Unit3 Short Stories

unit3 short stories一、单元分析（unit analysis）（一）单元地位（unit position）1. 本单元围绕“文学”这一主题，是高二年级第二学unit 7 “enjoying the classics”的延续，使名著更进一步走近中学生的视野。教师在详解课文之余可通过著名作家生平简介，小说语言风格特点赏析和读者个人体会等多种形式引导学生在阅读过程中领略经典文学作品的魅力。2. 围绕本课主题“短篇小说”，学生学习怎样着手阅读小说，能根据问题提示搜寻相关信息，抓住人物性格特点，概括小说主题，复述小说主要情节，并在此基础上，从主人公，旁白，作者和其他角色的角度来叙述故事。3. 本课语法点继续module one的虚拟语气学习，主要是虚拟语气中should+动词原形的用法，具体要求掌握重要动词suggest, insist, demand, etc. 的虚拟用法。4. 教师可围绕“短篇小说”这一主题，设计活动让学生进行小组讨论，如：以“my favorite short stories”为题。并要求学生在讨论过程中练习使用礼貌打断别人说话的用语。（二）单元目标（unit target）1. 能让学生欣赏以简写的或原版的形式出现的英语简单故事。 2. 进一步学习虚拟语气语法现象，掌握重要动词suggest, insist, demand, etc.等的虚拟用法。3. 能区分suggest, insist不同含义下的用法。4. 能从小说三要素的角度赏析英文原版或简写版短篇小说，并能运用不同人称转述，复述主要故事情节。（三）单元重点（unit points）1 关键词： 语言知识类catch sight of; keep body and soul together; beyond one’s means; follow one’s example; serve sb. right; compare with; touch upon. 交际功能类1）人物性格，气（请记得收藏本站-一路高升范文网，以获取更多新鲜内容）质，神态：talkative, generous, mean, absent-minded; blush2）重要动词：flatter; reassure; fancy; assure2 功能：1)interrupting others politely in a conversation(参考textbook p.5 useful language)  excuse me. i am sorry, but i… just wait a minute. hang on, please. i hate to interrupt, but i have to tell you now… excuse me for my interruption. sorry to interrupt, but did i hear you say…? speaking of dramas, have you seen tea house by lao she? 2） writing a narrative paragraph  narrate or tell fictional or non-fictional experiences from either a first-person or third-person perspective. setting, characters, plot, climax, theme 3 语法点：本课出现了宾语从句中的虚拟语气should+动词原形的用法。主要是动词suggest, insist, demand的虚拟用法，应作为本课的教学重点。二、教学设计（teaching designs）教学内容教学实施建议教学资源参考共4页，当前第1页1234

Unit3 Short Stories

1 reading 本单元的主题是“短篇小说”，这是学生感兴趣，且有话可讲的话题。学生对名著和名家会有许多感受和看法，很多学生都有自己喜爱的作家。这些对进行本单元的教学是一个丰富的资源。课前教师可对学生偏爱的短篇小说类型有所了解，并和学生一起收集并展示一些耳熟能详的名家名作的有关影像材料。lead-in1) 课前让学生以个人或小组形式上网搜寻著名小说家（如莫泊桑，欧亨利，马克吐温）生平及其代表作，并根据个人喜好选择一本阅读，作为下一单元的铺垫。2) 为了激发学生对文学作品的学习热情，导入部分可以与听力部分相结合。课前教师列出textbook中本单元所涉及到的短篇小说，组织学生分组去搜寻有关背景资料。3) 上课时教师可通过match-work的方式让学生配对他们已了解过的作家与作品名，教师再引出学生不熟悉的毛姆，简要简介毛姆生平（提前做好ppt）pre-reading:展示课本p38页的四幅漫画，以brain-storm形式让学生根据漫画想象合乎逻辑的故事情节，评选出优秀故事情节设计。然后听录音或通读全文，让学生在比较中大致了解毛姆的情节设计。与此同时完成a。while-reading:1) 教师提前将主要情节写在若干张卡片上，让学生阅读课文后进行排序。2) 教师将排序后的卡片列出，鼓励学生在卡片提示下脱离课本复述故事。post-reading:1) 将上一环节中的卡片抽掉若干张，让学生回忆缺失的情节。2) 在回顾全文情节的基础上完成b2练习.3) 详解完课文后可设计让学生自由组合，根据课文role-play.4) 描述小说中的人物。further thinking 部分d1可作为free-writing让学生练笔。d2可将学生分为正反两方进行辩论。（此环节适用于中等偏上层次的学生，培养口语表达能力和文学作品鉴赏能力） [链接1] 描述的操作建议。

课本第1页——highlights 部分。2.listening 建议先和学生一起将过渡词划出，大致了解情节发展，这样学生听时会有目的性。看句子时提醒学生注意空格处所要填写的词性。由于背景知识已在导入中涉及，此部分听力内容对学生来说并不陌生。无须重复播放多次。让学生读句子，强调填入的单词。[链接2] 听力的选材课文第47-48页——listening practice补充听力——selected stories2 speaking 以“the luncheon”为主题设计口语活动。活动一：教师和学生一起看提示性问题，并让学生根据问题在原文中找出相关语句。活动二：两人一组，以记者采访的形势了解同桌对短篇小说的见解，要求在采访中操练课本上的对话。活动三：gap filling: 根据采访内容，填写同桌对短篇小说的喜好。

[链接3] 采访任务的一些具体教学建议。课文第48页——speaking practice3 writing 由于高中语文中已涉及小说阅读，所以小说六要素对高中生来说并不陌生。教师可启发学生按照小说六要素来解读课文，然后引出记叙文写作中各要素的主次和安排。课文第53页——writing部分4 structure 在suggest， insist，order， demand， require 等动词后的宾语从句中，一般用虚拟语气。动词形式为： should + 动词原形（should）常可省略。共4页，当前第2页1234

Unit3 Short Stories

[链接4] 宾语从句的虚拟语气操练的教学建议。课文第46-47页——structure 部分5 additional reading 本部分可以对其内容进行拓展，建议放在最后一课时。本文出现的重要词汇与词组：compare with， touch upon， from different matters，make contribution to ， be related to，针对“great book”这一话题，可在学生中开展讨论：怎样选择好书？好书的考虑因素有哪些；我该选择何种书？[链接5] 话题讨论的教学建议课文第54页——additional reading[链接1]说明：将学生分成四人一组，要求他们尽量用课文里的词汇在组内用英语口头描述故事中的两个主要人物。在描述的过程中，要求学生的描述应该包括以下几个方面：she-----the ladyappearance ---------what did she look like ?language-----what did she say repeatedly ?behaviour----what did she actually do ?food -----list the things that she ate and drank i-----the writer money-----what do you know about the writer’s financial state?behaviour ---what did he try to appear?attitude ---how did he respond to the lady’s greediness?food---what did he order for himself? [链接2]listeningone day a man who had never done anything wrong noticed that a tree was growindowsg out of his head. this was not painful to the man, but made him feel awkward when other people were around. he asked his wife to chop down the tree, but she was afraid that he might bleed to death if she did. so instead he went to see a woman who could use charms to solve difficult problems. she lived in a hut some distance away and so the man had to bear the stares of all the people as he walked to her place.the charm woman said he must have done something bad to have this happen, but the man insisted that he had always behaved well. in that case, said the woman, he must be planning to do something bad. she took a special herb out of her bag and said he must eat it every day for a week. he must also pay her two cows, for the herb was expensive, and it was not easy to stop trees growindowsg out of people’s heads. the man promised to do that.

[链接3]说明：采访是一个让学生接触社会，搜集所需信息的一种与人沟通的技巧。该活动是一个能体现语言社会交际功能的活动，是贴近学生生活、真实的任务。通过采访家人、熟人这一环节，了解小说所涉及的诸多因素。在小组交流过程中，信息交流也为学生提供了一个语言学习、语言锻炼的机会。a: the requirements of the interview1) the interview covers: how many elements are there in the plot of a story？2) preparing for a brief account of the interview3) exchanging the result of the interview among groups4) one representative of each group is to be selected to give a presentation in the class共4页，当前第3页1234

Unit3 Short Stories

b：老师简介小说中的一些要素。reading1. the plot of a story is made up of three main stages: the beginning, the middle and the ending.2. the plot of a story consists of seven elements, which are setting, characters, conflict, events, actions, climax and ending.3. the setting, the important characters and the conflict.4. the conflict is the problem around which all the actions and events of the story take place.5. the conflict is settled or solved in the context of actions or events which are presented mainly in the middle of a story.6. some important change finally leads to a real solution of the problem.7. the solution is usually given at the end of a story. in other words, the climax is the change, the turning point, and the solution is the result of the change or the effect of the turning point.8. there are three types of endings introduced: a happy ending, a sad ending and no ending.c.同时扩充学生对文学中不同题材的一些术语。word banktitle page 封面date of publication 出版日期index 索引table of contents 目录bibliography of reference 参考书目publisher 出版商preface 序言appendix 附录back cover 封底fiction 小说novel 长篇小说blurb 内容简介non-fiction （记实性的）散文文学short story 短篇小说 [链接4]说明：语法的学习除了教师的精讲之外，离不开学生的实际语言练习与运用。创设不同的活动让学生积极参与，使语法学习不再被动接受、死记硬背。 让学生两人一组，以brainstorming的办法列出后可跟虚拟语气should+动词原形的常用动词：如：insist， order， require， suggest， ask， demand, recommend，require， request, urge，propose， advise，等。 每一对学生用其中的任何动词，编一段情景对话，要求能够恰当地使用虚拟语气，同另外一对学生做交流。 最后教师在请几对学生向全班做对话表演，其他学生做评论。[链接5]说明：这个话题值得学生们思考与讨论，是个人与书的价值观的体现。在了解了各行业职业特点与个人性格特征、兴趣爱好的前提下，探讨“怎样选择一本好书”对学生的人生具有一定的指导意义。1. discussion on the followindowsg issueswhat do you think of the most important factors in choosing a book?personal interest, price，quality， content，colour ， ask the students to recommend a book which you like best and explain why

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