高中英语_Oliver教学设计学情分析教材分析课后反思
高中英语_阅读理解教学设计学情分析教材分析课后反思
高中英语_阅读理解教学设计学情分析教材分析课后反思高中英语阅读理解教学设计学情分析教材分析课后反思一、学情分析在进行高中英语阅读理解教学设计之前，我们需要对学生的学情进行全面的分析。
通过了解学生的英语水平、学习兴趣以及学习方式，我们可以制定出更加适合学生的教学设计，提高他们的学习效果。
1. 学生的英语水平：学生的英语水平是教学设计的基础。
我们需要了解学生的英语词汇量、语法知识掌握程度以及阅读理解能力等方面的情况。
有了这些信息，我们可以根据学生的实际情况设置合适的教学目标，使学生在阅读理解方面取得更好的进展。
2. 学生的学习兴趣：学生对于英语阅读的兴趣程度可能不同。
有些学生对文学类的阅读更感兴趣，而另一些学生则对科技或历史类的阅读更感兴趣。
因此，我们需要通过与学生的交流和观察，了解他们的兴趣所在，并在教学过程中结合相关的话题或材料，激发学生的学习兴趣，提高他们的参与度。
3. 学生的学习方式：不同的学生有不同的学习方式。
有些学生喜欢独立完成阅读任务，而另一些学生则更喜欢与同伴合作，进行小组讨论。
我们需要根据学生的学习方式，设计相应的教学活动，使学生能够在合适的学习环境中发挥出他们的优势，提高整体学习效果。
二、教材分析教材是进行阅读理解教学的重要依托。
我们需要分析教材的内容、难度以及教学目标，从而设计出符合学生实际情况的教学方案。
1. 教材内容：教材中包含的文章内容应该贴近学生的生活实际，能够引发他们的共鸣和兴趣。
教材中的文章类型可以多样化，包括但不限于新闻报道、科普文章、文学作品等。
通过多样的文章内容，能够提高学生的阅读广度，培养他们的阅读习惯和阅读能力。
2. 教材难度：教材中的文章难度应该适合学生的英语水平，既不能过于简单，也不能过于复杂。
我们可以通过教材中的词汇量、语法结构和句子长度等要素来评估文章的难度，并结合学生的实际情况，选择合适的教材。
3. 教学目标：阅读理解教学的目标可以包括识别关键信息、理解主旨要点、推断作者意图等。
高中英语教案模板学情分析
一、学情分析1. 学生背景本单元针对的是高中一年级学生，他们刚刚步入高中生活，对英语学习充满好奇和热情。
然而，由于初中阶段英语学习的基础参差不齐，部分学生在语法、词汇、阅读和写作等方面存在一定困难。
2. 学生特点（1）学习兴趣较高，但缺乏系统学习方法。
学生普遍对英语学习感兴趣，但缺乏科学的学习方法和策略。
（2）英语基础薄弱。
部分学生在初中阶段英语学习过程中，由于种种原因导致英语基础薄弱，难以跟上高中英语教学进度。
（3）学习态度不端正。
部分学生对英语学习缺乏信心，遇到困难时容易放弃。
3. 教学难点（1）词汇积累。
本单元涉及较多与健康生活相关的词汇，学生需要掌握并运用。
（2）语法知识。
本单元涉及一般现在时和现在进行时，学生需要正确运用。
（3）阅读理解。
本单元阅读材料较长，学生需要抓住文章主旨，理解文章细节。
（4）写作能力。
本单元要求学生撰写一篇关于健康生活的短文，学生需要具备一定的写作技巧。
二、教学目标1. 知识目标（1）掌握本单元的词汇和语法知识。
（2）提高阅读理解能力。
（3）提高写作能力。
2. 能力目标（1）培养学生自主学习、合作学习的能力。
（2）提高学生运用英语进行交流的能力。
3. 情感目标（1）激发学生学习英语的兴趣。
（2）培养学生关爱健康、关注生活的意识。
三、教学重难点1. 教学重点（1）词汇和语法知识的掌握。
（2）阅读理解和写作能力的提高。
2. 教学难点（1）词汇的积累和应用。
（2）语法知识的灵活运用。
（3）阅读理解中的细节把握。
（4）写作技巧的掌握。
四、教学方法1. 任务型教学法：通过设计贴近学生生活的任务，让学生在完成任务的过程中学习英语。
2. 合作学习法：通过小组合作，培养学生的团队协作能力。
3. 情境教学法：创设真实情境，提高学生的英语实际应用能力。
4. 互动式教学法：通过师生互动、生生互动，激发学生的学习兴趣。
五、教学过程1. 导入（1）展示健康生活的图片，引导学生思考健康的重要性。
高中英语_Oliver Asks for More教学设计学情分析教材分析课后反思
1. Language knowledge aimsa. key words and phrasesappetite, companion, starve, warden, assistant, throat, whisper, astonishment, nudge, misery, pick out, hang someone, hold on to, in a weak voice, knock atb. key sentencesThe bowls never needed washing, as the boys cleaned them with their spoons,trying to eat every bit of soup.Not until at least thirty seconds had passed, was the man able to speak. No sooner had the boy spoken these words, than the warden hit him on the headwith the soup spoon.2. Ability aimsEnable the students to read and understand the passage from Olive Twist and learn some new words in it.3. Emotional attitude aimsCultivate students’ awareness to show sympathy to the poor people and cherish their present life.Teaching important and difficult pointsHow to appreciate a novel.Task-based teaching method.Teaching aidsA computer and a blackboard.II. Teaching procedures and waysStep I: Lead-inListen to the song “Do they know it’s Christmas? ” Guide the students to think about:1. What’s the song about?2. Ask students to pick out the words in the song related to something bad. (afraid, hard, tears, fear, nothing, doom), and then use these words to describe Oliver Twist to arouse their interest.Step 2: Fast reading1. What did Oliver ask for? And why?2. Choose the main idea of the textStep 3: Careful reading1. Guide the students to make clear the text from the following aspects: when, where, why, who, how, what and the result.2. Ask students to find out some detailed information by finishing some multiple choice task.Step 4: Summary of the textSummarize the passage with the help of a blank-filling task.Step 5: Appreciate the passage.1. Find out sentences showing the boy’s hunger in paragraph 1. Which one do you like best? Why?2. Find out sentences showing the warden’s astonishment in paragraph 4. Which one do you like best? Why?3. Can you find out the other two inverted sentences (倒装句) ? What information do they want to emphasize?4. Think of some sentences to describe a hard-working student. Make sure the word “hard-working” should not be included.Step 6: Role-playAct out what you read in the text and what you saw in the film clip, and you can choose one from the two scenes:Scene 1: How was Oliver chosen to ask for more.Scene 2: What happened after Oliver asked for more?Step 7: Emotional education1. What’s the writing purpose of the novel?pared with Oliver’s life, what do you think of yours? What should you do now?Step 8: About Charles DickensIntroduction about Charles Dickens and his works.学情分析：我所任教的两个班级为高二的理科班，他们的英语基础相对薄弱，词汇量不充足，但经过之前大半个学期的引导，大部分已经掌握了正确的学习方法，上课时能够听懂一般课堂用语；在阅读方面也积累了一定的阅读方法与技巧，但实际运用还有一定程度的欠缺。
高中英语《Module3 Literature Oliver Asks for More》优质课教案、教学设计
高二下学期英语导学案使用日期：Teaching ProceduresStep 1 Lead-inTask 1. Play a short video of Oliver Twist with a question: What did Oliver ask for more? And why?Task 2: Introduction of the writer Charles Dickens and his works.Step 2 While-ReadingActivity 1 A first lookTask 1: Read and choose the best summary.Task 2: Match the main idea with each part.Part 1(Para1) A. Why Oliver was chosen to ask for more food andwhat Oliver said to the warden that evening.Part 2(Para 2-3) B. Why the warden hit Oliver on the head and how Oliver wastreated by the managers of the workhouse.Part 3(Para 4-13) C. The living condition of the boys was very poor and there theysuffered from hunger badly.Activity 2: A closer lookTask 1: Read the text again and choose the best answers.Task 2: When we read a novel, what are the clues that we need to master.When where why who how what resultWhyThe boys were given very little food and slowly for three months. Finally, they became quite wild .HowOne tall boy whose father had kept a small cook shop told his friends that he wanted to have each day. The boys had a meeting and decided one of them should ask the warden for .They wrote their names on pieces of paper and picked one out. was chosen.WhatThe evening arrived. After the boys swallowed their soup, Oliver, with hunger and misery, came up to the warden and asked for more.The warden Oliver in complete astonishment and the pot for support. Then he him on the head with the soup spoon and him by the arms and for Mr Bumbles.ResultOliver in a room and the next morning, a notice was , offering a to anybody who would employ Oliver.Task 3: Retell the Story using correct words and formsThe boys were allowed one bowl of soup and no more, on special holidays. The bowl never needed washing, as the boys (clean) them with their spoons, trying (eat) every bit of soup. When they had cleaned their bowls in this way, they would stare at the pot (eager), as if they wanted to eat it. Oliver Twist and his (companion) slowly starved for three months until finally, they decided to choose one to ask for more. It was Oliver was chosen. After he did so, the warden stared in complete (astonish) at him. One man even thought Oliver would(hang). Oliver was immediately locked in a room. The next morning a notice was put on the door of the workhouse, offering reward to anybody who would employ Oliver Twist.Step 3：S how TimeAct what you have read in the text and what you saw in the film clip. You can choose anyone from the following scenes.Scene 1: How was Oliver chosen to ask for more?Scene 2: The period when Oliver asks for more.Step 4: Discussion1.What’s the writing purpose of the novel?pared with the Oliver’s life, what do you think of yours? What should you do now? Step 5: BrainstormingFrom the hero, what qualities contribute to a happy life of man?Step 6: HomeworkReview the text and try to retell the story in your own words after class.DialogueScene1：Boy A: Tom, give it a rest, will you? We are trying to sleep.Tom: can’t sleep, too hungryBoy A: We were all hungry.Tom : but I am frightened.Boy B: Frightened? Why？QualitiesTom : Why? Why? I am so hungry, I am frightened I might eat the guy that sleeps next to me.独白：They were so hungry that night, so the boys had a meeting. They decided that one of them should walk up to the warden after supper that evening and ask for more food. They wrote their names on pieces of paper and picked one out.Scene 2：Warden :O Lord God.....for the blessing of this generous and bountiful meal that you has placed before us ... we give thanks. Amen.Boys: A men.Eating.........(Oliver stand out and went for the warden. )Oliver: Please, sir, I want some more.Warden :What ?Oliver: Please, sir, I want some more.(the warden hit him on the head with the soup spoon, chasing ...... )Warden :Fetch the beadle(Mr Bumble)!(The beadle went to a room where some people were eating .... )Mr Bumble: Mr. Limbkins. I beg your pardon, sir. Oliver Twist has asked for more.Mr. Limbkins: For more? Compose yourself, Mr Bumble, and answer me clearly.Do I understand that he asked for more after he had eaten his supper?Mr Bumble: He did, sir.A gentleman in the white jacket: I never was more sure of anything in my life -- that boy will be hanged.。
高中英语_OliverAsksforMore教学设计学情分析教材分析课后反思
Oliver Asks for More教学设计学习目标：1. 通过图片和文本的标题，预测文章的主要大意，并在随后的阅读中进行验证并逐步对文章大意进行深入理解。
2. 通过问题引导和图片辅助等手段，了解小说发展的整体脉络以及小说人物的情绪变化过程并分析其根源。
3. 通过分析、比较和讨论等形式，总结、归纳出小说当时所反映的社会问题以及作者狄更斯的写作意图。
教学重点：通过一系列学习活动着力提升学生的思维品质，尤其是批判性思维：辨析语言和文化中的具体现象，梳理、概括信息，建构新概念，分析、推断信息的逻辑关系，创造性地表达自己的观点。
教学过程：Ⅰ. lead-in： A picture of the novelT: How much have you known about this novel? What is the background of the novel?S: Open.(The teacher introduces something about the impacts of the Industrial Revolution, The New Poor Law and workhouses.)T: Could you predict what Oliver asks for?【设计意图】由小说图片引入话题，同时了解学情。
简单介绍小说发生的时间、地点、人物及背景，尤其是社会背景，这里提到济贫法及济贫院，既补充背景知识，也为下文分析文章做铺垫。
即，在思维层面为下一步的比较、分析与概括做好铺垫。
这部分主要是学习理解类活动。
教师铺垫必要的语言和文化背景知识，引出要解决的问题。
在此基础上，以解决问题为目的，鼓励学生从语篇中获得新知。
同时引导学生预测文章主要大意：他想要更多的什么？根据标题、图片预测和理解篇章的主要内容是学生应必备的基础认知能力。
II. paragraphs 1-3Step 1:(First check predictions: Oliver really asks for more food.)Q1: How much food was served for each boy at meal times? Was it enough for boys? Could you give one or two details to show how hungry they were?Q2: What does“it”refer to?追问：Who else was mainly mentioned in this paragraph? Why do you think the author mentioned this person?【设计意图】作者引入高个子男孩的用意，就是想通过分析他的要求，来体会男孩们饿的发疯的程度，为后面的情节推动，做好充分的铺垫。
高中英语_高二 英语 选修八教学设计学情分析教材分析课后反思
英语教学设计【设计教师】姓名：单位：【授课内容】高中英语人教版选修八 unit2 cloning （using language）【教材分析】本单元的中心话题是“克隆”。
整个单元的语言知识和语言技能学习都是围绕这一主题涉及和展开的。
本课属语言运用部分一篇有关恐龙回归的阅读材料，讲述了人们自开始认真进行克隆动物研究以来一直想要克隆已经绝种的动物，并指出克隆绝种动物的条件，从而得出结论，恐龙的重生仅仅是个梦想，通过完成一些课堂活动，使学生熟练掌握阅读文章中的重点词汇、短语、句型及不同的阅读方法。
【教学目标】知识目标：1、掌握文章中出现的重点词汇句型，并学会灵活运用2、利用各种阅读方法（skimming, scanning,careful reading），解决不同的阅读问题，3、学会分析长难句，为阅读理解做好充分的能力基础技能目标：1、听：能听懂有关熟悉话题，并从中提取有效信息2、说：能用文章中的词汇表达，能根据话题进行观点的陈述3、读：能读懂文章，利用不同的阅读方法解决问题情感目标：１、培养学生认识学英语的目的在于交流，乐于参与英语实践活动２、在学习中积极与他人合作，相互帮助，共同完成学习任务策略目标：1、通过让学生根据实际需要进行预习，让学生形成有效的认知策略2、创造机会，让学生进行交际，将知识转化为技能的交际策略【教学重点与难点】重点：熟练掌握阅读文章的重点词汇和短语，理解文章难点：熟悉各种阅读方法，并学会用这些方法解决问题学会利用重点词汇复述课文，表达个人的观点【教学方法】1.恰当运用多媒体辅助教学，提高课堂效率增加趣味性2.以学生为中心开展“任务型”教学活动3.小组合作教学，注重分层教学，尊重学生差异，让不同层次的学生参与课堂，获得成就感【教学过程】步骤：Step1 Warming-up教师活动：ppt呈现有关恐龙的图片及《侏罗纪公园》的视频学生活动：学生欣赏恐龙图片，获取直观信息，为随后的学习做好准备，侏罗纪公园预告片的播放让学生思考人类和恐龙同时存在是否可能。
高中英语_Oliver Asks for More教学设计学情分析教材分析课后反思
选修7 Module 3 LiteratureReading and vocabulary教学目标：1、.通过完成相关的阅读练习，了解小说的故事情节以及描述文中主要人物warden and Oliver。
2、通过长难句分析，掌握难句子的结构。
3、通过和Oliver生活的比较，学生们能更加珍惜自己的幸福生活。
Teaching procedures:Ⅰ. Self Exploration 自学探究Read the text silently and underline the words, phrases and sentences that you don’t understand referring the vocabulary on P148 if necessary. And finish the following work.1.The bowl never needed washing, …need 后面接doing时主动表被动, 英语中类似用法的动词还有哪些？2. in astonishment “in+抽象名词” ,作方式状语,其含义相当于这一名词的副词形式。
你还能举出更多列子吗？3. no sooner... than ... 意为“ 一……就……”，引导时间状语从句。
“ 一……就……”有多种表达，你能想出几种？Ⅱ. Careful Reading 细读1、Read Para. 1-2 silently and then decide whether these sentences are true or false.(1). Each boy was allowed one bowl of soup and another 60 grams. ( )(2).Oliver and his companions starved for three months and they became quite wild with hunger. ( )(3).Oliver volunteered to ask for more food. ( )(4). The tall boy in the workhouse often suffered from hunger before. ( )2、Read Paragraphs 3-6 silently and finish the tasks.(1). When Oliver went to ask for more food, he felt___.A. hopefulB. happyC. desperateD. excited(2). When Oliver asked for more food, the warden’s face became very pale because he was __________.A. excited by Oliver’s wordsB. astonished at Oliver’s wordsC. very angry about Oliver’s wordsD. badly ill翻译并分析句子结构：Oliver, who was desperate with huger and misery, rose from the table and walked towards the master with his bowl and spoon in hishand.3．Read Para. 6-9 silently and answer the following questions.替换句子：Which sentence in the text can be replaced by the following one?The moment the boy spoke these words the warden hit him on the head with the soup spoon.4．Read the last 4 paragraphs silently and answer the following questions. (1). What did the managers do to Oliver Twist after they heard what the warden said?(2). What's the gentleman's prediction?(3). Would Oliver Twist be hanged? Just guess。
高中英语_Oliver Asks for More教学设计学情分析教材分析课后反思
Oliver Asks for More 教学设计下面从如下四个方面进行学情分析1. 知识基础：本教学设计是为英语学科成绩在及格线偏上的学生设计，他们有一定的英语学习基础，学习的自觉主动性相对较高，但他们是相对偏理科的学生，喜欢思考问题，不太善于英语口语表达，相当一部分学生缺少丰富的语言基础和信息积累，所以对某些任务的完成有一定的难度。
2. 思维能力：有较强的记忆力和模仿能力，有待培养知识的扩展运用能力。
3. 认知心理：有较强的求知欲，但部分学生存在不自信，羞于表现等思想顾虑。
4. 课前准备：讲解了本堂课词汇表中的词汇，因为涉及生词汇相对较少，课前和学生一起读了读本堂课涉及的词汇。
对本堂课的效果总结如下：一、比较好的几个方面1、基本完成教学目标，突出了本堂课赏析语言特点，尽量做到了以学生为中心，面向全体学生，教学环节设计明确有效，教学过程完整。
2、充分应用任务型教学，活动有效，能达到引导学生理解课文的效果。
3、学生在老师的引导下积极参与各种活动，实现了课堂有效互动，重视学生的主体地位，强调学生的自主学习，同时关注小组合作与学习竞争。
4、注重激趣与语言还原、场景还原。
在引入环节，借助与剪辑影片引出本节课要讲的片段。
阅读任务处理的过程中，多用表情或肢体模仿等形式来帮学生有效理解教材内容。
在对文章内容理解的基础上，为了让他们进一步理解该故事，更充分地参与到课堂，设计了角色扮演，和穿越到Oliver Twist 生活的时代，去体会和对比自己的幸福生活，从而达到情感教学目标的实现。
5、基本做到了课堂指令明晰，积极调动学生，努力做到使自己的课堂教学与学生有亲和力。
二、存在的不足1、板书不够工整以及肢体语言上过于夸张。
在黑板上的板书由于课前考虑不够全面，以至于看上去比较乱。
由于在上课前就得知这些孩子擅于思考，不太喜欢表达的特点，我在课堂上的表现相对夸张一些，这并无不妥，但容易引起课堂比较跳动的感觉。
2、在本堂课容量控制上，我设计中引出了本课的一个语法难点：部分倒装，但出于时间关系，在设计之初也考虑到了可能会出现时间不足的情况，所以最终还是去掉了。
高中英语_literature教学设计学情分析教材分析课后反思
Teaching designsTeaching aims:1.Guide the students to enjoy the literature by reading the story so thatthey can know about its contribution to the world .2.Develop the students’ creative ability by acting out the plot of thestory , and then arouse their interest in literature.Teaching key points: Reading comprehension and performances. Teaching methods: multiplied computer and group-tasked method. Teaching procedures: (6 procedures)Procedure 1: warming-upBy showing the students a part of a movie about Jane Eyre to arouse their interest in this lesson and guide the students to learn about some information about literature and their writers. And then introduce Charles Dickens and his works.Procedure 2: skimming reading (Individual study)Before skimming, show the students lots of pictures about the film of Oliver Twist. Then make them have a fast reading to have a general idea Meanwhile, give them two tasks.Procedure3: careful reading: (Combination between individual and group study)1.Try to read the text carefully and then finish the chart of the following:2: True or false: (speak out which is wrong and which is right and then try to correct the mistakes.)Give them some chances to show themselves and encourage more students to have a try. The purpose is to check the students’ whole understanding about the text.1). The boys in the workhouse were given one bowl of soup and another 60 grams of bread each day.2). The tall boy was not used to being hungry all the time.3). No one believed that the tall boy could eat that small boy.4). If the boys hadn’t been very hungry, they wouldn’t have chosen Oliver to ask for more food.Procedure4: Enjoy the film and act it out. (Group discussion)1.Make the students have a discussion and then practice the plot in the group. And then try to show their performances before the whole class. (Method guide :In this process, I can encourage more students to take part in the performances in their own groups, and show their performing ability and speaking ability in the class.)Procedure5: writing or speaking practice. (Combination between individual and group study)1.Do you want to know the boy’s fate?(命运）If you were the writer, please give the story an ending!2.In this process, the students can decide to write or to speak out the story according to their own groups.(Method guide : after the performance ,I think the students really put their heart into the story and they are easy to have sympathy on Oliver . So I gave them a chance to change the boy’s fate . )Procedure 6: Homework:Please enlarge and polish your story into a composition of about 100 words.(Method guide :By continuing the story in the class ,I believe many students have more eager to show their creative stories ,so I give them a chance to create more wonderful stories)Have a summary.学情分析今年所教的两个班级为文科班，落后面比较大，学生基础不是很好，但通过introduction 预习已经了解到Oliver Twist的背景知识, 又通过cultural Corner中的阅读练习，使学生熟悉了狄更斯的有关信息。
高中英语_Oliver Twist教学设计学情分析教材分析课后反思
Step 1: Homework-checking:1. Choose the best summary(P30/1)2. Choose the best meaning(P31/2)Step 2: Read and find out a word or sentence which impresses you the most：Para. 1-2: ______________________________________________Para. 3-6: ______________________________________________Para. 7-13: _____________________________________________Step 3: Role-play:Step 4: Inversion:No sooner had the boy spoken these words than the warden hit him on the head with the soup spoon.孩子的话刚一出口，管理员就拿起勺子狠狠地敲他的脑袋。
===Hardly had the boy spoken these words when the warden hit him on the head with the soup spoon.1. 请写出这两个个句型的基本结构：①__________________________________________②__________________________________________2. Rewrite the sentences:They finished their soup. Oliver got up.①________________________________________________________②________________________________________________________Step 5: Read the following passage and answer the questions:Three generations of Chinese children have grown up reading about the adventures of the country's most popular comic book hero---Sanmao, who is boy with only three locks of hair created by the famous painter Zhang Leping.From 1935-1949, Zhang created 261 cartoon strips of the Sanmao series, which tells of the miserable life led by the homeless boy. Through Sanmao's eyes, people see the hardships of life in old Shanghai as well as the China’s War of Resistance against Japanese Aggression.Sanmao's stories entered a new stage after the Liberation in 1949. The great changes of the country have provided Zhang Leping with infinite inspirations. In the following years, he hadcreated various significant Sanmao works, such as Sanmao Greets Liberation, Sanmao's Past and Present, Sanmao Loves Sports and Sanmao Loves Science. Although always staying the same small physical size, Sanmao is growing up with the times. He is no longer a hungry, homeless boy but a healthy, smart student in the 21st century.The boy's bittersweet stories have moved thousands of readers around the world. The late Taiwanese writer Chen Ping (1943-91) even chose "San Mao" as her pen name out of her deep fondness and sympathy for the lonely, homeless boy.Questions:1.Who created Sanmao? __________________________2. “How old” is Sanmao now? ________________________3. Find out the two periods of Zhang Leping’s Sanmao.___________________________________________________________4. There is another Sanmao in this passage. Who is it?___________________________________________________________参加录课的这个班级是一个文科平行班。
高中英语_Oliver Asks For More教学设计学情分析教材分析课后反思
教学设计一、教学内容Pre-reading; Reading; role-playing; writing.二、教学目标在本节课结束时，学生能够1、了解小说的故事情节，理解当时社会的背景，和小说中人物的特点。
2、运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来掌握篇章中心内容，获取阅读文章中的关键信息。
3、从人物的描写分析人物的特点。
三、教学步骤Pre-reading1.通过图片让学生猜测出作者，并就了解的知识对作者进行介绍。
2.引导学生说出更多的狄更斯的作品。
设计意图：激发学生兴趣，调动学生的积极性，快速进入文章情境。
步骤一略读1. 学生看快速阅读文章得出小说的故事情节。
2. 鼓励学生到黑板上写下个人的见解，并讲解。
3. 在黑板上书写文章的structure，帮助学生理解。
设计意图：运用之前学到的阅读技巧，使学生在较短时间内准确地找到文章的基本信息。
步骤二找读（scanning）1．运用图片引出“tall boy”, 让学生快速找出人物描写，并且把分类，如：外貌，神态，动作，语言和心理。
2．分析作者设计该人物的写作意图是什么。
设计意图：学生在把握了文章的结构后，他们在对文章的把握上会更细致。
引导学生分析人物。
步骤三细读（careful reading）1．学生仔细阅读课文，找出剩余段落的里面的人物，以及人物特点。
着重处理人物的语言。
设计意图：通过模拟语言的方式，提炼人物的心理特点让学生加强对这一人物的理解。
步骤四,,表演（role-playing）让学生分角色表演文章当中的人物。
可以适当的增加故事情节。
设计意图：学生可以根据文章的描写进行表演，根据已有的理解和对文章人物性格的分析，去表现人物，从而更好的理解人物特点。
为后续的写作做铺垫。
步骤五writing根据对狄更斯作品的了解和人物的性格分析，以及背景进行合理的想象，续写一下小说的结尾。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Oliver Asks for More教学设计学习目标：在本课学习结束时，学生能够：1.获取梳理小说文本的基本信息（when, where, who,what）。
2. 通过问题引导，概括整合小说发展的整体脉络以及小说人物的情绪变化过程并分析其根源。
3.通过对文本的深入理解和对人物角色的分析，就故事高潮部分进行生动的表演。
4.通过分析、比较等形式，总结归纳出济贫院的实质。
教学过程：一、lead-in:Charles Dickens:Workhouse:Predict: What does Oliver ask for?_______________________________设计说明：对作者和workhouse进行简单说明，为文章的阅读做好铺垫。
二、para1-3Read para1-3 and find out:Where_______________________________When_______________________________Who_______________________________what_______________________________设计说明：通过where，when, who, what小说四要素的寻找，让学生把握故事发展的基本脉络。
details:para1:1. How much food was served for each boy at meal times?_____________________________________________________________________2. Was it enough for boys? How do you know it?_____________________________________________________________________para2:1.How does the tall boy express how hungry he is?_____________________________________________________________________2.How did the boys solve the problem?_____________________________________________________________________3. How to choose the person?_____________________________________________________________________para3:1. After eating, what did the boy do?_____________________________________________________________________2. How did Oliver do after someone nudged him?_____________________________________________________________________设计说明：通过问题的引领，让学生明确故事发展的细节，并通过教师启发式的提问，让学生思考人物内心的情感，为后面的输出做好准备。
Para4-111. Read para 4-11 and find out how the people in the workhouse reacted.2.What happened to Oliver after a lively discussion?_____________________________设计说明：通过抓取人物及其反应，让学生深切的感受到Oliver的痛苦遭遇及workhouse 的实质。
三、Review the story:Cause Development Climax Result设计说明：用“开始-发展-高潮-结局”的模式让学生进一步捋顺故事的发展，并进行语言的初步输出。
四．Role-play：perform the climax of the story设计说明：让学生通过对高潮部分的表演，进一步进行语言的输出，并在此过程中更好地体会人物的情感。
四、RethinkingWhy were the managers of the workhouse so astonished? Was the workhouse as good as what we said at the beginning? _________________________________设计说明：让学生进一步思考workhouse的社会角色，并能辩证的看待其在社会发展中的作用。
五、Homework1. write a summary of the story2. continue to read the novel and know more about Oliver’s twisting life.设计说明：将故事概要落实到纸面上，巩固课堂上的学习成果。
同时，将本节课所激发的小说阅读兴趣延伸到课后。
学情分析在高一一年英语学习的基础上，高二学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师，愿意开口讲。
他们有着高中生独立、爱表现自我的特点。
因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
课堂效果分析本节课有四个目标，首先是学习理解层面，通过阅读获取故事的基本信息，(where when who what )。
第二个通过老师问题的引领，理清文章脉络及人物内心的情感；然后，在此基础上，学生能根据自己的理解，去演绎高潮部分，这属于应用实践活动。
role-play 是一个非常好的检验学生学习效果方式，也是让学生消化吸收语言内化进而输出的很好的方式，无最后是通过比较和分析，让学生能够辩证的看待济贫院的社会角色，这是迁移创新活动。
就教学设计而言，首先通过导入，介绍了作者，当时伦敦的社会背景以及济贫院的定义，为文本学习和最后分析总结济贫院的社会角色做好铺垫。
整篇文章阅读贯穿两条线，一条是明线，为故事情节的发展，另一条是暗线，为人物内心的情绪。
第一条明线主要是通过问题引领，让学生理清文章的起因，发展，高潮和结局，而另一条暗线主要是通过文本的分析，以及老师的启发式提问，来激发学生的思考，从而完成对小说人物内心情感的把握。
之后再通过复述故事内容和演绎高潮来进行语言输出。
最后，通过讨论分析让学生能够辩证看待济贫院的社会角色。
反思这节课，由于学生比较活跃，配合度比较高，所以总体来说，课上的还是比较顺利，较好的达成了本节课的教学目标。
但同时也有一些不尽人意之处。
由于时间关系，几个环节学生活动展开的不够充分，如review the story 环节，我原本是想让学生起来复述的，但是时间关系只能由老师自己完成了。
再就是人物情感及济贫院的社会角色，其实我也是希望学生能充分讨论得出结论的，最后效果不尽人意。
教材分析本篇文章是根据狄更斯所著小说Oliver Twist中的一个片段改写而成的一篇短文，讲述的是oliver 和其他孩子们在济贫院忍饥挨饿到无法再忍，从而要求更多的食物，而济贫院的管理者非常震惊和愤怒，最后把oliver 赶出了济贫院的故事。
故事情节完整，语言生动，很有画面感。
评测练习一单句语法填空1.It’s a custom in China to have some tea or other drinks before the meal___________(serve).2.I am eager ___________(get) back to work as soon as possible.3.Much to my _______________(astonish), most of the people invited to the party were old friends.4.Not until I began to work __________I realize how much time I had wasted.5.The old man hopes that his children lead a _________(health) life.6.As we know, such deer feed mainly ________green grass.7.They are putting _______several new buildings in that block.8.He was given a reward _______passing the examination.二完成句子1.那天他一看见她就笑了。
No sooner ______________________than he smiled that day.2.这些男孩正在操场上踢球，这时班主任走了过来。
The boys _______________________________________their headteacher came up to them.3.那个男孩大喊着跑开了。
The boy ran away, ________________________.4.因为没有事情可做，汤姆出去找朋友玩了。
______________________，Tom went out to play with his friends.5.一定要抓住这个机会，否则你迟早会后悔的。
____________________________or you’ll regret sooner or later.三课文语法填空The room in which the boys __________(feed) was a large stone hall. Each boy was allowed one bowl of soup and no more, except on special holidays. The bowl never needed ____________(wash), as the boys cleaned them with their spoons, trying _________(eat) every bit of soup. Oliver Twist and his companions slowly starved for three months until finally, they became quite wild with _________(hungry). They had a meeting and decided that one of them should walk up to the warden after supper that evening and ask for more food. It was Oliver Twist ________was chosen. That evening Oliver, who was desperate with hunger and misery walked towards the warden to ask for more. The warden stared in complete astonishment ________him. Not until at least thirty seconds _________(pass), was the warden able to speak. No sooner had Oliver repeated his requirement _________the warden hit him on the head withthe soup spoon. Oliver was taken to Mr Bumble, and was _______________(immediate) locked in a room. The next morning a notice was put up on the door of the workhouse, _______(offer) a reward to anybody who would employ Oliver Twist.课堂教学反思本节课为阅读训练课，现就本节课成功和不足之处反思总结如下：就教学设计而言，首先通过导入，介绍了作者，当时伦敦的社会背景以及济贫院的定义，为文本学习和最后分析总结济贫院的社会角色做好铺垫。