Unit10 American literature 教案示例（1）
中学英语教学资源网 → 英语教案 → 教学设计 手机版


Unit10 American literature 教案示例（1）
Warming up, listening and speaking
(一)主题任务(Core tasks)
根据本单元的中心主题，建议设计以下主题任务。
美国文学手册
活动时间：在学完本单元之后
活动形式：个人活动、小组活动、全班活动
语言知识要求：本单元词汇和日常交际用语
语言技能要求：听、说、读、写
活动过程：
1．选择内容。所要编写的手册为“美国文学”专辑。活动步骤如下：
1)把全班分成几个小组，每个小组选择一个方面的内容进行研究；
2)小组的每个成员围绕小组的中心内容，自己选择表现形式，搜集并整理有关信息；
3)在小组范围内交流有关内容，相互间提出修改意见并做适当修改。
2．选择栏目。例如：
1)文学主题：American Indians，Slavery，Pioneers，the American Civil War等；
2)原著节选：诗歌、小说、戏剧等；
3)电影欣赏：Gone with the Wind, The old Man and the Sea等；
4)著名作家：Dudley Randall，Jack London， Mark Twain，Ernest Hemingway等。
3．编辑制作：
1)每组选择一个代表向全班通报该组的进展情况，汇报内容包括：搜集到的主要内容(提纲或题目)、采取的主要形式等；
2)通过交流和讨论，把各组内容在全班范围内分类整合。根据形式与内容，决定所出手册的辑数。每辑都必须内容丰富，形式多样。
3)参与同一辑的同学为一组，讨论版式、标题，并进行分工，其中有一人担任主编，一人担任美编，所有同学都要参与抄写或打印；
4)在全班进行美国文学手册评比。
(二)热身(Warming up)
该部分教学要注意以下几个方面：
1．诵读。要求学生反复朗诵该诗，甚至可以要求学生背诵。熟话说得好，“书读三遍，其义自现”。要求学生诵读时注意节奏，体会韵味。
2．理解关键词。诗中的the Old Country，kings
and queens，common people，pigs等指的是什么?诗人为何不用take，而用steal，妙在何处?
3．体会心情。该诗表达了诗人什么样的心情?是自豪，愤怒，还是悲伤?要求学生细细品味，说明理由。
4．展开联想。要求学生讲述童话中的国王或王子的故事。理解诗人在最后一节所用的比喻的含义和意境。
5．丰富阅读。教师可以提供，也可以让有条件的学生利用图书或网络资源，阅读更多的达德利•兰德尔的诗。例如：
BALLAD OF BIRMINGHAM
In the Ballad of Birmingham，Randall conjures one of the most vivid and vicious chapters from the civil rights movement：the bombing of a church in 1963 that wounded 21 and killed four girls．The poem begins with a dialogue between a mother and her daughter during which，ironically，the mother forbids the daughter to march for freedom，fearing that street violence will erupt．Instead，she gives permission for the daughter to sing in the children’s choir at their church．How could the mother know，of course，that the streets，that day， might have offered some relative safety? The tragedy，a central feature of many ballads，becomes especially clear and sad at the end，when the mother searches for her missing daughter．The poem can speak for itself：
“Mother dear．may I go downtown
instead of out to play，
and march the streets of Birmingham
in a Freedom March today?”
“No，baby，no，you may not go，
for the dogs are fierce and wild，
and clubs and hoses，guns and jails
ain’t good for a little child．”
“But，mother，I won’t be alone．
Other children will go with me，
and march the streets of Birmingham
to make our country free．”
“No，baby，no，you may not go，
for I fear those guns will fire．
But you may go to church instead
and sing in the children's choir．”
She has combed and brushed her night dark hair，
and bathed rose petal sweet，
and drawn white gloves on her small brown hands，
and white shoes on her feet．
The mother smiled to know her child
was in the sacred place，
but that smile was the last smile
to come upon her face．
For when she heard the explosion，
her eyes grew wet and wild．
She raced through the streets of Birmingham
calling for her child．
She clawed through bits of glass and brick，
then lifted out a shoe．
“O，here’s the shoe my baby wore．
but，baby，where are you?”
(三)听力(Listening)
该部分教学注意做好以下几个方面的铺垫：
1．从学生提高英语口语能力的方法入手，交流各自的做法和心得，讨论这些方法的优势和不足；
2．设想英语阅读俱乐部的活动内容，与学生曾经采用过的方法进行比较；
3．讨论文学作品的形式，以及他们在英语学习中的作用；
4．列举实例帮助学生理解short stories，detective stories，adapted novels和classical literature；
5．介绍杰克•伦敦和马克•吐温。
(四)口语(Speaking)
该部分教学可以由学生讨论What is a good story开始：
1．故事的结构。好的故事首先应该是完整的。故事要有开头、中间和结尾。教师可以这样介绍：
All good stories have a beginning，a middle and an end．Some stories even end up in the same place they started．For example，in The Adventures of Tom Sawyer， the story begins with Tom at home．During the course of the story, Tom travels from one place to another，and has all kinds of adventures，and ends up back at home．So， before you begin to tell a story. sit and think for a little while about the beginning，middle and the end of your story．
2．人物。故事中的人物可以是人、动物或事物。教师可以提供以下问题供学生参考：
Who is your main character?
What does he，she or it like and dislike?
What does your character look like?
What is your character’s personality?
人物要鲜活就必须要有个性。下面的网状图有助于学生把握人物的个性特征：

3．背景。教师可以提供以下问题，启发学生确定故事发生的时间、地点等：
Where does the story take place，in New York，in a back yard，or some place completely from your imagination?
When does the story take place，in the past，in the present or in the future?
Has the setting helped develop the main character’s personality?
How does the setting impact your main character’s problem?
4．矛盾。教师可以提供以下问题：
What is your main character’s problem?
Is the problem big enough SO that it will take a whole story to solve it?
Does the setting influence the problem?
What steps does your hero take to solve the problem?
5．结尾。好的故事必须要有一个好的结尾。下面的方法有助于学生学会结束故事。
The best ending is when the hero i s about to give up but solves the problem at the 1ast minute．
Hint 1：It’s best if the story’s hero solves the problem on his or her own．
Him 2：Look back at your character web to see if one of your hero’s characteristics can help solve the problem．It’s great if one of the hero’s faults turns out to be a strength that leads to the resolution of the story．
教师可以提供以下问题：
How does your main character finally solve the problem?
What helps him／her solve the problem?
What can he／she do if he／she cannot solve the problem alone?
有了以上讨论的基础，学生便可按照口语部分的要求，选择一幅图讨论自己爱读哪一类故事。
Unit10 American literature 教案示例（2）
Reading and Integrated skills
(五)读前(Pre-reading)
阅读课文改编自欧•亨利(O Henry)的一个短篇故事，在阅读之前，教师可以向学生介绍作者的有关情况。“语言学习”部分有两篇文章介绍欧•亨利，以下信息可以成为该练习的补充。
●He was born on September 11, 1862 in North Carolina，where he spent his childhood．
● An highly praised master of short stories and tales．
● Starting in 1895 he wrote a column for the Houston Daily Post．
● In early 1896 he was charged with embezzling funds．
● O Henry wrote with realistic detail based on his first-hand experiences both in Texas and in New York City．
● In 1907．he published many of his Texas stories in The Heart of the West．
●He moved to New York City．where over the next ten years before his death in 1910，he published over 300 stories and gained worldwide praise as America's favorite short story writer．
●He died on June 5,1910 in New York City at the age of forty seven．An alcoholic，he died virtually penniless．
(六)阅读(Reading)
阅读课文改编自欧•亨利的《麦琪的礼物》(The gift of the Magi)。
教师可以从以下几个方面设计问题，帮助学生理解前半部分的故事情节，后半部分参阅“综合技能”中的“阅读”部分。
Main Character - Who is your story about?
Della and Jim，a poor couple
Setting - When does the story take place?
The day before Christmas．
The Problem - What is the challenge your character must face and overcome?
Della wants to buy Jim a Christmas gift，and Jim wants to buy Della a gift．
Resolution - How does the main character finally solve the problem?
Delia sells her long，beautiful hair for twenty dollars，with which she buys a gold watch chain for Jim．Jim sells his gold watch and buys a set of combs for Della’s long hair．
(七)读后(Post-reading)
本作品的写作手法独特，语言生动并富有寓意。教师可以设计以下练习帮助学生欣赏作者的写作方法和丰富的语言。
1．故事中的主人翁遇到的主要困难是没有钱买圣诞礼物。作者没有直接用very poor来说明女主人．公的处境，而是把这一信息渗透在字里行间，教师可以让学生找出描述Della一贫如洗的词语和句子，品味作者的写作手法。
2．心理描写增添了文学作品的可读性。阅读下面的句子并回答其后的问题，理解Della的心理活动：
1)She stood by the window and looked out at a grey cat walking along a grey fence in a grey backyard，
What does the color “grey” tell you?
2)Suddenly Della walked to the mirror．Her eyes were shining．
What does the word “shining” tell you?
3)And then she quickly did it up again．She hesitated for a minute and stood still while a tear or two fell on the worn red carpet．
Why did Della do her hair up? What do the words “hesitate” and “still” tell you?
4)She… ran Out the door and down the stairs to the street．Della ran up one flight of stairs…“Give it to me quick，”said Della．
Why did she run? What does the word “quick” tell you?
5)The next two hours she was searching the stores for Jim’s present…．she had turned all of them inside out．
How do you understand the word “search” and the phrase “inside out”?
6)…she hurried home with the 87 cents．
Why did she hurry?
7)She looked at herself in the mirror for a long time．
What w as she probably thinking about when she was looking at herself in the mirror?
这是一组欣赏题，也是一组开放题。对于文学作品的理解，仁者见仁，智者见智，教师应该鼓励学生提出自己的看法。
(八)语言学习(Language study)
词汇学习部分的教学中，教师要提醒学生注意两个方面：
1．充分理解上下文；
2．注意所给词语的形式变化。
Unit10 American literature 教案示例（3）
Grammar
语法部分复习动词时态的用法。
本套教材要求学生掌握八个时态，即一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、过去将来时、现在完成时、过去完成时，并理解现在完成进行时，《普通高中英语课程标准》提出“高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。”
英语的时态对于中国学生来讲有一定的难度，教学中要注意以下几个方面：
1．时态和时间不能简单地一一对应。
不同的时态可以表示同一个时间。例如，除一般将来时外，下列各种时态和表达方式也可以表达将来时间：
时态 条件 时间／意义 例句
一
般
现
在
时 表示“出发”、“开始”、“来
往”的动词，如go，come，start，leave，return，arrive，sail等，并常和表示将来时间的副词连用 表达根据时刻表或计划的将来事件
John gets back from the south tonight．
The play begins at 7：30。
The Bonds start on their trip tomorrow．
在时间或条件状语从句中 代替一般将来时 He will be happy when he hears the good news．
If it rains tomorrow，1 will stay at home．
动词hope后面的宾语从句中 可以代替一般将来时 I hope everything is／will be OK．
be about to + do
=be on the point of + doing 表达很近的将来
She is about to start on a journey．
be going to + do 表达计划或推断 I am going to write Jane this evening．
It’s going to rain．

表
达
式
be to + do 表达计划或说
话人的意志 John and Mary are to meet us at the airport．
You are to bring my baggage．
may，can，must，need，dare，
should，ought to，would rather，had better等情态动词
含有情态意义 She may come to my office this afternoon．
You must hand in your report the day after tomorrow．
现在
完成
时 在时间或条件状语从句中
表达将来完成
He will return the book as soon as he has finished reading it．
现在
进行
时
表示“来往”的动词等 表达现在的安排或计划未来要做的事 We are leaving here tomorrow．
Are you staying here till next week?
2．区别时态和虚拟语气。
有时，虚拟语气采用了和时态相同的表达方式，但表达的时间和含义都不一样。例如：
If it had not rained so hard yesterday，we would have played tennis．
该句中的had rained形式上是过去完成时，但表达的时间不是过去时间之前的行为，而是过去时间的行为。该句表达一个与事实相反的假设。
3．下面的时态容易混淆。
1)一般过去时与现在完成时
He bought a house ten years ago．
该句只告诉我们，他十年前买了栋房子，现在是否还拥有那栋房子就说不定了。
He has bought a house．
该句告诉我们，他已经买了栋房子，而且现在仍然拥有那栋房子。
2)表达将来时间的时态
He leaves tomorrow．
该句表达客观安排。
He will leave tomorrow．
该句表达将来时间一定发生的事。
He is leaving tomorrow．=He will be leaving tomorrow．
该句表达主语的主观安排。
注：表示不确定的将来，常用将来进行时。例如：
1 will be meeting my uncle(some day)next month．
3)现在完成时与现在完成进行时
I have waited for two hours．
该句着重时间。
I have been waiting for two hours．
该句着重动作的持续性。
(九)综合技能(Integrating skills)
该部分的“阅读”可以和阅读课文一起教，因为，这两部分讲的是一个故事。
“写作”部分教学注意以下几个方面：
1．讨论：What is a summary?
It is a fairly brief restatement — IN YOUR OWN WORDS — of the contents of a text．
2．介绍写好“摘要”步骤。
1)通读全文，摘录以下信息：
故事背景(Setting)
故事人物(Character)
故事情节(Plot)
2)写草稿。第一句话可以包含作者、题目、故事梗概等；最后可以发表一点评论。
3)修改。看内容是否忠实于原文，语法和拼写是否正确。
4)润色。看语言是否地道，上下文是否流畅。必要时添加适当的过渡词语。

·语文课件下载
·语文视频下载
·语文试题下载

·语文备课中心



『点此察看与本文相关的其它文章』『搜索相关课件』


【上一篇】【下一篇】   【教师投稿】 
本站管理员：尹瑞文 微信：13958889955