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。