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1、Module 3 Literature-Period 1教案Part OneTeaching Design教学设计说明话题介绍本模块主要介绍英国古典文学中狄更斯作品及其生平，了解上述内容并掌握有关的词汇，培养有关的语言技巧。Period 1 ReadingINTRODUCTION Vocabulary and reading 和READING AND VOCABULARY合并为第一课时“阅读课”。课文Oliver Asks for More 让学习了解狄更斯作品。在学生课前自学、预习的基础上，以背景介绍导入新课，然后采取“自上而下”的阅读教学模式，引导学生关注文章的篇章结构、段落大意，得出“树
2、型图”，进行“信息转换”，理解全文、复述意义。 教师还可以参考“教学资源”中 关于 Charles Dickens 相关信息的材料，帮助学生更多了解英国作品。Period 2 Function第二课时FUNCTION Emphatic sentences是“功能课”，学习倒装句的用法”。教学重点是倒装的用法。Period 3 Grammar课本32页GRAMMAR 1 Inversion used for emphasis为第三课时“语法课”，集中学习和演练Inversion used for emphasis。Period 4 WritingWrite a description of ch
3、aracters Period 5 Reading and Vocabulary(2) 课本37页的Reading and Vocabulary(2) “为泛读课 ”，学习Philip Pirrip。引导学生阅读课课文，然后模仿其语篇结构、尽量运用课文中学到的词语、结构和话题模式，用记叙文体介绍自己熟悉和喜爱的人物。Period 6 Listening and Everyday English能识别所学词语及结构并听懂意义，能听懂并理解包含感情和情感的日常用语；能理解雾都孤儿的内容。Period 7 Reading Practice课本39页的Reading practice 让学生进行阅读，
4、然后完成书上练习题。Period 8 Cultural Corner该部分简单介绍了Charles Dickens 的生平，是本模块的一个重要内容。教师可以按教学时间来决定教学方法，如果时间紧，可以用泛读、速读、略读的方法处理。了解英国古典文学和同期的古典文学，了解它们对世界文化的贡献Period 9 TaskTASK “任务课”，学生课前利用图书馆、网络等手段收集某一地区的facts，课上教师出示若干file范例，指导学生完成Period 1 Reading-Oliver Asks for More Goals To learn to read passages with Inversion
5、 used for emphasis about literature To learn to read with strategies ProceduresStep 1: Warming up by learning about Charles DickensCharles Dickenss father was a clerk at the Naval Pay Office and because of this, the family had to move from place to place: Plymouth, London, and so on. It was a large
6、family and despite hard work, his father couldnt earn enough money. In 1823 he was arrested for debt and Charles had to start working in a factory, labelling bottles for six shillings a week. After leaving school, Charles started to work in a solicitors office. He learned shorthand and started as a
7、reporter working for the Morning Chronicle in courts of law and the House of Commons.In 1836 his first success was published, The Pickwick Papers. This was followed by more novels: Oliver Twist (1837), Nicholas Nickleby (1838-39) and Barnaby Rudge (1841). He travelled to America later that year and
8、aroused the hostility of the American press by supporting the abolition movement. In 1858 he divorced from his wife Catherine, who had borne him ten children. During the 1840s his social criticism became more radical and his comedy more savage: Novels like David Copperfield (1849-50), A Tale of Two
9、Cities (1959), Great Expectations (1860-61) only increased his fame and respect. His last novel, The Mystery of Edwin Drood was never completed and was later published posthumously. Step 2: Before you read Please go over the word list for this module, paying attention to the pronunciation of the wor
10、d, the relationship between its pronunciation and its spelling Step 3: While you read Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives. Step 4: After you read Copy all the useful expressions into your Expression Book. If poss
11、ible, make your own sentences with these expressions.Useful expressions from Oliver Asks for Moreneed washing, try to, in this way, become wild with hunger, be tall for his age, be used to doing, pick out, it waswho, stare at, for support, not until, no soonerthan, seize somebodys arms, rush into th
12、e room, be sure ofSentences made with expressions from Module 31. That young thief needs a good beating!2. Most young smokers who try to quit usually do so on their own instead of using recommended methods.3. In this way, I can finish the job ahead of time.4. His face became red with cold5. The merc
13、hants son is mature for his age.6. I have always lived in the country but now Im beginning to get used to living in the city.7. Can you pick out your sister in this crowd?8. It was they that (who) cleaned the classroom yesterday.9. It is so peaceful to stare at the clouds without a care in the world
14、 on bright warm sunny day.10. The old man held a stick for support.11. Not until the child fell asleep did the mother leave the room.12. No sooner said than done!13. Heseizedthegunfromtheenemysoldier.14. When the bell rang, students rushed into the classroom like bees.15. It is our responsibility as
15、 citizens to be sure of the truthfulness of information before we act on it or pass it on.Step 5: Drawing a diagram of the text to show its organizationOliver Asks for MoreThe beginning of the film: The boys became quite wild with hunger Children chose Oliver to ask for more soup and he did so Oliver was locked in a room and maybe would be hanged Step 6: Closing up by retelling the text To end this period we are going to retell the text with the help of the diagram above, using as many inversion sentences as possible.3
