延长县中学教师教案编写首页
科目：English 教师： 编号：
课 题： Literature 所属章节：Module 3 Book 7
授课班级： 授课时间：2009年 3 月 日 备课组长：D
教案共计 页 教案完成时间：2009年 3 月 4日 课时数：9
教 案 编 写 内 容
教学目的： 1. To learn to read passages with Inversion used for emphasis about literature 2. To improve the Ss reading, listening, speaking and writing abilities.To learn to read with strategiesTo practice writing a description of charactersTo enjoy the reading of Great ExpectationsTo practise listening ability3. To learn something about literal background information—Dickens’ London To read about Charles Dickens4. To learn to make a file5. To encourage the Ss to grasp the grammatical items To learn sentences about emphatic sentencesTo learn about Inversion
教学重点：1. To improve the Ss reading, listening, speaking and writing abilities.2. To try to grasp the grammatical items.
教学难点及突破方法：How to make the students understand the reading passage better.
教学方法与教具：Task-based；Student-centered；Question-based1. Discussion before reading to make the students interested in what they will learn.2. Fast reading to get a general idea of the text.3. Question-based method while careful reading can help students understand what they’ve learned better.4. Careful reading to get the detailed information in the text.the multimedia the blackboard
备注：Module 3 Literature
教学设计说明
话题介绍 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。
Period 1 Reading 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。
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。
Period 4 Writing Write a description of characters
Period 5 Reading and Vocabulary(2) 课本37页的Reading and Vocabulary(2) “为泛读课 ”，学习Philip Pirrip。引导学生阅读课课文，然后模仿其语篇结构、尽量运用课文中学到的词语、结构和话题模式，用记叙文体介绍自己熟悉和喜爱的人物。
Period 6 Listening and Everyday English 能识别所学词语及结构并听懂意义，能听懂并理解包含感情和情感的日常用语；能理解《雾都孤儿》的内容。
Period 7 Reading Practice 课本39页的Reading practice 让学生进行阅读，然后完成书上练习题。
Period 8 Cultural Corner 该部分简单介绍了Charles Dickens 的生平，是本模块的一个重要内容。教师可以按教学时间来决定教学方法，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
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
Module 3 Literature
Part One Teaching Design
第一部分 教学设计
Period 1 Reading---Oliver Asks for More
▇ Goals
●To learn to read passages with Inversion used for emphasis about literature
●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.
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
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.
Useful expressions from Oliver Asks for Moreneed washing, try to, in this way, become wild with hunger, be tall for his age, be used to doing, pick out, it was…who…, stare at, for support, not until, no sooner…than…, seize 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 cold5. 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
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.
Period 2 Function--Emphatic sentences
■ Goals
● To learn sentences about emphatic sentences
■ Procedures
Step 1: Learning about Emphatic sentences
A cleft( or emphatic) sentence is a device for focusing attention on a particular piece of information.
Sentence structure It is/was+被强调部分 （人 主语） +who/that（人 宾语）+ whom/that + the rest part of the sentence（其他）+that
要强调句子的某一部分(通常是主语常是主语\ 状语\ 宾语), 可以把it 当作先行词.例如：
It was in 1975 that I worked in a factory.（强调时间状语）
It was in Shanghai that I saw the film. （强调地点状语）
It is English that Prof. Lin teaches us. （强调宾语）
It is Prof. Lin who teaches us English. （强调主语）
It was not until at least 30 seconds had passed that the man was able to speak. (强调not until 句型)
Step 2: Correct the statements
Example: It was a bag that Oliver was holding. (books)
No, it was books that he was holding.
1. It was a man who said, “Go home, your monster.” (woman)
No, it was the woman who said “Go home, your monster.”
2. It was early that this happened. (late)
No, it was late that this happened.
3. It was meat that the boys were eating. (soup)
No, it was soup that the boys were eating.
4. It was Mr. Bumble who gave the boys their food. (the warden)
No, it was the warden who gave the boys their food.
5. It was Mr. Bumble who was locked in a room. (Oliver)
No, it was Oliver who was locked in a room.
Example: Did Oliver want more clothes (food)
No, what Oliver wanted is more food.
1. Did Charles Dickens write novels about modern London (Victorian London)
No, what Charles Dickens wrote was novels about Victorian London.
2. Did Nancy pretend to be Oliver’s mother (sister)
No, what Nancy did was to pretend to be Oliver’s sister.
3. Did Nancy terrify Oliver (the man)
No, what terrified Oliver was the man.
4. Did Oliver go with the man (shout for help)
No, what Oliver did was shouting for help.
高考链接1. It was not until she got home ____ Jennifer realized she had lost her keys. (2006全国II) A. when B. that C. where D. before2. It was after he got what he had desired ____ he realized it was not so important. (2006辽宁) A. that B. when C. since D. as3.ＩIt wasn’t until nearly a month later __________ I received the manager’s reply . (2005全国I) A．since B．when C．as D．that4. ---- ______ that he managed to get the information ----- Oh, a friend of his helped him. (2005山东)A. Where was it B. What was it C. How was it D. Why was it5. Why! I have nothing to confess. _______ you want me to say (2004上海)
A. What is it that B. What it is that C. How is it that D. How it is that6. It was _________ back home after the experiment. （2004湖北）
A．not until midnight did he go B．until midnight that he didn’t go
C．not until midnight that he went D．until midnight when he didn’t go7. It was because of bad weather ____ the football match had to be put off. (2003上海春)A. so B. so that C. why D. that8. It is these poisonous products ____ can cause the symptoms of the flu, such as headache and aching muscles. (2003上海)A. who B. that C. how D. what9. It is the ability to do the job _____ matters not where you come from or what you are. (2000全国)A. one B. that C. what D. it10. It was only when I reread his poem recently ____ I began to appreciate their beauty. (98全国)A. until B. then C. that D. soKeys: 1-5 BADCA 6-10 CDBBc
Period 3 Grammar -- Inversion used for emphasis
■ Goal
● To learn about Inversion
■ Procedures
Step1: Learning about Inversion
倒装是一种语法手段，用于表示一定的句子结构或强调某一句子成分。
一、从句子结构上看，倒装句可分为完全倒装和部分倒装。
1. 完全倒装
完全倒装即把整个谓语放到主语之前（使整个谓语动词，而非助动词），谓语形式不作变化。
In came the teacher.
比较该句的正常语序：The teacher came in.
完全倒装主要分以下几种情况：
(1) here, there, out, in, up, down, now, then, away 等副词置于句首时。例如：
Down fell the rotten branches from the tree.
There appeared to be a man in black in the distance.
注意：在这些副词引出的倒装句中，当主语是普通名词时用完全倒装句，但当主语是代词时，主语和谓语的位置就不能颠倒。例如：
Here comes the postman!
Out he rushed. (不能说：Out rushed he.)
(2) 在含有直接引语的句子中。例如：“Where were you born ” asked the man
(3) 为了句子的平衡。例如：
Under that tree sits a beautiful girl, who is dressed in white.
Lucky is he who has been enrolled into a famous university.
如不倒装，句子的语序为：
A beautiful girl, who is dressed in white, sits under that tree.
He who has been enrolled into a famous university is lucky.
不难看出，不倒装的句子显得头重脚轻。
2. 部分倒装
部分倒装是只把谓语的一部分（如助动词、情态动词等）放到主语前，或把句子的强调成分提前。例如：
Not until yesterday did little John change his mind
Little do I know that what I said hurt her deeply.
部分倒装分以下一些情况
(1) only修饰的副词，介词短语或状语从句放在句首时。例如：
Only in this way can you learn from your mistakes.
Only when the war was over in 1918 was he able to get happily back to work.
(2) 含有否定意义的副词或连词。如：hardly, never, not only, little等放在句首时，例如：
Not a single mistake did he make.
Little does he care about what others think.
(3) 用于no sooner……than…, hardly….when 和not until的句型中。例如：
Not until quite recently did he finish his work.
Hardly had he finished when someone rose to refuse his points.
No sooner had he arrived there than he fell ill.
(4) as, however连接的主步副词分句，例如：
Small as the pen is, it is a powerful weapon.
However busy you are, you should spend some time reading the newspaper.
(5) 省略连词if的条件副词分句，例如：
Were I you, I would not do such a thing.
Should the machine break down again, send it back to us.
Had you worked harder, you would have passed.
(6) 由连接词so, neither, nor 引导的句子，例如
Tom can ride a bicycle; so can I.
She can’t sing; nor (neither) can he.
John has never been late; nor (neither) have I.
二、从倒装句的功能来看，倒装句中以起到一些特定的语法功能，也可表示强调。
1.起到一些特定的语法功能
(1) 构成疑问句。例如：
Where did you go yesterday
Were you listening to music at that time
(2) 表示愿望的句子，例如：
May God bless you.
Long live the king!
(3) 构成感叹句，例如：
How beautiful the flower is!
What a smart boy you are!
2.表示强调
(1)把表示否定的副词或副词短语提到句子前，强调否定意义。例如：
Never have I seen such a wicked man.
On no account must this employee be removed.
Not until he told me had I heard anything of it.
(2)以here, there 或 out, in, up , down, away等词开头的句子，倒装以示强调。例如：
There goes the bell.
Here come the children.
Out rushed the children.
Away went the boy.
(3)Only 修饰的副词、介词短语或状语从句放在句首表示强调。例如：
Only then did I realize that I was wrong.
Only in this way can you learn from your mistakes.
Only when the war was over in 1918 was he able to get happily back to work.
(4)强调介词短语表示方位地点，用倒装。例如：
From the valley came a frightening sound.
North of the city lies a university.
Step 2: Exercises for consolidation
1. __to come over to have a talk with him in those days.
A. Seldom did I have time B. I had seldom time
C. Seldom had I time D. Had I seldom time
2. No sooner had the teacher left the classroom __ the pupils rushed out.
A. that B. when C. than D. then
3. Not until then ___ how important the brakes were.
A. I realized B. do I realized C. did I realize D. I did realize
4. Not only __ more correctly, but also _______ more easily.
A. she spoke, she spoke B. does she speak, she spoke
C. did she speak, he speak D. did she speak, she spoke
5. So difficult __ that I could not answer it then.
A. the question is B. the question was C. was the question D. is the question
6. Hardly __ it began to snow.
A. did I arrived when B. had I arrive when C. had I arrived when D. had I arrived than
7. ____, who was frightened of the strange noise from the floor.
A. Out rushed the boy B. Out did the boy rush C. Out the boy rushed D. Out was the boy rushed
8. Never before _______ in greater need of modern public transport than it is today.（2005上海）
A. has this city been B. this city has been C. was this city D. this city was
9. I failed in the final examination last term and only then ___ the importance of studies.（2004重庆）
A.I realized B.I had realized C. had I realized D. did I realize
10. Of the making of good books there is no end; neither ______ any end to their influence man’s lives. (2004广东)
A. there is B. there are C. is there D. are there
Keys: 1-5 ACCDC 6-10 CAADC
高考链接1. ---Did Linda see the traffic accident (2006天津) ---No, no sooner ____ than it happened. A. had she gone B. she had gone C. has she gone D. she has gone2. I’ve tried very hard to improve my English. But by no means ____ with my progress. (2006重庆) A. the teacher is not satisfied B. is the teacher not satisfied C. the teacher is satisfied D. is the teacher satisfied3. At the foot of the mountain____.(2006四川) A. a village lie B. lies a village C. does a village D. lying a village4. So difficult ____ it to work out the problem that I decided to ask Tom for advice. (2006广东) A. I have found B. have I found C. I did find D. did I find5. Never in my wildest dreams ____ these people are living in such poor conditions. (2006安徽) A. I could imagine B. could I imagine C. I couldn’t imagine D. couldn’t I imagine6. ___ homework did we have to do that we had no time to take a rest. (2006福建) A. So much B. Too much C. Too little D. So little7. ---It’s burning hot today, isn’t it (2006福建) ---Yes. ____ yesterday. A. So was it B. So it was C. So it is D. So is it8. Only then ____ how much damage had been caused. (2006陕西) A. she realized B. she had realized C. had she realized D. did she realized9. ____ by keeping down costs will Power Data hold its advantage over other companies. (2006浙江) A. Only B. Just C. Still D. Yet10.______ about wild plants that they decided to make a trip to Madagascar for further research. (2005江苏)A. so curious the couple was B. So curious were the couple
C. How curious the couple were D. The couple was such curiousKeys: 1-5 ADBDB 6-9 AACAB
Period 4 Writing
■ Goal
● Practice writing a description of characters
● Enjoy the reading of Great Expectations
▇ Procedures
Step 1: Read the passage Great Expectations again and try to fill in the blanks before doing the writing.
characters family situation in life personality
Pip
Estella
Miss Havisham
Abel Magwitch
For reference
characters family situation in life personality
Pip poor orphan; living with his sister’s; helps a starving convict; years later, receives money every month; educated; lives comfortably; has a successful career; marries Estella at last. kind, helpful
Estella a little complicated Magwitch’s daughter; seem to be abandoned; living with a wealthy old lady; married a wealthy man; treated badly; then became a widow; at last learnt the meaning of love; marries Pip beautiful; cold and cruel to men at one time
Miss Havisham wealthy fiancé left her on her wedding day; encourages Estella to treat men coldly and cruelly lonely; hates all men
Abel Magwitch a little complicated a convict escaped from prison; caught again and sent to Australia; made a lot of money in Australia; gives Pip money every month to repay his kindness; returns to England illegally; then caught and dies. indomitable (百折不挠的)loyal(讲义气的)
Step 2: Discuss your ideas with your partner
Step 3: Write a short description of the characters in Great Expectations according to the form above.
Step 4: Now here’s some part from chapter 59 in Great Expectations. Shall we enjoy reading it together
Great Expectations ( http: / / www.literature.org / authors / dickens-charles / great-expectations / index.html )Charles Dickens ( http: / / www.literature.org / authors / dickens-charles / )Chapter 59I had heard of her as leading a most unhappy life, and as being separated from her husband, who had used her with great cruelty, and who had become quite renowned as a compound of pride, avarice (贪婪), brutality (野蛮), and meanness (卑鄙). And I had heard of the death of her husband, from an accident consequent on his ill-treatment of a horse. This release had befallen her some two years before; for anything I knew, she was married again. The early dinner-hour at Joe's left me abundance of time to walk over to the old spot before dark. A cold silvery mist had veiled the afternoon, and the moon was not yet up to scatter it. But, the stars were shining beyond the mist, and the moon was coming, and the evening was not dark. I could trace out where every part of the old house had been, and where the brewery (酿酒厂) had been, and where the gates, and where the casks (木桶). I had done so, and was looking along the desolate (荒凉的) garden- walk, when I saw a solitary (孤独的) figure in it. The figure showed itself aware of me, as I advanced. It had been moving towards me, but it stood still. As I drew nearer, I saw it to be the figure of a woman. As I drew nearer yet, it was about to turn away, when it stopped, and let me come up with it. Then, it faltered (支吾地说) as if much surprised, and uttered my name, and I cried out: `Estella!' `I am greatly changed. I wonder you know me.' The freshness of her beauty was indeed gone, but its indescribable majesty and its indescribable charm remained. Those attractions in it, I had seen before; what I had never seen before, was the saddened softened light of the once proud eyes; what I had never felt before, was the friendly touch of the once insensible hand. We sat down on a bench that was near, and I said, `After so many years, it is strange that we should thus meet again, Estella, here where our first meeting was! Do you often come back ' `I have never been here since.' `Nor I.' `I have very often hoped and intended to come back, but have been prevented by many circumstances. Poor, poor old place!' The silvery mist was touched with the first rays of the moon- light, and the same rays touched the tears that dropped from her eyes. Not knowing that I saw them, and setting herself to get the better of them, she said quietly: `Were you wondering, as you walked along, how it came to be left in this condition ' `Yes, Estella.' `The ground belongs to me. It is the only possession I have not relinquished. Everything else has gone from me, little by little, but I have kept this. It was the subject of the only determined resistance I made in all the wretched years.' `Is it to be built on ' `At last it is. I came here to take leave of it before its change. And you,' she said, in a voice of touching interest to a wanderer, `you live abroad still ' `Still.' `And do well, I am sure ' `I work pretty hard for a sufficient living, and therefore -- Yes, I do well.' `I have often thought of you,' said Estella. `Have you ' `Of late, very often. There was a long hard time when I kept far from me, the remembrance of what I had thrown away when I was quite ignorant of its worth. But, since my duty has not been incompatible (一致的) with the admission of that remembrance, I have given it a place in my heart.' `You have always held your place in my heart,' I answered. And we were silent again, until she spoke. `I little thought,' said Estella, `that I should take leave of you in taking leave of this spot. I am very glad to do so.' `Glad to part again, Estella To me, parting is a painful thing. To me, the remembrance of our last parting has been ever mournful (悲哀的) and painful.' `But you said to me,' returned Estella, very earnestly, ``God bless you, God forgive you!'' And if you could say that to me then, you will not hesitate to say that to me now -- now, when suffering has been stronger than all other teaching, and has taught me to understand what your heart used to be. I have been bent and broken, but -- I hope -- into a better shape. Be as considerate and good to me as you were, and tell me we are friends.' `We are friends,' said I, rising and bending over her, as she rose from the bench. `And will continue friends apart,' said Estella. I took her hand in mine, and we went out of the ruined place; and, as the morning mists had risen long ago when I first left the forge, so, the evening mists were rising now, and in all the broad expanse of tranquil (安静的) light they showed to me, I saw no shadow of another parting from her.
Period 5 Reading and Vocabulary (2)
■ Goal
● To learn reading with strategies
■Procedures
Step 1: 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 speeding.
Step 2: While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
Step 3: Do exercises: Complete the sentences with the correct form of the words in the box.
convict escape gentleman illegal kindness make money prison repay
In the nineteenth century a person found guilty of a crime was called a 1 Instead of being sent to 2 , thousands of them were sent to Australia by ship. Many people found they were able to 3 in Australia but it was 4 to return to England. In the story of Great Expectations, Magwitch always remembers Pip’s 5 and this is 6 years later when Magwitch sends money to make Pip a 7 .Magwitch returns to England to visit Pip. He tries to 8 from the police but finally he gets caught and dies.
Keys: 1. convict 2. prison 3. make money 4.illegal 5. kindness 6. rapid 7.gentleman 8.escape
Period 6 Listening and Everyday English
■ Goal
● Practise listening ability
■ Procedures
Everyday English
1. She threw her arms round him means that
a. she put her arms round him b. she threw something at him
2. Thank goodness means
a. thank you b. I’m so glad
3. What’s going on means
a. What’s going to happen b. What’s happening
4. To break my heart means
a. to make someone very unhappy b. to hurt someone in the chest
5. It will do him good means that
a. it will be good for him b. he will be good
6. You rascal means
a. you funny boy b. you bad boy
Keys: 1-6 abbaab
Period 7 Reading Practice
■ Goals
●To learn something about literal background information—Dickens’ London
●To learn the text with strategies
■ Procedures
Step 1: 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.
Step 2: While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
Step 3: After you read
The main idea of each part
Part 1 (paragraph1-2): A general introduction to Dickens’ London, Dickens’ cast of characters lived in London, and London was a filthy city for rich and poor people alike in the middle of the nineteenth century.
Part 2 (Paragraph3-5): Detailed description of Dickens’ London, about the east end and west end.
Part 3 (Paragraph6): The ending of the passage, London has changed, but you can still see many of sights which Dickens saw and wrote about in his novels.
Period 8 Cultural Corner—Charles Dickens
■ Goal
● To read about Charles Dickens
■ Procedures
Step1: 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.
Step 2: While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
Step 3: After you read
Copy all the useful expressions into your Expression Book. You may make sentences with these expressions.
Useful expressions from Charles Dickensbe put in prison, pay one’s bill, experience real poverty, a huge amount of energy, as a political journalist, in his early thirties, tell the story of, bring child poverty to the attention of the public, for this reason alone, a large number of popular novels, as a result of, be popular in, have a heart attack
Period 9 Task—Preparing a fact file on Charles Dickens
■ Goal
● To learn to make a file
■ Procedures
Step 1: Surf the Internet for related information
Step 2: Make a display of your fact file
More about Charles Dickens Charles Dickens was born in Portsmouth on 7th February 1812, the second of eight children. His father was a government clerk who was put in prison for three months for debt. After working in a factory and his father’ release from prison, Dickens was sent to school. At 15, he started working in a firm of attorneys in London’s Gray’s Inn. Dickens taught himself shorthand and in 1834 he became a reporter for debates in Parliament for the Morning Chronicle newspaper. In 1836 he married Catherine Hogarth, with whom he had ten children. His first novel was The Pickwick Papers which became a national success. Like all of his subsequent novels, it was published serially in parts, and also very cheaply. It was only published as a complete novel later. His novels then flowed in quick succession: Oliver Twist, Nicholas Nickleby, The Old Curiosity Shop, and Barnaby Rudge. Dickens then visited America, and had a triumphant reception; however he was disillusioned by the young republic. He wrote about his experiences in America Notes. He published first, and most famous, of his Christmas Books—A Christmas Carol in 1843, followed by Martin Chuzlewit. He traveled in Europe—Italy, Switzerland and Paris in the period 1844—1846, and on his return wrote Dombey and Son and David Copperfield which were more serious and better planned than his earlier novels. In 1850 he founded his weekly magazine Household Words. In his later works, Dickens’ social criticism became stronger, and his satire more concentrated: Bleak House, Hard Times, Little Dorrit, A Tale of Two Cities, Great Expectations, Our Mutual Friend. In1858 he had separated from his wife and befriended a young actress called Ellen Terman, who may have become his mistress. In that year, he also began an endless series of public readings of his work. From 1865 he started to become ill, and a reading trip to America in 1867-1868 certainly didn’t help his health. Dickens’ last novel, The Mystery of Edwin Drood, was never completed, as he suffered a stroke and died on 9th June, 1870.
Main works:
The Pickwick Papers
Oliver Twist
Our Mutual Friend
Nicholas Nickleby
The Old Curiosity Shop
Barnaby Rudge
Martin Chuzzlewit
Dombey and Son
David Copperfield
Bleak House
Hard Times
Little Dorrit Our Mutual Friend
A Tale of Two Cities
Great Expectations If you want to more works, please go to http://www./People/16372/Filmography/
Oliver Twist tells the story of a poor child named Oliver Twist. He is born in a workhouse and brought up under miserable conditions. After experiencing an unhappy apprenticeship to undertaker, he runs away to London, where he falls into the hands of a gang of thieves. Then he is made to be a pickpocket. A benevolent rich old man called Mr. Brownlow rescues him and takes him home, but the thieves kidnap him and make him join them once again. A bad person named Monks, who turns out to be Oliver in the gang, in order to ruin him and obtain the whole of his father’s property. Then Oliver is made to help one of the thieves in breaking into a lady’s house. He gets wounded, and comes into the hands of a lady who turned out to be her aunt. Finally the thieves in the gang are punished and Oliver’s half brother is compelled to confess his evil doings and put into prison. Oliver is adopted by Mr. Brownlow. This novel is a powerful exposure of bourgeois society. It shows the extreme brutality and corruption of the oppressors and their agents under the mask of philanthropy. Dickens, the great critical realist gives vivid descriptions of their sufferings of the poor and oppressed. We see that Dickens, while sympathizing with the miseries of the people, did not know what or who was responsible for such miseries and even cherished illusion about rich, idle and benevolent people like Mr. Brownlow. He believed that the whole social problems would be solved if only every employer followed the example set by “good gentlemen” like Brownlow.
Part Two Teaching Resources
第二部分 教学资源
Section 1 Background readings for Module 3 Literature
I. Charles Dickens
Dickens's novels combine brutality with fairy-tale fantasy; sharp, realistic, concrete detail with romance, farce, and melodrama.; the ordinary with the strange. They range through the comic, tender, dramatic, sentimental, grotesque, melodramatic, horrible, eccentric, mysterious, violent, romantic, and morally earnest. Though Dickens was aware of what his readers wanted and was determined to make as much money as he could with his writing, he believed novels had a moral purpose–to arouse innate moral sentiments and to encourage virtuous behavior in readers. It was his moral purpose that led the London Times to call Dickens "the greatest instructor of the Nineteenth Century" in his obituary.Always concerned to make money with his writings, Dickens took seriously the negative response many readers had to his darker novels. He deliberately addressed their discontent (不满) when he wrote Great Expectations, which he affirmed was written "in a most singular and comic manner."During his lifetime, Charles Dickens was the most famous writer in Europe and America. When he visited America to give a series of lectures, his admirers followed him, waited outside his hotel, peered in windows at him, and harassed him in railway cars. In their enthusiasm, Dickens's admirers behaved very much like the fans of a superstar today.
II. Dickens’ assessment of human affairs (from A Tale of Two Cities)
那是最美好的时代，那是最糟糕的时代；那是智慧的年头，那是愚昧的年头；那是信仰的时期，那是怀疑的时期；那是光明的季节，那是黑暗的季节；那是希望的春天，那是失望的冬天；我们全都在直奔天堂，我们全都在直奔相反的方向--简而言之，那时跟现在非常相象，某些最喧嚣的权威坚持要用形容词的最高级来形容它。说它好，是最高级的；说它不好，也是最高级的。
III. About English Literature
English literature is produced in England, from the introduction of old English by the Anglo-Saxons in the 5th century to the present. The works of those Irish and Scottish authors who are closely identified with English life and letters are also considered part of English literature.
1. Old English, or Anglo-Saxon Era This period extends from about 450 to 1066, the year of the Norman conquest of England. The Germanic tribes from Europe who overran (蔓延) England in the 5th century, after the Roman withdrawal, brought with them the Old English, or Anglo-Saxon language, which is the basis of Modern English. They brought also a specific poetic tradition, the formal character of which remained surprisingly constant until the termination of their rule by the Norman-French invaders six centuries later.2. Middle English Period Extending from 1066 to 1485, this period is noted for the extensive influence of French literature on native English forms and themes. From the Norman conquest of England in 1066 until the 14th century, French largely replaced English in ordinary literary composition, and Latin maintained its role as the language of learned works. By the 14th century, when English again became the chosen language of the ruling classes, it had lost much of the Old English inflectional system, had undergone certain sound changes, and had acquired the characteristic it still possesses of freely taking into the native stock numbers of foreign words, in this case French and Latin ones. Thus, the various dialects of Middle English spoken in the 14th century were similar to Modern English and can be read without great difficulty today.3. The Renaissance (文艺复兴时期)A golden age of English literature commenced (开始) in 1485 and lasted until 1660. Malory’s Le morted’ Arthur was among the first works to be printed by William Caxton, who introduced the printing press to England in 1476. From that time on, readership was vastly multiplied. The growth of the middle class, the continuing development of trade, the new character and thoroughness (完全) of education for laypeople (非神职人员) and not only clergy (神职人员), the centralization of power and of much intellectual life in the court of the Tudor and Stuart monarchs, and the widening horizons of exploration gave a fundamental new impetus (促进) and direction to literature. The new literature nevertheless did not fully flourish until the last 20 years of the 1500s, during the reign of Queen Elizabeth I. Literary development in the earlier part of the 16th century was weakened by the diversion of intellectual energies to the polemics (辩论法) of the religious struggle between the Roman Catholic Church and the Church of England, a product of the Reformation.4. The Restoration Period and the 18th CenturyThis period extends from 1660, the year Charles II was restored to the throne, until about 1789. The prevailing characteristic of the literature of the Renaissance had been its reliance (依靠) on poetic inspiration or what today might be called imagination. The inspired conceptions of Marlowe, Shakespeare, and Milton, the true originality of Spenser, and the daring poetic style of Donne all support this generalization. Furthermore, although nearly all these poets had been far more bound (限制) by formal and stylistic conventions than modern poets are, they had developed a large variety of forms and of rich or exuberant (丰富的) styles into which individual poetic expression might fit. 5. The Romantic Age Extending from about 1789 until 1837, the Romantic age stressed emotion over reason. One objective of the French Revolution was to destroy an older tradition that had come to seem artificial, and to assert the liberty, spirit, and heartfelt unity of the human race. To many writers of the Romantic age this objective seemed equally appropriate in the field of English letters. In addition, the Romantic age in English literature was characterized by the subordination of reason to intuition (直觉) and passion, the cult of nature much as the word is now understood and not as Pope understood it, the primacy (首位) of the individual will over social norms of behavior, the preference for the illusion of immediate experience as opposed to generalized and typical experience, and the interest in what is distant in time and place.6. The Victorian Era The Victorian era, from the coronation (加冕礼) of Queen Victoria in 1837 until her death in 1901, was an era of several unsettling social developments that forced writers more than ever before to take positions on the immediate issues animating the rest of society. Thus, although romantic forms of expression in poetry and prose (散文) continued to dominate English literature throughout much of the century, the attention of many writers was directed, sometimes passionately, to such issues as the growth of English democracy (民主主义), the education of the masses, the progress of industrial enterprise and the consequent rise of a materialistic (唯物主义的) philosophy, and the plight (困境) of the newly industrialized worker. In addition, the unsettling of religious belief by new advances in science, particularly the theory of evolution and the historical study of the Bible, drew other writers away from the immemorial subjects of literature into considerations of problems of faith and truth.7.20th—Century Literature Two world wars, an intervening (干涉) economic depression of great severity, and the austerity (节俭) of life in Great Britain following the second of these wars help to explain the quality and direction of English literature in the 20th century. The traditional values of Western civilization, which the Victorians had only begun to question, came to be questioned seriously be a number of new writers, who saw society breaking down around them. Traditional literary forms were often discarded, and new ones succeeded one another with bewildering rapidity, as writers sought fresher ways of expressing what they took to be new kinds of experience, or experience seen in new ways.
Section 2 The Analysis of the Difficult Sentences from Module 3 Literature
1. The bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup.粥碗从来用不着洗，孩子们费用汤匙把碗刮得重又明光正亮了才放手，试图吃掉每一点粥。
一、 need washing=need to be washed
“need”既可以作情态动词，也可以作实义动词，但是它们的用法不同。
1)作为情态动词的“need”的用法与其他情态动词“can”，“may”，“must”的用法基本相同：在限定动词词组中总是位居第一，没有非限定形式，即没有不定式、-ing分词或-ed分词等形式；第三人称单数现在时没有词形变化；情态动词之间是相互排斥的，即在一个限定动词词组中只能有一个情态动词。下面是“need”作为情态动词的用法：
a. need表示“需要”或“必须”，通常用于否定句和疑问句。例如：
You needn’t do it again．你不需要再做了。
He needn’t worry about it．这件事他无需担心。
Need he do this homework first？他需要先做这些作业吗？
Need they fill in the form？他们需要填表吗？
b.在否定句中，可以用need的否定形式＋不定式完成体。例如：
We needn’t have worried．其实我们不必要慌。
You needn’t have mentioned it．你本来不必提起这件事。
You needn’t have said that when he asked．当他问的时候，你其实不必要说。
c. needn’t后的不定式间或也能用进行式或被动语态。例如：
He needn’t be standing in the rain．他不必要站在雨中。
We needn’t be waiting in this place．我们不必要在这儿等。
The hedges needn’t be trimmed this week．本周树蓠不必要整修。
2)“need”作为实义动词时，通常用法是：
人＋need ＋to do
物＋need ＋doing
物＋need ＋to be done
另外，“need”后还可以直接跟名词。请看下面的例子：
We need to collect the parcel before we leave for England．去英国之前，我们需要收拾好行李。
We need to tell him the truth．我们需要告诉他真相。
My car needs repairing．我的汽车需要修理。
The flowers need watering．这些花需要浇水。
His leather shoes needs to be mended．他的皮鞋需要修补。
Her room needs cleaning．她的房间需要打扫。
It is a question that needs very careful consideration．这是一个需要慎重考虑的问题。
I need a watch．我需要一块手表。
二、as 还可以引导其他从句。例如：
1)引导时间状语从句：
He noticed someone nodding to him as he got off the bus. 下车时，他注意到有人冲他点头。
2)引导方式状语从句：
He told them to watch carefully and do as he did. 他要他们仔细观察并照着他做。
3)让步状语从句：
Old as he is, he works as energetically as young people.他虽然上了年纪，干起活来却跟年轻人的劲头一样大。
4)引导定语从句：
As is announced in today’s paper, he is to visit China next Monday.今天报纸有报道，他下周一将访问中国。
2. Oliver Twist and his companions slowly starved for three months until finally, they became quite wild with hunger. 三个月以来，奥利弗 特威斯特和同伴们一起忍受着慢性饥饿的煎熬，到后来饿得快疯了。
with表原因,理由,“为...,因...,”表此用法时多半与表情绪的词连用。
John was in bed with high fever. 约翰因发烧卧床。
He jumped up with joy. 他因高兴跳起来。
Father is often excited with wine. 父亲常因白酒变的兴奋。
3.There was one boy who was tall for his age, and was not used to being hungry all the time, as his father had kept a small cook shop. 其中有个男孩，个子较同龄人高，而且不习惯总这么挨饿，因为他父亲开过一家小饭铺。
1) used to 和be used to 的区别
a. used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful.
Scarf used to take a walk. (过去常常散步)
b. be used to + doing： 对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。
He is used to a vegetarian diet.
Scarf is used to taking a walk. (现在习惯于散步)
Are you used to the dry weather there 你们习惯那里的干燥的气候么？
She’s been used to driving to work every day. 她已经习惯了每天开车去上班。
2) would和 used to
a. would与used to都可用来表示过去经常性或习惯性的动作，常常可以换用。如：
When we were boys we used to/would go swimming every summer. 小时候，每到夏天我们都要去游泳。
He used to/would spend every penny he earned on books．过去，他通常把挣来的钱全花在买书上。
would与used to都不能用来表示动作发生的具体频度或具体的一段时间。例如，不能说：
I would/used to go to France six times．
He used to live in Africa for twenty years．
上两句应改成：
I went to France six times． 我去过法国6次。
He lived in Africa for twenty years. 他在非洲住过20年。
b. would与used to的区别主要有以下几点：
① used to可指过去的状态或情况，would则不能。如：
School children used to know the story of how Abraham Lincoln walked five miles to return a penny he’d overcharged a customer．（不能用would）
过去，学校的孩子们都知道亚伯拉罕·林肯怎样步行5英里退还多收顾客1便士的故事。
Yet，he cannot but remember China as it used to be．然而，他不会不记得旧日的中国（不能用would）。
② would表示反复发生的动作。如果某一动作没有反复性，就不能用 would，只能用 used to。例如：
And from that day on, as soon as the table was cleared and the dishes were gone. Mother would disappear into her sewing room to practice.
从那天起，只要碗盘撤掉、饭桌一清理干净，妈妈就马上躲进做针线活的房间练习起来。（具有反复性）
I used to live in Beijing．我过去住在北京。（没有反复性）
③ used to表示过去经常性或习惯性的动作或状态现在已经结束，would则表示有可能再发生。如：
People used to believe that the earth was flat．过去，人们总以为地球是扁平的。（现在已不再这样认为）
He would go to the park as soon as he was free．过去，他一有空就去公园。（现在有可能再去）
注意：used to的否定式和疑问句:
过去我不喜欢歌剧。I used not to like opera. /I usedn’t to like opera. /I didn’t use to like opera．
过去你喜欢歌剧吗？Used you to like opera /Did you use to like opera？
Didn’t you use to like opera 你过去不喜欢歌剧吗？
You used to like opera, didn’t you 你过去喜欢歌剧，是吗？
There used to be a church here, usedn’t there 过去这里有座教堂，是不是？
Section 3 Words and Expressions from Module 3 Literature
scene n.
a part of a play or film in which the action stays in one place for a continuous period of time:
the funeral/wedding scene
nude/sex scenes
Juliet dies in Act IV, Scene iii.
feed v.
1 [T] to give food to a person, group or animal:
I usually feed the neighbour’s cat while she’s away.
Let’s feed the kids first and have our dinner after.
[+ two objects] Do you feed your chickens corn
If you feed your dog on cakes and biscuits, it’s not surprising he’s so fat.
The kids love feeding bread to the ducks.
2 [I or T] If a baby or animal feeds, it eats or drinks milk:
The baby only feeds once a night at the moment, thank goodness.
[R] Most babies can feed themselves by the time they’re a year old.
3 [T] to be enough food for a group of people or animals:
This amount of pasta won’t feed ten people.
4 [T] to produce or supply enough food for someone or sth.:
[R] If agriculture were given priority, the country would easily be able to feed itself.
Feed the world/starving.
5 [T] to give a plant substances that will help it grow:
Don’t forget to feed the tomatoes.
serve v.
to provide food or drinks:
Do they serve meals in the bar
Breakfast is served in the restaurant between 7 and 9.
We arrived at the hotel and were served with champagne and canapés.
All recipes in this book, unless otherwise stated, will serve (= be enough for) 4 to 5 people.
[+ object + adjective] Serve the tarts hot with custard or whipped cream.
eager adj.
wanting very much to do or have something, especially something interesting or enjoyable:
the children’s eager faces
She sounded very eager to meet you.
They crowded round the spokesperson, eager for any news.
support
v.1 to agree with and give encouragement to someone or something because you want them to succeed:
My father supported the Labour Party all his life.
The majority of people in the town strongly support the plans to build a by-pass.
I think it’s important to support local businesses by buying locally.
2 (US USUALLY root for, AUSTRALIAN ENGLISH barrack for) MAINLY UK If you support a sports team or a sports player, you want them to win, and might show it by going to watch them play:
Which team do you support
n. agreement with and encouragement for an idea, group or person:
Environmental groups are fast gaining support among young people.
We've succeeded in drumming up a lot of local support for our attempt to stop the hospital being closed.
I signed a petition in support of the campaign to end the marketing of baby milk in developing countries.
hang v.
1 [I or T] to kill someone, especially as punishment for a serious crime, by dropping them with a rope tied around their neck, or to die in this way: (hanged or hung, hanged or hung)
He was found guilty and hanged later that year.
With so little evidence to prove her guilt, few people thought she should hang.
[R] The woman tried to hang herself with a sheet.
2 [I or T; + adverb or preposition] to fasten or support something at the top leaving the other parts free to move, or to be held in this way: (hung, hung)
A heavy gold necklace hung around her neck.
Long creepers hung (down) from the trees.
The curtains hung in thick folds.
Hang your coat and hat (up) on the rack over there.
Many of his finest pictures hang/are hung (= are fixed to the wall so that they can be seen) in the National Gallery.
Hang the pheasant/Let the pheasant hang for a few days for the flavour to improve before you cook it.
reward n.
1 something given in exchange for good behaviour or good work, etc:
There’s a reward for whoever finishes first.
The rewards of motherhood outweigh the anguish.
2 an amount of money given to someone who helps the police or who helps to return stolen property to its owner:
The police offered a reward for any information about the robbery.
rough adj.
dangerous or violent; not calm or gentle:
a rough area of town
The other boys were rough, always looking for a fight.
I’m always sea-sick if the water/wind/sea/weather is rough (= stormy).
rough temper
a rough neighborhood
escape
v. 1 [I or T] to get free from something, or to avoid something:
Two prisoners have escaped.
A lion has escaped from its cage.
She was lucky to escape serious injury.
He narrowly (= only just) escaped a fine.
His name escapes me (= I have forgotten his name).
Nothing important escapes her notice/attention.
2 [I] SPECIALIZED to press the key on a computer keyboard which allows you to leave a particular screen and return to the previous one or to interrupt a process:
Escape from this window and return to the main menu.
n. 1 [C or U] when someone succeeds in getting out of a place or a dangerous or bad situation:
He made his escape on the back of a motorbike.
an escape route /a narrow escape 九死一生
They had a narrow escape (= only just avoided injury or death) when their car crashed.
2 [C] an accidental loss:
an escape of radioactivity
3 [S] something that helps you to forget about your usual life or problems:
Romantic novels provide an escape from reality.
repay v.
to pay back or to reward someone or something:
He had to sell his car to repay the bank loan.
She repaid the loan to her mother.
[+ two objects] She repaid her mother the loan.
How can I ever repay you for all your kindness
attain v.
to reach or succeed in getting something; to achieve:
He has attained the highest grade in his music exams.
We need to identify the best ways of attaining our objectives/goals.
India attained independence in 1947, after decades of struggle.
concern n.
1 a feeling of worry or nervousness, or something that worries you:
Concern for the safety of the two missing teenagers is growing.
There’s a lot of public concern about/over dangerous toxins recently found in food.
[+ that] My concern is that you’re not getting enough work done.
2 something that is important to you, or when something is important:
[+ to infinitive] His concern to appear sophisticated amused everyone.
The company’s sole concern is to ensure the safety of its employees.
There’s a matter of some concern that I have to discuss with you.
accumulate v.
1 [T] to collect a large number of things over a long period of time:
As people accumulate more wealth, they tend to spend a greater proportion of their incomes.
The company said the debt was accumulated during its acquisition of nine individual businesses.
We’ve accumulated so much rubbish over the years.
2 [I] to gradually increase in number or amount:
A thick layer of dust had accumulated in the room.
If you don’t sort out the papers on your desk on a regular basis they just keep on accumulating.
trial n.
the hearing of statements and showing of objects, etc. in a court of law to judge whether a person is guilty of a crime or to decide a case or a legal matter:
trial proceedings
Trial by jury is a fundamental right.
It was a very complicated trial that went on for months.
She’s going on/standing trial for fraud.
accomplish v.
to finish something successfully or to achieve something:
The students accomplished the task in less than ten minutes.
She accomplished such a lot during her visit.
I feel as if I’ve accomplished nothing since I left my job.
经典时文背诵What is Literature “Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become.” What C.S. Lewis said means literature does not simply copy things from life but that reading literature will increase your understanding of life. In other words, literature will not simply entertain you but it will also educate you.However, Literature means different things to different people. Not everyone benefits in exactly the same way even from the same book. What you understand from a book depends on what types of things you want to learn from that book.“Of course the illusion of art is to make one believe that great literature is very close to life, but exactly the opposite is true. Life is amorphous (无定形的), literature is formal.” Francoise Sagan is trying to say that literature is not pointless and unstructured even though life is often that way and literature does refer to life and is even a part of life.
A PoemMy dear son
You lay there my innocent (天真无邪的) child
Obvious to the world
That can cause so much pain
And joy, unable to fathom (彻底了解) hate
Only feeling love.
I envy you.
I long to feel only love
And to frolic (嬉戏) as though
There were no tomorrow.
I wish to feel the comfort of living in
My mother's arms
With no fear.
I know that I am not as much fun
As I could be but,
I promise you
That I will do my best for you,
Because
I love you so much
PAGE
16外研版高二英语顺序《选修七》
Module 3 Literature
模块教案
总 负 责: 殷法林
参与人员：高二英语组全体组员
（党银亮 冯 涛 郝焕胜 李红梅 李 瑾
李 琴 肖 琴 殷法林 周 劲）
编写时间：二〇〇九年三月四日星期三
延安市延长中学高二英语组
邮编:717100 电话:13220013056
