优课人教版高中英语Boonit 5 Enjoying novels reading教案+学案+课件（22张）+反思 （4份打包）
│导学案__高中英语_选修十Unit5TheriseofEnglishauthoressesinthe19thcentury.doc
│教学设计_高中英语_选修十Unit5TheriseofEnglishauthoressesinthe19thcentury.doc
│课后反思__高中英语_选修十Unit5TheriseofEnglishauthoressesinthe19thcentury.doc
└─课件设计_高宇杰_高中英语_选修十Unit5 The rise of English authoresses in the 19th century
Unit 5 课文 00_00_00-00_05_10.mp3
课件设计_高宇杰_高中英语_选修十Unit5.ppt
一分零八 00_00_00-00_01_08.wmv
永恒爱歌翻拍哥特式新版《简·爱》终极花絮版预告 00_00_10-00_00_42.wmv
　　Book X  Unit 5  Enjoy novels 课文阅读导学案
　　【Learning aims】
　　1. Can learn about the five famous authoresses in the 19th century; improve the reading ability.
　　2. Can grasp the methods of summarizing main ideas and dealing with nominative absolute construction（独立主格结构）.
　　3. Can face the difficulties and obstacles bravely and do everything in our power to overcome them.
　　【Instructions】
　　内容：20分钟自学课文The rise of English authoresses in the 19 th century，严格按照要求预习课文。
　　要求：10分钟迅速默读文章一遍, 把握文章主旨大意，获取有效信息，完成阅读理解题TaskⅠ&Ⅱ。
　　10分钟再读课文，深入透彻理解课文，并对重难点进行勾画与标注，填写我的疑问。
　　【预习案】
　　Task I: Read the passage carefully and choose the best answers:
　　1. This passage is mainly about_______.
　　A. the problems of women writers in the 19th century
　　B. how women writers of the 19th century influenced English literature
　　C. the position and achievement of English authoresses in the 19th century English literature
　　D. the introduction to the novels by English authoresses in the 19th century
　　2. Why did so many authoresses write about marriage and love according to the text?
　　A. Because there was little sex discrimination and limitation of women’s choices.
　　B. Because this was the dilemma and experience for these women writers.
　　C. Because this was a common longing for most women.
　　D. Both B and C.
　　3. “Everyone knows that a single man with a fortune must be in want of a wife (para 2). The
　　underlined word in the sentence probably means “________”.
　　A. bright future                     B. good luck     
　　C. large amount of money             D. business
　　4. Why is Charles Dickens mentioned in the last paragraph?
　　A. Because many females writers imitated his writing style.
　　B. Because the text intends to emphasize the authoresses’ contributions to the 19 th century literature by comparison.
　　C. Because he produced more works than any of the authoresses.
　　D. Because his style is similar to that of the authoresses.
　　5. In which way were George Eliot’s novels similar to those of Charles Dickens?
　　A. Both are concerned with society and its effect on the individual.
　　B. Both are from the same point of view.
　　C. Both are concerned with the equality of opportunity for women.
　　D. Both show great sympathy for women.
　　Task II: Match the titles of the famous novels to the authors or authoresses.
　　___Jane Austen 简•奥斯汀                   1. Wuthering Heights《呼啸山庄》
　　___Charlotte Bronte夏洛蒂•勃朗特            2. Gone with the wind 《飘》
　　___Emily Bronte 艾米莉•勃朗特              3. Pride and Prejudice《傲慢与偏见》
　　___Anne Bronte安妮•勃朗特                 4. Jane Eyre《简•爱》
　　___Charles Dickens 查尔斯•狄更斯            5. Silas Marner 《织工马南》
　　___ Margaret Mitchell 玛格丽特•米歇尔        6. Agnes Grey《艾格尼斯•格雷》
　　___George Eliot 乔治•艾略特                 7. David Copperfield《大卫•科波菲尔》
　　Tasnderline these phrases and sentence patterns in the passage:
　　Para 1: at a time when there was no equality…在没有平等机会的年代里
　　get through the ban  绕过这条禁令
　　Para 2: overcome obstacles to their happiness and marriage克服通向幸福和婚姻中的障碍
　　Para 3: represent the opinions of sb代表了某人的观点   man of sb取笑；调侃
　　Para 4: adopt this practice采用了这一常规             under the name of…用…的名字
　　see through the deception 看穿诡计            give approval to…同意/批准…
　　Para 5: struggle against 与…作斗争                   a great success一个巨大成功
　　Para 6: take in to live with sb 收留某人                for which 怎么来的？
　　Para 7: stand out杰出                               a literary critic  一个文学评论家
　　【My question】Write down any question during your previewing, such as how to translate or how to analyze some long sentences.
　　【课内探究案】
　　分层目标：C层完成探究一、二并掌握段落大意的总结方法；
　　B层完成探究一、二、三并掌握其方法；
　　A层在B层的基础上，结合课后注释（P96-98和P101）进行拓展。
　　【探究一】Read the whole text and give the general idea of each part.
　　Part Ⅰ( Para.1 ) _______________________________________________________________
　　Part Ⅱ( Para. 2~6) ______________________________________________________________
　　__________________________________________________________________________                               
　　Part Ⅲ (Para. 7) ________________________________________________________________
　　_________________________________________________________________________
　　★小结：段落大意总结方法                                                   。                                                                       
　　【探究二】Read the following three sentences and analyze the similarity of the
　　underlined parts.
　　Sentence1: The three Bronte sisiters adopting this practice, Mary Ann Evans did the same and wrote under the name of George Eilot.
　　Sentence2: With the 19th century being regarded as one of great women writers, there were also some excellent male authors.
　　Sentence3: These women having produced works of the hightest quality, any survey of 19th century English literature must include them.
　　1. 共同点：以上划线部分都是with 复合结构或独立主格结构。两个结构的联系是                                    。
　　2.观察以下三个例句并填空：
　　1) Weather permitting, we will go on an outing to the beach tomorrow.
　　2) The burglars caught by the police, all the villagers went back home to sleep.
　　3) His mother to come tonight, he is busy preparing the dinner.
　　结构中doing / done / to do 的区分是                                             
　　。
　　★小结：独立主格的解题方法                                               。
　　【探究三】Read the text again and answer the following questions.
　　1. Why did the three Bronte sisters publish their worsing men’s names?
　　2. What can we learn from these authoresses in the 19th century?
　　【课文复述】
　　In the 19th century, there used to be a               in society that          the writing of novels by authoresses. However, this period produced five of the most          
　　and          authoresses.
　　Jane Austen was the first of these great women writers. All her novels                 
　　the problems and              of women’s choices. After Jane Austen, authoresses found it even more hopeless to publish novels                                     . Charlotte Bronte was the most famous of the three Bronte sisters. Her novels were            for the          way they described women                   their restricted roles in society. The last          authoress of this period was George Eilot. Her novels examined the moral            people make in their lives in order to succeed.
　　课后拓展——《傲慢与偏见》经典名句
　　1. Everyone knows that a single man with a fortune must be in want of a wife.
　　众所周知，凡是有财产的单身汉必定需要一位太太。
　　2.A lady's imagination is very rapid; it jumps from admiration to love, from love to matrimony in a moment.
　　女人的思维很有跳跃性：从仰慕到爱慕，从爱慕到结婚都是一眨眼间的事。
　　3. How quick come the reasons for approving what we like!
　　想给我们的喜好找个理由时，脑袋转的是最快的。 方法导引
　　Task I:
　　速读课文，构建文章的整体框架，培养概括主旨的能力。
　　Task II:
　　细读原文，根据原文选择正确答案，培养快速寻找有效信息的能力。
　　Task Ⅲ
　　在课本上勾画出重难点，并记忆，养成随时积累的习惯。
　　探究一：
　　把握段落大意，提高总结概括的能力。
　　思考：总结段落大意的方法有哪些？
　　探究二：
　　掌握with 复合结构和独立主格结构的联系以及方法。
　　探究三：
　　深入了解女作家们当时所处的环境，学会面对困难。
　　课文复述
　　把握文章整体结构以及各个女作家的写作特点，流利复述课文。
　　课后拓展
　　体会简.奥斯汀语言的幽默和机智。
　　课 时 教 案                                       
　　课题 B10 U5 -- The rise of English authoresses in the 19th century 课型 Reading
　　教学重点 1. The nominative absolute construction
　　2. What attitude should we keep in face of obstacles and difficulties in life?
　　学习目标 知识Can learn about the five famous authoresses in the 19th century; improve the reading ability.
　　能力Can grasp the methods of summarizing main ideas and dealing with the nominative absolute construction.
　　情感Can face the difficulties and obstacles bravely and do everything in our power to overcome them.
　　板书提纲 B10U5 Reading
　　前黑板：1组、5组、6组、7组展示
　　后黑板：2组、3组、4组、8组、9组展示
　　Learning aims:
　　1. ...
　　2. ...
　　3.  ...
　　教学感悟 Ss had a good knowledge about the nominative absolute construction and actively participated in the activities. The class is full of passion. But the teacher should direct the Ss to focus more on the reading process itself rather than let Ss read it by themselves.
　　教
　　学
　　过
　　程
　　设
　　计 【Pre-class training】英语小组长
　　1. 课前督促组员把材料准备好，提醒大声疯狂朗读课文。
　　2. 1）讨论时候注意按照先分层，再组内大讨论，组内解决不了的跨
　　组讨论都可以，真正动起来。  
　　2）讨论时对于C层的关注一定要到位，让B层帮助C层理清文章脉络关系。
　　3. 1) 点评时加大对书写的点评，不好的一定说出为什么不好，培养
　　规范书写的习惯，是字母大小不均匀，还是斜度不一致，或者词距宽或窄等。
　　2）注意点评尽量英语点评，但语言要简单，保证其他学生能听懂。
　　3）点评语言言简意赅，切中要害，注意方法总结，让大家跟着你的思路一起前行，提倡幽默~~
　　【Focus for this period】
　　1. Know the five famous authoresses Jane Austen, three Bronte sisters, George Eliot and their achievement in the 19 rhe English literature.
　　2. Nominative absolute construction
　　课前培训用一张纸的形式发给高效英语科研小组
　　教 学 过 程 设 计
　　【Preparation for our class】
　　The teacher reminds Ss of  the materials’ preparation and enjoy the sentence每日赠言：No pain , no palm; no thorns , no throne ; no gall, no glory; no cross, no crown.
　　【Leading in and learning aims】
　　Leading in：Enjoy a video of Jane Eyre and be ready to know the famous English authoresses in the class.. 学案反馈：优秀个人及优秀小组；问题：独立主格的难点未掌握：探究案doing/ done/to do 在此结构中的区别不明确。
　　Explaining learning aims
　　1. Learn about the five famous authoresses in the 19th century to improve the reading ability. 2. Grasp the methods of summarizing main ideas and dealing with nominative absolute construction 3. In this class do everything in your power to overcome difficulties and obstacles.
　　目标解读时与学生形成互动，确保学生明确整堂课的目标。
　　【self- study】
　　题目 展示 题目 展示
　　我的疑问 G1   No.4 探究一1.2 G3  No.4
　　探究二 G5   No.4 探究一2.3 G4  No.4
　　探究二 应用 G6.7  No.4 探究三1 G8  No.4
　　作者及作品 G2   No.4 探究三2 G9  No.4
　　立体交叉目标： 1.B层脱稿展示，注意书写。
　　2.非展示人员听录音、浏览课文，找出问题，准备讨论。
　　3.分层要求：C层了解每部分的段落大意，尝试理解独立主格； B层总结段落大意和独立主格结构的构成；A层总结段落大意及独立主格的解题方法。
　　【Breagh  】
　　内容 预习中的疑问； 探究案
　　要求 1.First have a one-to-one discussion and then you can turn to other students.（先一对一再组内）
　　2.Group leaders: ①Allocate(分配) the task.
　　②Control the time and process.
　　③Marestion that can’t be solved
　　④Lead the members to add the presentation. 做好补充
　　3.Be efficient and active enough！  共同、积极、有效
　　评价 根据参与度、充分度  +5’/ +4’/ +3’
　　目标 C层解决预习中的问题，掌握好段落大意的总结方法。
　　B层掌握段落大意的总结方法及独立主格结构，帮助C层解疑。
　　A层在B层基础之上，拓展课本101页，帮助B层解疑。
　　【Together, individuals can make a difference.】
　　内容 展示 点评 Requirements
　　作者及作品梳理 G2 自
　　由
　　点
　　评 1.点评人员自然大方，声音洪亮，语速适中，注意拓展联系。
　　2.非点评人员认真倾听，做好笔记，大胆提出自己的意见。
　　（质疑或拓展 +3’/人）
　　探究一 G3、4
　　我的疑问+探究二 G1、5、6、7
　　探究三 G8、9
　　分层目标：C层掌握并会运用段落大意的总结方法；B层掌握段落大意的总结方法和独立主格结构的解题方法；A层在B层基础上，结合课后注释（P96-98，P101）进行拓展。
　　【课堂老师点拨内容】
　　一、探究一：文章结构剖析及方法总结
　　总结段落大意及主旨大意的方法：
　　1.关键词即高频词，文章中反复出现的词。  2.中心句，常位于段首或段末。中心段，常位于首段或末段。       3.注意范围大小。
　　二、探究二：dealing with nominative absolute construction
　　1. 重难点：结构中doing / done / to do 区分：doing动词与逻辑主语之间是主谓主动关系；
　　done 动词与逻辑主语之间是动宾被动关系； to do 是将要去干某事。
　　2..方法总结：第一步：判断是否为非谓语动词；   第二步：找出逻辑主语；
　　第三步：用顺口溜判断非谓语动词与逻辑主语之间的关系。
　　Practice:
　　1. It __ a rainy day; we decided not to go there.
　　2. It ___ a hot day, we’d better go swimming.
　　A. is   B. to be   C.being   D. was         A. is  B. to be    C.being   D. was
　　【Role-play】Go back to the 19th century
　　One volunteer group情境：19世纪，简.奥斯丁出版《傲慢与偏见》时发生的故事。
　　From the play and the passage:
　　1. Why did the three Bronte sisters publish their worsing men’s names?
　　Because of the consensus in society that opposed the writing of novels by authoresses.
　　2. What can we learn from these authoresses in the 19th century?
　　1)  Positive attitude towards life.     2)  Persistence.    3)  Strong-minded.
　　4)  Stick to one’s dreams and goals.  5）.....
　　【Promotion】
　　Q: In our lives, we often meet some difficulties and obstacles. Can you give us some examples about how to do?
　　A video for student to think: 《中国达人秀》刘伟
　　Q: Which sentence impressed you most and what we can learn from him?
　　老师总结，学生齐读，情感升华：
　　We do not choose to be born. We do not choose our parents. We do not choose the country of our birth, or the way in which we are brought up. But within all this realm of lack of choice, we must choose how we shall live; courageously or in cowardice, honorably or dishonorably, with purpose or in drifty.
　　【Consolidation and checking】
　　疯狂背诵：预习案task3 的短语和句型；探究二2.独立主格结构的例句。
　　2minutes later, volunteers to check themselves according to the screen.
　　C层：短语1. 取笑 2. 用…的名字 3.杰出
　　B层：句式1. 克服通向幸福和婚姻中的障碍 2. 在没有平等机会的年代里
　　A层：句子1.他妈妈今天晚上要来，他在忙着准备晚餐。2.天气允许的话，我们明天将会去海滩。
　　Summary: 1.回扣三维目标，总结本节课收获  2.表扬优秀个人和优秀小组，谁最先到达灯塔。 课前提醒学生疯狂朗读，为上课做好准备
　　反馈作业，不好的一定指明原因，具体细致
　　导入:由视频《简.爱》的内容引导学生了解其作者及同时代的的重要女作家：勃朗特三姐妹、简.奥斯丁和艾略特
　　老师提示展示学生注意自己的书写及其他学生听录音的正确方法：排除杂念，纠正自己错误发音同时尝试意群为单位的理解句子。
　　评价体系采用划船到灯塔的造型，5分为10厘米，看看哪一小组最先到达灯塔。
　　讨论前引导学生看着评价灯塔，激发参与度
　　讨论中，老师巡视评价小组并提示讨论进度及参与度；同时去黑板上修改。
　　点评同学要与下面同学产生互动，鼓励学生去思考问题。注意段落大意的总结方法；学生点评完，老师适时点拨，引导把简单句改为高级句式：定语从句，名词性从句，非谓语动词，强调句等
　　学生点评完回扣学习目标第一条，老师引导学生总结整篇文章的结构，清晰的把握文章的框架结构。
　　宏观上结构把握好之后是重难点突破，回扣学习目标第二条，点评学生已经引导大家观察出了基本的规律及答题步骤；老师系统总结并跟上限时训练，立马检测理解掌握程度。
　　表演的话剧里最突出的是性别歧视，以及女性的不屈意志，由此过渡出探究三的问题—探讨她们身上的伟大品质。
　　从探究三联系学生生活实际，你在生活中是怎么处理挫折的，头脑风暴，寻找正能量。
　　从刘伟的故事进一步引导学生形成本堂课的第三个目标：坚强乐观的面对人生挫折，回扣学习目标第三条。
　　学科班长带领全班学生详细回顾本堂课内容，传递正能量
　　课后反思
　　整堂课按照教学目标展开，以文章话题19世纪英国女作家的兴起为载体，提高学生阅读理解能力，学习独立主格结构，提升勇于面对困难的品质。经过本堂课的学习，学生能够更加清晰明确的了解著名的《简爱》、《傲慢与偏见》创作的社会背景，明确这些女作家的贡献，同时通过重点突破对于说明文的篇章结构和独立主格结构掌握较好。学生的情感目标也达成了。
　　但是根据教学反思中常见的六个问题，总结优缺点如下：
　　（1）课堂教学是否面向了全体学生还只是少数学生？
　　（2）所讲内容是否进行了再次反馈，对大多数学生搞不懂的问题是否采取补救？
　　（3）学生参与课堂活动的积极性是否高，思维是否有创新？
　　（4）学生的预习、复习、作业是否落到实处？
　　（5）是否教给了学生学习的方法，使学生有了自主学习的经验？
　　（6）是否帮助学生构建了知识体系并获得了解题能力？
　　优点：学生的参与度比较高，小组合作作用发挥比较好；对于重难点的内容老师及时跟上再次反馈和跟踪训练，重点突破；学生参与课堂的积极性较高。对于学习方法和解题能力学生都能重新构建。
　　缺点：课堂的落实效果欠佳，落实时间不足。在课堂中对于创造性思维和批判性思维培养不足；对于英语待优生的关注少，老师的及时性评价尤