Listening and vocabulary名师教学实录

Module 3

Literature I．模块教学目标

技能目标

Skill Goals ▲

Talk about the novels of Charles Dickens ▲

Learn inversion used for emphasis and ways of emphasizing ▲

Describe about the people and characters in the novels of Charles Dickens ▲

Write a character sketch and rewrite a story II.目标语言

功能

句式

Ways of emphasising

Everyday English 1. 四会词汇

accomplish, ambassador, anchor, appetite, bunch, carrier, cast, career, chapter, choke, collar, compass, companion, corporation, drag, desperate, dustbin, employ, educate, fountain, finance, inn, illegal, lantern, maid, nudge, mourn, misery, navy, novelist, nutrition, novel, orphan, paperwork, pile, pipe, pot, pub, pump, pedestrian, rag, reward, scream, seagull, smog, sparrow, starve, starvation, swallow, taxpayer, trial, warden, welfare, workhouse, whisper

2. 认读词汇

amused, attain, commentary, distribute, decorate, fiancé, illegally, meanwhile, pedestrians, terrified, unfairly, standard, surprisingly 3. 词组

as a result, a huge amount of, bring something to the attention of somebody, let go, hang someone, in astonishment, in a … voice, no sooner … than …,

take place,

pick out, hardly … when

4. 重点词汇和短语

accomplish, ambassador, anchor, appetite, bunch, carrier, cast, chapter, choke, collar, compass, companion, corporation, decorate, drag, desperate, dustbin，employ, fountain，nudge, mourn, meanwhile, misery, navy, novelist, nutrition, novel, orphan, rag, reward,

scream, seagull, smog, starve, starvation, swallow, taxpayer, trial, warden, welfare,

workhouse, whisper, become fond of, in astonishment, in a … voice,

no sooner … than …,

take place,

hardly … when Inversion used for emphasis Emphatic sentences

1. The room in which the boys were fed was a large stone hall, with a large pot at one end.

P30 2. The bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup. P30

3. Oliver, who was desperate with hunger and misery, rose from the table and walked towards the master with his bowl and spoon in his hand. P30 4. Frightened by his own courage, he said, “please sir, I want some more.” P30 5. He stared in complete astonishment at the child and held on to the pot for support. P30 6. Not until at least thirty seconds had passed, was the man able to speak. P30 词

汇

语

法

重

点

句

子

7. No sooner had the boy spoken these words, than the warden hit him on the head with the soup spoon. P31 8.Never have I heard anything like it. P31 III. 教材分析与教材重组

1.

教材分析

本模块以查尔斯·狄更斯及其作品《雾都孤儿》、《远大前程》等为话题, 从听、说、读、写等方面谈论了小说的人物及情节, 使同学们更加了解查尔斯·狄更斯文学作品的时代背景和深刻的社会意义，有利于提高学生的文学修养。同时，通过对《雾都孤儿》和《远大前程》中的精彩选段或描述的学习，使同学们了解如何对人物和事物进行描写，并运用所学的相关词语写一篇描述自己家乡的作文。

1.1 INTRODUCTION &READING AND VOCABULARY（1）以查尔斯·狄更斯的著名小说《雾都孤儿》中的一幅画和对作者及本作品的简介切入话题。同学们通过讨论从而激活有关《雾都孤儿》这部作品的背景知识，设置了四个与课文相关的练习，帮助学生们了解文章的主旨大意并掌握相关词汇。1要求学生浏览课文后从四个选项中选出最恰当的概述，培养学生的总结能力和对文章中心思想的把握能力；2 是词汇短语的练习，为进一步理解课文扫清词汇障碍；3 要求学生用词汇的正确形式填空，巩固学生对词汇的理解和运用；4 要求学生再次阅读文章后把句子补充完整，培养学生scanning的阅读技巧。

1.2 GRAMMER1&2（Inversion used for emphasis）通过一系列相关的语法练习，旨在帮助学生学习、理解倒装句的作用并掌握它的正确使用。

1.3 READING AND VOCABULARY &WRITNG以描述《远大前程》的一段文章为素材，设置了三个相关活动，使学生们了解文章的主旨大意并掌握相关词汇。1 要求学生阅读文章并根据其中的相关内容描述一幅画，并说出图中两人之间的关系。2 要求学生根据文章内容回答四个问题，检验他们对一些文章细节的理解。

首先要求学生对《远大前程》中的几个人物进行简要的描写，然后分小组讨论后对文章的最后两段进行改写，使故事的结局不同于原著。

1.4 CULTURE CORNER 是一篇对查尔斯·狄更斯生平的简介，有助于学生知识面的拓宽和相关词汇的扩充，使学生对其作品的理解更深入。

IV．分课时教案

Period 1. Introduction &Reading

Step I Lead-in Show the following pictures or other pictures to the students.

Get the students to learn some key vocabulary.

Step II Skimming Give the students several minutes to skim the text.

Step III Scanning In this step, the students will do some scanning. Check their understanding of some detailed information. First, show the students some questions based on the passage and let them find the answers.

Questions: 1.

Why did the bowls never needed washing? 2.

Why did the boys choose one boy to ask for more food? 3.

How did they choose the representative to ask for more food? 4.

When Oliver Twist to ask for more food, what is the warden’s reaction? 5.

What about Oliver’s final result for asking for more food?

Suggested answers: 1. Because the boys cleaned them with their spoons, trying to eat every bit of soup. 2. Because first each boy were allowed one bowl of soup and no more; second, boys usually have excellent appetites; third, they have starved for three months. As a result, the boys became quite wild with hunger. 3. They wrote their names on a piece of paper and picked one out. 4. He hit Oliver on the head with the spoon, then seized Oliver’s arms and held him. 5. He was locked in a room. Then deal with Activity 4 on Page 32.

Step IV Passage analyzing Use some questions to guide the students to analyze the passage.

The poor boys Each boy was allowed to one bowl of soup and no more, …

The bowls never needed washing, … trying to eat every bit if soup.

… sit staring at the pot with eager eyes …

… became wild with hunger.

The soup was served and disappeared down the boy’s throats.

… desperate with hunger and misery, …

The warden and the managers The warden was a fat, healthy man …

… the warden hit him on the head with the soup spoon. Then he seized Oliver’s arms and held him, …

The faces of everyone on the room showed complete astonishment.

Step V Vocabulary Deal with the vocabulary activities and help the students to learn the meanings and

usages of some words.

Period 2. Grammar &writing 学能目标

Help the students learn how to use inversion and emphatic sentences freely.

教学重难点

Teach the students how to use inversion and emphatic sentences properly.

教学过程与方式

Step I Grammar (1) Show the following sentences on the screen. 1. Not until at least thirty seconds had passed, was the man able to speak. 2. No sooner had the boy spoken these words, than the warden hit him on the head with the soup spoon. 3. Hardly had they sat down when the warden started shouting at them. 4. “Never had I head anything like it!” said Mr. Limbkins. 5. Only after some minutes did the warden start speaking. 6. Only then did Oliver understand his situation. 7. Seldom have I seen such courage. Step II Practice (1)

Step III Grammar（2）

In this step, the students will learn the use of emphatic sentences.

1.

It was the young man who replied.

2.

I t was him that we met at the school gate. 3.

It was in the park that Tom lost his watch.

the basic structure : It is / was + the stressed part + that (who) + the rest part of the sentence Then let the students correct the statements about Olive Twist in Activity 2.

Step IV Practice

Period 3. Reading Practice Step I Lead-in Encourage the students to share what they have known about Dickens’ novel.

Step II Reading (1) Skimming

Deal with Exercises 1&2 on Page 39.

Fast reading

Deal with questions onP40 Language points

convict

n. someone who has been proved to be guilty of a crime and sent to prison escape

v. to get away from a place or dangerous situation when someone is trying to catch you or stop you

escape from / through / over etc e.g. He escaped from prison in October. prison

n.

a building where people are kept as a punishment for a crime wedding n. a marriage ceremony (仪式), especially one with a religious service

e.g.

wedding party / reception / breakfast illegally adv. = illegal + ly

illegal adj. not allowed by the law –opposite legal

e.g. They entered the country illegally. repay

v. to do something for someone, or give them something, in return for helping you

repay somebody for something

e.g. How can we repay him for everything he’s done?

I’d like to buy them something to repay all their kindness.

Step III Writing

Deal with Activity 1 &2 in WRITING on Page 38.

Work in pairs or small groups. Rewrite the last two paragraphs to the story, changing the story and giving it a different ending. Show the requirements on the screen: 1.

Discuss your idea; 2.

Decide on the changes and make notes. You can keep two or three parts of the original story; 3.

Write your new ending to the story. Here are some useful phrases: Meanwhile

… (means while something else is happening, used to compare two things, especially if they are completely different and are happening at the same time) Sadly … (used at the beginning of a sentence with a comma after it, equals to “it is sad that …”) We learn that

…

Some months / years later

…

However

…

Period 4. Cultural corner

Get the students to know more about Charles Dickens, one of the great novelists in literature.

Turn to Page 41. Here is a passage for us to know more about the author Charles Dickens. Look at the questions above the passage first. Then read the passage quickly and find the answers to them. Sample answers: 1.Dickens used the poverty experience from his own life in his novels. 2.The story ends happily. The young boy discovered his real parents and found a loving home. 3.Dickens often wrote about the problems of poor people, and as a result of his work, the lives of the poor were improved. Fill in a list of Charles Dickens’ works including fictions and short stories. You can read some of them in your spare time.

Fictions 1. A Christmas Carol 2. A Tale of Two Cities 3. American Notes 4. Barnaby Rudge 5. Bleak House 6. David Copperfield 7. Dombey and Son 8. Great Expectations 9. Hard Times 10. Little Dorrit 11. Martin Chuzzlewit 12. Nicholas Nickleby 13. Oliver Twist 14. Our Mutual Friend 15. The Mystery of Edwin Drood 16. The Old Curiosity Shop 17. The Pickwick Papers Short stories 1. The Schoolboy’s Story

2. What Christmas is as we Grow Older 3. The Wreck of the Golden Mary 4. The Child’s Story

5. A Christmas Tree 6. Nobody’s Story

7. The Poor Relation’s Story

8. Doctor Marigold