Unit10 American literature 教案示例（1）

Warming up, listening and speaking

(一)主題任務(wù)(Core tasks)

根據(jù)本單元的中心主題，建議設(shè)計以下主題任務(wù)。

美國文學手冊

活動時間：在學完本單元之后

活動形式：個人活動、小組活動、全班活動

語言知識要求：本單元詞匯和日常交際用語

語言技能要求：聽、說、讀、寫

活動過程：

1．選擇內(nèi)容。所要編寫的手冊為“美國文學”專輯。活動步驟如下：

1)把全班分成幾個小組，每個小組選擇一個方面的內(nèi)容進行研究；

2)小組的每個成員圍繞小組的中心內(nèi)容，自己選擇表現(xiàn)形式，搜集并整理有關(guān)信息；

3)在小組范圍內(nèi)交流有關(guān)內(nèi)容，相互間提出修改意見并做適當修改。

2．選擇欄目。例如：

1)文學主題：American Indians，Slavery，Pioneers，the American Civil War等；

2)原著節(jié)選：詩歌、小說、戲劇等；

3)電影欣賞：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．編輯制作：

1)每組選擇一個代表向全班通報該組的進展情況，匯報內(nèi)容包括：搜集到的主要內(nèi)容(提綱或題目)、采取的主要形式等；

2)通過交流和討論，把各組內(nèi)容在全班范圍內(nèi)分類整合。根據(jù)形式與內(nèi)容，決定所出手冊的輯數(shù)。每輯都必須內(nèi)容豐富，形式多樣。

3)參與同一輯的同學為一組，討論版式、標題，并進行分工，其中有一人擔任主編，一人擔任美編，所有同學都要參與抄寫或打印；

4)在全班進行美國文學手冊評比。

(二)熱身(Warming up)

該部分教學要注意以下幾個方面：

1．誦讀。要求學生反復(fù)朗誦該詩，甚至可以要求學生背誦。熟話說得好，“書讀三遍，其義自現(xiàn)”。要求學生誦讀時注意節(jié)奏，體會韻味。

2．理解關(guān)鍵詞。詩中的the Old Country，kings

and queens，common people，pigs等指的是什么?詩人為何不用take，而用steal，妙在何處?

3．體會心情。該詩表達了詩人什么樣的心情?是自豪，憤怒，還是悲傷?要求學生細細品味，說明理由。

4．展開聯(lián)想。要求學生講述童話中的國王或王子的故事。理解詩人在最后一節(jié)所用的比喻的含義和意境。

5．豐富閱讀。教師可以提供，也可以讓有條件的學生利用圖書或網(wǎng)絡(luò)資源，閱讀更多的達德利蘭德爾的詩。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)聽力(Listening)

該部分教學注意做好以下幾個方面的鋪墊：

1．從學生提高英語口語能力的方法入手，交流各自的做法和心得，討論這些方法的優(yōu)勢和不足；

2．設(shè)想英語閱讀俱樂部的活動內(nèi)容，與學生曾經(jīng)采用過的方法進行比較；

3．討論文學作品的形式，以及他們在英語學習中的作用；

4．列舉實例幫助學生理解short stories，detective stories，adapted novels和classical literature；

5．介紹杰克倫敦和馬克吐溫。

(四)口語(Speaking)

該部分教學可以由學生討論What is a good story開始：

1．故事的結(jié)構(gòu)。好的故事首先應(yīng)該是完整的。故事要有開頭、中間和結(jié)尾。教師可以這樣介紹：

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、動物或事物。教師可以提供以下問題供學生參考：

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?

人物要鮮活就必須要有個性。下面的網(wǎng)狀圖有助于學生把握人物的個性特征：

3．背景。教師可以提供以下問題，啟發(fā)學生確定故事發(fā)生的時間、地點等：

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。教師可以提供以下問題：

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．結(jié)尾。好的故事必須要有一個好的結(jié)尾。下面的方法有助于學生學會結(jié)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．

教師可以提供以下問題：

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?

有了以上討論的基礎(chǔ)，學生便可按照口語部分的要求，選擇一幅圖討論自己愛讀哪一類故事。

Unit10 American literature 教案示例（2）

Reading and Integrated skills

(五)讀前(Pre-reading)

閱讀課文改編自歐亨利(O Henry)的一個短篇故事，在閱讀之前，教師可以向?qū)W生介紹作者的有關(guān)情況。“語言學習”部分有兩篇文章介紹歐亨利，以下信息可以成為該練習的補充。

●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)閱讀(Reading)

閱讀課文改編自歐亨利的《麥琪的禮物》(The gift of the Magi)。

教師可以從以下幾個方面設(shè)計問題，幫助學生理解前半部分的故事情節(jié)，后半部分參閱“綜合技能”中的“閱讀”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)讀后(Post-reading)

本作品的寫作手法獨特，語言生動并富有寓意。教師可以設(shè)計以下練習幫助學生欣賞作者的寫作方法和豐富的語言。

1．故事中的主人翁遇到的主要困難是沒有錢買圣誕禮物。作者沒有直接用very poor來說明女主人．公的處境，而是把這一信息滲透在字里行間，教師可以讓學生找出描述Della一貧如洗的詞語和句子，品味作者的寫作手法。

2．心理描寫增添了文學作品的可讀性。閱讀下面的句子并回答其后的問題，理解Della的心理活動：

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?

這是一組欣賞題，也是一組開放題。對于文學作品的理解，仁者見仁，智者見智，教師應(yīng)該鼓勵學生提出自己的看法。

(八)語言學習(Language study)

詞匯學習部分的教學中，教師要提醒學生注意兩個方面：

1．充分理解上下文；

2．注意所給詞語的形式變化。

Unit10 American literature 教案示例（3）

Grammar

語法部分復(fù)習動詞時態(tài)的用法。

本套教材要求學生掌握八個時態(tài)，即一般現(xiàn)在時、一般過去時、一般將來時、現(xiàn)在進行時、過去進行時、過去將來時、現(xiàn)在完成時、過去完成時，并理解現(xiàn)在完成進行時，《普通高中英語課程標準》提出“高中階段的語法教學，應(yīng)從語言運用的角度出發(fā)，把語言的形式、意義和用法有機地結(jié)合起來。要引導(dǎo)學生在語境中了解和掌握語法的表意功能。”

英語的時態(tài)對于中國學生來講有一定的難度，教學中要注意以下幾個方面：

1．時態(tài)和時間不能簡單地一一對應(yīng)。

不同的時態(tài)可以表示同一個時間。例如，除一般將來時外，下列各種時態(tài)和表達方式也可以表達將來時間：

時態(tài) 條件 時間／意義 例句

一

般

現(xiàn)

在

時 表示“出發(fā)”、“開始”、“來

往”的動詞，如go，come，start，leave，return，arrive，sail等，并常和表示將來時間的副詞連用 表達根據(jù)時刻表或計劃的將來事件

John gets back from the south tonight．

The play begins at 7：30。

The Bonds start on their trip tomorrow．

在時間或條件狀語從句中 代替一般將來時 He will be happy when he hears the good news．

If it rains tomorrow，1 will stay at home．

動詞hope后面的賓語從句中 可以代替一般將來時 I hope everything is／will be OK．

be about to + do

=be on the point of + doing 表達很近的將來

She is about to start on a journey．

be going to + do 表達計劃或推斷 I am going to write Jane this evening．

It’s going to rain．

表

達

式

be to + do 表達計劃或說

話人的意志 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等情態(tài)動詞

含有情態(tài)意義 She may come to my office this afternoon．

You must hand in your report the day after tomorrow．

現(xiàn)在

完成

時 在時間或條件狀語從句中

表達將來完成

He will return the book as soon as he has finished reading it．

現(xiàn)在

進行

時

表示“來往”的動詞等 表達現(xiàn)在的安排或計劃未來要做的事 We are leaving here tomorrow．

Are you staying here till next week?

2．區(qū)別時態(tài)和虛擬語氣。

有時，虛擬語氣采用了和時態(tài)相同的表達方式，但表達的時間和含義都不一樣。例如：

If it had not rained so hard yesterday，we would have played tennis．

該句中的had rained形式上是過去完成時，但表達的時間不是過去時間之前的行為，而是過去時間的行為。該句表達一個與事實相反的假設(shè)。

3．下面的時態(tài)容易混淆。

1)一般過去時與現(xiàn)在完成時

He bought a house ten years ago．

該句只告訴我們，他十年前買了棟房子，現(xiàn)在是否還擁有那棟房子就說不定了。

He has bought a house．

該句告訴我們，他已經(jīng)買了棟房子，而且現(xiàn)在仍然擁有那棟房子。

2)表達將來時間的時態(tài)

He leaves tomorrow．

該句表達客觀安排。

He will leave tomorrow．

該句表達將來時間一定發(fā)生的事。

He is leaving tomorrow．=He will be leaving tomorrow．

該句表達主語的主觀安排。

注：表示不確定的將來，常用將來進行時。例如：

1 will be meeting my uncle(some day)next month．

3)現(xiàn)在完成時與現(xiàn)在完成進行時

I have waited for two hours．

該句著重時間。

I have been waiting for two hours．

該句著重動作的持續(xù)性。

(九)綜合技能(Integrating skills)

該部分的“閱讀”可以和閱讀課文一起教，因為，這兩部分講的是一個故事。

“寫作”部分教學注意以下幾個方面：

1．討論：What is a summary?

It is a fairly brief restatement - IN YOUR OWN WORDS - of the contents of a text．

2．介紹寫好“摘要”步驟。

1)通讀全文，摘錄以下信息：

故事背景(Setting)

故事人物(Character)

故事情節(jié)(Plot)

2)寫草稿。第一句話可以包含作者、題目、故事梗概等；最后可以發(fā)表一點評論。

3)修改。看內(nèi)容是否忠實于原文，語法和拼寫是否正確。

4)潤色。看語言是否地道，上下文是否流暢。必要時添加適當?shù)倪^渡詞語。