高二英语说课稿之OliverWantsMore
26(2)-优秀高中英语阅读课教学课件“Oliver-Asks-for-More”
1. appearance tried to eat every bit of soup and when they finished
the boys the soup, they would sit_s_t_a_r_in_g__a_t the pot with
Oliver Twist is one of his most
popular novels. Oliver is a
poor —orp—ha—n boy who lives
with children in a large house
called a —wo—rkh—ou—se.
5
We are going to…
as quickly as possible.
Title: Oliver Asks for More
Plot (剧情):
The boys became quite
Author：Charles Dickens
wild with _h_u_n_g_e_r_.
Place: Workhouse,
a large stone hall Children chose Oliver to
the boys
as_k_f_o_r_m__o_r_e_f_o_o_d_and he did so.
the warden (看守人)ChaLeabharlann acters: two women
the tall boy
Oliver
13
How does the writerFdilel isnctrhiebseenttehneces about the characters? From whfaoltlowaisnpgecchtasra(c方ter面s. )?
外研版高二英语选修七 Module 3 Oliver Asks for More课件
1.How did they decide who would ask for more food?
They wrote their names on pieces of paper and
picked one out .It was Oliver who was chosen.
2.How did Oliver feel when he asked for more ? He was desperate with hunger and misery.
Oliver asks for more
Paragraph Paragraph Paragraph
1
2-3
4-13
Match the three parts with the main ideas.
Part1
Why Oliver was hit and how Oliver was treated by the managers of the
published in 1838 and was hugely successful. It was published told the story of a young orphan, lives with others children in a large house callinwg haoworkhousoet.her
able to speak.
No sooner __h_a__d_ the boy spoken these words t_h_a_ n the warden _h_i_t_(hit) him _o_n_ the head with the soup spoon. Then he s__e_i_z_e_d(seize) Oliver’s arms and held him , _w__h_i_l_e_ he shouted for Mr. Bumble.
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_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_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Oliver Asks for More 课件
.
warden hit him on the head with the soup spoon. Then he seized Oliver arms and held him, while he shouted for Mr Bumble.
Para. 4-13 (result)
Para. 7-10 1. Find out Mr Limbkins’s words
anadnrgerayd themastwointihshfeedelings. How do you think he felt? 2. What about others? Hoewxcdioteydou tahsintokntishheeydfelt?
The warden was a fat, healthy man, but his face became very pale. He stared in complete astonishment at the child and held on to the pot for support. Not until at least thirty seconds had passed, was the man able to speak. "what?" he said finally, in a weak voice.
Oliver asks for more reason process result
Para. 2-3 (process)
教学设计 Module 3 Oliver Asks for More
Module 3 Oliver Asks for More教学设计本堂课是一堂文学阅读课，内容为选修七第三模块的reading。
课文题目是Oliver Asks for More。
该课文节选自狄更斯的小说Oliver Twist。
该文主要描述了英国维多利亚时期济贫所里孩子们糟糕的生活状况。
由于极度饥饿，Oliver不幸地被选中去多要一份食物。
当官员们知道后，都大为惊诧并对他施以惩罚，最终将奥利弗锁在房间里。
我所教授的班级是高三11班。
学生们在两年多的高中学习后，已经积累了基本的语言知识，掌握了常用的阅读技巧，并具备了一定的阅读经验。
他们知道从哪些方面去分析小说，但缺乏深入探究的意识。
因此，本堂课我将带领学生学习小说的几大要素，并透过人物描写深入分析文章的主题。
为了能更好地分析文章，学生已提前了解了作者狄更斯的相关信息。
本堂课的教学目标分为：知识目标、能力目标以及情感目标。
学完本堂课，在知识上，学生需了解小说的几大要素以及人物刻画的几大方面。
在能力上，学生能分析文章的几大要素，能从外貌、表情、动作及语言四个方面分析人物及总结文章主题，能够基于上课所学加以个人情感表演故事。
在情感上，学生能够学会珍惜粮食及当今的美好生活，提升自己的社会责任感以及对文学的热爱。
本堂课的教学重点为：深入理解文章、了解并掌握小说的几大要素以及人物描写的几大方面。
教学难点为：掌握如何分析小说的方法，理解文章的主题、培养学生主动阅读并赏析小说的能力以及鼓励学生勇敢表达自己的观点。
本堂课的教学方法为：角色扮演法、任务驱动法、指导发现法、情景教学法。
本堂课的教学流程如下：1.引入。
由于本堂课是下午最后一节，学生可能又累又饿，我事先准备好面包。
借助学生饥饿可以得到食物这一点，提出“Oliver饥饿后会得到什么呢？”这一问题，从而引出文章Oliver Asks for More。
先让学生通过文章标题猜测故事接下来会从哪些方面展开，从而自然得出接下来要讲的三个方面：Oliver为什么要要食物？Oliver怎样要食物？Oliver要食物的结果是什么？2.速读。
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高二英语说课稿之OliverWantsMore各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢各科成绩的提高是同学们提高总体学习成绩的重要途径，大家一定要在平时的练习中不断积累，小编为大家整理了高二英语说课稿之oliverwantsmore，希望同学们牢牢掌握，不断取得进步!Unit7oliverwantsmoreTeacher:ZhuXiaoliclass:classThreeDate:may7thTeachingPeriod:1period::1)Toreviewthekeypointsofunit6andpractice thesephrases.2)Togetthestudentsacquaintedwithsomewell-knownclassicsinEnglishliterature.3)Tolearnsomethingaboutthenovel“oliverT wist”aswellasitswriterandhisbackground.4)Tostudytheinvertedorderofthesentencebe ginningwithnever,seldom,etc.:1)Totraintheskillintranslating.2)Tolearntoguesstheunfamiliarwordsaccor dingtothecontext.3)Tolearntoexpresstheopinons.4)Tolearnhowtoenjoyaclassic.:1)Toarousethestudents’sympathyofoliverTwistandlearntocherishth eirlife.2)Tocultivatethestudents’interestinclassics.:’sworksbeknownas/to/forbebornbefamiliarwithearnone’slivingservesthoutsufferterriblehungerinsilencebetallforhisagetakeone’splacewhispertoeachotheraimablowathang/hange d/hunglocksthupofferarewardofNevereverdidthebowlsneedwashing.…,asiftheycouldhaveeatenthat,too.:Textbook,multimedia:booksandtheirauthorsandthengivethechines eversion.Translations:1)他作为英国文学史上最著名的小说家之一而闻名。
2)他以他的长篇小说闻名。
3)他于1812年出生于英国。
4)在他小时候，他的父亲被送进了监狱。
5)他的母亲不得不带着8个孩子搬到伦敦的贫民窟。
6)他总是观察他周围的人。
7)当他开始写伦敦穷人们的故事时，他对他们很熟悉了。
8)Hisworksarecharacterizedbyattacksonso cialevil,injusticeandfalselife. Inthispart,Iwillpresentsomepicturestothestu dentsandtheywillbeencouragedt,,theywillh avetheabilitytotraintheirskillin,theywillbea bletohaveknowledgeofthecharles’backgroundandwritingstyle.Task1:abriefintroductionof“oliverTwist”,theauthor’sintentionandthelifeoftheorphans.keyQuestions:1)whatdidtheauthorwanttotellus?2)whatsocialproblemsexistedatthattimeacc ordingtothetitle?whatwastheorphans’life?Inthispart,mystudentswillhave,,itwillbeeas yforthemtounderstandtheorphans’lifeinthewarehouse.Task2:aplayperformedbyalltheclass“oliverTwist”andfindoutthedifference.Inthistask,Iwilldividetheclassintotwoparts,t hatis,,,theywillbeaskedtoactorsaysomethin gaccordingtotheirrolesandtheyarerequiredt hattheirperformanceshouldbebasedonthete xt.meanwhile,someofthekeysentencesandexpr essionswillbediscussedandparaphrased,suc hastheinvertedsentences.Aftertheunderstandingofthetext,theywillbei nvitedtoenjoytheclipsfromtheoriginalmovi e“oliverTwist”toenhancetheirunderstandin g.Inthisperiod,theirabilitiestoguessthemeanin gandexpressthemselvesarerequired.Task3:apredictionofoliverTwist’life Thestudentswillbeaskedtomakeaprediction basedonthesocialbackgroundwiththehelpof thehintofthe“notice”,thewriter’swritingstyleandthestoryofoliver’slife,,aheateddiscussionaboutthepoorboywi llbeexpectedandourstudentsmaylearntoche rishtheiropportunitiesandtheirlife.:lintheoriginal.说课教材分析本堂课是新世纪高二第二学期第四单元Unit7课文的导入课，本单元的各项活动和任务都要求围绕名著的阅读和欣赏，而课文节选自名著《雾度孤儿》，课文特色在于虽短，情节十分生动。
从主人公在孤儿院的生活开始，到被赶出孤儿院，整个故事结构完整，情节引人入胜。
考虑到我们班学生男生居多，对于文学名著涉猎较少，而本身对于外语的兴趣也不浓，所以我决定要设计一节能够引起他们兴趣的导入课，使得他们能够投入到接下来的学习中。
教学目标：知识：复习Unit6知识点、给学生介绍一些名著情况、结合作者学习理解课文、探究文中出现的倒装句;能力：训练学生翻译、阅读及表达能力、培养学生欣赏名著的能力情感：呼吁学生珍惜现在的生活，引起学生对文学名著的兴趣教学设计：1.导入关于导入的设计，我考虑到现在学生对于名著所知甚少，所以给学生展示了部分名著的封面，要求学生将作者和书名配对起来。
相对来说，这个活动难度较小，学生会有一些成就感。
在引出了狄更斯的图片后，学生可能面对的就是一张图片，可能没有任何想法。
因此，结合我们物理班学生的情况，因为物理班学生背诵的主观意愿不强烈，所以只能反复的给他们进行知识上的巩固。
我自己编写了有关狄更斯生平的中译英句子，而句子的关键词都是来自前一课Unit6的知识点，要求学生在巩固原本知识的基础上，了解新课的作者背景。
2.课文在开始课文之前，为了使学生对于课文的文化背景有所了解，我将狄更斯的写作风格告诉学生，要求他们将作者与我们国家作者鲁迅作比较，以此来推测判断《雾度孤儿》的社会背景及主旨大意。
之后，我开展了三个活动，一是学生在相关故事背景输入后口头描述故事的背景。
这是对于学生将所接受到信息经过整合输出技能的要求。
二是将班级设想为故事中的孤儿院，把学生分为故事中的各个角色，通过小品剧的形式全班演出文中的片断，让学生身临其境，自发地对课文及相关句型进行理解，同时，学生会比较容易设身处地去感觉某些语言的习惯用法，而不是总是单纯的去记中文，用心感觉，刻画出某些字、词的形象。
三是观看影片，形象地理解课文，纠正错误观念，并通过那张“告示”，结合作者的写作风格对孤儿的将来进行预测，与此同时，通过与故事主人公的比较，教育学生要懂得珍惜生活。
在这几个活动完成之后，相信学生无论在于知识还是技能都有所提升，最重要的是能够引起学生对于课文的兴趣，方便之后课文内相关词、句的教学工作。
教学反思本堂课基本进行顺利，本课的基本达到预期知识目标，学生对于一些文学常识、背景有所了解，也完成了对于先前课文的复习和新课文的导入。
而学生也掌握了该有的表达及阅读能力。
本堂课的课前导入练习是针对我班情况和现学内容进行设计的。
利用前一课学过的单词词组进行翻译，而翻译的内容则是新课的作者生平背景，既可以复习之前的内容，同时又起到导入新课课文的功能，这很大程度上降低了课文导入的知识难度，学生不需要用他们现有的贫乏的知识来进行无意义的猜测，他们所要做的是利用接受到的信息进行思考。
因此，学生的课堂反映较佳。
而且，似乎此种练习方式更能为他们所接受。
本堂课的课堂活动的设计是根据我班学生的性格所设计的，学生比较好动，喜欢表达自己的想法，因此，我结合课文这个故事的内容和作者的背景设计了翻译练习，在给学生输入了足够的信息之后要求学生在我的提示下进行独立思考，结合他们自己的想法、知识来理解课文。
同时，因为本课课文是节选自《雾度孤儿》的一幕场景，我要求学生边看边演。
本堂课的活动开展得基本顺利，学生在自己演出课文的时候，表现很踊跃，也愿意对于课文进行深层次的探究，理解一些隐含的意义，从而避免了学生厌烦文学名著这类课文的普遍现象。
然后，这堂课也体现了某些地方的不足。
由于本课要求是将所输入的知识表达出来，学生普遍表现出来的问题就是学生在表达发干还存在部分不足，有时候无法将他们的想法忠实的表达出来，这也在作文中体现出来了。
因此，我认为在今后的课堂教学中，应设法把“听”、“读”这两个语言的输入、“说”这一语言的整合和“写”这一语言的输出结合起来，有时候忽略了“说”，既会影响学生的兴趣，也导致了语言学习环节的脱落。
这个问题在学生默写单词上有所体现，听中文默英文可以，但是如果听英文，默写的话，错误率明显就上升了。