Oliver Asks for More
Oliver解读讲课讲稿
They locked Oliver in a room immediately.
The warden was a fat , _h__e_a_l_t_h_y__(health) man , but his face became very __p_a_l_e__.He stared in complete a__s_t_o_n__is_h__m__e_n_t(astonish) at the child and __h_e_l_d__(hold) on to the pot for support. Not until at least thirty seconds had passed _w__a_sthe man
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.
Imagine what the tall boy said to other boys and act it out.
1.What was the warden’s reaction when Oliver asks for more? And what did he do? He stared at him in astonishment and hit him on the head.
高一英语名著情节分析单选题50题
高一英语名著情节分析单选题50题1. In "Pride and Prejudice", Mr. Darcy is initially considered by Elizabeth as _____.A. charming and friendlyB. proud and aloofC. kind and generousD. humorous and sociable答案：B。
本题考查对《傲慢与偏见》中人物形象的理解。
在小说开头，伊丽莎白认为达西先生骄傲冷漠，A 选项“迷人友好”不符合她最初的看法；C 选项“善良慷慨”也不是她最初的印象；D 选项“幽默善交际”同样不正确。
2. In "Jane Eyre", when Jane first met Mr. Rochester, she thought he was _____.A. gentle and understandingB. stern and mysteriousC. cheerful and openD. polite and refined答案：B。
此题考查对《《简·爱》中人物的初印象。
简最初见到罗切斯特先生时，觉得他严厉神秘，A 选项“温和理解”不符合；C 选项“开朗坦率”不准确；D 选项“礼貌文雅”也不对。
3. In "Pride and Prejudice", Elizabeth's sister Jane is known for being _____.A. passionate and impulsiveB. calm and composedC. adventurous and boldD. selfish and vain答案：B。
本题关于《傲慢与偏见》中简的性格特点。
简以冷静沉着著称，A 选项“热情冲动”不符合；C 选项“冒险大胆”并非她的特点；D 选项“自私虚荣”与她的性格相反。
高二年级英语完形填空人物心理与情节发展分析单选题50题
高二年级英语完形填空人物心理与情节发展分析单选题50题1. In "Pride and Prejudice", when Elizabeth first meets Mr. Darcy at the ball, she feels offended by his proud behavior. What can we infer about the future plot development from this?A. Elizabeth will immediately fall in love with Mr. DarcyB. Elizabeth will avoid Mr. Darcy and be prejudiced against himC. Elizabeth will try to change Mr. Darcy's proud nature at onceD. Elizabeth will ask Mr. Darcy to leave the ball答案：B。
解析：在《傲慢与偏见》中，伊丽莎白一开始就被达西先生傲慢的行为冒犯。
按照她的性格，她不会立刻爱上达西先生（A 选项错误），她也没有能力马上改变达西的傲慢天性 C选项错误），更不会要求达西离开舞会 D选项错误）。
她会因为这次不愉快的相遇而避开达西先生并且对他产生偏见，这也符合小说后续情节发展的开端。
2. In "Jane Eyre", when Jane is locked in the red - room, she is extremely frightened. This experience is likely to _.A. make her more submissiveB. arouse her strong sense of resistanceC. make her forget her past unhappinessD. cause her to love her aunt more答案：B。
修改Module 3 Oliver Asks for more
Oliver
hunger and miseryHe He was desperate with _________________. ____from the table and walked _____ towards the master. rose “Please sir, I want some more.”
1849-1850 David Copperfield《大卫科波菲尔》 1860-1861 Great Expectations 《远大前程》 1859 1837-1838 A Tale of Two Cities 《双城记》 Oliver Twist 《雾都孤儿》
Read the text and find the following information as quickly as possible.
名著OliverTwist《雾都孤儿》中英文简介之欧阳学创编
Oliver Twist, written in 1837-1838，was the second novel of Charles Dickens. Ittells the story of an orphan boy, whose adventures provides a description of the lower depths of London. Oliver Twist is born in a workhouse in 1830s, England. His mother, whose name no one knows is found on the street and dies just after Oliver’s birth. He is brought up in the workhouse where he and other orphans are maltreated(虐待) and constantly starved.One day, because Oliver asks for more gruel(稀粥),he is sent to an undertaker(承办人) to work as anapprentice(学徒), Noah Claypole, makes disparaging(诽谤的)comments about Oliver’s mother, Unable to bear it, Oliverattacks him and run away to London. There he falls into thehands of a gang of thieves headed by old Jew Fagin. In the thieves’ den(贼窝) Oliver is taught the skill of pocking and stealing and is forced to steal. He is rescued for a time by the kind-hearted Mr. Brownlow. But Nancy and other gang members find him and bring him back .It finally turns out that a mysterious man Monks wants to make the boy a criminal. Once Oliver is forced to help a burglar, Bill Sikes, in a burglary. In the course of it, Oliver is shot and badly wounded, the kindly care from Mrs. Maylie and her beautiful adopted niece Rose brings him back to health, Nancy, who now repents(后悔) for what she has done, tries to help .she tells Rose and Mr. Brownlow of the mystery about Oliver’s origin and is found out by the gang and brutally(残忍地) murdered by Bill Sikes. Persued by his guilty conscience(内疚) and an angry mob, he inadvertently(非故意地) hangs himself while trying to escape. Fagin is arrested and executed(执行) .It is now know that Monks is the half -brother of Oliver and he does all this for the purpose of seizing the whole of their fathe r’s property. Rose is revealed(透露) in the end to be the sister of Oliver’s dead mother. Oliver is finally adopted by Mr. Brownlow. Monks is exiled(放逐) and dies in prison. Bumble, the self –important beadle(教区执事) of the workhouse whohas conspired(密谋策划) with Monk, become an inmate(同狱犯人) of the workhouse over which he formerly ruled.《奥列佛·特维斯特》/《雾都孤儿》，写于1837-1838年，是查尔斯·狄更斯的第二本小说。
高中英语 Module 3 Adventure in the Literature 说课稿 外研版选修7
Book VII Module 3 LiteratureI. 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。
本模块是文学阅读欣赏课,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 ．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，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。
M3reading 韩新
1.Para1
3.para.4-13 2.Para2-3
Main idea of each part
The living condition of the boys was very poor Part 1: and there they suffered from hunger badly.
V. Sentences:
1.(1).When they had cleaned their bowls in this way , they would sit staring at the pot with eager eyes . (2).The next morning a notice was put up on the door , offering a reward to anybody who would employ Oliver Twist. (3). Frightened by his own courage, he said , “Please sir , I want some more.” 分词作状语 总结：__________________________________
locked him in a room and drove him out of the workhouse ___________________________________________.
III. Read the passage and find the main idea of each part.
(b) The boys in the workhouse were starving and chose Oliver Twist to ask for more food.When Oliver did this,the workhouse managers were very angry and locked Oliver in a room
高二英语课堂教学设计案例分析
高二英语课堂教学设计案例分析作者：唐怡来源：《学校教育研究》2017年第24期一、教材分析1.教学内容外研社 Book 7选修 Module 3 Reading and vocabulary 《Oliver Asks for More》2.教材处理这是一堂根据新课程标准，结合本人对阅读教学方法的实践积累和思考进行设计的一堂阅读课。
该课创造性地选择了授课内容，采用“整体感知—细节理解—归纳总结”教学模式，进行了一次实验和探究。
该课的中心话题围绕小说《Oliver Twist》中Oliver在孤儿院提出多要soup这一场景展开，内容引发学生对贫穷孩子生活的关注和思考。
该课旨在启发学生去归纳总结如何描写小说中的人物，让学生学会描写故事人物。
同时，提供一次实际运用英语表达交流的机会，增强使用英语的信心。
二、学情分析笔者首先考虑为什么和怎么上这节课，使教学目标的设计实在可行。
笔者的授课对象是中上水平的小英才层次班，英语基础好，大部分学生的思维活跃、学习热情、表现欲望和合作精神都比较强。
但怎样使得一节课对学生今后的学习有所思考和帮助，也是笔者要考虑的问题。
综上因素，根据学情，笔者采用活动式的教学方法；同时注意运用与本堂课内容相关的语言材料吸引学生，提高学生学习的兴趣，同时便于设题。
兼顾设计内容简单化，便于调动全班学生的积极性，在互动中实现教学任务和目标。
三、教学目标1.巩固学生阅读技巧，提升学生阅读能力；2.根据小说人物描写，归纳整理并学会描写小说人物；3.增强社会责任感，关注和谐社会的发展。
四、设计理念英语学科素养中的文化品格素养要求学生对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的知识素质、人文修养和行为取向。
通过本课的学习，学生能获得文化知识，理解文化内涵，比较文化异同，吸收文化精华，形成正确的价值观念和道德情感，自信、自尊、自强，具备一定的跨文化沟通和传播中华优秀文化的能力。
五、教学手段多媒体辅助教学。
寓德育教育于高中英语教学中--以“Oliver Asks for More”的教学为例
Ａｃ ｔ ｉ ｖ ｉ ｔ ｉ ｅ ｓ ：（１） Ｓ ｈ ｏ ｗ ｓ ｏ ｍｅ ｐ ｉ ｃ ｔ ｕ ｒ ｅ ｓ ａ ｂ ｏ ｕ ｔ Ｃｈａ ｒ ｌ ｅ ｓ
Ｄｉ ｃ ｋ ｅ ｎｓ ａ ｎ ｄ ｈｉ ｓ ｗｏ ｒ ｋ ｓ ．
（ ２ ）Ｓ ｈｏ ｗ ｔ ｈ ｅ ｍ ａ ｐ ａ ｓ ｓ ａ ｇ ｅ ｗｈ ｉ ｃ ｈ ｉ ｓ ａ ｂ ｒ ｉ ｅ ｆ ｉ ｎ ｔ ｒ ｏ ｄ ｕｃ — ｔ ｉ ｏ ｎ ａ ｂ ｏ ｕ ｔ ｔ ｈ ｅ ｎ ｏ ｖ ｅ ｌ ｉ ｓ ｔ ａ ｎ ｄ“ Ｏｌ ｉ ｖ ｅ ｒ Ｔｗｉ ｓ ｔ ” ． （ ３） Ｓ ｈ ｏ ｗ ｔ ｈｅ ｍ ａ ｐ ｉ ｃ ｔ ｕ ｒ ｅ ａ ｂ ｏ ｕ ｔ“Ｏｌ ｉ ｖ ｅ ｒ Ａｓ ｋｓ ｆ ｏ ｒ Ｍｏ ｒ ｅ ” ． Ｇｅ ｔ Ｓｓ ｔ Ｏ ｄ ｅ ｓ ｃ ｒ ｉ ｂ ｅ ｉ ｔ ａ ｃ ｃ ｏ ｒ ｄ ｉ ｎ ｇ ｔ ｏ ｔ ｈ ｅ ｓ ｉ ｘ ｑ ｕ ｅ ｓ — ｔ ｉ ｏ ｎ ｓ ｉ ｎ ｔ ｈｅ ｔ ｅ ｘ ｔ ｂ ｏ ｏ ｋ ．
英语 ・ 精影镙伪
寓德 育教 育 于 高 中英 语教 学 中
— —
以“ Ｏ ｌ ｉ ｖ ｅ ｒ Ａｓ ｋ ｓ ｆ ｏ ｒ Ｍｏ ｒ ｅ ” 的教 学为例
黑龙 江 大庆 市大庆 实验 中学（ １ ６ ３ ０ ０ ０ ） 范 松
作为一名高 中外语教 师 ， 我非常 注重在 外语教 学 中 渗透德育教育 ， 结合教材 中每个 模块 的话题设 计一 些活
Ｇｉ ｖ ｅ ｓ ｔ ｕ ｄ ｅ ｎ ｔ ｓ ｓ ｏ ｍｅ ｉ ｎｆ ｏ ｒ ｍａ ｔ ｉ ｏ ｎ ａ ｂ ｏｕ ｔ Ｃｈ ａ ｒ ｌ ｅ ｓ Ｄｉ ｃ ｋ—
ｅ ｎｓ ａ ｎｄ ｈ ｉ ｓ ｎ ｏ ｖ ｅ ｌ“ Ｏｌ ｉ ｖ ｅ ｒ Ｔｗｉ ｓ ｔ ” ．
外研版《新标准》高中英语选修七模块三Reading and Vocabulary (1) Oliver Asks for More阅读课教学设计
外研版《新标准》高中英语选修七模块三Reading and Vocabulary (1) Oliver Asks for More阅读课教学设计一、设计理念遵循“以学生为中心”的教学理念，以学习者的年龄和认知能力为基础，紧紧围绕英语学科核心素养，着力培养学生的语言能力、文化品格、思维品质和学习能力，并得到语言文学的熏陶，从而养成热爱、阅读英语文学名著的习惯，珍惜美好时光，用知识武装自己，树立正确的人生观、世界观、价值观。
二、教学分析1.教学内容分析本课文选自选修七模块三的Literature 中的阅读Oliver Asks for More，是狄更斯的小说《雾都孤儿》的节选。
文本故事讲述了Oliver 和济贫院的其他孩子因挨饿而选择Oliver 再向管理员索要更多的食物。
也因此惹怒了济贫院的管理人员，于是将Oliver 锁在一间屋子里。
本文语言生动形象，丰富多彩，情节步步相扣，引人入胜，是高中英语选修部分典型的英语文学名著节选。
2.学情分析高二学生在第一学期必修五模块三和选修六模块二分别阅读过The Steamboat 和The Cat That Vanished两篇文学作品，积累了一定的经验。
但到了第二学期文学作品的语言难度有所加大，对于他们还是有些挑战。
所以，在教学设计的活动安排上还要从文学作品阅读要素几个方面考虑，让学生在授课教师的引导下培养文学作品的阅读技能，理清作品里的人物性格特征，感受文学作品的魅力所在，进而加深对世界文学名著的热爱和对西方文化的理解与尊重。
3.教学目标基于对教学内容和学情的分析，本节课确定了以下教学目标：（1）Students will be able to comprehend the plot well.（2）Students will have a deeper understanding of the character（3）Students will be able to act out a scene from Oliver Asks for More.（4）Students will cherish the happy life now after learning about Oliver Twist's bitter childhood.4.教学重难点（1）To deeply understand the features of the characters.（2）To express themselves in their own words5.教学设计思路此文本材料是英语文学名著Oliver Twist第二章的最后一部分。
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Read the passage quickly and choose the main idea with each part.
• 1.Part 1 (Para.1)
• 2.Part 2 (Para.2-3) • 3.Part 3 (Para.to a film.
Oliver is a poor orphan boy who lives with other children in a large house called a workhouse(济贫院，又 称救济院、贫民院，是为 穷人提供工作和弱者提供
Module 3 Oliver Asks for More
Oliver was locked in a room.
Please read the passage several times .Then you can work in pairs to try retelling this story to your partner.
Because the boys became wild with hunger. Oliver was chosen to ask for more food.
The warden hit him.
A notice was put up to reward to anybody who would employ Oliver Twist.
A.Oliver was chosen to ask for more food. B.All the boys in the workhouse were hungry. C.Oliver was hit and locked
• Why did Oliver ask for more food? • Then after that what happened to Oliver?
Oliver Twist Tell me why
Introduction
Which of the following books have you read?
(查尔斯· 狄更斯) 查尔斯-狄更斯(1812-1870)，英国 著名小说家。著有 Oliver Twist 又译《雾都孤儿》This novel