牛津英语模块八第一单元Reading讲解学习

libraries.
3. Which of the following is Not true according to the text? C A. Classics are also worth reading today. B. We can find the value of writing and wisdom in classics. C. Classics have nothing to do with life today. D. Some classics have been adapted for movies.
He becomes vain and ashamed of his background
5. Why is Pip embarrassed by his friend Joe?
Because Joe does not fit his rigid ideas of what it means to be civil and to be a gentleman.
2.Many films adapted from them and wellreceived by people
Detailed reading
Multiple choice
1. The writer wrote the passage mainly to A__.
A. convince us to change our attitude(态度) to classics
except _____D_____.
A. they were written a long time ago. B. their language characteristics are quite

Unit 1 Reading Appreciating Literature (模块八高二下）Background Information：Students: 40 Senior high school students, Grade 2Lesson: Unit 1 Reading Appreciating LiteratureLesson duration: 45 minsTeaching Objectives:By the end of the lesson, students should be able to:◊ be familiar with the new words and fully understand the text◊ apply reading strategies while reading persuasive essays◊ give a brief introduction to Charles Dickens and Great Expectations◊ raise interest for classic literatureTeaching Contents:A) key point: apply some useful reading strategies, e.g. skimmingB) difficult point: get to know the writing skills employed in the textTeaching Aid: video,blackboard, chalk, PPTType of the Lesson: readingTeaching Procedures:Step 1: Lead-in (5 mins)Movie-appreciation:1) Show a 1-minute episode of the movie Great Expectations, and ask the students questions, as what do you know about the film? Have you ever read classic novels?...2) Teacher commentsPurpose：to evoke students' interest, and lead inStep 2: Fast Reading (7 mins)Ask students to go through the passage as quickly as possible with some posed problems as follows:◊What is classic literature?◊Who is Charles Dickens?◊How old is Pip when the story begins?Purpose: to apply the strategy of skimming to get the main idea of the textStep 3: Detailed Reading (25 mins)1). Ask students to reread the text by themselves. Guess the meaning of new words from context and do the exercise on page 4.Match the new word on the left with the correct meaning on the right.1. antiques a. very quick and not expected2. well received b. insisting on doing something3. released c. valuable things from the past4. abrupt d. liked by a lot of people5. prejudice e. made available to the public6. rigid f. difficult to change7. civil g. preference that prevents truec onsideration of a situation8. bent on h. polite, good-mannered2). Finish the exercise on PPT as follows:Here are some words in Liz's essay that describe the main Elements of the novel. Match the elements on the left with correct examples on the right.1. character a. mist2. setting b.what is means to be a gentleman3. symbol c. England in the early 1800s4. theme d. Pip, Joe, Estalla5. plot e. a stranger gives Pip a lot of money,thenPip moves to London and becomes a snob3). Let several students read each paragraph. The teacher analyses thestructure of the text and the way the writer adopts to write a persuasiveessay.Purpose: to fully understand the text and master useful reading strategies as scanning, taking notes and guessing the meaning of a new word from context.Step 4: Post-reading Activity(6mins)Students shall work in pairs to practise the dialog on ppt:A: Do you know anything about Charles Dickens?B: Yes, I do. He is...A: Oh, I see. He wrote many classic novels. Can you introduce one to me?B: Sure. Great Expectations tells the story that...Purpose: to help students learn how to summarize and output the information they've learned.Step 5: Homework (2 mins)After class, students are required to1. finish exercises on page 52. find out more classic works by Charles Dickens and make a ppt to introduce themto your classmates in tomorrow's class.Purpose: to consolidate the knowledge that the students have learned, anddevelop the ability of research.。

b.DevelopStudents’abilityofco-operationthroughgroupdiscussion. Section3:TeachingKeyPointsandTeachingDifficulties a.Learnandmasterreadingskills. b.Trainstudents’speakingability. 2.TeachingMethods a.Skimmingreadingtograspageneralideaofthetext. b.Detailedreadingtogetthedetailedinformation. c.Asking-and-answeringquestionstohelpSsunderstandthetextexactly. d.Groupworktomakeeverystudentattendtheclass. 3.Learningmethod a.Sshaveknownsomethingaboutclassicliteraturebyobtaininginformationfromthecom puter. b.Ssdon’ toftenuseEnglishtoexpressthemselvesandcommunicatewithothers,sotrytoencouraget hemtocooperatewithothers. c.Somestudentsarenotactiveintheclassbecausetheyareafraidofmakingmistakesandthe reforeIwillcreateaneasyatmosphere. 4.Teachingprocedures
2.DetailedReading HaveSslistentothetextandreadafteritwithtasksinPartC1. (设计说明：让学生完成课文的精听与精读，可促进学生听与读的技能培 养，并通过任务布置，提高学生自主完成目标任务的能力，积极响应新课标 要求。) Step4Post-reading(18mins) 1.Discussion(10mins) anizeSsintogroupsoffourandaskthemtodiscussthefivemainelements(characters, setting,symbols,theme,andplot)ofthenovelGreatExpectations. b.HaveSsthinkofsomepossibleendingsforthenovelandreporttheiranswersintheclass. (设计说明：两组讨论中第一组设置了有结构问题，进一步培养学生阅读及 总结能力，第二组设置了无结构问题，可激发学生的发散思维能力；同时， 通过分组讨论的形式可提高学生英语表达能力，团队协作的能力，有助于进 一步提高学生对英国文学的鉴赏能力。) 2.Consolidation(8mins) AskSstofinishtasksinPartEindividually，andchecktheanswersasaclass. (设计说明：通过连线和选词填空的练习方式巩固重点词汇和语篇感知能 力，引导学生将所学内容进行输出和反馈。) Step5Homework(3mins) a.ReadthetextagainandtrytoretellthestoryofGreatExpectations. b.Thinkofsomepossibleendingsforthenovelandwriteitdown.

一开始他出版了许多小说，是在报纸 上每次登载一章，后来有些小说被搬 到舞台上表演了。
at a time means ‘dealing with things separately’ 每次，一次 e.g. The boy took the stairs two at a time.
那男孩一次爬两节楼梯。
This book is adapted for students
between 11-16 years old.
2. He first published many novels one chapter at a time in newspapers, and some were later performed on stage. (page 2, lines 21-22)
would rather… than… means ‘to prefer to do something ’ rather than do something else’ 宁愿……而不…… e.g. I’d rather go to the cinema to watch a new film than watch an old one at home. 我宁愿去电影院看场新电影而不呆在 家看旧的。
4. Classic novels often have symbols which add interest, tension or deeper meaning to the text. (page 3, lines 32-33) 古典小说中往往有一些象征，这些 象征为原文增添了趣味、紧张的气 氛或者更深层次的含义。
He’d rather read storybooks than watch cartoon films. 他宁愿看故事书而不看卡通片。 注意: 在would rather的宾语从句中常 用过去时态的虚拟语气。 e.g. I would rather that you came to