课件23张PPT。Module3 LiteratureReading and Vocabulary (1)
Oliver Asks for More
※ to understand some new words and expressions.
※ to improve fast and careful reading skills.
※ to understand the passage and
retell the story.Learning Aims: 1. Write some key words and phrases in English and Chinese individually.
利用导学案，独自完成英汉互译词汇默写。
2. Exchange your guiding paper and check in pairs. Correct the mistakes in red.
两两合作, 交换检查，红笔批改，当堂改 错。1.v.喂养_____ 2.v./n. 低语,耳语________ 3.v.抓住___
4.绞死,悬挂_____5. n./v.酬谢,奖赏______ 6.v.逃跑____
7.v.吞(咽)下________ 8.v.获得,达到_______ 9v.哀悼;悼
念______ 10.n场景(面)_______→n.风景_______
11.adj.冷酷的______→n.残酷______
12.v端上(饭菜等),服务,兵役_______→n. 服务,兵役___
13 adj.热切/渴望的______→ n.渴望____
14.adj.绝望的_________→n.绝望__________
15v.打算,计划_______→n.意图,目的__________16v.分发,
分配_________→n.分发___________ 17.n.挨饿_______
→v.饿死________18. v./n.关心,担心________→adj.担心的,
关注的___________19.v.积累_________→n.积累________
20.v.完成(任务等),成功________→n.完成,成就U/C_______My dictionary（自学检测）: feedwhisperseizehangrewardescapeswallowattainmournscenescenerycruelcrueltyserveserviceeagereagernessdesperatedesperationintendintentiondistributedistributionstarvationstarveconcernconcernedaccumulateaccumulationaccomplishaccomplishment1837-1838 Oliver Twist 《雾都孤儿》1849-1850 David Copperfield《大卫科波菲尔》1859 A Tale of Two Cities 《双城记》
1860-1861 Great Expectations 《远大前程》Charles Dickens and his worksReviewEnjoy a video and answer the questions.What is the film called?
What does the boy look like?
What is he doing?Oliver is asking for more food to eat with the other little partners in the workhouse.appetitedesperate for foodservelive in miseryA. Oliver Twist said that he would ask the warden for more to eat. The workhouse managers decided that Oliver must be hanged.
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.
C. . When Oliver asked for more food , the workhouse managers were very angry and sent Oliver out to work.Choose the best summary.P30 SkimmmingPart 1 (___)Part 2 (___) Part 3 (____) Oliver Asks for MoreOrganizationDivide the text into three parts and match the main idea of each part.2-3 14-13A.Why Oliver was chosen to ask for more food and what Oliver said to the warden that evening.
B.Why the warden hit Oliver on
the head and how Oliver was
punished by the managers of
the workhouse.
C.The living condition of the boys was very poor and there they suffered from hunger badly.
1. The boys in the workhouse were given
one bowl of soup and another 60
grams of bread each day.
2. The tall boy was not used to being
hungry all the time.
3. No one believed that the tall boy could
eat that small boy.
4. If the boys hadn’t been very hungry,
they wouldn’t have chosen Oliver to
ask for more food.no more, Everyoneexcept on special holidays.FFTTScanningRead the text again and choose the best answers. 1. The boys never needed to clean their bowls because _______.
A. the bowls weren't very dirty
B. the bowls were empty
C. the boys cleaned them by themselves
D. the boys cleaned them with their spoons.2. When Oliver went to ask for more food,
he was _____.
A. hopeful B. happy
C. desperate D.excited
3. When Oliver asked for more food, the
warden's face became very pale because
______.
A.he was frightened by Oliver's words
B. he was astonished at Oliver's words
C.he was very angry about Oliver's words
D.he was ill badlySpeaking Read and imitate and have a taste of how to express strong emotionsThe 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.
"please, sir," replied Oliver, "I want some more." no sooner had the boy spoken these words than the warden hit him on the head with the soup spoon. Then he seized Oliver’s arms and held him, while he shouted for Mr. Bumble. threewildask for more foodTask Fill in the chart.moreCareful readingeatOliver desperateastonishmentMr Bumble noticereward1. The room in which the boys were fed was a large stone hall, with a large pot at one end.孩子们进食的场所是一间宽敞的大石厅，一口锅放在大厅一侧。定语从句with复合宾语结构作定语Translation2. No sooner had the boy spoken these words than the warden hit him on the head with the soup spoon.孩子的话刚出口，大师傅就操起勺子狠狠地敲他的脑袋。引导时间状语从句，意为“刚一……就……”，no sooner后面的句子用过去完成时，than后面的句子用一般过去时。no sooner位于句首时，其后的句子用部分倒装语序。打某人的头在“动词+宾语+介词+the+表示身体部位的名词” 结构中，常用的动词有hit，beat, strike, knock, catch, grasp, pull, seize, support 等，介词常用in, on, by等。The boys ...so little food, wild with hungerpart1 The reasonhad a meeting, pick one out and ask for food; It was ...who ...; desperate with hunger , came up to , stare at ...in astonishment, on the headPart ⅡThe processPart Ⅲ The result
The end of the story
Task 1locked in a room; was put up, offering a reward Post-reading
Each boy 1. __________ (allow)one bowl of soup and the bowls never needed ______________(wash). Boys usually have excellent _________. They became quite wild _____ hunger, so they decided to pick one out and ask for more food. It was Oliver Twist_________ was chosen. No sooner _____ he spoken these words _____ the warden hit him on ____ head with the spoon. Then the managers of the workhouse had a meeting. Oliver was immediately locked in a room. The next morning a notice was put ____ on the door, ______(offer) a reward to anybody who would employ Oliver Twist. washing/ to be washedappetiteswithwho/thatthantheupoffering Task 2: Fill the words into blankswas allowedhadPost-reading Oliver Asks for More The boys became quite wild with hunger. They chose Oliver to ask for more food and he did so. The workhouse managers were angry and locked Oliver in a room.1. What’s the writing purpose of the story?
Key words: reveal (揭露)
show great sympathy to (对…表示同情)
2. Compared with Oliver’s life, what do you think of yours? What should you do?DiscussionEmotion and attitude (情感态度)1.To reveal the dark side of the society and at the same time he showed great sympathy to the poor children.
2. Compared with Oliver, we’re lucky enough. We have chance to study and learn a lot of things. So we should treasure what we have. We should study very hard to make our country more developed.My opinion给你的同学写一封信，介绍课文 Oliver Asks for More的内容。
注意：
1.可适当加入细节，使内容充实，行文连贯；
2. 词数不少于100。【教学设计】
Module 3 Literature
一、教学目标、方法和手段概述
课 题
Oliver Asks for More
课 型
Reading & Vocabulary
目
标
要
求
语言能力
To learn:
1. New words:
eager, appetite, desperate, whisper, feed, support, hang
Phrases:
in a…voice; no sooner… than; in astonishment; put up; ask for; pick out; be wild with hunger
学习能力
To train:
1. Reading skills, such as skimming, scanning & careful reading
2. Working cooperatively with others
思维品质
To arouse students:
1. to cherish the life that they have.
2. to cooperate with others.
教学重难点
1. To learn some words and expressions in Oliver Asks for More.
2. To understand the passage fully and improve Ss’ reading skills.
3. To understand some key sentences of the passage.
教学方法
Task-based learning, individual and cooperative learning, discussion
教学手段
多媒体教学
二、教学流程设计
Step 1 Revision
Let the students write some words in English.
1.v.喂养________ 2.v./n. 低语,耳语____ 3.v.抓住___ 4.v.绞死,悬挂____5. n./v.酬谢,奖赏____ 6.v.逃跑________ 7.v.吞(咽)下________ 8 v.获得,达到_______ 9v.哀悼;悼念_______ 10.n场景(面)______→n.风景______11.adj.冷酷的_______→n.残酷________12.v端上(饭菜等),服务,兵役_______→n. 服务,兵役_______13 adj.热切/渴望的________→ n.渴望_______ 14.adj.绝望的_______→n.绝望_______15v.打算,计划______→n.意图,目的______16v.分发,分配______→n.分发________17.n.挨饿_______→v.饿死_________18. v./n.关心,担心________→adj.担心的,关注的_________19.v.积累__________→n.积累_________20.v.完成(任务等),成功__________→n.完成,成就U/C_________
（设计思路：复习检测上节课学习情况，识别新学词汇，为阅读扫清词汇障碍。）
Step 2 Lead-in
Something about Charles Dickens and his works.
Watch a short video about Oliver Twist, especially the part "Oliver Asks for more" and answer the following questions.
Q1: Which novel is the video about?
Q2: What is he doing? Where is it taking place?
(设计思路: 由几幅图片入手，帮助同学们进一步认识本单元话题-，为进一步展开本课阅读内容做好铺垫。通过这个环节，可以激发学生的兴趣。与此同时，同学们课下所搜索的信息得以展现，充分调动了其积极性，也极大地增强了同学们学英语读原著的信心。）
Step3 While-reading
? Skimming:
1. Finish Activity1 on P30: Choose the best summary. (Suggested answers:B)
2. Divide the text into three parts and Match the main idea with each part.
Part 1 (para.1 ) A. Why Oliver was chosen to ask for more food and what Oliver said to the warden that evening.
Part 2 (para.2-3) B. Why the warden hit Oliver on the head and how Oliver was punished by the managers of the workhouse.
Part 3 (para.4-13) C.The living condition of the boys was very poor and they suffered a lot from hunger.
(Suggested answers:1-C; 2-A; 3-B)
（设计意图:通过快速阅读、匹配大意，让学生在短时间内把握文章的脉络，对全文分段，培养学生阅读归纳分析的能力；同时为后面的阅读任务做准备。）
? Scanning:
Task 1 T or F Questions
The boys in the workhouse were given one bowl of soup and another 60 grams of bread each day. ( )
2. The tall boy was not used to being hungry all the time. ( )
3. No one believed that the tall boy could eat that small boy. ( )
4. If the boys hadn’t been very hungry, they wouldn’t have chosen Oliver to ask for more food. ( )
(Suggested answers: F T F T)
Task 2 Choose the best answers.
1. The boys never needed to clean their bowls because _______.
A. the bowls weren't very dirty B. the bowls were empty
C. the boys cleaned them by themselves
D. the boys cleaned them with their spoons.
2. When Oliver went to ask for more food, he was _____.
A. hopeful B. happy C. desperate D. excited
3. When Oliver asked for more food, the warden's face became very pale because ______.
A.he was frightened by Oliver's words
B. he was astonished at Oliver's words
C.he was very angry about Oliver's words
D. he was ill badly
(Suggested answers:DCB)
(设计意图：本着任务型教学原则，采用不同的任务类型让学生分别带着问题有的放矢的到相对应的段落中找答案。即培养了学生快速准确寻找信息的能力，又锻炼了他们的口语表达能力，又体现了“先学后教”的教学理念，提高了课堂效率。)
? Careful reading:
Task 1 Fill in the chart.
The?incident（事件）
Oliver?asks?for?_______.
The?reason of the incident
The?boys?were?given?so?little?food?and?slowly?starved?for?_______?months?that?they?became?quite?______with?hunger.
The process of the incident
One tall boy said that he might 3. ___ the small young boy sleeping next to him one night if he didn’t have another bowl of soup each day. Everyone believed him. The boys had a meeting and?decided one of them should ________.
They wrote their names on pieces of paper and picked one out. _______ was chose. The evening arrived. After the boys swallowed their soup, Oliver, _______ with?hunger?and misery, came up to the warden and asked for more.
The?warden?stared?at?him?in?_______,?then?hit?him on the head with the soup spoon, seized his arms and held him, shouting for ________.
The?result?of?the incident ?
Oliver?was?locked?in?a?room?and?the?next?morning, a(n) ________ was put up, ________ a(n) ________ to anybody who would employ Oliver Twist.
(Suggested answers: more, three, wild, eat, ask for more food, Oliver, desperate, astonishment, Mr Bumble, notice, reward.)
（设计意图:按照故事发生的顺序设置这个练习，可以培养学生从整体上把握文章脉络，学会运用重点词汇，为下一步的复述课文作准备。教师只需处理学生出错较多的几个题目，可采取让学生小组讨论的方式解决问题，教师只需要点拨即可。）
Task 2 Translation:
The room in which the boys were fed was a large stone hall, with a large pot at one end.
__________________________________________________________
2. No sooner had the boy spoken these words than the warden hit him on the head with the soup spoon.
__________________________________________________________
（设计意图:处理“长难句”，排除疑难并锻炼学生的翻译能力。）
Step4 Post-reading (Consolidation 巩固练习)
Task 1 Retell the story according to the phrases.
Wild with hunger→ask for more food→Oliver was chosen→in complete astonishment→lock...in a room
Task 2 Fill into the blanks.
Each boy ①_______ (allow) one bowl of soup and the bowls never needed ②_______ (wash). Boys usually have excellent ③_______. They became quite wild ④_______ hunger, so they decided to pick one out and ask for more food. It was Oliver Twist ⑤_______ was chosen. No sooner ⑥_______ he spoken these words ⑦_______ the warden hit him on ⑧_______ head with the spoon. Then the managers of the workhouse had a meeting. Oliver was immediately locked in a room. The next morning a notice was put ⑨_______ on the door, ⑩_______ (offer) a reward to anybody who would employ Oliver Twist.
(Suggested answers: ①was allowed ②washing/ to be washed ③appetites ④with ⑤who / that ⑥had ⑦than ⑧the ⑨up ⑩offering)
（设计意图:经过了复述课文，学生课堂语言内容自然生成；为迎合高考题型，把课文改成以名词、动词、形容词、介词、连词等为突破点的语法填空，让学生核对—观察—思考——感悟，提高学生的语法意识和语言素养。）
Task3 Discussion
1. What’s the writing purpose of the story?
Key words: reveal (揭露) ; show great sympathy to (对…表示同情)
2. Compared with Oliver’s life, what do you think of yours? What should you do?
（设计意图: 通过阅读名著经典节选，让学生讨论作者的写作意图，启发学生对阅读内容的深度思考，并和自己的生活对比，培养学生热爱生活、珍惜生活、获得学习的幸福感和价值感。）
三、 课时作业设计
Step 5 Homework：Writing
给你的同学写一封信，介绍Oliver Asks for More的内容。
注意：
1.可适当加入细节，使内容充实，行文连贯；
2. 词数不少于100。
（设计意图: 紧扣本课学习内容，布置作业。）
四、课时评价设计
1. 自我评价：
说说学习过程中自己特别感兴趣并有帮助的活动，说出这些活动在哪些方面对自己有能帮助
Activity
What kind of help
Discussion
Group work improves class situation
Summary
Improve reading ability and have a good consolidation
2. 小组互评：
姓名
发言的次数（多于平均3，一般2，少于平均 1）
和同学的合作意愿（好3，一般2，不太愿意1）
对同伴的启发和帮助（较大3，一般2，几乎没有1）
为小组活动准备的资料（较多3，一般2 ，很少1）
总分
