lesson1_text appreciation

M8 Unit 1 Appreciating literature说课稿一．教材的地位和作用教材模块八包括了四个单元，分别涵盖了文学和诗歌，歌剧和音乐，绘画和大师，电影和电影业四个板块。

本册书的主旨是吸引学生走进文学和艺术，学会欣赏，其难度在众多模块中可见一斑。

本节课是模块八的第一个单元课文的第一课时。

本文涉及了经典文学，以19世纪英国文豪狄更斯的名著《远大前程》为例，试图说服学生学会欣赏经典文学之美。

通过调查，学生对狄更斯和其作品了解太少，所以在课前通过了一些课外阅读来提高学生兴趣并拓展知识面，同时加强了学生的预习工作。

二．学情分析高中二年级的学生已经在初中阶段和高一年级的英语学习中积累了一些词汇基础，并掌握了一些简单的学习策略和技巧，具有初步的英语听说读写能力，但是学生个性和英语水平差异大。

因此我在教学设计中会注意梯度，由浅入深，注意层次性。

英语作为一门语言，其最基本的作用就是人际交流，但是目前学生的普遍情况是不愿意开口说英语。

因此我在课堂上要鼓励学生们利用每个机会开口说英语，已达到锻炼口语的目的。

三．教学目标根据《新课程标准》的要求和学生已有的只是基础和认识能力，在仔细学习和分析教材的基础上，我确定了以下三大教学目标：1知识目标1. 掌握本课的重点单词和有用的表达方式。

2. 帮助学生理解经典文学，以及文豪狄更斯和他作品《远大前程能力目1.掌握基本的阅读方法和技巧2.运用所学词汇复述小说情节情感目1.帮助学生学会阅读说服性文章2.唤起学生们在今后学习和生活中去欣赏经典学的热情，培养学生阅读文学作品的习惯四．教学重点和难点教学重点1.狄更斯的生平和他的作品《远大前程》。

2.帮助学生学会阅读说服性文章。

教学难点1.由于文章所涉及范围有限，授课过程中需要对文本进行整合。

2.文本第一部分是全文说服性文字，相对较难。

五．教学方法根据高中生的心理特点，宜采用形式多样的教学方法和学生积极主动参与的学习方式来激发学生的学习学习兴趣，让他们在学习中学会参与，在参与中学会学习。

Hi, everyone, welcome to my class. Today, we will come to the language appreciation of Lesson 1：Face to Face with Hurricane Camille.We will appreciate the language features from the following four aspects:Words, sentences, textual level and rhetoric.Let’s begin with Part One: words.The first feature in words is the effective use of concrete, specific words, esp. one-syllable verbs. Look at the eight sentences and read all the marked words. With one syllable，they read very concise and smooth, which can quicken the speed of the fighting and present vivid images to the action. For example, “lash” in paragraph 1 indicates the hurricane struck the Gulf of Mexico with great force. “bother” in paragraph 3 means no hurricane has done damage to the place. “inch one’s way” in paragraph 13 refers to the water rising little by little up the steps. Danger is approaching people in the house gradually.The second feature in words is the good use of adjs and advs to quicken the rhythm. For example, “Frightened, breathless and wet” in paragraph 12, “marooned group” in paragraph 18, both of them could present a vivid picture of the scared and helpless people in readers’ mind. The advs in example 2,3,5 “methodically”, “steadily” and “ slightly” can give additional information to the action of the men, rain and wind.The third feature is the repeated use of words with the vowel [æ]. Let’s read some of these words, “ smash,crack, shatter, rampage, snap”. It seems the sound can echo and strengthen the violence of the hurricane and create quick, unpleasant effect in the specific context.The fourth feature is the use of synonyms to avoid repetition like “disintegrate, break apart, demolish and devastate” to depict the destroyed house.Part two is language appreciation from sentences.The most typical sentence feature is the frequent use of elliptical and short simple sentences. They can increase the tempo and speed of the actions being described. Look at the examples, “would the Koshaks mind taking care of his dog?” This question is neither a direct speech nor an indirect one for the sake of saving time. Example 2 and 3 have omitted verbs to heighten tension and help create a sense of danger and urgency at the critical moment.Part three is the appreciation from the textual level.The first one is interposition in the text. Para. 19-20 in Lesson one works as an interposition. These two paragraphs are not part of the story about the Koshaks in the storm. but it provides general and official information about Hurricane Camille: that is how bad the storm was; Interposition can give additional information, build up and sustain the suspense as well as prepare for the coming of the climax..The second one is good focus and description of natural subjects and persons in the text. The story focuses mainly on action of different subjects. With the approaching of Camille, the situation is more and more dangerous to the people. Look at the words under the headings of Camille, rain, wind and water, “Devastated, demolished, whipped, blew off , tore, extinguish, fling open, shoving, doused”. These series of description of four natural subjects have played a very essential role inpushing forward the urgent atmosphere with the development of the hurricane. And they have greatly enriched the language in the text.Not only the action description of several natural subjects, the author also depicts the damaged house and struggling people. Let’s see the state of the house: “ began leaking, house shook, ceiling falling piece by piece, the door blown in; windows disintegrated; front door broke away , walls collapsed etc.... ; ” All these description have successfully made the readers sense the same danger as that of the people trapped in the house. Let’s see their reaction: prepared for the hurricane, began a struggle against, felt afraid by licking salty water, tried to escape; save children, felt anger; rage silently, second trial to escape.All these expressions on “ people’s actions and feelings” have presented the people’s desperate efforts and frightened emotions in fighting against the hurricane.The last part of text appreciation is about rhetoric.The first one is personification. The word “lifted” in S1, “ bothered” in S2 and “seized, dumped” in S3 have all compared the hurricane to a bad guy destroying the house, the city and the oil tank.The second one metaphor is a frequent rhetorical device in our class. The first four sentences have been explained in the detailed study. So Let’s directly analyze example 5. “ stream in” refers to the large amount of supply moving quickly in continuous flow like liquid after the disaster.The third rhetorical device is the easiest one with the obvious indicator of resemblance “like” or “as if”. Both metaphor and simile compare one thing to another in description to make language more vivid. You can pause this video to appreciate the example by yourself.The last two types are transferred epithet and onomatopoeia. “spectacular vantage point” in the first example should be “watch the spectacular view of the storm from the vantage point”. The transferred word “spectacular” is for attracting readers’ attention and presents creative way of expression.Ok, that's all for language appreciation of Lesson one. It’s hoped this part will enlighten you in English writing. Thank you for your watching. See you next time.。

Lesson 1 -- T ext and its StructureA Trip for Mrs. Taylor by Hugh GarnerMain ideaMrs. Taylor, an old woman, living far away from her only son, felt very lonely. So she took a trip to escape her loneliness. After a long, careful preparation, she set o ff in the early morning. On her way to the railway station, she encountered a young soldier, who helped her carry the suitcase and cross the road. While waiting at the station, she made friends with a young mother of two children. By acting as a ―babysitter‖ for the young lady, she relived her past life as an efficient, experienced mother. For lack of money, she had to get off the train at an outlying station. Although it was such a short trip for her, the old lady felt excited, happy and satisfied, with a hope for another short trip in near future.Analysis of the Textual StructureThe story is told in chronological order and the narration is interspersed with flashbacks（插叙）.Time order:1.prepare for the trip at home →2.remember her husband and two children →3.take a streetcar →e across a young solider →5.remember her two sons →6.go to the railway station to buy a ticket →7.meet the young woman and her kids while waiting for the train →8.the woman’s kids remind her of her young Bert of the same age →9.get on the train →10.after the short trip, go back with a plan for another trip in futureThe Structure of the TextPart 1: Introduction of Mrs. Taylor and her preparation for the trip.Part 2: The reason for her decision to take the trip.Part 3: Her way to the railway station and her encounter with two young persons.Part 4: Her trip on the train.Part 5: Her way back and her psychological self-content with the trip.Part 1: Para.1—7: Her preparation for the trip.Para 1: time of the story, Mrs. Taylor – a quiet and considerate womanPara 2: careful and efficient womanPara 3: a woman very particular about her appearance, a little vainglory, but her love for her husband remains the same.Para 4: poor but economicalPara 5: her anxiety for the tripPara 6: She checked her luggage with a lot of things in it as if for a long journey.Para 7: a very pious womanPart 2: Para.8—12: The reason for her decision to take the trip.Para 8: The idea struck her when she saw holiday crowds.Para 9: She recalled the short trips her family took in the past – the happy experiences Para 10 – 11: She felt lonely and she was longing for companyPara 12: The reason why she did not want to go and live with her son was that she was an independent womanPart 3: Para.13—59: Her way to the railway station and her encounter with two young persons.Para 13: She went out of the house noiselessly because she wanted her trip to be a secret.Para 14: To take the trip, she managed to save money by reducing her food for a week.Para 15 – 17:She felt happy by mixing herself with the crowd and she found everyone was friendly.Para 18 – 29: Her encounter with the young man.Para 30: The man’s response to her purchase of the ticket.Para 31--34: Even the observation of the crowd was a happy experience for Mrs.Taylor.Para 35—55: Her encounter with the young woman with two children and she tried to help them.Para 56--59: Mrs. Taylor went towards the gate and she was mistaken for the children’s grandma, and it was nice to be so.Part 4: Para.60—87: Her trip on the train.Para 60 – 63: She got on the train and comfortably seated.Para 64 –87: The trip started and Mrs. Taylor enjoyed the trip by observing the landscape. Her conversation with the young woman. Her embarrassmentwhen revealing the fact of taking a short trip. Her farewell to the youngwomanPart 5: Para.88—90: Her way back and her psychological self-content with the trip.Para 88 – 89: She was going back and she felt satisfied with a short trip.Para 90: She was longing for another happy trip in near future.The features of the work:1. Plot – old people, simple daily life, loneliness, retrospection, desire for company2. Language – plain, simple, daily speech3. The ending – unexpected4. The simple style is appropriate to the story:Comment on the story:From the story, we learn that this little, old woman was poor, forlorn, and lonely. She lived in a rented dreary tiny attic room and received meager old-age pension to support her life. She lived a plain life, and had ordinary desires as other women. She was practical, friendly, amiable, considerate, easily satisfied, pleasant to deal with, and ready to help others. As an independent woman, she had lived alone for many years, and now even a short trip could satisfy her very much. It is a shame that nobody needed her, nor did her son. She was abandoned by her kith and kin. But she was thirsty for familial affection and enjoyed being a babysitter. She loved her son but was ignored by the latter. Compared with her son, even the strangers cared more about her, which tells us that as young people we should show our concern and filial affection for our parents, and should not let them feel lonely and deserted.。