高中英语校本教材《英语美文阅读与欣赏》

高中英语校本教材《英语美文阅读与欣赏》课程纲要

一、课程基本概况

1、课程名称：英语美文阅读与欣赏

2、课程类型：校本课程（选修）

3、教学材料：选编、改编

4、授课时间：21课时

5、授课对象：高一学生

二、课程内容：

1、课程背景：

高中新课标英语教材（现在学生用课本）有着丰富而鲜活的语言素材，是一套很理想的教材，但对于优秀生群体来说，内容还显得不足，学生学力有余。新课程改革提倡国家、地方、学校三级课程，鼓励教师进行校本教研，提高使用教材和开发教材的能力。

随着新课改的推进，阅读在英语中比重加大，且考查方式也由以前单一的选择题变成了阅读填空、信息匹配题、翻译句子等多种方式。而课本上的阅读材料有限，为了扩大学生的阅读量，提高学生的阅读能力和技巧，开发阅读校本课程势在必行。

2、课程目标：

“英语美文阅读与欣赏”课程是国家课程的校本化，旨在根据学生英语学习水平的实际情况补充适量、相当的阅读素材，弥补英语教材的不足，扩大学生的阅读量和阅读视野，丰富学生的词汇，使得学生更广泛地了解英语国家的文化，在语言学习的同时，陶冶情操，提高文学素养和人文素养。

3、课程内容与任务

课程内容主要涉及七个方面，即文学作品，人物传记，历史文化，社会风情，科学经济以及人生态度与理想，异域风情。主要任务是通过篇章阅读,获取信息，了解相关知识，增强文化意识；掌握不同题材文章的阅读技巧,形成相应的阅读策略;掌握关键词、短语和句型，扩大词汇量，重点发展学生阅读和写作能力。

4、科目安排：分七个模块，每个模块各3课时，共计21课时。

（1）文学作品 1 The Little Match Girl / 2 A Perfect Day/ 3 The Pied Piper of Hamelin

（2）人物故事 1 Louis Armstrong/ 2 Special Fund in Honor of Hong Zhanhui/ 3 Pop Star and Songwriter: Han Hong

（3）历史文化 1 Cleopatra, Queen of Egypt/ 2 Studying difference/ 3 Spring Festival’s Symbols/

(4）社会风情 1 International Left-hander’s Day/ 2 The Origin of Kiss/ 3 Make Sports a Kind of Culture

（5）科学与经济 1 Greenhouse Effect Occurred 5,000 Years Ago/ 2 China’s

launching plans for Shenzhou 7/ 3 China’s New “Four Great

Inventions”

(6）人生态度与理想1 You Are the World/ 2 Honesty/ 3 Facing Life Positively

（7）异域风情1An strange experience 2 The Taj Mahal (泰姬陵) 3 Organic- a legal meaning

三、课程形式：课堂教学

1、教学方法：任务交际法

2、教具：多媒体、音像资料等

四、教学评价：

教师评价与学生评价相结合

附1)阅读自我评价表：（每节课下前学生自我评价）

附2）写作自我评价表（课后）

注: 优秀（A）良好（B）合格（C）待改进（D）

Module 1 Literature

Lesson 1 The Little Match Girl

Once upon a time, a little girl tried to make a living by selling matches in the street.

It was New Year’s Eve and the snow clad streets we re deserted. From brightly lit windows came the tinkle (发出清脆的声响)of laughter and the sound of singing. People were getting ready to bring in the New Year. But the poor little match seller sat sadly beside the fountain. Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground. She hadn’t sold one box of matches all day and she was frightened to go home, for her father would certainly be angry. It wouldn’t be much warmer anyway, in the draugh ty attic (阁楼) that was her home. The little girl’s fingers were frozen with cold. If only she could light a match! But what would her father say at such a waste! Falteringly (迟疑地)she took out a match and lit it. What a nice warm flame! The little match seller cupped her hand over it, and as she did so, she magically saw in its light a big brightly burning stove.

She held out her hands to the heat, but just then the match went out and the vision faded. The night seemed blacker than before and it was getting colder. A shiver (寒噤) ran through the little girl’s thin body. After hesitating for a long time, she struck another match on the wall, and this time, the glimmer turned the wall into a great sheet of crystal. Beyond that stood a fine table laden with food and lit by a candlestick. Holding out her arms towards the plates, the little match seller seemed to pass through the glass, but then the match went out and the magic faded. Poor thing: in just a few seconds she had caught a glimpse of everything that life had denied her: warmth and good things to eat. Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.

She lit the third match and an even more wonderful thing happened. There stood a Christmas tree hung with hundreds of candles, glittering (闪烁) with tinsel (金属箔) and colored balls. “Oh. How lovely!” shouted the little match seller, holding up the match. Then, the match burned her finger and went out. The light from the Christmas candles rose higher and higher, then one of the lights fell, leaving a trail behind it. “Someone is dying,” murmured the little girl, as she remembered her beloved Granny who used to say: “When a star falls, a heart stops beating!”

Scarcely aware of what she was doing, the little match seller lit another match. This time, she saw her grandmother.

“Granny, stay with me!” she pleaded, as she lit one match after the other, so that her grandmother could not disappear like all the other visions. However, Granny did not disappear but gazed smilingly at her. Then she opened her arms and the little girl hugged her crying: “Granny, take me away with you!”

A cold day dawned and a pale sun shone on the fountain and the icy road. Close by lay the lifeless body of a little girl surrounded by spent matches.

“Poor little thing!” exclaimed the passers-by. “She was trying to keep warm!”

But by that time, the little match seller was far away where there is neither cold, hunger nor pain.

I Aims and Demands（教学目的和要求）

To learn a story about the little match girl written by Anderson.

ⅡKey Points and Special Difficulties（重点和难点）

Key points: to grasp some useful words and expressions

deserted, fade, strike, hesitate, deny, exclaim, glimpse, aware, be frozen with, go out, strike a match, catch a glimpse of

Special difficulties:

1) to learn Inversion.

2) to learn v-ed phrases used as modifiers

ⅢTeaching Aids and Approaches（教具及教学方法）

Multi-media, Task-based approach and the integrated approach

ⅣBrief Teaching Procedures（教学过程）

Step1 Background information（背景知识）

Do you know about the great tale writer Anderson?

Can you list some of his masterpieces?

Step2 Fast reading（快速阅读）

Read the passage quickly and answer（快速阅读并回答下列问题）:

1) Why didn’t the little girl strike a match to keep herself warm?

2) What did the little girl see when the last vision appeared?

Keys（参考答案）:

1) She was afraid that her father would be angry.

2) She saw her beloved grandmother who had died.

Step3 Careful reading（细读）

1. What visions did the little match seller see? What did they mean to her?

(a big brightly burning stove→warmth; a fine table laden with food→good things to eat; a Christmas tree hung with candles→joy and happiness; her grandmother→love and care)

2. Translate the following sentences and pay attention to the underlined parts.

1) From brightly lit windows came the tinkle of laughter and the sound of singing.

2) Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground.

3) Beyond that stood a fine table laden with food and lit by a candlestick.

4) Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.

5) There stood a Christmas tree hung with hundreds of candles, glittering with tinsel and colored balls.

6) Close by lay the lifeless body of a little girl surrounded by spent matches.

7) If only she could light a match!

8) A cold day dawned and a pale sun shone on the fountain and the icy road.

9) But by that time, the little match seller was far away where there is neither cold, hunger nor pain.

What characteristics do the underlined parts have? What function?

(They are all v-ed phrases, which are used as modifiers.)

Step4 Key patterns(主要句型)

Analyze the sentence below:

From brightly lit windows came the tinkle of laughter and the sound of singing.

This is an inverted sentence. The subject of the sentence is “the tinkle of laughter and the sound of singing”, and “came” functions as the predicate.

Find out more similar sentence structures in the passage.

(Beyond that stood a fine table laden with food and lit by a candlestick.

There stood a Christmas tree hung with hundreds of candles…

Close by lay the lifeless body of a little girl surrounded by spent matches.)

Step5 Homework（作业）

Rewrite the story. (With about 200 words.)

Step6 Assessment（评价）

Words and expressions（词和短语）

1. deserted adj.冷清清的

2. draughty adj. 漏风的

3. vision n.景象

4. fade v .消逝，消失

5. strike vt. 擦（火柴）；击打

6. hesitate v. 迟疑，犹豫

7. glimpse n .v. 一瞥8. deny v.否定，否认

9. pray v. n. 祈祷10. aware adj.意识到，觉察

11. exclaim v.呼喊，惊叫

Lesson 2 A Perfect Day

Carrie Jacobs-Bond

When you come to the end of a perfect day ,

And you sit alone with your thought,

While the chimes ring out with a carol gay

For the joy that the day has brought,

Do you think what the end of a prefect day

Can mean to a tired heart,

When the sun goes down with a flaming ray,

And the dear friends have to part?

Well,this is the end of a perfect day,

Near the end of a journey too;

But it leaves a thought that is big and strong,

With a wish that is kind and true.

For memory has painted this perfect day,

With colours that never fade,

And we find at the end of a prefect day ,

The soul of a friend we've made.

I Aims and Demands（教学目的和要求）

Enjoy English poems and have a basic knowledge of poetry, such as images, rhyme and limerick.

ⅡKey Points and Special Difficulties（重点和难点）

Have a thorough understanding of the emotional elements displayed in the poem.

Ⅲ Teaching Aids and Approaches（教具及教学方法）

Multi-media, listening, reading, practice and performance.

Ⅳ Teaching Procedures（教学过程）

Step1 Lead-in

Read poetry in English ,you are supposed to focus on the themes of the original work. Generally speaking, what are the themes of the poems?

Love VS Hatred

Life VS Death

War VS Peace

Anger VS Delight

Loneliness VS Sociability

Friendliness VS Revenge

Step2 Listening and reading

Listen to the tape and answer: what’s the theme of this poem?

Loneliness VS Sociability

Step3 Read and practice

1.Read the poem by yourself and get some detailed information.

(1). What happened in the day?

(2) What was the writer doing at the end of the day?

(3) How is the writer’s mood developed?

Joy-----------the parting with friends------------Depression

2. Find the images in the poem.

A perfect day: a carol gay/ the chimes/ the sun/ the flaming ray

The end of a perfect day: a tired heart/ the sun which goes down/ the end of a journey Step4. Analyse the structure of the poem

Rhyme:/ei/ day,gay,ray,fade,made

/a:/ heart,part

/u:/ too,true

Step5 Discussion

What should you do in your daily life?

To value friendship

To face partition of friends and relatives in a positive way.

Step6 Performance

Suppose you are the writer and his friends, make a performance about your perfect day. Work in a group of four.

Step7 Assignment

1. Recite the poem.

2. Write a limerick.

Words and expressions（词和短语）

Carol 颂歌flaming 燃烧的fade 褪色，凋谢

Lesson 3 The Pied Piper of Hamelin

Once upon a time, on the banks of a great river in the north of Germany lay a town called Hamelin. The citizens of Hamelin were honest people who lived contentedly in their grey stone houses. The years went by, and the town grew very rich. Then one day, an extraordinary thing happened to disturb the peace. Hamelin had always had rats, and a lot too. But they had never been a danger, for the cats had always solved the rat problem in the usual way—by killing them. All at once, however, the rats began to multiply.

In the end, a black sea of rats swarmed over the whole town. First, they attacked the barns and storehouses then, for lack of anything better, they gnawed（啃）the wood, cloth or anything at all. The one thing they didn’t eat was metal. The terrified citizens flocked to plead with the town councilors（委员会）to free them from the plague of rats（鼠疫）. But the council had, for a long time, been sitting in the Mayor’s room, trying to think of a plan.

“What we need is an army of cats!”

But all the cats were dead.

“We’ll put down poisoned food then…”

But most of the food was already gone and no poison stopped the rats.

“It just can’t be done without help!” said the Mayor sadly.

Just then, while the citizens milled around outside, there was a loud knock at the door. “Who can that be?”the city fathers wondered uneasily, mindful of the angry crowds. They gingerly opened the door. And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.

“I’ve freed other towns of beetles and bats,”the stranger announced, “and for a thousand florins, I’ll rid you of your rats.”

“A thousand florins!” exclaimed the Mayor. “We’ll give you fifty thousand if you succeed!” At once the stranger hurried away, saying, “It’s late now, but at dawn tomorrow, there won’t be a rat left in Hamelin!”

The sun was still below the horizon, when the sound of a pipe wafted through the streets of Hamelin. The pied piper slowly made his way through the houses and behind him flocked the rats. Out they scampered from doors, windows and gutters (沟), rats of every size, all after the piper. And as he played, the stranger marched down to the river and straight into the water, up to his middle. Behind him swarmed the rats and every one was drowned and swept away by the current.

By the time the sun was high in the sky, there was not a single rat in the town. There was even greater delight at the town hall, until the piper tried to claim his payment. “Fifty thousand florins?”exclaimed the councilors, “Never…”

“A thousand florins at least!” cried the pied piper angrily. But the Mayor broke in. “The rats are all dead now and they can never come back. So be grateful for fifty florins, or you’ll not get even that…”

His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.

“You’ll bitterly regret ever breaking your promise,” he said, and disappeared.

A shiver of fear ran through the councilors, but the Mayor shrugged and said excitedly, “We’ve saved fifty thousand florins!”

That night, freed from the nightmare of the rats, the citizens of Hamelin slept more soundly than ever. And when the strange sound of piping wafted through the streets at dawn, only the children heard it. Drawn as by magic, they hurried out of their homes. Again, the pied piper paced through the town, this time, it was children of all sizes that flocked at his heels to the sound of his strange piping. The long procession soon left the town and made its way through the wood and across the forest till it reached the foot of a huge mountain. When the piper came to the dark rock, he played his pipe even louder still and a great door creaked open. Beyond lay a cave. In trooped the children behind the pied piper, and when the last child had gone into the darkness, the door creaked shut. A great landslide（山崩）came down the mountain blocking the entrance to the cave forever. Only one little lame boy escaped this fate. It was he who told the anxious citizens, searching for their children, what had happened. And no matter what people did, the mountain never gave up its victims. Many years were to pass before the merry voices of other children would ring through the streets of Hamelin but the memory of the harsh lesson lingered in everyone’s heart and was passed down from father to son through the centuries.

I Aims and Demands（教学目的和要求）

To learn a tale--The Pied Piper of Hamelin and get the students to know the importance of honesty. ⅡKey Points and Special Difficulties（重点和难点）

Key points: to grasp some useful expressions

all at once, free sb. from…, rid…of…, make one’s way, break in

Special difficulties: to understand Inversion.

ⅢTeaching Aids and Approaches（教具及教学方法）

Multi-media, Task-based approach and the integrated approach

ⅣBrief Teaching Procedures（教学过程）

Step1 Fast reading（快速阅读）

Read the passage quickly and answer some questions（快速阅读并回答下列问题）:

1) What trouble did the citizens of Hamelin have?

2) What was the result of their breaking the promise?

Keys（参考答案）:

1) There were too many rats in the town for them to live a normal life.

2) All the children but one were drawn into the cave and killed.

Step2 Careful reading（细读）

1. What words did the author use to indicate that the plague of rats was too terrible?

(a black sea, swarmed the whole town, gnawed everything except metal, need an army of cats…)

2. Find out inverted sentences in the passage.

(…, on the banks of a great river in the north of Germany lay a town called Hamelin.

…, there stood a tall thin man dressed in brightly colored clothes…

Behind him swarmed the rats….

The pied piper slowly made his way through the houses and behind him flocked the rats. Beyond lay a cave.

In trooped the children behind the pied piper.)

3. Key expressions (要点表达)

1) all at once = all of a sudden/ suddenly 突然

2）And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.

“dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them” is used to modify the subject “a tall thin man”.

3）There was even greater delight at the town hall, until the piper tried to claim his payment. “claim” in the sentence means “ask for”.

4) His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.

“His eyes flashing with anger”是独立主格结构，在句中用作状语。

5) It was he who told the anxious citizens, searching for their children, what had happened.

该句为强调句型, searching for their children为现在分词短语作定语修饰the anxious citizens。Step3 Classroom activities（课堂活动）

Divide the class into groups of four and discuss:

What lesson can we learn from the passage?

What do you think is very important in getting along well with others?

Step4. Homework（作业）

Get the students to tell the story to their family members.

Step5 Assessment（评价）

Words and expressions（词和短语）

1. multiply v.增加

2. content adj. 满足

3. swarm v.密集

4. flock v. 聚集

5. uneasily adv.不安地

6. threaten v.威胁

7. claim v.索取，索赔8. current n. 水流

9. procession n.队伍10. troop v. 群集

11. harsh adj. 严厉的12. block v. 封锁

13. all at once 突然14. rid sb. of sth.使某人摆脱……

15. make one’s way 前进16. break in 插嘴，插话

Module 2 Figure stories

Lesson 4 Louis Armstrong

Louis “Satchmo” Armstrong (1900—1971), an African-American musician, is one of the most important figures in the history of jazz. In the 1920s, this trumpeter, singer and bandleader began exploring the boundaries of jazz technique and style. Masters of jazz today admit their debt to this pioneer.

Armstrong’s gift was obvious from the start of his career. His earliest recordings first with a band led by his former teacher, Joe “King” Oliver, and then with his own band earned Armstrong international fame for technical originality. He freed his playing from the ordinary rhythms (节奏) of early jazz by creating musical phrases that seemed to go against the pulse of a song, only to combine them in the place later. His deep and rough voice became as special as his cornet (短号）playing, especially in his scat performances. Scat is a singing style in which meaningless syllables (音节) are repeated without preparation. Armstrong’s scat was among the earliest ever recorded.

By 1930, Armstrong had turned to more commercial, less experimental jazz. Some musicians criticized him for this. But others insisted that the real power of Armstrong’s art lay in its grace and sensitivity, fine qualities of the heart which remained in his music.

In the following years, Armstrong traveled around the world as the leading “goodwill ambassador” of American jazz music. The gentleness and great attraction of “Satchmo” filled his music and made him one of the world’s most beloved performers for over forty years.

I Aims and Demands（教学目的和要求）

To learn a passage about Armstrong, the pioneer of jazz and let the students know what contributions Armstrong made to jazz.

ⅡKey Points and Special Difficulties（重点和难点）

Key points: the contributions Armstrong made to the development of jazz

Special difficulties: the reasons for his popularity

ⅢTeaching Aids and Approaches（教具及教学方法）

Multi-media, Task-based approach and the integrated approach

ⅣBrief Teaching Procedures（教学过程）

Step1 Lead-in（导入新课）

Have you ever heard about Louis Armstrong?

Step2 Fast reading（快速阅读）

Read fast and answer（快速阅读并回答下列问题）:

1) Why was Armstrong called “pioneer of jazz”?

2) Why was “Satchmo” criticized by some musicians in the 1930s?

3) What made Armstrong the “good will ambassador” of American jazz music?

Keys（参考答案）:

1) He created musical phrases and freed his playing from the ordinary rhythms of early jazz.

2) For turning his attention away from making changes.

2) His attraction and sensitivity.

Step3 Careful reading （细读）

1. What is the passage mainly about?

(A praise of Armstrong’s contribution to jazz.)

2. Pick up some words from the passage to describe Louis Armstrong.

(one of the most important figures in the history of jazz, bandleader, pioneer, grace and sensitivity, fine qualities of the heart, gentleness and great attraction, one of most beloved performers…)

3. Translate the sentences below.

1) Masters of jazz today admit their debt to this pioneer.

Masters of jazz today think that Armstrong made a lot of contributions to the development of jazz and that they should thank him for this.

2) By 1930, Armstrong had turned to more commercial, less experimental jazz.

By 1930, Armstrong had turned his attention away from making changes and his music had become more commercial.

Step4Classroom activities（课堂活动）

Work in groups of four and discuss:

What were the reasons for Armstrong’s success?

(His early experiences in “King” Oliver’s band, his technical originality and his personality.) What qualities should a successful musician have?

Step5. Homework （作业）

Rewrite the passage. (Around 150 words.)

Step6 Assessment（评价）

Words and expressions（词和短语）

1. explore v.探索

2. boundary n.边界，界线

3. former adj.原先的，前面的

4. originality n. 创造力，独创性

5. commercial adj.商业的

6. criticize v.批评

7. grace n.优雅8. ambassador n.大使

9. go against 违背，违反10. turn to 转向

Lesson 5 Special Fund in Honor of Hong Zhanhui

A special fund has been set up to support students who are suffering hardships in honor of a young man named Hong Zhanhui, a 23-year-old college student in Huaihua of Hunan Province. Hong was born in a poor rural family in Xihua County in 1982. When he was 12 years old, his father caught a mental illness and killed his sister. Later, the family adopted a girl, naming her Chenchen. A year later, Hong’s mother walked out because she couldn’t stand the beatings from her husband.

Hong has since shouldered all the burdens on his own. He had to split his time and energy into earning money, looking after Chenchen, treating his father, and educating himself. He took on a lot of part-time jobs, such as selling instant noodles（方便面）, selling ball-point pens, books, potatoes, and so on. “Many people looked down upon me for selling then,” Hong recalled, “But I didn’t care.”

After his stories were known by the public, he received a large amount of donation. He thought he himself had passed the worst time and there were many other people who needed help much more than him. “I think it is more important for a man to support himself and be strong. I want to be such a man, who brings opportunities to other people instead of myself.”

He tried his best to return all of them. He put those from the donators who didn’t leave their names into the fund to help others. But he insists that those who accept help from the fund must pay back the money after they pass the hardships. He says that the help which doesn’t need to be