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2019-2020年高三英語(yǔ) Unit10 American literature教案 大綱人教版 Ｉ． 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲Talk about American literature ▲Practise predicting and describing what a story might be about ▲Review all the verb tenses ▲Write a book review II． 目標(biāo)語(yǔ)言 功 能 句 式 Predict and describe what a novel with a certain theme might be about. What would be an interesting story? What would be an exciting plot? What characters would likely appear in it? What would the characters be like? Where and when would the story take place? Would you like to read a short story or a novel? Do you want to read for pleasure or for school? 詞 匯 1. 四會(huì)詞匯 garbage, maid, prince, oute, penny, grocery, bakery, weep, furnish, shabby, mailbox, bell, rag, rare, garment, worn, carpet, barbershop, haircut, anecdote, booklet, mutton, stove, baggage, pale, prayer, approve, anyhow, shave, b, tortoise, flash, simplify 2. 認(rèn)讀詞匯 Dudley Randall, Della, Dillingham, backyard, cascade, Sofronie, curl, Coney Island, William Sydney Porter, Broadway, tortoiseshell, jewel, reaction 3. 詞組 attend to, take pride in, do up, let down, fix sth on / upon sb, at length 4．重點(diǎn)詞匯 weep, furnish, shabby, anecdote, baggage, pale, approve, anyhow, shave, flash, simplify 語(yǔ)法 Review all the verb tenses. 重 點(diǎn) 句 子 1. Expenses had been greater than she had calculated. P84 2. She hesitated for a minute and stood still while a tear or two fell on the worn red carpet. P85 3. There was no other like it in any of the stores, and she had turned all of them inside out. P85 4. It was worthy of the Watch. P85 5. It’ll grow again—you won’t mind, will you? P88 6. I’m me without my hair, aren’t I? P88 III． 教材分析與教材重組 1. 教材分析 本單元以American literature為話題,通過(guò)詩(shī)歌欣賞，判斷文學(xué)作品主題和閱讀文學(xué)名著等學(xué)習(xí)方式，使學(xué)生對(duì)美國(guó)文學(xué)的特點(diǎn)以及發(fā)展歷史和現(xiàn)狀有一定的認(rèn)識(shí)和了解，并能用已有的關(guān)于美國(guó)的歷史、政治、文化等方面的知識(shí)判斷和描述一部文學(xué)作品的主題、內(nèi)容梗概和寫作方法；能夠運(yùn)用所學(xué)的語(yǔ)言知識(shí)和技能聽懂以對(duì)話形式對(duì)文學(xué)俱樂部舉行的某些活動(dòng)的評(píng)論，如成功和失敗之處、優(yōu)點(diǎn)和缺點(diǎn)所在等；并能用英語(yǔ)談?wù)撁绹?guó)文學(xué)作品，包括判斷主題、分析寫作特點(diǎn)、討論作品主人公的個(gè)性、總結(jié)中心思想等，并對(duì)作品加以評(píng)論。 1.1 WARMING UP 用一首小詩(shī)激發(fā)學(xué)生對(duì)美國(guó)文學(xué)進(jìn)一步了解的興趣，并使學(xué)生對(duì)美國(guó)黑人的詩(shī)歌有一個(gè)初步認(rèn)識(shí)。它既呈現(xiàn)了本單元的中心話題—American literature，又以回答問題的形式幫助學(xué)生以這首小詩(shī)為線索去探究美國(guó)文學(xué)的特點(diǎn)，為以后關(guān)于“American literature”的進(jìn)一步聽、說(shuō)、讀、寫的學(xué)習(xí)打下基礎(chǔ)。 1.2 LISTENING 包括兩個(gè)部分。第一部分中要求學(xué)生在“聽”之前談?wù)撘幌伦约涸谟⒄Z(yǔ)角或英語(yǔ)俱樂部所參加過(guò)的活動(dòng)以及他們的感受和經(jīng)歷；或者聽說(shuō)過(guò)的、更有趣的英語(yǔ)活動(dòng)和學(xué)習(xí)途徑，為下一步的“聽”作充分的準(zhǔn)備。第二部分是一篇對(duì)話，Ben, Ann and Lily正在為俱樂部組織一次英語(yǔ)活動(dòng)。該部分設(shè)置的問題是：分析本次活動(dòng)成功的原因和一次英語(yǔ)角活動(dòng)不成功的原因，有一定難度。通過(guò)這項(xiàng)任務(wù)的完成，培養(yǎng)學(xué)生抓住聽力材料中的要點(diǎn)信息、同時(shí)加以分析和總結(jié)的能力。 1.3 SPEAKING 是一項(xiàng)對(duì)話練習(xí)，內(nèi)容是根據(jù)所給出的四幅圖片，運(yùn)用已有的關(guān)于美國(guó)的歷史知識(shí)去判斷每幅圖片有可能表達(dá)的一部文學(xué)作品的主題是什么。這項(xiàng)設(shè)計(jì)的特點(diǎn)是：①讓學(xué)生使用有關(guān)談?wù)撐膶W(xué)作品的特點(diǎn)、人物以及故事發(fā)生的時(shí)間、地點(diǎn)等方面的語(yǔ)言交流自己對(duì)某些文學(xué)作品看法和觀點(diǎn)；②豐富學(xué)生談?wù)撐膶W(xué)作品的語(yǔ)言，包括詞匯和句型等；③激發(fā)學(xué)生對(duì)美國(guó)文學(xué)的興趣，并加深對(duì)美國(guó)文學(xué)的了解，為今后喜愛閱讀更多的美國(guó)文學(xué)作品的原著打下初步的基礎(chǔ)。 1.4 PRE-READING是READING的熱身活動(dòng)。設(shè)計(jì)了兩個(gè)任務(wù)供學(xué)生實(shí)踐和完成。第一項(xiàng)任務(wù)是：通過(guò)略讀的方法快速獲取信息并推斷故事情節(jié)的進(jìn)一步發(fā)展。第二項(xiàng)任務(wù)是：用瀏覽的方式在課文中快速找出特定的信息用以回答問題。 1.5 READING 是一部短篇小說(shuō)，節(jié)選自美國(guó)著名短篇小說(shuō)家歐亨利的著名短篇小說(shuō)《麥琪的禮物》。文章講述了一對(duì)窮困的年輕夫婦為互贈(zèng)圣誕禮物而忍痛賣掉引以自豪的長(zhǎng)發(fā)和懷表，卻換來(lái)了不再起作用的發(fā)梳和表鏈的故事，反映了美國(guó)下層人民生活的艱難和辛酸，贊美了主人公善良的心地和相濡以沫的愛情。文章情節(jié)生動(dòng)，構(gòu)思巧妙，文筆簡(jiǎn)短而精練，結(jié)局出人意料。 1.6 POST-READING 部分設(shè)計(jì)了三類任務(wù)，其中第一類是針對(duì)文章的理解，評(píng)價(jià)學(xué)生對(duì)文章理解的程度 (Exx.1—4) ；第二類是要求學(xué)生以根據(jù)課文做出的正誤判斷題為線索寫一篇描述德拉的短文 (Ex.5) ；第三類任務(wù)要求學(xué)生根據(jù)已知的故事情節(jié)推斷小說(shuō)后半部分的故事情節(jié)將會(huì)怎樣發(fā)展 (Ex.6) 。后兩項(xiàng)任務(wù)具有很大的靈活性和挑戰(zhàn)性。 1.7 LANGUAGE STUDY 分為詞匯和語(yǔ)法兩項(xiàng)。詞匯部分幫助學(xué)生學(xué)習(xí)用適合的形式和意義使用詞匯和短語(yǔ)，旨在培養(yǎng)學(xué)生運(yùn)用英語(yǔ)詞匯和短語(yǔ)的能力。語(yǔ)法項(xiàng)目是復(fù)習(xí)動(dòng)詞的各種時(shí)態(tài)。 1.8 INTEGRATING SKILLS 包括讀和寫兩部分。該部分是READING的續(xù)篇。在這部分中，小說(shuō)的故事情節(jié)有了戲劇性的發(fā)展和出乎意料、卻又在情理之中的結(jié)局。該部分的教學(xué)重點(diǎn)是分析文章的寫作特點(diǎn)和表現(xiàn)手法并啟發(fā)學(xué)生細(xì)心體會(huì)作者是如何以文學(xué)作品為載體去表達(dá)一個(gè)深刻的思想內(nèi)涵的。寫作部分的任務(wù)有兩項(xiàng)：一是根據(jù)所給出的四幅圖片描寫本篇小說(shuō)的故事情節(jié)；二是寫一篇這部小說(shuō)的摘要并對(duì)此加以評(píng)論以提高學(xué)生的寫作能力。 2. 教材重組 2.1 從話題內(nèi)容上分析，WARMING UP 和SPEAKING 以及Workbook中的TALKING比較一致; 將這三部分整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語(yǔ)課” 從教材份量來(lái)說(shuō)也比較適當(dāng)。 2.2 無(wú)論從話題內(nèi)容上分析，還是從訓(xùn)練目的上分析，LISTENING與Workbook中的LISTENING都相一致；因此，可將兩個(gè)LISTENING整合在一起，設(shè)計(jì)成一節(jié) “聽力課”。 2.3 將PRE-READING, READING和POST-READING三個(gè)活動(dòng)整合在一起設(shè)計(jì)成一節(jié)“閱讀課（一）”。 2.4 根據(jù)本單元的特點(diǎn)（INTEGRATING SKILLS 中的READING是READING的續(xù)篇），將 INTEGRATING SKILLS 中的READING和WRITING整合成“閱讀課（二）”緊接第三課時(shí)。 2.5 將 LANGUAGE STUDY 與Workbook中的PRACTISING部分整合在一起，組成一節(jié)“語(yǔ)法課”。 2.6 將 Workbook 中INTEGRATING SKILLS 的READING（泛讀）“以及WRITING整合成一節(jié)“泛讀與寫作課”。 3. 課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用6課時(shí)教完。） 1st Period Speaking 2nd Period Listening 3rd Period Reading 4th Period Extensive reading 5th Period Language study 6th Period Extensive Reading && Writing Ⅳ. 分課時(shí)教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) theme, American literature, native Americans, slavery, the Civil War, as a guide for, oute b. 交際用語(yǔ) What would be an interesting story? What would be an exciting plot? What characters would appear in it? What would the characters be like? Where would the story take place? When would the story take place? Would you like to read a short story or a novel? Do you want to read for pleasure or for school? 2. Ability goals能力目標(biāo) Enable the students to talk about the themes of American literature, tell what type of stories they like to read and discuss why some books written by American writers are popular but some are not so popular. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to predict the themes of novels according to given information. Teaching important points教學(xué)重點(diǎn) Let the Ss learn to describe and predict different themes of American literature and what type of stories they would like to read. Teaching difficult points 教學(xué)難點(diǎn) How to express their ideas about different themes of American literature in the proper way such as an exciting plot, characters, when and where the story taking place and so on. Teaching methods教學(xué)方法 1. Talking method; 2. Pair work or group work to have a discussion. Teaching aids教具準(zhǔn)備 A puter and a projector. Teaching procedures & ways教學(xué)過(guò)程與方式 Step I Revision T: Good morning/afternoon, boys and girls! Ss: Good morning/afternoon, Sir/ Madam! T: Do you like reading? Ss: Yes. We all like reading! T: I don’t think so. Whenever I see you, you are talking about sports, music, food, clothes, pictures, stars and so on, but seldom are you talking about reading. Sa: You are partly right, Sir/Madam. We seldom talk about reading just because we have different interests in different kinds of literature works and different themes. Sb: Also because we have to read so much for school everyday and have so little time to read what we like for pleasure. T: Oh, I’m sorry for what I said just mow. That is to say, you did your homework very well yesterday? Ss: Certainly! T: And you have got as much knowledge about American literature as you can? Ss: Yes! T: Great! Let’s have a petition between boys and girls. Those who like to join in the petition stand in lines, boys stand on the left, girls right. Our petition will go on like this: Each of the group numbers will write out one work with its writer’s name on the blackboard, do that in turn in each of your groups as quickly as you can. You can write different works by the same writer, but can’t write the same work. OK? Another thing: If you both get the same number of the works, the group with more different writers will be the winner. We’ll finish it within three minutes. Are you ready? One, two, three, go! A few minutes later, check the work together and congratulate on the winning group. Then hand out the prizes prepared for the winners to encourage them. Possible result (B): black writer Boy Group The Adventure of Tom Sawyer ——Mark Twain The Beast in the Jungle ——Henry James Main Street ——Sinclair Lewis Native Son ——Richard Wright (B) The Scarlet Letter ——Nathaniel Hawthorne The Old Man and the Sea ——Ernest Hemingway The Call of the Wild ——Jack London Martin Eden ——Jack London Girl Group Adventures of Huckleberry Finn ——Mark Twain The Cantos ——Ezra Pound The Grape of Wrath ——John Steinbeck Invisible Man ——Ralph Ellison (B) A Farewell to Arms ——Ernest Hemingway The Gift of the Magi ——O. Henry The Last Leaf ——O. Henry ... The boy group wins the petition with seven different works and writers. Step II Warming up Talk about some famous American writers and their famous works appearing on the screen. T: You did a great and exciting job just now. Well, let’s look at some pictures. Do you know something about them? If you know, please tell us as much as you can. Show some pictures about some famous American writers such as Mark Twain, Ernest Hemingway, O. Henry, Nathaniel Hawthorne, and so on. At the same time, ask the Ss to try to talk about the pictures in order that the Ss can draw as much information about American literature as possible. Show the picture of Nathaniel Hawthorne and his famous work The Scarlet Letter on the screen. T: Who’s he? And have you read the novel? Sa: He is Nathaniel Hawthorne. I know a little about him. Hawthorne is a novelist and short story writer and The Scarlet Letter is one of his most successful works. But I haven’t read the novel. T: Good. Do you know some other best-known works written by Hawthorne？ Sb: Let me try. The House of the Seven Gables, Twice Told Tales and The Artist of the Beautiful. T: Very good! Let’s see something about him. Show the brief introduction on the screen and ask someone to read it aloud. Nathaniel Hawthorne Born in Salem, Massachusetts. Novelist and short story writer, a central figure in the American Renaissance. Nathaniel Hawthorne’s best-known works include The Scarlet Letter (1850) and The House of the Seven Gables (1851). T: We have learned something about Nathaniel Hawthorne. Now look at this! Have you read the story? And do you know something about its writer? Show the pictures of Harriet Beecher Stowe and her famous work Uncle Tom’s cabin on the screen. Sc: Yes! Many of us have read the story. It is an antislavery novel written in 1852 by Harriet Beecher Stowe. The story was about a faithful black slave was killed by a cruel white enslaver and made people know how cruel the slavery was. It aroused the people’s sympathies. T: Great! Now, let’s learn something more about Harriet Beecher Stowe. Show the brief introduction on the screen and ask someone to read it aloud. Harriet Beecher Stowe Born in the USA. in 1811. Her book Uncle Tom’s cabin not only made her famous but also shook the world and was helpful in causing the American Civil War. There was time when every English-speaking person had read the novel that did so much to stop slavery. President Lincoln greeted her as the “l(fā)ittle woman who wrote the book that made this Great War.” T: Have you read these poems? Show the poetry anthology on the screen. Ss: No. Heard about it but haven’t read it. / Yes. The poems in the anthology are wonderful... T: Yes. That is a wonderful poetry anthology written by a great poet Walt Whitman. In 1855 Whitman published a volume of 12 poems at his own expense, Leaves of Grass, which he had begun working on probably as early as 1847. It was criticized because of its innovation in verse form, that is, the use of free verse in long rhythmical lines with a natural, “organic” structure. While introducing the writer and his poems, show the portrait of Walt Whitman and the book and the log cabin where the work was born on the screen. T: Now let’s appreciate the verses from one of his poems. Show the verses on the screen. O Captain! my Captain! our fearful trip is done; The ship has weather’d every rack, the prize we sought is won. ——O Captain! My Captain! Walt Whitman T: Can you taste the deep meaning? Ss: Sorry ... T: Here Walt Whitman pares America to the ship, Lincoln to the captain. The ship “has weather’d every rack”, while their great captain lay down forever. Ss: ... (The Ss will feel very sorry when hearing this.) T: Yes. That is what good literature works bring us. Look, You must have read this book. Show the book The Adventure of Tom Sawyer on the screen. Ss: Yes! Almost everyone has read the book. That’s very interesting and exciting and meaningful! T: Who wrote it? Ss: Mark Twain!! Show the picture of Mark Twain. T: Mark Twain is his pen name. Do you know his real name? Ss: Samuel Langhorne Clemens. T: That’s right. Can you count more of his works? Sd: Certainly! Besides The Adventure of Tom Sawyer, he wrote many interesting and humorous stories such as Adventures of Huckleberry Finn, The Mysterious Stranger, Life on the Mississippi, The Gilded Age and son on. Se: Along with essays, critical works, and more. T: Very good! Here on the screen are some more information about Mark Twain. Please go through it by yourselves. About Mark Twain: Mark Twain, pen name of Samuel Langhorne Clemens, was a great literary giant of America, who was considered “the true father of our national literature”. The typical theme in Clemens’ writing was the narration of a story by a young or native person. When he wrote about youth, the youth was usually wise beyond his years but remained an idealism which Clements pared with the insincerity and cruelty of the adult world. T: Till now, we’ve learned about many famous writers of America and their works, but have you read this work? Pointing to the poem on Page 82. Ss: No, we haven’t. T: Now please read it carefully twice or three times, then go though the questions given below and have a discussion in groups of four. A few minutes later, I’ll check your jobs. If there is enough time or the students have enough knowledge about the American literature and writers, the teacher can have the Ss talk more about them. A few minutes later. T: Are you ready? Ss: Yes! T: Everyone knows that the text you’ve just read is a poem, yes? Ss: Yes! That’s very clear. T: Can you guess who wrote the poem? I mean, was it written by a white poet or a black one? Sf: I think it was written by a black poet. T: But why do you think so? Sg: Because it’s talking about lowest working people all the way and gives them and their work high glory and shows the respect to their ancestors. Sh: I think so. Although “the black” isn’t mentioned a single time in the poem, still I can feel it was written by a black poet through the sensibilities and the languages. It describes the hard work of their ancestors as well as their poor living conditions. Who once lived a miserable life like pigs? Slaves! Who once were forced to be slaves? Black people! Si: Yes. And who made the black people, born free ones, slaves? The early white settlers in America! So I can judge it must be American literature, and couldn’t be written by any poet from another country. Also I can read out the black people’s aspiration for freedom and equality. T: Good! Wonderful deducing! And what deep thought can we get from the poem? Sj: I think the poem is about accusing of slavery and the unfairness of the society. It shows us a spirit of freedom and tells us that people are born to be equal and nobody is nobler or lower. T: Very good answers, and you all have deep thinking about the purpose of the writer. Sk: Just now Si said it must be American literature, I agree with it. From the history and the substance of the poem we can know this. America used to be a colony of England. Slavery existed in America for a long time. Slaves were treated cruelly as draught animals. As America had not a period of feudal, Americans didn’t believe in Kings and Queens. After the Independent War and the Civil War, America marched on to freedom. At that time, slavery had been abolished but the thinking of slavery and racial discrimination still rooted in the minds of Americans. The writer wanted to break the wall between people, call for equality and black people’s self-respect and confidence. So he wrote this poem. T: Great! You’ve analyzed the history origin and made the answer reasonable. And then, who can tell us something about the writer, whose name was marked below the poem? Sl: I know something about him. Dudley Randall was born in Washington, D.C. in 1914. He worked during the Depression in the foundry of the Ford Motor pany in Dearborn, Michigan, and then as a carrier and clerk for the U.S. Post Office in Detroit. He served in the U.S. Army Signal Corps, and graduated from Wayne State University and the University of Michigan. Sm: He was a librarian at several universities, and founded the Broadside Press in 1965 “so black people could speak to and for their people”. T: Very good. And what about his idea to the black poets? Sn: Randall told Negro Digest, “Precision and accuracy are necessary for both white and black writers ...‘A black aesthetic’ should not be an excuse for sloppy writing.” He urged African American writers to reject what was false in “white” poetry, but not to forsake universal concerns in favor of a racial agenda. T: Wonderful and clear! Who can tell something about his achievements? So: Let me try. His works include On Getting a Natural and A Litany of Friends; New and Selected Poems. He edited The Black Poets, an extensive anthology of poetry, from slave songs to the present. T: Excellent jobs you’ve done! Show the pictures of Dudley Randall and one of his works. T: When looking back the history and life in the United States, what special themes and what sort of stories would you expect for American literature? I want to know your ideas. Sp: I want to report my idea. America used to be a colony of England and slavery existed for a long time. Freedom came true after the Independent War and the Civil War. There were a lot of stories about love and courage in wars. So the fights about American especially black people who fought for freedom and equal rights must be very exciting. Sq: I’ve read the story Adventures of Huckleberry Finn written by Mark Twain, which is about a white boy and a black slave running away from their terrible places together to have their adventure travel. The story is very interesting and exciting. Sr: I expect for themes about wars. The furious war can show us the strong force to the slavery and bring us courage and power. Certainly, this theme can make us feel excited and thrilling. St: The themes about the mon people’s life of America will be attractions, from which we can know more about the real life of people in lower class. This kind of themes is often realistic and moving with kind and hard-working characters in them. We can learn more from them and get edification in heart. T: Good! And you have so much wonderful thought that I almost want to read all of the themes of the American literature works. How could I do and which one should I choose? The Ss will have a variety of ideas about the themes of American literature. Deal with the situation about their discussion and let them report freely depending on time and the case. Collect the ideas about their interesting themes by making a form for the students to fill in. Possible list Themes Works Writer Antislavery and Civil War Uncle Tom’s cabin The Slave Harriet Beecher Stowe Richard Hildreth Native American The Adventure of Tom Sawyer Life on the Mississippi Mark Twain Western Pioneers Shane Jack Schaefer Neuter Leaves of Grass Walt Whitman mon life The Gift of the Magi O. Henry … … … Step III Speaking T: From what you did just now, I believe you’ve known much about the American literature. You know the major themes in the literature of a country reflect important events or periods in the history of the country. There are four pictures here about American literature. Look at them and use your history knowledge about the USA. Work in pairs and discuss what kind of stories you’d like to read, using the useful expressions on Page 84. A few minutes 1ater, I’ll ask some of you to present your ideas in the form of dialogues to the class. OK? Ss: Yes! The students start to have a discussion in pairs, while the teacher goes among them to see if they have any questions and directs the students’ activities. A few minutes later. T: Are you ready? Ss: Yes. T: Who wants to be volunteer? Ss: (The first pair) Let us have a try. Possible Dialogues Picture 1 A: Do you know who was the native of America before European came? B: I think, it’s Indian, American Indian. There are a lot