Unit 10 A Sacrifice for Love American Literature(新课标版高三英语教案教学设计)

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(NEFC Senior 3 Unit 10)
A Sacrifice for Love
浙江省湖州二中 周 萍
一、教学课型:阅读课
二、教材分析:
1、教材内容: Reading: A Sacrifice for Love(1)& Integrating Skills: A Sacrifice for Love(2)
2、教材处理:
高中英语新课标高三第10单元的主题是美国文学,所以编者选编了美国著名小说家欧•亨利的短篇小说A Sacrifice for Love《为爱做出牺牲》(原名为The Gift of The Magi《麦琪的礼物》)。本单元的Word Study的练习第3题和 Grammar的练习第2题分别介绍了欧•亨利写作这篇小说的背景及作者的生平,所以安排学生在上本堂课之前完成这两个练习,使学生对于作者的情况及小说的完成有一个初步的了解。这篇小说被分在Reading和Integrating Skills两个板块中,教学时,将两部分合并,便于学生对小说有完整的印象。
3、教学目标:
(1)知识目标:引导学生熟悉小说的五大要素(时间,地点,人物,事件,结局),了解美国著名小说家欧•亨利的生平及代表作品。
(2)能力目标:通过阅读课文,训练学生的阅读理解能力,要求学生掌握各种阅读技巧,如根据上下文来猜测生词的意思,通过细节来体会主人公的内心活动;用讲故事,小组讨论的形式训练学生的口头表达能力;要求课后把全班同学对于所讨论的问题的不同观点写成一篇作文,训练学生的书面表达能力。
(3)情感目标:通过阅读,理解作者通过小说所表达出的主题思想,即爱意味着付出,意味着牺牲。
4、教学重点:
培养学生的阅读策略,使其形成根据上下文推测词义,根据文章标题猜测文章内容以及快速获取信息的能力。
5、教学难点:
(1)在完成本堂课后,学生可以根据小说的五大要素编出自己的故事;
(2)体会作者所表达的主题,形成正确的价值观。
三、教学设计
1、总体思路
本节阅读课分为三大板块(读前活动、阅读活动与巩固提升),其中读前活动分为3个小的教学活动:谈论美国的著名作家;介绍欧•亨利的生平及作品;介绍一篇小说的五大基本要素。阅读活动分为快速阅读,找出这篇小说的五大要素;仔细阅读,听录音获取更多的信息;回答问题来把握小说更多的细节三部分。巩固提升环节分为2部分:缩写(要求学生用10-15个句子讲出这个故事);分组讨论,体会主题。由介绍作者导入,到阅读,再到缩写故事,表达观点,每个环节训练的侧重点各不相同,但能力要求逐步提升,构成了完整的语言输入—语言输出的过程。
2、教学过程
Step 1 Pre-reading Activities
Activity 1: Talk about the American writers
Ask the Ss if they have read some American novels and if they know some American writers. / Ask the Ss who is his/ her favorite American writer.
[设计说明]由学生读过的美国小说谈到美国作家,或者直接问到最喜欢的美国作家是谁,目的都是为了吸引学生的注意力,扩大学生的知识面,了解更多的美国作家,同时为即将进行的阅读活动作好铺垫。教师可以根据学生在这个环节中得表现来调整下一环节的教学活动。如果学生课外知识比较丰富,可以要求学生来说说欧•亨利的生平事迹和作品,教师进行总结。反之,则可由教师说出一些欧•亨利的事迹,由学生来猜测这位美国作家是谁。
Activity 2: Introduce the writer-- O Henry
Show the photo of the writer and ask some questions about O Henry.
O. Henry (1862-1910) was originally born William Sydney Porter in Greensboro, North Carolina. As a young man, he once worked as a bank teller, a newspaper columnist and so on. In 1896, he was charged with stealing money from the bank where he had worked, and later was put in an Ohio prison for three years. While in prison, he began writing short stories and it is there that he took the pen-name O. Henry for his writings.
After he was set free from prison in 1901, he moved to New York, which is the setting for many of his stories. He is the author of over 250 stories and is most famous for his use of surprise or 'twist' endings, especially to The Last Leaf《最后一片树叶》, and The Gift of the Magi. And he has contributed to American literature with other great stories such as The Four Million, The Voice and the City 《市声》and Cabbages and Kings, etc.
[设计说明]作家的个人生活经历常常会体现在他的作品中,所以阅读小说之前,了解作者的情况非常有必要。教师介绍小说作者的生平事迹或利用多个问题组成的“头脑风暴”激活学生头脑中的信息,能够帮助学生在阅读中更好地理解作者在作品中所体现出来的主题。
Activity 3: Five elements of a novel
What are the five important elements of a novel?
[设计说明]小说的五个要素(time、place、characters、event与ending)常常是构成小说的框架结构。这一环节为随后进行的快速阅读作好了准备。
Step 2 While-reading Activities
Activity 4:Read the text quickly and find out the five elements of this novel
Time: Before Christmas
Place: Home-barbershop-stores-home
Characters: Delly & Jim (a couple)
Event: to buy each other’s Christmas presents
Ending: No money- sell their own precious possessions to buy each other’s presents out of love
[设计说明]通过快速阅读抓住文章的主干,训练学生快速获取信息的能力。值得注意的是,文章两部分合在一起比较长,留给学生的时间相对于平时更长些。
Activity 5: Read the text more carefully
Read the text more carefully while listening to the tape.
[设计说明]要求学生边听录音边阅读课文有两大优点:一是磁带中朗读者富有感情的朗读,可以帮助学生更好地把握小说中人物的心理及情绪的细微变化,感受优秀的文学作品所散发出的独特的魅力;二是学生可以抓住小说中更多的细节信息。
Activity 6: Answer more questions
Qs:1.Why did Delly cry after counting the money she had been saving?
2.”She looked out at a grey cat walking along a grey fence in a grey backyard.” What do the three “grey”s tell you?
3.What are the couple’s two precious possessions?
4.Delly walked to the mirror. Her eyes was shining. What does the word “shining” tell you?
5.Why did tears fall from her eyes while Delly was standing in front of the mirror?
6.How much money did Della have in total after she sold her hair? How much was left after she bought her present?
7.What present did Della buy for her husband?
8.Why did Delly hurry home after she bought the watch chain for her husband?
9.How did Delly feel while waiting for her husband?
10. What was Jim’s reaction? Describe his feelings.
11.Why did Della burst into tears when she opened the package?
[设计说明]本环节可以算是仔细阅读的延续。学生通过回答与课文内容相关的十一个问题,在掌握更多的细节信息的基础上,理解这篇小说的深意。问题1、3、6、7属于细节信息题,可以直接从文章中找到答案。其余的问题则需要学生根据文章内容进行推测,尤其是第3题与第8题,属于开放型问题。文章没有给出明确的答案,学生在回答时必须加入自己对于小说的理解与分析,不同的学生可能有不同的理解。例如第3题对于三个“灰色”的理解,既可表明女主人公心情的忧郁沮丧,也可以说明这对年轻的夫妇住的地方环境不好,到处是灰蒙蒙的建筑。学生的思维得到了拓展。
Step 3 Consolidation and discussion
Activity 7:Consolidation
Ask the Ss to tell this story to his/her partner, using 10-15 sentences.
[设计说明]通过讲故事,加深学生对于小说的印象。同时,学生必须根据自己对于小说重点的把握把小说概括缩短到10-15个句子,这可以训练口头表达能力。
Activity 8:Discussion
(1)What does the title of this short story mean?
(2)Suppose you were Delly, would you marry Jim, a poor clerk or a rich man? Why?
Four Ss a group. Then ask the Ss to report the result of their discussion.
[设计说明]两个问题都通过小组讨论的形式完成,在小组活动中培养学生的合作精神与分享意识。第1个问题是对小说主题的理解,第2个讨论题与现实社会生活相连,具有现实意义。通过讨论,学生对于小说主题的理解会更深;通过讨论,学生更有可能明辨是非,形成正确的价值观。这也体现了文学作品所具有的延伸性与教育性。
Step 4 Homework
Activity 9: writing
Write a composition to report the result of the discussion in class, that is, the different opinions of the Ss.
[设计说明]由阅读—讨论—写作,阅读完成了语言输入,并且为讨论提供了载体,而课堂上进行的讨论为学生课后的写作做好了应有的准备。上个环节训练学生的口头表达能力,这个环节训练学生的书面表达能力,同时引发学生对于价值观、人生观更深刻的思考。

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