26(2)-优秀高中英语阅读课教学课件“Oliver-Asks-for-More”

Oliver Asks for More教学设计学习目标：在本课学习结束时，学生能够：1.获取梳理小说文本的基本信息（when, where, who,what）。

2. 通过问题引导，概括整合小说发展的整体脉络以及小说人物的情绪变化过程并分析其根源。

3.通过对文本的深入理解和对人物角色的分析，就故事高潮部分进行生动的表演。

4.通过分析、比较等形式，总结归纳出济贫院的实质。

教学过程：一、lead-in:Charles Dickens:Workhouse:Predict: What does Oliver ask for?_______________________________设计说明：对作者和workhouse进行简单说明，为文章的阅读做好铺垫。

二、para1-3Read para1-3 and find out:Where_______________________________When_______________________________Who_______________________________what_______________________________设计说明：通过where，when, who, what小说四要素的寻找，让学生把握故事发展的基本脉络。

details:para1:1. How much food was served for each boy at meal times?_____________________________________________________________________2. Was it enough for boys? How do you know it?_____________________________________________________________________para2:1.How does the tall boy express how hungry he is?_____________________________________________________________________2.How did the boys solve the problem?_____________________________________________________________________3. How to choose the person?_____________________________________________________________________para3:1. After eating, what did the boy do?_____________________________________________________________________2. How did Oliver do after someone nudged him?_____________________________________________________________________设计说明：通过问题的引领，让学生明确故事发展的细节，并通过教师启发式的提问，让学生思考人物内心的情感，为后面的输出做好准备。

1. Language knowledge aimsa. key words and phrasesappetite, companion, starve, warden, assistant, throat, whisper, astonishment, nudge, misery, pick out, hang someone, hold on to, in a weak voice, knock atb. key sentencesThe bowls never needed washing, as the boys cleaned them with their spoons,trying to eat every bit of soup.Not until at least thirty seconds had passed, was the man able to speak. No sooner had the boy spoken these words, than the warden hit him on the headwith the soup spoon.2. Ability aimsEnable the students to read and understand the passage from Olive Twist and learn some new words in it.3. Emotional attitude aimsCultivate students’ awareness to show sympathy to the poor people and cherish their present life.Teaching important and difficult pointsHow to appreciate a novel.Task-based teaching method.Teaching aidsA computer and a blackboard.II. Teaching procedures and waysStep I: Lead-inListen to the song “Do they know it’s Christmas? ” Guide the students to think about:1. What’s the song about?2. Ask students to pick out the words in the song related to something bad. (afraid, hard, tears, fear, nothing, doom), and then use these words to describe Oliver Twist to arouse their interest.Step 2: Fast reading1. What did Oliver ask for? And why?2. Choose the main idea of the textStep 3: Careful reading1. Guide the students to make clear the text from the following aspects: when, where, why, who, how, what and the result.2. Ask students to find out some detailed information by finishing some multiple choice task.Step 4: Summary of the textSummarize the passage with the help of a blank-filling task.Step 5: Appreciate the passage.1. Find out sentences showing the boy’s hunger in paragraph 1. Which one do you like best? Why?2. Find out sentences showing the warden’s astonishment in paragraph 4. Which one do you like best? Why?3. Can you find out the other two inverted sentences (倒装句) ? What information do they want to emphasize?4. Think of some sentences to describe a hard-working student. Make sure the word “hard-working” should not be included.Step 6: Role-playAct out what you read in the text and what you saw in the film clip, and you can choose one from the two scenes:Scene 1: How was Oliver chosen to ask for more.Scene 2: What happened after Oliver asked for more?Step 7: Emotional education1. What’s the writing purpose of the novel?pared with Oliver’s life, what do you think of yours? What should you do now?Step 8: About Charles DickensIntroduction about Charles Dickens and his works.学情分析：我所任教的两个班级为高二的理科班，他们的英语基础相对薄弱，词汇量不充足，但经过之前大半个学期的引导，大部分已经掌握了正确的学习方法，上课时能够听懂一般课堂用语；在阅读方面也积累了一定的阅读方法与技巧，但实际运用还有一定程度的欠缺。

高二下学期英语导学案使用日期：Teaching ProceduresStep 1 Lead-inTask 1. Play a short video of Oliver Twist with a question: What did Oliver ask for more? And why?Task 2: Introduction of the writer Charles Dickens and his works.Step 2 While-ReadingActivity 1 A first lookTask 1: Read and choose the best summary.Task 2: Match the main idea with each part.Part 1(Para1) A. Why Oliver was chosen to ask for more food andwhat Oliver said to the warden that evening.Part 2(Para 2-3) B. Why the warden hit Oliver on the head and how Oliver wastreated by the managers of the workhouse.Part 3(Para 4-13) C. The living condition of the boys was very poor and there theysuffered from hunger badly.Activity 2: A closer lookTask 1: Read the text again and choose the best answers.Task 2: When we read a novel, what are the clues that we need to master.When where why who how what resultWhyThe boys were given very little food and slowly for three months. Finally, they became quite wild .HowOne tall boy whose father had kept a small cook shop told his friends that he wanted to have each day. The boys had a meeting and decided one of them should ask the warden for .They wrote their names on pieces of paper and picked one out. was chosen.WhatThe evening arrived. After the boys swallowed their soup, Oliver, with hunger and misery, came up to the warden and asked for more.The warden Oliver in complete astonishment and the pot for support. Then he him on the head with the soup spoon and him by the arms and for Mr Bumbles.ResultOliver in a room and the next morning, a notice was , offering a to anybody who would employ Oliver.Task 3: Retell the Story using correct words and formsThe boys were allowed one bowl of soup and no more, on special holidays. The bowl never needed washing, as the boys (clean) them with their spoons, trying (eat) every bit of soup. When they had cleaned their bowls in this way, they would stare at the pot (eager), as if they wanted to eat it. Oliver Twist and his (companion) slowly starved for three months until finally, they decided to choose one to ask for more. It was Oliver was chosen. After he did so, the warden stared in complete (astonish) at him. One man even thought Oliver would(hang). Oliver was immediately locked in a room. The next morning a notice was put on the door of the workhouse, offering reward to anybody who would employ Oliver Twist.Step 3：S how TimeAct what you have read in the text and what you saw in the film clip. You can choose anyone from the following scenes.Scene 1: How was Oliver chosen to ask for more?Scene 2: The period when Oliver asks for more.Step 4: Discussion1.What’s the writing purpose of the novel?pared with the Oliver’s life, what do you think of yours? What should you do now? Step 5: BrainstormingFrom the hero, what qualities contribute to a happy life of man?Step 6: HomeworkReview the text and try to retell the story in your own words after class.DialogueScene1：Boy A: Tom, give it a rest, will you? We are trying to sleep.Tom: can’t sleep, too hungryBoy A: We were all hungry.Tom : but I am frightened.Boy B: Frightened? Why？QualitiesTom : Why? Why? I am so hungry, I am frightened I might eat the guy that sleeps next to me.独白：They were so hungry that night, so the boys had a meeting. They decided that one of them should walk up to the warden after supper that evening and ask for more food. They wrote their names on pieces of paper and picked one out.Scene 2：Warden :O Lord God.....for the blessing of this generous and bountiful meal that you has placed before us ... we give thanks. Amen.Boys: A men.Eating.........(Oliver stand out and went for the warden. )Oliver: Please, sir, I want some more.Warden :What ?Oliver: Please, sir, I want some more.(the warden hit him on the head with the soup spoon, chasing ...... )Warden :Fetch the beadle(Mr Bumble)!(The beadle went to a room where some people were eating .... )Mr Bumble: Mr. Limbkins. I beg your pardon, sir. Oliver Twist has asked for more.Mr. Limbkins: For more? Compose yourself, Mr Bumble, and answer me clearly.Do I understand that he asked for more after he had eaten his supper?Mr Bumble: He did, sir.A gentleman in the white jacket: I never was more sure of anything in my life -- that boy will be hanged.。

Oliver Asks for More 教学设计下面从如下四个方面进行学情分析1. 知识基础：本教学设计是为英语学科成绩在及格线偏上的学生设计，他们有一定的英语学习基础，学习的自觉主动性相对较高，但他们是相对偏理科的学生，喜欢思考问题，不太善于英语口语表达，相当一部分学生缺少丰富的语言基础和信息积累，所以对某些任务的完成有一定的难度。

2. 思维能力：有较强的记忆力和模仿能力，有待培养知识的扩展运用能力。

3. 认知心理：有较强的求知欲，但部分学生存在不自信，羞于表现等思想顾虑。

4. 课前准备：讲解了本堂课词汇表中的词汇，因为涉及生词汇相对较少，课前和学生一起读了读本堂课涉及的词汇。

对本堂课的效果总结如下：一、比较好的几个方面1、基本完成教学目标，突出了本堂课赏析语言特点，尽量做到了以学生为中心，面向全体学生，教学环节设计明确有效，教学过程完整。

2、充分应用任务型教学，活动有效，能达到引导学生理解课文的效果。

3、学生在老师的引导下积极参与各种活动，实现了课堂有效互动，重视学生的主体地位，强调学生的自主学习，同时关注小组合作与学习竞争。

4、注重激趣与语言还原、场景还原。

在引入环节，借助与剪辑影片引出本节课要讲的片段。

阅读任务处理的过程中，多用表情或肢体模仿等形式来帮学生有效理解教材内容。

在对文章内容理解的基础上，为了让他们进一步理解该故事，更充分地参与到课堂，设计了角色扮演，和穿越到Oliver Twist 生活的时代，去体会和对比自己的幸福生活，从而达到情感教学目标的实现。

5、基本做到了课堂指令明晰，积极调动学生，努力做到使自己的课堂教学与学生有亲和力。

二、存在的不足1、板书不够工整以及肢体语言上过于夸张。

在黑板上的板书由于课前考虑不够全面，以至于看上去比较乱。

由于在上课前就得知这些孩子擅于思考，不太喜欢表达的特点，我在课堂上的表现相对夸张一些，这并无不妥，但容易引起课堂比较跳动的感觉。

2、在本堂课容量控制上，我设计中引出了本课的一个语法难点：部分倒装，但出于时间关系，在设计之初也考虑到了可能会出现时间不足的情况，所以最终还是去掉了。

Oliver Asks for More教学设计学习目标：1. 通过图片和文本的标题，预测文章的主要大意，并在随后的阅读中进行验证并逐步对文章大意进行深入理解。

2. 通过问题引导和图片辅助等手段，了解小说发展的整体脉络以及小说人物的情绪变化过程并分析其根源。

3. 通过分析、比较和讨论等形式，总结、归纳出小说当时所反映的社会问题以及作者狄更斯的写作意图。

教学重点：通过一系列学习活动着力提升学生的思维品质，尤其是批判性思维：辨析语言和文化中的具体现象，梳理、概括信息，建构新概念，分析、推断信息的逻辑关系，创造性地表达自己的观点。

教学过程：Ⅰ. lead-in： A picture of the novelT: How much have you known about this novel? What is the background of the novel?S: Open.(The teacher introduces something about the impacts of the Industrial Revolution, The New Poor Law and workhouses.)T: Could you predict what Oliver asks for?【设计意图】由小说图片引入话题，同时了解学情。

简单介绍小说发生的时间、地点、人物及背景，尤其是社会背景，这里提到济贫法及济贫院，既补充背景知识，也为下文分析文章做铺垫。

即，在思维层面为下一步的比较、分析与概括做好铺垫。

这部分主要是学习理解类活动。

教师铺垫必要的语言和文化背景知识，引出要解决的问题。

在此基础上，以解决问题为目的，鼓励学生从语篇中获得新知。

同时引导学生预测文章主要大意：他想要更多的什么？根据标题、图片预测和理解篇章的主要内容是学生应必备的基础认知能力。

II. paragraphs 1-3Step 1:(First check predictions: Oliver really asks for more food.)Q1: How much food was served for each boy at meal times? Was it enough for boys? Could you give one or two details to show how hungry they were?Q2: What does“it”refer to?追问：Who else was mainly mentioned in this paragraph? Why do you think the author mentioned this person?【设计意图】作者引入高个子男孩的用意，就是想通过分析他的要求，来体会男孩们饿的发疯的程度，为后面的情节推动，做好充分的铺垫。

Module 3 Oliver Asks for More教学设计本堂课是一堂文学阅读课，内容为选修七第三模块的reading。

课文题目是Oliver Asks for More。

该课文节选自狄更斯的小说Oliver Twist。

该文主要描述了英国维多利亚时期济贫所里孩子们糟糕的生活状况。

由于极度饥饿，Oliver不幸地被选中去多要一份食物。

当官员们知道后，都大为惊诧并对他施以惩罚，最终将奥利弗锁在房间里。

我所教授的班级是高三11班。

学生们在两年多的高中学习后，已经积累了基本的语言知识，掌握了常用的阅读技巧，并具备了一定的阅读经验。

他们知道从哪些方面去分析小说，但缺乏深入探究的意识。

因此，本堂课我将带领学生学习小说的几大要素，并透过人物描写深入分析文章的主题。

为了能更好地分析文章，学生已提前了解了作者狄更斯的相关信息。

本堂课的教学目标分为：知识目标、能力目标以及情感目标。

学完本堂课，在知识上，学生需了解小说的几大要素以及人物刻画的几大方面。

在能力上，学生能分析文章的几大要素，能从外貌、表情、动作及语言四个方面分析人物及总结文章主题，能够基于上课所学加以个人情感表演故事。

在情感上，学生能够学会珍惜粮食及当今的美好生活，提升自己的社会责任感以及对文学的热爱。

本堂课的教学重点为：深入理解文章、了解并掌握小说的几大要素以及人物描写的几大方面。

教学难点为：掌握如何分析小说的方法，理解文章的主题、培养学生主动阅读并赏析小说的能力以及鼓励学生勇敢表达自己的观点。

本堂课的教学方法为：角色扮演法、任务驱动法、指导发现法、情景教学法。

本堂课的教学流程如下：1.引入。

由于本堂课是下午最后一节，学生可能又累又饿，我事先准备好面包。

借助学生饥饿可以得到食物这一点，提出“Oliver饥饿后会得到什么呢？”这一问题，从而引出文章Oliver Asks for More。

先让学生通过文章标题猜测故事接下来会从哪些方面展开，从而自然得出接下来要讲的三个方面：Oliver为什么要要食物？Oliver怎样要食物？Oliver要食物的结果是什么？2.速读。

选修7 Module 3 LiteratureReading 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, phrases and sentences 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. no sooner... than ... 意为“ 一……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 these sentences are true or false.(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).Oliver volunteered to ask for more food. ( )(4). The tall boy in the workhouse 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. hopefulB. happyC. desperateD. excited(2). When Oliver asked for more food, the warden’s face became very pale because he was __________.A. excited by Oliver’s wordsB. astonished at Oliver’s wordsC. very angry about Oliver’s wordsD. badly ill翻译并分析句子结构：Oliver, who was desperate with huger and misery, rose from the table and walked towards the master with his bowl and spoon in hishand.3．Read Para. 6-9 silently and answer the following questions.替换句子：Which sentence in the text can be replaced by the following one?The moment the boy spoke these 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。

教学设计一、教学内容Pre-reading; Reading; role-playing; writing.二、教学目标在本节课结束时，学生能够1、了解小说的故事情节，理解当时社会的背景，和小说中人物的特点。

2、运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来掌握篇章中心内容，获取阅读文章中的关键信息。

3、从人物的描写分析人物的特点。

三、教学步骤Pre-reading1.通过图片让学生猜测出作者，并就了解的知识对作者进行介绍。

2.引导学生说出更多的狄更斯的作品。

设计意图：激发学生兴趣，调动学生的积极性，快速进入文章情境。

步骤一略读1. 学生看快速阅读文章得出小说的故事情节。

2. 鼓励学生到黑板上写下个人的见解，并讲解。

3. 在黑板上书写文章的structure，帮助学生理解。

设计意图：运用之前学到的阅读技巧，使学生在较短时间内准确地找到文章的基本信息。

步骤二找读（scanning）1．运用图片引出“tall boy”, 让学生快速找出人物描写，并且把分类，如：外貌，神态，动作，语言和心理。

2．分析作者设计该人物的写作意图是什么。

设计意图：学生在把握了文章的结构后，他们在对文章的把握上会更细致。

引导学生分析人物。

步骤三细读（careful reading）1．学生仔细阅读课文，找出剩余段落的里面的人物，以及人物特点。

着重处理人物的语言。

设计意图：通过模拟语言的方式，提炼人物的心理特点让学生加强对这一人物的理解。

步骤四,,表演（role-playing）让学生分角色表演文章当中的人物。

可以适当的增加故事情节。

设计意图：学生可以根据文章的描写进行表演，根据已有的理解和对文章人物性格的分析，去表现人物，从而更好的理解人物特点。

为后续的写作做铺垫。

步骤五writing根据对狄更斯作品的了解和人物的性格分析，以及背景进行合理的想象，续写一下小说的结尾。

教学设计Module 3 Oliver Asks for More一、设计思想成功的英语课堂教学教师应该为课堂内创设更多的情景，让学生有机会使用已学过的语言材料。

通过给学生创设问题情境，图文并茂，充分调动学生的积极性，使学生自主学习，让学生成为问题的发现者，然后学生与学生进行合作性的探究，让老师成为问题的点拨者。

的确，高中英语的听说教学是给学生打基础的重要阶段。

必须设法让学生积极主动的开口说出来，才能促进听说读写等综合素质的提高。

这个有赖于在课堂上创造出符合学生生活实际的情景，让学生发现，促使学生有话可说，体验而习得语言，让课堂动起来。

新课程强调的是教学应该把培养目标与学生生活世界的紧密结合，使学生学会创造健康向上的生活。

课堂的成败往往取决于这堂课的设计思想。

二、教材分析本课内容是外研版B7M3 的Oliver Asks for More --reading 的一个课时，主要包括对主人公Oliver身上发生的事的了解，从而把握文章的主旨，学习一些描述人物外貌和品质的形容词，我结合学生的实际生活，对教材整个模块做了整合，通过创设多种情景活动，使学生积极参与课堂活动，主动踊跃的发言。

三、学情分析高三学生思维活跃，敢于发言，有些学生已经储备了一定的英语基础，能较好的带头展开话题讨论，各抒己见，采用多媒体教学，运用多种教学方法和手段，激发学生交流和学习兴趣。

希望学生处于积极思考、主动探究的状态中，创造充满活力的课堂气氛。

四、教学目标1、语言知识目标：掌握描述人物特点的形容词。

2、语言技能目标：运用描述人物特点的形容词进行描述。

3、情感态度：学生能自如的表述自己的思想，感情以及与人交流的能力，理解老师的工作艰辛并尊重老师。

4、学习策略：在情景中进行交流，培养学生的交际策略。

五、重点难点 1、教学重点：鼓励学生讨论自己最喜欢的老师，锻炼学生的听说能力，鼓励学生使用新学词汇描述老师。

2、教学难点：如何使学生积极主动的参与到课堂活动中来。