高中英语外研版高中选修7Module3Literat.docx

《高中英语外研版高中选修7Module3Literat.docx》由会员分享，可在线阅读，更多相关《高中英语外研版高中选修7Module3Literat.docx（4页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Book7 Module 3Oliver asks for morePressForeign Language Teaching and Research PressContentBook7 Module 3 Oliver asks for more Period Two Reading & VocabularyGradeSenior ThreeDuration60 minutesTeaching DesignAnalyses of the materialThis is the third module of Students Book 7, whose topic is literatur

2、e. This part contains a scene-Oliver asks for more-taken from one of Charles Dickens, most famous novel Oliver Twist. By telling the story of the hero Oliver asks for more food, the author presents us with a vivid description of a highly unequal society which is obsessed with disparity of wealth as

3、well as oppression. This module aims to expose students to foreign literature, especially the famous writer Charles Dickens and his widely read works. This part is of just a few new words, so it is not difficult for the students to understand. In this period, students are going to learn about the mi

4、serable life of lower-class people in the eyes of Charles Dickens, developing a taste of writing techniques in literary works.Analyses of the learnersThe students are at the beginning of senior three. They have been exposed to this kind of reading material before and have accumulated some reading sk

5、ills and vocabulary, thus making it an acceptable level for them to deal with the reading tasks despite the existence of some new words.Teaching Aim1 .Knowledge AimHaving this lesson, students can1) grasp the main idea and structure of the passage.2) be familiar with some new words.(warden, workhous

6、e, appetite, whisper, nudge, desperate, seize, hang,misery)3) have a better understanding of the elements of a novel as well as a narration.4) develop a taste of literary works and the writer ,s writing techniques.2 .Ability AimHaving this lesson, students can1) have their reading skills developed,

7、like skimming and scanning, especially skills on how to get the main idea and the structure of a passage.2) get the key elements they need to focus on while reading a narration.3) master the meanings of the new words.4) know that a reader need to understand the background and pay attention to the de

8、tails while appreciating a literary work.AimHaving this lesson, students can1) be sympathetic to poor people and cherish what they have had.2) develop a sense of group cooperation and teamwork.Key pointsBy doing the reading tasks,1. students can practice and develop their reading skills, skimming an

9、d scanning.2. students can grasp the main idea and structure of the passage.3. students can have a better understanding of the elements of a novel as well as a narrationDifficult pointsBy doing the reading tasks, students can have a deep taste of literary works and the writers writing techniques.Tea

10、ching methods1. Task-based teaching approach2. Question-and-answer activity teaching method3. Individual work & team workTeaching AidsL The whileboard2. The multimediaTeaching ProcedureTeaching Steps & time neededTeachers9 activities & purposesStudents activitiesStep 1Revision & Lead-in (5 m)1. Gree

11、t the whole class as usual.2. Remind the students of Charles Dickens and his works.3. A brief introduction to Oliver Twist and some background information.Purpose: to arouse students5 interest and get them learn about some background informationIndividual work:1. Be prepared for class.1. Have a brie

12、f understanding of the period when Oliver Twist lived and the workhouse where he lived.Step 2pre-reading (3 ni)1. have the students guess what they are going to learn from the passage based on the title and picturePurpose: to get the students to make full use of the attached pictures and the title o

13、f a passage to predict the contents.Individual work(prediction):1. predict the contents of the passage based on the title and pictureStep 3While-reading (35 in)1. Guide the students to skim to check their predictions.3 .Guide the students to skim for the main plot of the passage and analyze the stru

14、cture of the passage.4 .Guide the students to have a better understanding of the key elements of a narration.5 .Guide the students to scan each part respectively and analyze the writing techniques of the writer.Purpose:1. to train students reading skills - skimming and scanning2. get the students to

15、 have a better understanding of the elements of a novelJas well as a narration3. get the students to develop a taste of literary works and the writers writing techniques4. develop their cooperative spiritSkimming & Individual work1. Skim the whole passage to check their predictions and find answers

16、for them.2. Skim for the main plot of the story. Scanning & Group work3. Analyze the structure of the passage based on the plot.4. Finish Activity 1 on page 305. Analyze the key elements of a narration.6. Scan the first pari of the passage carefully and underline the descriptions that highlight the

17、boys starvation.7. Scan the second part and find out the reasons why Oliver asks for more and how he is chosen to ask for more8. Scan the third part and find out descriptions of the managers appearances and feelings.9. Analyze the words used to describe the resultStep 4Post-reading (15m)1. Guide the

18、 students to analyze the writers purpose of using comparison and exaggeration.2. Enjoy a video clip of this part and predict what is likely to happen to Oliver.(optional)Purpose:1. Evoke the students sympathy fbr poor people and remind them to cherish what they have had2. to develop their imaginatio

19、n3. to learn about the authors attitude to the society of that eraDiscussion & Individual/Group work 1. Discuss in groups the writer purpose of using comparison and exaggeration.2. Enjoy a video clip of this part.Step 5Homework (2 m)1. Finish Activity 2&3 on page 31&32.2. Write a short passage about Olivers life after he left the workhouse.3. Reflect on the reading skills you have learned in this periodPurpose:1. to consolidate the new vocabulary2. to develop students imagination and writing abilityReflection