外研版高中英语选修七Module 3LiteratureReading教案4
Step 3: While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions
and darken the connectives.
Step 4: After you read Copy all the useful expressions into your Expression Book. If possible, make your own sentences with these expressions.
Period 9 Task
TASK “任务课”，学生课前利用图书馆、网络等手段收集某一地区
的 facts，课上教师出示若干 file 范例，指导学生完成
▇ Goals
Period 1 Reading---Oliver Asks for More
●To learn to read passages with Inversion used for emphasis about literature
话题介绍 Period 1 Reading
Module 3 Literature
Part One Teaching Design 教学设计说明
本模块主要介绍英国古典文学中狄更斯作品及其生平，了解上述内 容并掌握有关的词汇，培养有关的语言技巧。
INTRODUCTION Vocabulary and reading 和 READING AND VOCABULARY 合并为第一课时“阅读课”。课文 Oliver Asks for More 让学习了解狄更斯作品。在学生课前 自学、预习的基础上，以背景介绍导入新课，然后采取“自 上而下”的阅读教学模式，引导学生关注文章的篇章结构、 段落大意，得出“树型图”，进行“信息转换”，理解全文、 复述意义。 教师还可以参考“教学资源”中 关于 Charles Dickens 相关信息的材料，帮助学生更多了解英国作品。
●To learn to read with strategies
■ Procedures
Step 1: Warming up by learning about Charles Dickens
Charles Dickens’s father was a clerk at the Naval Pay Office and because of this, the family had to move from place to place: Plymouth, London, and so on. It was a large family and despite hard work, his father couldn’t earn enough money. In 1823 he was arrested for debt and Charles had to start working in a factory, labelling bottles for six shillings a week. After leaving school, Charles started to work in a solicitor’s office. He learned shorthand and started as a reporter working for the Morning Chronicle in courts of law and the House of Commons. In 1836 his first success was published, The Pickwick Papers. This was followed by more novels: Oliver Twist (1837), Nicholas Nickleby (1838-39) and Barnaby Rudge (1841). He travelled to America later that year and aroused the hostility of the American press by supporting the abolition movement. In 1858 he divorced from his wife Catherine, who had borne him ten children. During the 1840s his social criticism became more radical and his comedy more savage: Novels like David Copperfield (1849-50), A Tale of Two Cities (1959), Great Expectations (1860-61) only increased his fame and respect. His last novel, The Mystery of Edwin Drood was never completed and was later published posthumously.
Period 4 Writing
Write a description of characters
Period 5 Reading and 课本 37 页的 Reading and Vocabulary(2) “为泛读课 ”，学习 Philip
Vocabulary(2)
Pirrip。引导学生阅读课课文，然后模仿其语篇结构、尽量运用课文
Period 2 Function
第二课时 FUNCTION Emphatic sentences 是“功能课”，学习倒装句 的用法”。教学重点是倒装的用法。
Period 3 Grammar
课本 32 页 GRAMMAR 1 Inversion used for emphasis 为第三课时“语 法课”，集中学习和演练 Inversion used for emphasis。
somebody’s arms, rush into the room, be sure of Sentences made with expressions from Module 3 1. That young thief needs a good beating! 2. Most young smokers who try to quit usually do so on their own instead of using recommended methods. 3. In this way, I can finish the job ahead of time. 4. His face became red with cold 5. The merchant’s son is mature for his age. 6. I have always lived in the country but now I’m beginning to get used to living in the city. 7. Can you pick out your sister in this crowd? 8. It was they that (who) cleaned the classroom yesterday. 9. It is so peaceful to stare at the clouds without a care in the world on bright warm sunny day. 10. The old man held a stick for support. 11. Not until the child fell asleep did the mother leave the room. 12. No sooner said than done! 13. He seized the gun from the enemy soldier. 14. When the bell rang, students rushed into the classroom like bees. 15. It is our responsibility as citizens to be sure of the truthfulness of information before we act on it or pass it on. Step 5: Drawing a diagram of the text to show its organization
Step 2: Before you read
Please go over the word list for this module, paying attention to the pronunciation of the word, the
relationship between its pronunciation and its spelling
Reading Practice
题。
Period 8 Cultural 该部分简单介绍了 Charles Dickens 来决定教学方法，如果时间紧，可以用泛
读、速读、略读的方法处理。了解英国古典文学和同期的古典文学，
了解它们对世界文化的贡献
Oliver Asks for More
The beginning of the film: The boys became quite wild with hunger
Children chose Oliver to ask for more soup and he did so
Oliver was locked in a room and maybe would be hanged Step 6: Closing up by retelling the text To end this period we are going to retell the text with the help of the diagram above, using as many inversion sentences as possible.
外研社英语选修七Module3Literature教案
Book VII Module3 LiteratureReading: Oliver Asks for MoreI. Analysis of the text (教材分析)本模块内容为英国古典文学中的狄更斯作品及其生平。
本节课是一节文学阅读欣赏课,课文节选自英国著名小说家狄更斯《雾都孤儿》的片断“Oliver asks for more”，反映了主人公Oliver生活的是一个贫富悬殊，充满压迫的不公平的社会。
II. Teaching goals.(教学目标)认知及语言技能目标：理解文章内容，并使用所学的词汇描述有关的故事情节，表达自己的情感。
能力目标：能分析课文中的长难句、理解句子结构，并能运用所学词汇和句型概括课文内容。
情感目标：培养学生阅读英语文学作品的习惯；通过分析使学生认识到主人公Oliver生活的是一个贫富悬殊，充满压迫的不公平的社会，教育学生应珍惜现在的生活，努力学习，奋发上进。
III. Teaching important and difficult points (教学重点，难点)1、如何准确地概括课文内容。
2、如何把所学的词汇，句型运用于实践中。
（比如说或写作）IV. Teaching methods(教学方法)以学生为主体，以训练为主线，以能力培养为宗旨。
用任务型教学法、情景教学法、问答法、小组合作法、自主探究法完成教学任务。
V. Preporation work (准备工作)上课两周前布置两个任务：1、让学生上网或通过其它渠道搜索有关狄更斯及其作品的相关信息，上课前一天以组为单位上交，并评选出优秀小组。
2、让学生阅读英汉对照的小说《雾都孤儿》，并以小组为单位表演故事中的一个片断，并让小组中组织能力强的同学在课下分配好角色准备好相关的道具进行排练。
这个环节可以为教学过程中的学生表演奠定基础。
VI. Teaching ProceduresStep I Lead-in (导入)（3m'）1、Watch part of a video of Oliver Twist , especially the part "Oliver Asks for more" and ask the following questions.Q1. Just now we enjoyed part of a film, what is the film called?Q2. What is it called in chinese?Q3. This is a film adapted form the novel Oliver Twist .Then doyou know who is the author?Q4.Can you name some other famoous novels by Charles Dickens?通过这个环节，可以激发学生的兴趣。
高中英语外研版高中选修7Module3Literature-教学设计方案
English lesson planSection1 Background InformationTeacher: Miss Li Class:ten Grade: TwoLesson Type: reading and vocabulary Duration: 45minsLesson Title: Oliver Asks for MoreSection2 Teaching Content and Design1.Analysis of Teaching MaterialThe teaching material is taken from Module 3, “Oliver Asks for More” , New Standard English, Book VII .The material is a reading passage about a extract from a novel-Oliver Twist written by Charles Dickens. The passage introduces the reason, process and result of Oliver Asks for More, which is very logical and interesting.2. Analysis of StudentsBecause some students have read the book or seen the film of Oliver Twist , so some students won’t have much difficulty in understanding the passage. And most students have previewed and the passage, so they won’t have much difficulty in understanding the passage, too. The students have the basic abilities of reading, but they still need more opportunities to practice, and they also need more reading skills to help them finish the given exercises by catching the main idea or details.3. Teaching AimsAfter this lesson, the students can:(1)Learn some related new words: feed, pot, warden, serve, eager, appetite, whisper, nudge, desperate, in astonishment, support, in a ... voice, reward, seize, hang, lock, workhouse.(2)Make use of the skimming and scanning to read for gist and specific information.(3)Develop the awareness of cherishing what we have.4.The Important and Difficult Points(1)Learn some related new words: feed, pot, warden, serve, eager, appetite, whisper, nudge, desperate,in astonishment, support, in a ... voice, reward, seize, hang, lock, workhouse. (important points); (2)Use the skimming and scanning to read for the general idea and the details and finish the givenexercises. (important points);(3)Draw a mind-map to summarize the passage.(difficult points).(4)Develop the awareness of cherishing what we have.(difficult points).5. Teaching MethodsIn combination with the basic concept in English Curriculum Standards for Compulsory Education (2023 edition), “stressing on learning process, practice and application of language learning”, Task-Based Language Teaching Approach and Communicative Teaching will be mainly used.6. Teaching Aidsblackboard, PPT7. Teaching ProceduresStep1Lead -in & Pre -reading Activity1Ask students to look at the pictures and think the following questions: ❶Are you happy with the present life?❷What do you want to ask for now and why? Activity2After that, the teacher shows a picture of Oliver who is the hero of Oliver Asks for More and then asks students to answer two questions.❶What does he look like? ❷What does he want to get?Then the teacher shows more pictures of Oliver and asks students to catch more features of the boy and use some proper adjectives to describe the boy.The teacher shows a reference of the above question and finally arouses students’ interest and curiosity by asking students if they want to know more about this boy.Activity3Before learning this passage, the teacher shows students some new words and asks them to read the vocabularies by following the related videos. Finally, students learn some important vocabularies with the help of pictures and definitions.Step2 While -readingActivity 1: Reading for main idea (fast -reading)Ask the students to read the passage fast and then divide the passage into some parts and match the paragraphs with their main ideas in 3 minutes.Match the main ideas with related paragraphs. Part1 Para.Part2Para.Part3Para.Activity 2: Reading for some details. (careful -reading)Ask the students to read the passage carefully and finish the following questions in 5 minutes. Q1: When were the boys allowed to eat another 60 grams of bread?Why Oliver was chosen to ask for more food and what Oliver said to the warden that evening.Why the warden hit Oliver on the head and how Oliverwas treated by the managers of the workhouse.The living condition of the boys was very poor andthere they suffered from hunger badly.A. At weekend.B. On special holidays.C. On everyone’s birthday.D. Every day.Q2：The warden’s face became very pale because he ___.A. was a fat manB. was in complete astonishmentC. could not standD. was frightenedQ3：When Oliver repeated his words, the warden ____.A. held on to the pot to supportB. stared in complete astonishment at the boyC. hit the boy on the head with the soup spoonD. ran out of the roomQ4：What does the gentleman mean from this sentence “I never was more sure of anything in my life”.A. He doubts if Oliver will be hanged.B. He is sure that Oliver will be hanged.C. He doubts if Oliver will be locked.D. He is sure that Oliver will locked.Q5：What does the passage mainly talk about?A. Oliver Twist said that he would ask the warden for more to eat. The workhouse managersdecided that Oliver must be hanged.B. The boys in the workhouse were starving and chose Oliver Twist to ask for more food. WhenOliver did this, the workhouse managers were very angry and locked Oliver in a room.C. When Oliver asked for more food , the workhouse managers were very angry and sent Oliverout to work.Step3 After-readingActivity 1 Group-workAsk students to draw a mind-map in groups and retell the passage with their partners in 5 minutes by drawing some pictures, writing down some key words, phrases or sentences and so on.After discussion in groups, the teacher invites one group to share their mind-map with us on the stage.Finally the teacher shows a reference of the mind-map to students.Activity 2: Role-playCheck students’ homework by inviting one volunteer group to perform the plots from“Oliver Ask for More”in groups.Activity 3: SummaryAsk students if they still remember the questions at the beginning of this class.Are you happy with the present life?What do you want to ask for now and why?Then return back to the goal of developing the awareness of cherishing what we have. At last, the teacher shares a motto - Just seize the day !8. HomeworkContinue to write the passage at least 100 words.9. Black -board DesignModule 3 Reading and V ocabularyOliver Asks for MorePart 1 reasonPart 2 processPart 3 resultOliver TwistCharles Dickens Charles Dickens。
最新外研版选修七module 3《literature》教案.doc
Main language points in the text in Culture Corner
难点
Master all the main language points in the text in Culture Corner
基本
设想
Read, Practice and Explain
教学
经历，阅历
Please tell us your experiences in America.
请你告诉我们你在美洲的经历。
Yesterday afternoon Frank Hawkins was telling me about his experiences as a young man.
昨天下午,弗兰克.霍金斯给我讲述他年轻时的经历。
板书
设计
Module 3
Literature
Introduction and Cultural Corner
1. result vi.
as a result因此;结果
as a result of作为...的结果;由于...
without result无效地,毫无结果地
result from起于,由于
旅客们尽力从燃烧的大楼中逃出来。
The three brothers soon escaped from their captors.
这三兄弟不久就从抓住他们的那些人手中逃走了。
gas escaping from the pipe
煤气从管中漏出
Water escaped rapidly from the drainpipe.
他经历过一切艰难困苦。
He is much experienced in teaching.
全单元教案外研版选修7-Module 3
Module 3 LiteratureI．教学内容分析本模块以Literature为话题，介绍了著名英国古典文学作家查尔斯•狄更斯（Charles Dickens）的生平和他的作品《雾都孤儿》（Oliver Twist）、《远大前程》（Great Expectations）的片段，旨在通过这样的话题，使学生运用所学的知识谈论小说中的人物及其情节，更多地了解作家的作品及其作品的时代背景和深刻的社会意义。
通过学习能将小说中的精彩片段表演出来，让学生了解如何对人物和事件进行描写。
通过本模块学习，学生要对小说与文学有个辩证认识，学会鉴赏文学的魅力。
Introduction 通过电影Oliver Twist的一幅剧照介绍了著名作家查尔斯•狄更斯（Charles Dickens）。
并设计相关的问题对剧照中的人物和故事发展进行预测，在一定的练习中了解和熟悉所涉及到的词汇和短语，让学生进一步熟悉这些词汇，为本模块的学习奠定基础。
Reading and Vocabulary (1) 部分通过阅读《雾都孤儿》中的一段标题为“Oliver Asks for More”片段，设计了以下的任务：1. 学会对素材片段进行概括，培养学生的总结能力和对文章中心的把握能力；2. 学习相关的词汇和短语，为进一步理解课文扫清障碍，培养学生学习生词的能力，解决了方法问题，同时设计一定的练习，巩固所学习的词汇；3. 在词汇学习的基础上，通过完成素材中的句子填写练习，完成从词到句的功能转变，让学生不仅能学习词汇，而且能更好地巩固一定固定意义的句子结构。
Grammar (1) 部分通过观察课文中的例句，要求学生能够识别倒装句的基本形式，并能运用倒装表达强调意义。
Speaking (1) 部分是阅读文章后所展开的一项活动，要求学生能够模仿其内容和角色进行适当的角色扮演练习，并对人物进行评价。
Vocabulary and Listening部分为《雾都孤儿》的精彩片段，旨在听的基础上去理解这部小说，并完成四项任务：1. 提供一定的句子和词汇，扫清了听力中可能产生的障碍；2. 提供问题，预测听力内容和问题答案，引导听力任务的顺利进行；3. 听取一段精彩的片段，判断所预测的问题答案是否正确，然后回答问题；4. 要求听第二遍，完成信息获取。
高三英语 Module 3《Literature》教案(外研版选修7)
Module 3 LiteratureThe first period (词汇教学)Teaching aims1.Train and develop students’ ability of solving problems(multiplechoices)2.train and develop students’ ability of reading prehension3.enable students’to master the usages of the following 9words:Scene;feed:Serveeager;appetite;whisper;desperate;seize;ha ngTeaching procedures:Step 1. Check students’ homework1. Check the answers of daily exercise 59and solve the difficult problems in groups ( Students’ activity 1)T: Have you done your dailyexercises ?Firstlet me check your answers . Then you can deal with your problems in your groups.2. Check the answers of reading material A in the newspaperStep 2 New words1.Scene1). (戏剧的)一场2). 场面;事件[C]3.) 景色,景象;(舞台)布景[C]What a fantastic mountain scene! 多么迷人的山景!4.) (事件发生的)地点,现场;(戏剧等的)背景[the S][(+of)]The criminal fled the scene.罪犯逃离了现场。
外研版高中英语选修七 外研版Book7 Module3 Extensive Reading学案-新版
外研版Book7 Module3 Extensive Reading学案Extensive ReadingOliver asks for more学习目标:1.To get the general idea and some detailed information of “Oliver asks for more”e skimming and scanning method to finish the Self-learning part individually,meanwhile, preview new words of Module3.【预习检测】Read the passage “Oliver asks for more”(P.30-31), then finish the following exercise.Judge whether each of the following statements is TRUE or FALSE.(1).The warden, helped by two women, served the soup and bread from this pot at mealtimes. ()(2).Oliver Twist and his companions slowly starved for three months until finally, theybecame quite wild with hunger. ()(3).Thetallboysaidifhedidn’thaveenou ghfood,hewasafraidthatonenighthemight eat the small young boy who slept next to him. ()(4).The evening arrived and the boy had to sleep without food. ()(5).Oliver rose fromthe table and leftthe hall withhisbowl and spoon inhis hand.()(6).The warden was shocked by Oliver’s behaviour.()(7).The warden hit Oliver with the soup spoon. ()(8).Not every one of the managers was shocked by Oliver’s words and action. ()(9).The managers hated Oliver so much that they even wanted to hang him.()(10).Oliver was at once locked in a room. ()【展示交流】Choose the best answers(1).On special holidays, the boys were allowed to eat____________?A. another bowl of soupB. whatever they want toC. another 60 grams of breadD. the same food as usual(2).Why did the boys decide to ask for more food?A. Because they are all very hungry.B. Because the warden is very kind.C. Because the food is delicious.D. Because they were afraid that one small boy would eat another big boy.(3).How did they decide that Oliver Twist went to ask for more?A. That big boy ordered him to go.B. Oliver is a volunteer.C.Other boys write Oliver’s name on pieces of paper.D. They choose the strongest boy—Oliver.(4).The warden’s face became pale, why?A. Because he was surprised by what Oliver said.B. Because he was ill.C. Because he was very hungry.D. Because he was very tired.(5).In order to punish Oliver, what did the manager do?A. He let him stand day and night.B. He locked him in a room.C. He let him do a lot of housework.D. He forbade him to eat anything.【自主建网】1.feed-- fed -- fed(1)喂养；饲养；给…东西吃feed the pigsfeed the baby(2)养活=supportfeed a family of 5养活一家五口人feed on (动物)以…为食物Cattle feed mainly on grass.feed sth. to sb./ feed sb. on sth.用…喂…2. The warden, helped by two women, served the soup…本句中helped by two women是过去分词作后置定语Serve在本句中是及物动词，含义是“开饭，上菜”Dinner is served.饭已经准备好了。
外研版选修七module 3《literature》优秀教案(重点资料).doc
设计
Module 3
Literature
Introduction and Cultural Corner
1. result vi.
as a result因此;结果
as a result of作为...的结果;由于...
without result无效地,毫无结果地
result from起于,由于
过程
教学内容
教法
学法
Step 1
Step 2
Step 3
Step 4
Step 4
Introduction of Charles Dickens’works:
1.Ask the students to look at thepicture and find the names of the works shown on the slide.
result in导致,终于造成...结果
(2) experience n经验
Experience is their preparation for giving advice.
经验为她们进行咨询作了准备。
Experience teaches; Experience does it.
经验给人教训，经验给人智慧。
Reading Comprehension:
1. Pair work: Read the text quickly and find out the summary of the passage.
2. Ask the student to read the text and discuss the answers to Exercise 2, 3, 4 by themselves.
Module3Literature教学设计-优质公开课-外研版选修7精品
Module3Literature教学设计-优质公开课-外研版选修7精品Module 3 Literature 教学设计一、题材内容与学习目的本模块题材内容为狄更斯作品及其生平。
通过学习，使学生了解上述内容并掌握有关的词汇，培养有关的语言技能。
二、语言知识目标1. 词汇(1)单词novelist n. scene n. cruel adj. feed vt. & vi.pot n. serve vt. & vi. eager adj. appetite n.whisper vt. & vi. desperate adj. healthy adj. support vt. & n.seize vt. hang vt. & vi. lock vt. reward n.scream v. collar n. rough adj. drag vt.naughty adj. orphan n. escape vi. & n. prison n.wedding n. intend vt. illegally adv. cast n.distribute vt. chapter n. sparrow n seagull n.pipe n. smog n. choke vt. & vi. swallow vt.rag n. dustbin n. attain vt. nutrition n.starvation n. welfare n. concern n. taxpayer n.compass n. anchor n. inn n. carrier n.accumulate vt. corporation n. navy n. pile n.paperwork n. trial n. pump n. fountain n.pub n. maid n. bunch n. accomplish vt.ambassador n. pedestrian n. lantern n. mourn vt.(2)短语in astonishment bring sth. to the attention of sb.in a ... voice no sooner ... than ...a huge amount of2. 语法倒装句。
高中英语Module3LiteratureSectionⅣOtherPartsoftheModule教学案外研版选修7
Module 3 Literature Section Ⅳ Other Parts of the Module[原文呈现][读文清障] Dickens ’ LondonDickens ’cast ①of characters lived in London, the largest and richest city in the world. But its wealth wasdistributed ②unfairly ③among the population. Every chapter ④of hisnovels describes the sights, sounds, and smells of the city, and provides a social commentary of London life.In the middle of the 19th century, London was a filthy ⑤city for rich andpoor people alike ⑥. Although on clear days the air was filled with ⑦sparrows ⑧and seagulls ⑨flying high above ⑩， more often the smoking chimney pipes⑪created smog ⑫which was so strong that it choked ⑬the inhabitants ⑭. The River Thames was polluted, causing diseaseand death everywhere ⑮， and if you fell in, it was dangerous to swallow ⑯the water.①cast /k ɑːst/n .演员阵容，全体演员②distribute /dI ’strIbju ːt/v .分发，分配，分送 distribute ...among/between 在……之间分配，给某人发某物 ③unfairly adv .不公平地 ④chapter /’t ʃæpt ə/n .章节 ⑤filthy /’fIl θi/adj .十分肮脏的，污秽的 ⑥alike adv .同样地⑦be filled with (＝ be full of)充满 ⑧sparrow /’spær əʊ/n .麻雀 ⑨seagull /’si ːˌɡʌl/n .海鸥 ⑩flying high above 作后置定语，修饰“麻雀”和“海鸥”。
参赛教案：高二英语选修七Module 3阅读课教案
Post-reading
To know the third element of a novel: surroundings.
Discussion:
If you were Oliver, what would you do?
Would you ask for more, or bear the situation?(PPT)
Presentation:
Show a scene picture andasksome questions.(PPT)
Groupwork:
Watch the scene carefully and predict whare of Oliver:
To understand the writer better.
Teacher:
Do theinvertedsentences help you understand the feeling of the author?(PPT)
Pairwork:
Ss discuss in pairs and then make a presentation.
【土豆网视频搜索】
Movie of this scene:
/programs/view/ZibJ8u4l8Js/
To retell the story with the help of the key words.
Summary:
Show an exercise about filling the blanks.(PPT)
Groupwork:
Ss discuss the two questions ingroupsthen make a presentation.