上海新世纪版高二下册英语Unit7 Enjoying the classics教案1S2B

Unit7 Enjoying the Classics (1)
一．单元分析（Unit Analysis）
（一）单元地位（Unit Position）
1．本课是改编自英国19世纪伟大的现实主义作家查理斯.狄更斯（Charles Dickens）的著作《Oliver Twist》。

主要描写了主人公——孤儿Oliver在贫民院里忍饥挨饿，没人爱的悲惨生活.教师可围绕“Oliver 想多要一点”这一主题，设计各种丰富多彩的活动，比如：分角色朗读课文、把课文改编成剧本进行表演、电影配音、课堂讨论。

等。

让学生参加各种活动口语讨论，分组汇报，分享感受。

2．围绕本课“Oliver 想多要一点”这一主题学生进行各种练习活动，并在此基础上谈谈“我最喜欢的一本文学名著”。

3．本课学习倒装句语法现象并复习前一单元中倒装句的用法。

（二）单元目标（Unit Target）
1．能将课文改编成剧本，分角色表演。

2．能根据课文内容，与同桌进行看图说话，复述课文。

（使用“Speaking Practice” 中的Pair Work）。

3．熟练掌握倒装句的用法。

4．能描述读过的一本英文古典作品的故事梗概或介绍部分故事情节。

在小组内或课堂上用口语或课件做交流或展示。

（A级）
（三）单元重点（Unit Points）
关键词：
语言知识类：
board of management, earn one’s living, fall to, in silence, next to, suffer terrible hunger, aim a blow at, at the head of, in hand
交际功能类：
Talking about a novel:
●Have you read any classic English novels in the original?
●This is an abridged edition of Oliver Twist.
●The novel has been simplified for readers with a vocabulary of around 2000.
●It’s the bestseller of the year.
●The plot of the story is fascinating/ thrilling/ vivid/ touching.
●I have no idea of the background of the story.
●That is the climax of the story.
●It gives a vivid account/ picture of the French Revolution.
二教学设计 (Teaching Designs)
[链接1]
一. Free talk:
在上本课前，教师可布置预习作业，预习P112页Highlights A1部分的练习。

上课时，参照课本上的六幅图画，教师可请学生用三句话来回答问题：
●My favorite classic book is…
●Its author is…., who is…
●The book tells a story of…
如有学生提到他最喜欢的古典名著是《Oliver Twist》,在他介绍的基础上，教师可以适当加以补充关于英国19世纪伟大的现实主义作家查理斯.狄更斯（Charles Dickens）及其著作《Oliver Twist》的知识。

如没有学生提到这个作品，教师可通过介绍自己喜欢的古典名著《Oliver Twist》，引出课文主题。

About Oliver Twist
In 1837 the serial publication of Oliver Twist, Dickens’s first regular novel, began. Oliver Twist is the story of an orphan who falls into the hands of a group of thieves in London. The gang is run by Fagin who tries to make Oliver a pickpocket. Oliver runs away but is kidnapped by the gang. The story is partly a picture of the evils of London’s slums. They were so evil t hat they made criminals out of children.
Highlights 图片介绍
1.Charles Dickens. His works are as follows:
David Copperfield, A Christmas Carol圣诞颂歌, Great Expectations, A Tale
of Two Cities,Dombey and Son,董贝父子 The Old Curiosity Shop老古玩店,
Hard Times, The Pickwick Parpers.
2.Mark Twain. His works are as follows:
The Adventures of Tom Sawyer, The Adventures of Huckleberry Finn, The
Prince and the Pauper, Life on the Mississippi, The 1,000,000 Pound
Bank-Note, etc.
3.Cao Xueqin.
A Dream of Red Mansions.
Another 3 Classics:
The water Margin/ The Romance of the Three Kingdoms/ The Journey to the
West
4. Charlotte Bronte
Jane Eyre, The Bronte’s Christmas, The Professor, etc.
4.Ernest Hemingway.
The Old Man and The Sea, 迷惘一代的主要代表作： A Farewell to Arms, 早
期长篇小说The Sun Also Rises, The Snows of Kilimanjaro, For Whom the Bell
Tolls, etc.
5.W. Somerset Maugham. （英小说家，戏剧家）
The Moon and Sixpence, Christmas Holiday, etc
[链接2]
二. Skimming and Scanning
在Free Talk活动之后，教师可以指导学生进行快速阅读并回答问题，使学生掌握课文的大意。

Skimming
1.Where did the story take place? (The story took place on an ordinary day in the
workhouse
2.where Oliver Twist worked along with other boys.)
3.Who were the leading characters? (Oliver Twist, some boys, and the masters)
4.What did Oliver say to the master? (He said, “Please, sir, I want some more.”)
5.What happened to Oliver at the end of the episode? (He was locked up and the board
of management was planning to dismiss him from the workhouse.)
Scanning
1. How long had Oliver Twist suffered terrible hunger? (For three months. )
2. Where was Mr. Limpkins sitting? And what was he doing? (He was sitting at the head of the table in the meeting room. He was chairing the meeting.)
3. Did Mr. Bumble say “That boy will be hanged…”? (No, he didn’t. One of the gentlemen on the board said so.)
[链接3]
三. Divide the text into several parts分段并概括大意
在理解了全文大意后，教师可以指导学生把文章分段并概括大意,同时回答相关问题。

让学生进行“阅读—理解—分段的活动，使他们对课文有更深刻理解。

Para. 1. Life in the workhouse was very severe indeed.
Questions in the margin:
1．what made up the rule up the rule of the board of management?
(The main points were: a) The boys should work to earn their living; b) The food should consist of three meals of thin soup a day, an onion twice a week and half a cake on Sunday.)
Para. 2(The detailed description of boys’ eagerness to eat/ for food vividly illustrates severe life in the workhouse.)
Questions in the margin:
1．What did the huge pot contain ? (It contained the soup, which was to be served to the boys)
2．What was the operation? (The operation was to polish the bowls with their spoons till they shone again. )
● a huge pot, which was used to serve out this soup at mealtimes\
● a small bowl which never needed washing/ When performing the operation, …would
sit staring at the huge pot, as if …
on public holidays: only a small piece of bread.
Para. 3 The boys decided to ask for more and Oliver became the representative. Questions in the margin:
1．What was Oliver Twist supposed to ask for?
(He was supposed to ask for more soup.)
Para. 4 till end. The whole story of asking for more.
Questions in the margin:
1．The master was fat and h ealthy. How did the writer describe the boys’ looks? (The boys, who had suffered terrible hunger for three months, looked sunken, sad with a wild, hungry eye.)
2．What does address mean in the context?
(The word address means to say to somebody.)
3．In the last eight paragraphs, which expressions and sentences describe the feeling of being shocked?
(The expressions and sentences are: turned very pale, stared with horror and amazement, said…in a faint voice, There was a general alarm, Horror showed on every face, “that boy will be hanged” etc. )
[链接4]
（教师列出一些重要词组，帮助学生用第三人称复述课文)
Pretend you were Oliver Twist
useful words and expressions
Group A
the board of management; earn one’s living; suffer terrible hunger;
Group B
fall to; take their places; walk up to; ask for more; stare at; aim a blow at; Group C
rush into; at the head of; be locked up; take away
[链接5]
语法学习除了教师的精讲之外，更重要的是教师创造机会，使学生进行实际语言练习和运用。

教师应创设不同的活动让学生积极参与，使语法学习不再只是被动接受，死记硬背。

●第一层次：——语法精讲
教师首先让学生找出课文中使用倒装结构的句子，并增加一些典型的理句，然后进行语法精讲。

Never ever did the bowls need washing.
So desperate did they become in the end that one boy told the others…
Only by practicing can you improve your spoken English.
●第二层次：——寻找倒装结构
进行语法的初步应用：
课本P117 structure A3的练习
●第三层次：——句型操练
1．教师给出正常的句子，学生变化为倒装句型
可使用练习册上的练习
2．同桌两人或前排与后排A,B两人进行。

Ａ讲一句可改写成倒装结构的句子，Ｂ进行改写
如：A说：He little realized that he would suffer so much in the operation.
B改写句子：Little did he realize that he would suffer so much in the operation.
●第四层次：——根据对话补全句子
进行语法的实际运用
课本P117 structure Ｃ的练习
[链接6]
教学思路：
补充读物主题与本单元主题一致，但有所拓展。

向学生展示“什么是古典名著及如何阅读古典名著”，是课文内容的延伸和辅助。

学完本课后，教师可以指导学生进行speaking Practice 中最后一个活动6：Further Practice （Optional）。

让学生以小组为单位，选择一本古典名著（可是简写本）阅读，以小组为单位制作课件介绍所读的名著，并在班级交流。

教学建议及教学步骤：
Sept One——让学生跟录音朗读生词，教师讲解部分生词
Sept Two——阅读文章，并分段
由于课文难度不大，教师指导学生运用阅读技巧——skimming, 对文章分段并概括段落大意。

Part one (Para 1-7) What’s a classic?
Part Two (Para 8-10) Why should we read the classic?
Part Three (Para 11-12) How can we appreciate a classic?
Sept Three——“T”or “F” Question. (课本上的练习P124)
在skimming的基础上，指导学生运用scanning的阅读技巧，再次阅读文章,获得更多的信息。

并完成相关练习。

Sept Four——“Wh” Question (再次阅读课文，回答以上三个问题)
在skimming的基础上，指导学生运用scanning的阅读技巧，再次阅读文章并回答段落大意中的三个问题。

教师同时列出重要的词组，为口语训练做准备。

What’s a classic?
（重要词组：You can see more when you re-read it;
give you a wonderful feeling
uncover part of the meaning of life
stand the test of time）
Why should we read the classic?
（重要词组 open our mind，
help us grow，
help us understand our life, the word and ourselves How can we appreciate a classic?
根据以下听力材料，完成表格：
探索尚未知道的东西
Sept Five —— Free Talk
根据列出的重要词组，自由表达个人观点。

Topic one: What’s a classic? Please express your opinion.
Topic Two: Have you ever read a classic? Why do you read a classic?
Topic Three: How do you appreciate a classic?。