Book2Unit4ExploringliteratureReading1Thewonderofliterature教學目標Bytheendofthissection,studentswillbeableto:1.findthethreequalitiesofgoodliteraturebyskimmingthetext;2.identifythefunctionoftherhetoricaldeviceofanalogy;3.appreciatebeautifulsentencesfromliteraryworks;4.giveanexampletosupportanidea;5.judgeaclassicworkofliteratureaccordingtothethreequalitiesofgoodliterature.教學重難點1.Tounderstandthethreequalitiesofgoodliterature;2.Tojudgetheirfavouritebookaccordingtothethreequalities;3.Toidentifytherhetoricaldeviceofanalogy.教學過程步驟教學活動設計意圖互動時間&模式Pre-readingStep1TheteacherpresentsareadinglistofGradeTenstudentsinAmerica.Theteacherasksstudentstwoquestions.Howmanyofthesebookshaveyoueverread?Whatbenefitsdoyougetfromreadingthem?通過讓學生分享閱讀體驗，引出本課主題，為本節課的教學做鋪墊。2’ClassWorkIndividualWorkStep2Theteacherintroducesthetexttothestudents.ThetextwaswrittenbyafamouswriterWilliamJ.Long,whosetitleisThewonderofliterature.Theteacherasksstudentswhatthewonderofliteratureis.通過閱讀標題并自由討論，激活學生關于文學作品的原有知識。1’IndividualWorkWhilereadingStep3Studentsskimthearticleandtrytoidentifythestructureofthetext.利用信息結構圖，引導學生通過合作，完成對信息的獲取與梳理、概括與整合，搭建新的知識結構。5’GroupWorkStep41.TheteacherhasstudentsreadParagraph1carefullyandtellthefunctionoftheshellwiththehelpofthefollowingmindmap.2.TheteacherasksstudentstoanalyzethefunctionofParagraph1andthestoryinit.WhatisthefunctionofParagraph1?Howisthestoryofthemanandthechildrelatedtothetopicofliterature?3.TheteacherasksstudentstoreadParagraph2carefullyandfindthesentencethatlinksthisparagraphwiththepreviousone.Somesuchexperienceasthisliesinstoreforuswhenwebeginthestudyofliterature.Studentsdiscusswhat“suchexperience”and“this”refertorespectively.Theteacherintroducestherhetoricaldevice“analogy”tothestudents.Theteacherpresentsthefollowingthinkingmapsothatstudentscanhaveabetterunderstandingofanalogy.4.TheteacherasksstudentstoreadParagraph3carefullyanddiscussthemeaningofthefirstqualityofliterature.Whattruthandbeautyarerevealed?Whocanrevealthem?Theteacherpointsouttheuseofanalogyinthiscaseandusesthefollowingthinkingmapsothatstudentscanhaveabetterunderstandingofthefirstquality.5.Theteacherasksstudentstoappreciatealinefromapoem“Yesterday’sflowersamI”?Theteacherpresentsanotherline“Autumnisasecondspringwheneveryleafisaflower”byAlbertCamus.Studentshaveadiscussionaboutwhattruthandbeautyarerevealedinthem.6.StudentsreadParagraph4indetailandinterpretthesecondsentencebyfillingintheblanks.Literatureawakensourinner_______.Asaresult,sometimeswemayevencryorlaughwiththecharactersinthebook.Meanwhile,literatureinspiresour_______,allowingustothinkmorethanthe_______inthebook.7.StudentssharetheirknowledgeaboutDoctorFaustusandHelenwiththeirgroupmembers.Theteacherprovideshelpifnecessary.Studentsdescribetheirimaginationthatthefollowingsentencecanarouse.Wasthisthefacethatlaunchedathousandships?8.TheteacherasksstudentstoreadParagraph5andtrytotranslatethefollowingsentence.Toachievethis,itshouldcontaintwoelements:universalinterestandpersonalstyle.9.Theteacherasksstudentstopickoutonesentencetosupportthat“personalstyle”mattersinassuringthepermanenceofliteraryworks.Behindeverybookisaman,behindthemanistherace,andbehindtheracearethenaturalandsocialenvironments.Theteacherasksstudentstointerpretthissentencebygivinganexample.TheteacherprovidestheChineseclassicliteratureADreamofRedMansionsforreference.Whoisthemanbehindthebook?Whatistheracebehindtheman?Whatarethenaturalandsocialenvironments?利用圖示整合已知信息，并讓學生描述圖示內容，實現知識的內化。通過帶領學生閱讀和分析第一段，設置閱讀的懸念。通過探究第一段與第二段的聯系，訓練學生分析和推斷信息的能力。引導學生理解類比這一修辭手法，從而體會文學的價值。通過圖示讓學生重新構建知識，并用自己的語言表達，實現語言的內化。賞析文學金句，汲取文化精華，提高審美能力。通過釋義理解文學的第二個特點。鑒于該任務難度較高，教師用半開放式題型搭建腳手架。通過挖掘文章引用的典故，提升學生的文化意識。鼓勵學生展開想象，切身體會文學作品的第二個特點。教師預測universalinterest是學生理解的難點，通過問題鏈幫助其完成翻譯任務。教師貫通全文，指出作者關于文學作品體現個人風格這一觀點上使用了前后呼應的寫作方式，引導學生嘗試運用例證法解釋這一觀點，提供經典名著《紅樓夢》為參考。2’IndividualWork3’PairWork5’ClassWorkGroupWork3’IndividualWorkPairWork3’ClassWorkIndividualWork3’ClassWork4’GroupWork3’IndividualWork4’GroupWorkStep5Theteacherasksthesamequestionthatwasaskedatthebeginningoftheclass“Whatisthewonderofliterature?”Studentspresenttheirnewopinions.通過回顧，幫助學生內化所學知識，并且對這一問題有新的認識，提升思辨能力。2’IndividualWorkPost-readingStep6StudentsaredividedintogroupsoffourandtrytoappreciatetheChineseliteraryclassicADreamofRedMansionsbythethreequalities.Groupleaderswillorganizethediscussion.Theteacheroffershelpifnecessary.通過合作和探究的學習方式，綜合運用語言技能，解決陌生情境的問題，提升學