上海新世纪版高二年级下学期Unit7EnjoyingtheClassperiod1reading(1)教案
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上海新世纪版高二年级下学期Unit7EnjoyingtheClassperiod1reading(1)教案

ID:682007

大小:31744

页数:4页

时间:2021-04-29

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资料简介
Teaching Plan Unit 7 Oliver Wants More (1st Period) Teacher: Time: Teaching Objectives: 1. To enable the students to have a good knowledge of the story through a series of reading tasks. 2. To help the students get a rough idea of some new words and expressions: workhouse, severe, polish, desperate, whisper, cast the vote, fall to sb. to do, etc. 3. To enhance the students’ reading ability of catching specific facts and understanding certain words. 4. To guide the students to enjoy the classics by tasting it and acting it out. Teaching Focus: The plot of the story; the new words and expressions Teaching Difficulties: How to inspire the students to comprehend the descriptions of the characters Teaching Approaches: Task-based Approach; Communicative Approach Teaching Aids: Multi-media, recording player, blackboard Teaching Procedures: I. Lead-in Teacher’s Activity Students’ Activity Purpose Present pictures of Oliver Twist. Observe the picture and try to predict about the story. To get the students quickly involved into the story. Guided questions: 1. What can you see about the boy? 2. What do you want to know about the boy? II. While-reading Task 1: Skimming Teacher’s Activity Students’ Activity Purpose Ask the students to divide the story into three parts. Skim the text and divide it into three parts. To help the students get the plotline of the story. Task 2: Scanning Para. A-C Teacher’s Activity Students’ Activity Purpose Explore the story with a series of questions. Find out the specific facts according to the teacher’s instructions. To guide the students to understand the settings of the story and make it clear why Oliver had to ask for more. Questions: • Where did the story happen? • How was the children’s life? • What were the rules made by the board? • Why did the bowls never need washing? • What did the boys do when they became desperate? Task 3 Scanning Para. D-H Teacher’s Activity Students’ Activity Purpose Design a table to lead the students to pay attention to the characters’ appearances, body language and actions. Scan the part while listening to the recording and fill in the blanks of the table. To make the students clear of what happened when Oliver asked for more and taste the description of different characters in the story. Task 4 Scanning Para. I-O Teacher’s Activity Students’ Activity Purpose Ask the students to answer some questions. Read through the paragraphs and answer the questions. To get the students to be clear of the consequences of Oliver’s action. Questions: • What did the master do after Oliver asked for more? • How did the members of the board react to Oliver’s action? • What was the punishment for Oliver? III. Post-reading: Stage experience Teacher’s Activity Students’ Activity Purpose Assign the students to act the story out, paying attention to the actions and body languages. Work in group to act the story out and then present the short play in front of the class. To lead the students to have a revision of the plot of the story and also give them a chance to practice their speaking abilities. IV. Homework: 1. Read through the text again and underline the phrases and sentences that you find strange or difficult to understand. 2. (Optional) Read more of the book Oliver Twist in your spare time and find out the ending of the story. 教学说明 本文是一篇节选改编自狄更斯的作品《Oliver Twist(雾都孤儿)》的短篇故事。 它情节生动,人物刻画细腻,用词精准,是值得学生反复玩味体会的佳篇。但同时它 也给师生的教与学都提出了更高的要求。在一般理解全文大意的基础上,教师还必须 引导学生能够挖掘个别词汇的用意,体会文学作品的奥妙。因此,本节课作为阅读教 学第一课时,教学目标被设定为以下几点:一、知识目标:了解课文大意,掌握一些 生词在文中的意思;二、能力目标:训练以提高学生找事实细节与体会特定词义的能 力;三、情感目标:带领学生体味经典。 本节课在设计时遵循了“读前、读中、读后”的活动设计流程。在导入环节,通 过图片的展现使学生对故事的主人公进行预设,以此来带领学生进入故事所处的环 境,为阅读做好铺垫。接着我要求学生运用 Skimming 的阅读技巧将全文分为三个部 分,然后依次按照设计好的问题或者表格一步一步引导学生去领会文章中的字词句的 种种玄妙。在这个过程中,我主要使用了交际教学法中的追问的技巧,在一个个有层 次和目的的问题的安排下,帮助学生了解课文大意,掌握生词并能体会出作者如此用 笔的深意。最后,设计了一个 group work,要求学生将课文以演出的形式表现出来, 这样不仅复习了之前的课文内容,也让学生对经典作品有了更深刻的体验。 作业的设计分为必做与选做两类作业。比做作业为通读课文,划出生词难句,为 词汇学习做好准备;选做作业为在课后阅读《雾都孤儿》的原著,找出故事的真正结 尾。这样的设计目的在于兼顾不同水平学生的能力训练要求。

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