选修7 Module 3 Literature
Reading and vocabulary
教学目标：
1、.通过完成相关的阅读练习，了解小说的故事情节以及描述文中主要人物warden and Oliver。
2、通过长难句分析，掌握难句子的结构。
3、通过和Oliver生活的比较，学生们能更加珍惜自己的幸福生活。
Teaching procedures:
Ⅰ. Self Exploration 自学探究
Read the text silently and underline the words, phras and ntences that you don’t understand referring the vocabulary on P148 if necessary. And finish the following work.
1.The bowl never needed washing, …
need 后面接doing时主动表被动, 英语中类似用法的动词还有哪些？
2. in astonishment “in+抽象名词” ,作方式状语,其含义相当于这一名词的副词形式。你还能举出更多列子吗？
3. than ... 意为“ 一eton……就……”，引导时间状语从句。
“ 一……就……”有多种表达，你能想出几种？
Ⅱ. Careful Reading 细读
1、Read Para. 1-2 silently and then decide whether the ntences are true or fal.
(1). Each boy was allowed one bowl of soup and another 60 grams. ( )
(2). Oliver and his companions starved for three months and they became quite wild with hunger. ( )
(3)q. Oliver volunteered to ask for more food. ( )
soup是什么意思
(4). The tall boy in the workhou often suffered from hunger before. ( )
2、Read Paragraphs 3-6 silently and finish the tasks.
(1). When Oliver went to ask for more food, he felt___.
A. hopeful B. happy C. desperate D. excited
(2). When Oliver asked for more food, the warden’s face became very pale becau he was __________.
A. excited by Oliver’s words
B. astonished at Oliver’s words
C. very angry about Oliver’s words
assistance
D. badly ill
翻译并分析句子结构：Oliver, who was desperate with huger and miry, ro from the table and walked towards the master with his bowl and spoon in his hand.
3．Read Para. 6-9 silently and answer the following questions.
替换句子：Which ntence in the text can be replaced by the following one?
The moment the boy spoke the words the warden hit him on the head with the soup spoon.
4．Read the last 4 paragraphs silently and answer the following questions.
(1). What did the managers do to Oliver Twist after they heard what the warden said?
(2). What's the gentleman's prediction?
(3). Would Oliver Twist be hanged? Just guess洛杉矶湖人英文。
Ⅲ. Consolidation巩固
Fill in the blanks according to the text and then retell it.
Oliver Twist and other boys in the workhou_______for three months. They became quite wild with _____. One day, Oliver was chon to ask for more. __________with hunger and miry, Oliver walked up to the master. The warden was in ____________. Then the little boy was immediately _____in a small room. Finally, the managers all agreed that Oliver would be______ .
Ⅳ. Structure Analysis结构分析
1. Choo the best summary
A . The boys were starving and cho Oliver Twist to ask for more food .When Oliver did this, the managers were very angry. They locked Oliver in a room.
B. .The boys cho Oliver Twist to ask for more food. When he did this, the workhou managers were very angry and nt Oliver out to work.
2. Structure Analysis
Part 1：The boys were starving and cho Oliver Twist to ask for more food .
Part 2：. When Oliver did this, the managers were very angry.
Part 3：. They locked Oliver in a room.布宜诺斯艾利斯大学
Ⅴ. Discussion
Work in groups.
Find out the main characters in the story and say something about them using you have learned.
Oliver twist
a tall boy
the warden
the managers: Mr. Bumble paulMr. Limbkins a gentleman in a white jacket
参考词汇：
(starve, desperate, fat, cruel, hit, astonished , lock, hang, reward, afraid, be ud to, hungry, Cold-blood 冷血的 indifferent 冷漠的)
在这个环节中，旨在培养学生组织语言的能力。这个环节是教学中的一个难点，可以通过教师的启发或简单示范及同学们的相互帮助完成。
通过这个活动，教师可对学生以正确的导向：主人公Oliver生活的社会是充满压迫的社会，我们应珍惜现在的幸福生活，努力学习奋发图强。
VI. Homework
1、Continue the story with your own words, using as many new words, phras and important ntence patterns we have just learnt as possible and check it next class and choo the best ones .
2、Rewrite the story with your own words.
英语感叹句
能力稍强者可选一，挑战自己；能力稍差者可选二，以便对课文有更深的理解。这样体现了分层次教学，尊重学生差异的原则。
这个活动可使学生展开想像的翅膀，并把本节课所学内容内容运用于写作。下堂课检查旨在监督学生认真完成；选出最好的作品既是对同学们劳动果实的认可，又可以增强其学习英语的信心。
学情分析
经过高一的英语学习，学生学习的积极性、自觉性与学习认知能力有了进一步的发展，学生已经初步掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了一定的阅读策略。但学生个性和英语水平差异大，有些学生运用英语进行交际活动的能力较差；主动学习的动力不够，需要关爱，需要基础夯实和个别指导。所以教学设计要有梯度，由浅入深。部分学生的基础较好，能主动配合老师，愿意开口讲。因此，只有设置使他们感兴趣的活动，因材施教才能让他们投入到课堂活动中来，在注重夯实的基础上，更要讲究学用结合，不仅让学生学会，更要让学生会学。
效果分析
本堂课整体效果良好。通过对教材的整合，以学生为主体，以训练为主线，以能力培养为宗旨,用自主探究法童子鸡英文、任务型教学法、问答法、小组合作法、情景教学法等完成教学任务。开篇整体阅读以三个问题为线索，不离不弃的英文为下一步的细读做好铺垫，也激发学生通过文章更深入了解小说细节的兴趣。通过分析课文中的长难句、填空、理解句子结构，锻炼了学生运用所学词汇和句型概括课文内容的能力。并且采用了问题多样化的方式以降低查找信息的难度，以便所有的学生都能参与其中，并且让学生学有所获，在提问的过程中也注意问题的梯度，让不同层次的学生都能体验到成功。这一部分的实际教学中，基础好一些的同学积极活跃，基础较差一些的同学由于紧张，参与度不是很高。读后部分是小组活动时间，完成语言输出，旨在通过这样的讨论，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，让学生了解如何对人物和事件进行描写。
