和运用适当的句型。并在此基础上学会描写自己的家乡。Cultural Corner部分是一篇介绍著名作家查尔斯狄更斯（Charles Dickens）的生平和他的作品的文章，通过学习有助于学生更好地理解这两部小说，帮助学生拓展词汇，增加作品理解的空间。Task部分是对本模块的一个复习与应用，要求学生小组活动，表演
7、查尔斯狄更斯 (Charles Dickens) 作品中的一幕，加深对作品的理解。 Module File部分有助于学生对本模块学习内容进行归纳，对自己的学习进行总结和检验。II教学重点和难点1. 教学重点(1) 掌握一些与小说故事情节描写有关的词汇；(2) 学习倒装句；(3) 学习强调句。2. 教学难点(1) 正确理解和听懂相关小说的片段，并能进行表演和发表看法和评论； (2) 正确使用倒装句和强调句；(3) 学会从小说的背景、情节、人物了解文学的内涵，并能以此为结构描述自己家乡的变化。 III教学计划本单元分六个课时：第一、二课时：Introduction, Cultural Corner
8、, Reading Practice第三课时：Reading and Vocabulary (1, 2) 第四课时：Grammar (1, 2)第五课时：Vocabulary and listening, Everyday English, Listening and Speaking (Workbook)第六课时：Speaking (1,2) Writing, Module FileIV教学步骤Periods 12 Introduction, Cultural Corner, Reading PracticeTeaching Goals: 1. To arouse Ss interest i
9、n learning about novels.2. To get Ss to learn some words to describe stories and about the living background of the writer. .3. To get Ss to know something about Charles Dickens.Teaching Procedures:Step 1. Introduction1. To arouse Ss interest in learning this period, ask them to look at the film pic
10、ture on page 29 and read the passage. Then answer the questions in Activity 2 in order to predict the storyOliver Twist. Suggested Answers:(1) Oliver looks like beggar in rags.(2) Hes in a small factory or a big church and he is asking for something to eat or Workhouse in the story maybe a place whe
11、re you should work but you are not paid, but get little to eat.(3) Maybe he is asking the man to give him something to eat because he is so hungry.(4) The other boys are looking at Oliver and hope Oliver will be given a punishment by the man.(5) In my opinion, the man is cruel and unkind.(6) After t
12、hat Oliver is going to be locked in a dark room or kicked out of the church or workhouse.2. Matching the definitions with the words in Activity 1.Step 2. Cultural CornerPurpose: To get Ss to find out more information about the famous novelist.1. Give Ss the works that Dickens wrote to let them know
13、what a great writer he is. Ask Ss to say something about Dickens and his works if they know. Fictions ( publishing years) ChineseThe Pickwick Papers (1836-1837) 匹克威克外传Oliver Twist (1837) 雾都孤儿Nicholas Nickleby (1838-1839) 尼古拉斯尼古贝The Old Curiosity Shop (1840- 1841) 老古玩店Barnaby Rudge (1841) 巴纳比拉吉A Chri
14、stmas Carol (1843) 圣诞欢歌Martin Chuzlewit (1843-1844) 马丁朱什尔维特Dombey and Son (1846-1848)董贝父子David Copperfield (1849-1850) 大卫科波菲尔Bleak House (1852-1853)荒凉山庄Hard Times (1854)艰难时世Little Dorrit (1855-1857)小杜丽A Tale of Two Cities (1859) 双城记Great Expectations(1860-1861) 远大前程（又译孤星血泪2. Ask Ss to read the passa
15、ge quickly and then give the main idea of each paragragh.For your reference:Para 1: Charles Dickens birth and his schooling (education) and his childhood as well.Para 2: Charles Dickens work or experiences, which has influenced his fictions and stories.Para 3: Charles Dickens writing experiences.Par
16、a 4: Charles Dickens influence and contributions.3. Ask Ss to read the Cultural Corner carefully and discuss the questions on page 41.Suggested Answers:(1) His father was in prison, and he had to make a living by working in a factory as a child; He worked for a newspaper and a political journalist i
17、n his novels.(2) The story has a happy ending. Oliver Twist at last found out who his parents were and found a loving home.(3) Dickens often wrote about the social problems related to the poor people, who lived a hard life, so that the lives of the poor were improved.4. Ask Ss to understand the diff
18、icult sentences.(1) His father was put in prison because he could not pay his bills.(2) He was very unhappy, but later in life, he was able to write very well about poverty because he has actually experienced it himself.(3) Dickens always had a huge amount of energy.(4) However, it brought child pov
19、erty to the attention of the public, and for this reason alone it is a very important novel.Step 3. Reading practice1. Ask Ss to finish Activity 1 to predict what the passage is about, according to the title “Dickens London”. 2. Ask Ss to read the passage quickly and decide the structure of the pass
20、age.For your reference:Part 1 (paras 12): A general introduction to Dickens London, Dickens cast of characters lived in London, and London was a filthy city for rich and poor people alike in the middle of the 19th century.Part 2 (paras 35): Detailed description of Dickens London, about the east end
21、and the west end.Part 3 (paras 67): The ending of the passage, London has changed, but you can still see many of sights which Dickens saw and wrote about in his novels.Then ask Ss to finish Activity 2 to choose the main idea of the passage.3. As Ss have a general impression of the passage, get them
22、to finish Activity 3 to decide the text type of the passage. Then ask them to read the passage carefully and then finish the exercises in Activities 4 and 5.4. Ask Ss to discuss the following key sentences:(1) Every chapter of his novels describes the sights, sounds, and smells of the city, and prov
23、ides a social commentary of London life.(2) The East End was Londons poorest district, where children wore rags for clothes and the women searched in dustbins for food.(3) Many people suffered from the effects of poor nutrition and even starvation because of a lack of food, yet their welfare was of
24、no concern to the taxpayers of London.(4) The West End is the theatre district where Dickens felt at home because, surprisingly, he thought he would accomplish more with his drama than with his novels.Step 4. Homework1. Ask Ss to read more about Charles Dickens and his works Oliver Twist and The Gre
25、at Expectations.2. Ask Ss to do Reading (another fiction written by Charles Chickens) in the Workbook3. Ask Ss to preview Reading and Vocabulary in the module.Period 3 Reading and Vocabulary (1, 2)Teaching Goals:1. To let Ss master how to read a passage.2. To let Ss master some words and phrases.3.
26、To get Ss to talk something about the novels.4. To help Ss learn how to talk about the characters in novels.Teaching procedures:Step 1. RevisionCheck whether Ss have finished their homework.Step 2. Leading-inGive Ss several film posters of Oliver Twist and The Great Expectations, and then ask them t
27、o express their opinions about the two works. Step 3. Reading and Vocabulary (1)1. Ask Ss to finish Activity 3 on page 32 to learn the new words. If they dont know the meanings, they can look up the dictionary.2. Ask Ss to fill in the following blanks with the correct form of the words just learnt.J
28、ohn has just got out of prison. Now he is _(1)_ to hunt for a job to _(2)_ his big family, but he has not been _(3)_ for three months yet. Yesterday he was walking on the street when he was _nudged _ by somebody, and the man _(4)_ him by his arm. To his great _(5)_, it was one of his _(6)_. They wer
29、e so excited to meet each other at first, but a _(7)_ look appeared on Johns face at once when John heard that the man has been _(8)_ by the government and is going to work abroad. Suggested Answers:(1) eager (2) support (3) employed (4) seized (5) astonishment (6) companions (7) desperate (8) rewar
30、ded3. Ask Ss to read the story quickly and choose the best summary in Activity 1 on page 30. 4. Get Ss to find out where the words of Activity 2 are in the passage. Then ask them to choose the best meaning. 5. Ask Ss to read the passage carefully and complete the sentences in Activity 4 on page 32.
31、6. After the reading, Ask Ss to say what they know about the following things or characters.(1) The poor and hungry boys (2) the warden (3) the managers (4) The story For your reference:(1) The poor boys each were allowed a bowl of soup no more. The bowls never needed washing. They sit staring at th
32、e pot with eager eyes. They became wild with hunger. The soup was served and disappeared down the boys throats(2) The warden was a fat, healthy man. He hit the boy on the head with the soup spoon. Then he seized Olivers arms and held him (3) When Mr Bumble told the managers, the faces of everyone in
33、 the room showed great complete astonishment because Oliver asked for more.(4) The story is part of the novel, so it tells us in a narrative way with dialogues. From the story we can learn that the society and background of the story and novels.Step 4. Reading and vocabulary (2)1. Ask Ss to read the
34、 passage quickly and describe the film picture in Activity 1 on page 37. Then ask them to say the relationship between the man and the boy in the picture.2. Ask Ss to read the passage carefully and work in pairs to discuss the questions in Activity 2.3. Ask Ss make sure of the meanings of t the word
35、s given in Activity 3. They can look up the dictionary. Then ask them to complete the sentences with the correct form of the words. 4. Ask Ss to read the passage carefully and say something about the characters Pip, Estella, Miss Havisham and Abel Magwitch.Step 5. Language Points Ask Ss to discuss t
36、he important language points in groups. Then give them some explanation.1. The room in which the boys were fed was a large stone hall, with a large pot at one end. 孩子们住的房间是一个很大的石头砌成的厅，在一角有一个很大的锅。 (1) 这是一个含有定语从句的复合句。定语从句的引导词是介词（in）+which；同时该句还含有with的复合结构：with + n/ pron. + 介词短语（at one end）。(2) feed: 喂
37、（养）、饲（养），为提供食物。其用法归纳如下： 在feed on/ with中，with后面可跟工具等词。如： He feeds the dogs on/ with fresh meat. She feeds her baby with a small spoon. 【比喻用法】You should water the plant once a week and feed it (=with minerals etc. needed for growth). feed on/ with 主语是“人”或“动物”。意思是：吃；以为食物。如： Cows feed mainly on grass. f
38、eed + 副词/介词+ 宾语 意思是：（尤指连续地）投入；供给。如： You feed in the money here and the coffee comes out there. feed + 双宾语 =provide with（非正式用法），如： We fed the spy some false information in the hope that he would pass it back to his government. 2. Each boy was allowed one bowl of soup and no more, except on special ho
39、lidays when he was given another 60 grams of bread. 每个孩子可以得到一碗汤，仅此而已，除非在特殊的节假日，才能得到60克的面包。(1) 这是一个较复杂的复合并列句。在第二个并列句中有一个由when引导的定语从句修饰先行词on special holidays。(2) except on special holidays意思是“除了在之外”。except的用法总结如下： except用于表示同类事物之间的关系，其意为“除以外”、“除去”。 后面可接名词、代词、动词、副词、介词短语和从句等。例如： (a) We have an English l
40、esson every day except Saturday. (接名词)(b) They all went to the concert last Sunday except Jack. (接代词)(c) Every day Mary does nothing except watch TV. (except后接动词时，一般为带to的动词不定式。但如果except前面有谓语动词do或其相应形式时，后面通常接省略to的动词不定式。如此句。) (d) He always goes to work by bus except recently. (接副词)(e) After supper the
41、 students went nowhere except to their own classroom. (接介词短语) (f) My father usually goes out for a walk after supper except when it rains/ on rainy days. (接从句/ 介词短语) except常用在all, whole, any, every, no等词，及anything, anybody, anyone, everything, everybody, everyone等不定代词之后。例如： (a) She ate everything on
42、 the plate except the pork. (b) Ive cleaned all the rooms except the kitchen. except与except for的用法区别：(a) except后排除的内容与主语往往是同一类的；而except for后所排除的内容与主语往往不是同一类的，汉语常翻译成“美中不足的是”。试比较： All the books are excellent except this one. 所有的书都很好，这本除外。 All the books are excellent except for their pictures. 或者 All t
43、he books are excellent except that the pictures which the books contain arenot good. 所有的书都很好，除了书中的插图外。(b) 当except用在句首时，往往改用except for。例如: There was no single person in the dark street that night except a policeman on his duty. 相当于：Except for a policeman on his duty, there was no single person in the
44、 dark street that night. except that. 也是“除去一点外”的意思，但应注意恰当地使用引导词。若从句句意和结构完整,只需用引导词that，其他情况下，可以出现except + what/when。【例题】 The suit fitted him well _ the color was a little brighter. (Key: B) A. except for B. except that C. except when D. besides Can you tell me all about the earthquake? (Key: C )Sorry
45、, I know nothing about it _ I read in the newspaper.A. except B. except for C. except what D. except that Mr Green usually goes to work by bus _ it rains. (Key: B)A. besides B. except when C. except what D. beside3. He stared in a complete astonishment at the child and held on to the pot for support
46、. 他非常惊讶地盯住那孩子，手扶在锅上，撑住自己。(1) 这是一个简单句。stare at的意思是“盯住看”；in a complete astonishment意思是“完全惊讶地”。 (2) hold on to = hold onto 抓住（某物）。而hold on本意是“抓住、抓牢；等候、等待”等。 hold on to sth 抓住、抓牢；保留；继续感到、仍然相信。如：(a) Hold on to the seat in front when we get round the corner.(b) Hold on to the instructions in case you have
47、 any problems.(c) I always hold on to a belief that one day he would succeed. hold on to sb 不让（某人）离开；不让（某人）做想做的事。如：A mother cant hold on to her children for ever. 【例】We thought of selling this old furniture, but weve decided to _it. It might be valuable. （NMET 2002，第31题） A. hold on toB. keep up with C. turn to D. look after【解析】这里考察动词短语的用法。原句意思是“我们本想把旧家具给卖掉，但是我们决定还是
