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視頻課題：譯林版高中英語Module2 Unit 3 Amazing People 《掘墓人》江蘇
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譯林版高中英語Module2 Unit 3 Amazing People 《掘墓人》江蘇省蘇州中學(xué)校
《掘墓人》
一、教材分析
筆者選擇此故事不僅僅因?yàn)樗菍?duì)譯林版牛津教材Module 2 Unit 3 Reading The Curse of the mummy的閱讀補(bǔ)充。該故事以發(fā)掘古墓圖坦卡蒙為線索，介紹了卡特帶領(lǐng)的考古隊(duì)伍逐漸深入古墓展開的探索之旅。故事情節(jié)發(fā)展處處留下懸念，給人以深刻的印象。在整個(gè)閱讀過程中，學(xué)生需要全身心投入，在閱讀中積極參與，分析感受每個(gè)主要事件、人物情感等，才能在閱讀中自然吸收語言。這本是為初三學(xué)生設(shè)計(jì)的閱讀小說，因此面對(duì)高一學(xué)生開設(shè)這節(jié)課則需要充分利用小說中的懸念、描寫等多種元素才能使他們有所得、有所獲。經(jīng)過一周時(shí)間的準(zhǔn)備，本人設(shè)計(jì)出了針對(duì)每一章節(jié)的預(yù)習(xí)作業(yè)，旨在使學(xué)生對(duì)短篇小說的基本要素（人物、背景、情節(jié)）有一定的了解，同時(shí)也包括了小說佳句的英漢互譯、對(duì)主題的認(rèn)識(shí)，以及 word study等。 二、學(xué)情分析
本人此次授課的高一學(xué)生英語基礎(chǔ)相對(duì)較好，思維敏捷，善于發(fā)現(xiàn)問題，并且十分有鉆研精神。在語言學(xué)習(xí)的過程中非常善于比較聯(lián)系，往往能舉一反三，并能將所學(xué)詞匯表達(dá)等靈活運(yùn)用到寫作中去。同時(shí)該班學(xué)生的自主學(xué)習(xí)能力較強(qiáng)，因此筆者希望通過“布置閱讀任務(wù)—完成預(yù)習(xí)作業(yè)—課堂閱讀討論”這樣的環(huán)節(jié)， 并“以學(xué)生為中心，教師為引導(dǎo)”的小說閱讀教學(xué)方式，把閱讀自主權(quán)交給學(xué)生，培養(yǎng)學(xué)生閱讀短篇原版小說的習(xí)慣，提高閱讀興趣，使學(xué)生在閱讀中不斷進(jìn)行語言知識(shí)的吸收與運(yùn)用，從而培養(yǎng)他們語言創(chuàng)造性能力的，為英語寫作奠定一定的基礎(chǔ)。 三、教學(xué)目標(biāo)
1. 知識(shí)與技能目標(biāo)：通過自主學(xué)習(xí)激發(fā)學(xué)生閱讀原版小說的興趣，使學(xué)生能夠熟悉故
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事情節(jié)，掌握和古埃及相關(guān)的詞匯表達(dá)和掘墓過程中人物的心態(tài)描寫。
2. 過程與方法目標(biāo)：通過合作學(xué)習(xí)小組討論，學(xué)生能夠?qū)W會(huì)賞析原版小說中的佳詞佳句，感受小說中處處設(shè)置的懸念和緊張氣氛。
3. 情感態(tài)度與價(jià)值觀：通過探究學(xué)習(xí)體會(huì)挖掘圖坦卡蒙的時(shí)代背景，增強(qiáng)學(xué)生對(duì)埃及地理歷史和考古的了解。 四、教學(xué)重難點(diǎn)
教學(xué)重點(diǎn)：通過課堂小組討論學(xué)生能夠掌握故事情節(jié)發(fā)展，賞析小說中的佳詞佳句并完成故事的續(xù)寫任務(wù)。
教學(xué)難點(diǎn)：通過閱讀原版小說提高學(xué)生的閱讀興趣，培養(yǎng)學(xué)生閱讀原版小說的能力。 五、教學(xué)方法
本節(jié)課主要采用了自主探究法和小組討論法
六、教學(xué)媒體
多媒體電腦
七、教學(xué)過程
1. 導(dǎo)入：5 min
簡單介紹背景知識(shí)。
For many years, adventurers searched Egypt for ancient treasures. The pharaohs, who
were the kings of ancient Egypt, had been buried with fabulous riches all around them. The precious things sealed up in the tombs attracted robbers. Many tombs were broken open and stripped clean just a few years after they were sealed. Others were plundered in more recent times. When archaeologists came to study ancient Egypt at the beginning of the 20th century, they found relatively little was left. No tomb had ever been found complete and undisturbed. That was, until November 1922…Our story unfolds. 播放音頻“Eyes!”“A pair of eyes!”，就故事第五章中的地點(diǎn)、人物、事件及原因等提
出問題。
1. Who said this?
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2. What is this pair of eyes? 3. Where were they?
4. Why were they there?
5. How did they finally get there? Is it a simple task? Or a painstaking job? Let’s read back.
設(shè)計(jì)理念：
引入故事背景，使學(xué)生靜下來體會(huì)想象故事發(fā)生前古埃及的掘墓?fàn)顩r，為后續(xù)故事
發(fā)展做好鋪墊；
播放音頻，用驚悚的聲音增強(qiáng)故事的緊張感以激發(fā)學(xué)生閱讀討論的興趣，同時(shí)通過
環(huán)環(huán)相扣的問題使學(xué)生快速回憶起故事第五章的主要情節(jié)；
以第五章的一個(gè)片段作為開頭，用倒敘的方法重新安排故事情節(jié)的發(fā)生順序抓住了
學(xué)生的興趣。
2. 細(xì)節(jié)閱讀: 25 min
請(qǐng)學(xué)生分別以waterboy和Carter的身份復(fù)述第一、第二章的內(nèi)容，介紹掘墓發(fā)生前
的背景及人物心態(tài)。(檢查預(yù)習(xí)作業(yè))
The valley of the kings was surrounded by high hills, and from the startlingly blue sky shone a merciless and unblinking sun. “You! Waterboy! Here! Now!” (teacher)
The waterboy comes up. (student) to P13 “Mr. Carter! Mr. Carter!” (focus on expressions about feelings)
Carter continues the story. (student) to P19 (So I dashed back to the steps and wanted to tell Carnarvon of the find as quickly as I could.)
Carter was nervous when he brushed sand aside. What about Carnarvon when he heard the news? Who is Carnarvon? What did he do then?
學(xué)生以小組為單位將第三章發(fā)生的事件重新排序，分析第三、第四章發(fā)生的重要事
件并結(jié)合書中圖片找出佳詞佳句共賞析。（檢查預(yù)習(xí)情況）
Put the following sentences in order according to what happened in Chapter 3.
A. Upon reaching the site, Carnarvon ordered the waterboy to attend to the horses, which made him quite unhappy.
B. Though there were signs of grave robbery long before, the diggers worked very hard for a
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long time before they completely destroyed the first plaster wall. And then they found the second plaster block across the corridor.
C. Carter and Carnarvon went down the staircase. At the foot of the staircase, Carter pointed out markings on the first plaster wall and figured them out --- Tutankhamun, the boy king. D. Seeing Tutankhamun all across the second plaster, Carnarvon was curious about what was behind that wall. So Carter took a trowel and dug into the plaster.
E. Carnarvon kept complaining about the long trek and his travelling companion, his daughter Lady Evelyn Herbert simply couldn’t tolerate such bad conditions.
Carter and Carnarvon went down the staircase. At the foot of the staircase, Carter pointed out markings on the first plaster wall and figured them out --- Tutankhamun, the boy king.
Hearing this, Carnarvon sat back on the steps. He put out a hand to s_____ himself.—to hold himself so he becomes more balanced or controlled. How does the word steady show his feeling? （teacher）
Though there were signs of grave robbery long before, the diggers worked very hard for a long time before they completely destroyed the first plaster wall. And then they found the second plaster block across the corridor.
They did work hard for a long time. And how hard and how long? Please figure out some sentences on P28-29 to describe. （teacher）
Long, jagged shadows moved like broken fingers through the valley, through the thick, dust-filled air. The burnt orange glow of late afternoon bathed the steps leading to the tomb. Up the steps came workers laden with full buckets. Down the steps went workers with empty buckets. A steady, unending parade, up and down, down and up. Do you like the sentence? Why? （teacher）
Did you figure out the word used in the story to mean work very hard and for a long time? Toil. Yes, they toiled until they found the second plaster wall.
When Carter examined the markings on it, Carter’s fingers delicately t_____ the outlines of the hieroglyphs.—draw real lines or imaginary lines on the surface of sth. usu. using your fingers. Please show us how to trace something. What does delicately traced show you? （teacher）
Seeing Tutankhamun all across the second plaster, Carnarvon was curious about what was behind that wall. So Carter took a trowel and dug into the plaster.
What was Evelyn’s feeling? （teacher）
Slow, cold feelings of dread c_____ along her spine, just as they would have done if they had been digging up a grave back home in English.—move or develop very slowly Why slow cold feelings? （teacher）
Well, then Carter was through with the second seal. He lifted his candle…
Air from inside the tomb s______ out through the hole Carter had made, like a last gasp that had been held in tightly for thousands of years.— (liquid or gas) move or pour out in a continuous flow.
How do you find the underlined part? （teacher）
Since the air from inside the tomb was not poisonous, Carter went inside the chamber. Wonderful things were found everywhere. But little more could be done until daybreak as the excavation of a find would take planning, expertise and equipment. So they went back to Castle Carter. However… What happened according to the picture? （teacher）
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學(xué)生角色扮演（P40-42）：當(dāng)Carter、Carnarvon和Evelyn發(fā)現(xiàn)眼鏡蛇吞了Carter的金
絲雀之后……
P 40-42 Carter, Carnarvon and Evelyn---back home when they discovered a cobra had eaten Carter’s pet bird.
Why did Carter suggest taking a close look that night instead of waiting till the next morning? （teacher）
學(xué)生快速找出第五章掘墓人在前廳找到的寶藏，并根據(jù)本章中描述寶藏方位的倒裝
句將他們放在前廳合適的位置（PPT中）。
They took action immediately. So in the dead of night, down the stone steps of the tomb, along the long, echoing corridor went the three explorers. In the antechamber, they found wonderful things like _____________. To the left were the broken remains of chariots.
In the far corner of the room, beneath one of the couches, was a hole leading into a small annexe chamber.
To the right hand side of the main chamber was a third seal, blocking off another room. To either side of the seal were tall, black, wooden statues, dressed in gold, facing each other. Between the guardians was a richly decorated casket.
設(shè)計(jì)理念：
基于對(duì)小說人物的認(rèn)識(shí)和情節(jié)的發(fā)展以改寫、復(fù)述及角色表演等形式使學(xué)生融入角
色環(huán)境中，更好的把握故事中人物的心理變化和情節(jié)發(fā)展；
學(xué)生在完成個(gè)體閱讀后通過對(duì)佳詞佳句的小組討論交流進(jìn)一步理清了比如具體細(xì)
節(jié)，角色設(shè)定，關(guān)鍵點(diǎn)確定，主題深挖和表達(dá)等問題，學(xué)生們?cè)诮涣髦信霾脸龌鸹ǎ罱K形成了對(duì)于這篇短篇小說的既有共識(shí)、又有個(gè)性的理解，并為之后寫作做好充分的準(zhǔn)備。
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3. 閱讀寫作：15 min
學(xué)生以大組形式概括討論分享前五章中能體現(xiàn)掘墓者艱辛的掘墓工作的表達(dá)。（檢
查預(yù)習(xí)情況）
They did find lots of wonderful things. Do you think it is a simple task or a painstaking job? Yes, we can draw such a conclusion from some words and expressions as well. Words related to digging (Chapter 2):
Words related to movement of some kind (Chapter 3-5): Words related to inner feelings (Chapter 1-5): Descriptions of dust:
播放第六章結(jié)尾處的音頻，學(xué)生以四人小組討論故事接下來會(huì)發(fā)生的情節(jié)，學(xué)習(xí)使
用前面五章的字、詞、句的表達(dá)完成寫作任務(wù)，并做課堂展示交流。
“So…what’s inside this shrine?” said Lady Evelyn.
“Tutankhamun himself,” whispered Carter. “Within this shrine there’ll be a second shrine,
perhaps a third, and inside that, a sarcophagus. And inside that… the mummy of the king. Undisturbed for thousands of years. Lying here, in the silence, in the darkness.” With trembling hands, he pulled back the bolt that held the doors shut.
What did they see? What happened next? Continue our story within 80 words. Learn from the expressions listed above and choose some to use in our story.
Are you curious about what really happened next? We will get to know more in this book. (譯林版牛津教材模塊2第三單元reading)
設(shè)計(jì)理念：
重提導(dǎo)入部分“Do you think it is a simple task or a painstaking job?”的問題，并以word
study形式將學(xué)生的回答引導(dǎo)到對(duì)前五章的總結(jié),為之后的寫作任務(wù)做好準(zhǔn)備；
以續(xù)寫的形式鞏固了學(xué)生閱讀成果并表達(dá)了自己的真實(shí)思想。這種寫作形式將小說
中獲得的信息再輸出，實(shí)現(xiàn)了真正意義上的交際，也使學(xué)生的思想認(rèn)識(shí)和寫作水平都有所提升，課堂氣氛也達(dá)到了高潮；
寫作交流之后以“Are you curious about what really happened next?”激發(fā)學(xué)生的好奇
心。
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八、板書設(shè)計(jì)
Words related to digging: chip shovel scrape clear scratch sweep brush Words related to movement of some kind: crawl creep edge slide haul grope
Words related to inner feelings: sad nervous depressed excitement concerned impatient dismay dread amazed delighted frightened unsteady fright
Descriptions of dust: kicked up choking puffs of dust swirling gust of dust eye-stinging curtain of dust Stirred-up dust clung around her face. 九、教學(xué)反思
在有限的教學(xué)時(shí)間內(nèi)采用以學(xué)生為中心、教師為引導(dǎo)的小說閱讀教學(xué)模式，用一節(jié)課的時(shí)間處理了61頁的整篇小說，確實(shí)調(diào)動(dòng)了學(xué)生的學(xué)習(xí)興趣和課堂參與的積極性，在開展各項(xiàng)教學(xué)活動(dòng)時(shí)注重學(xué)生語言的整體輸入和整體輸出，以改寫、表演、復(fù)述、評(píng)說和續(xù)編等形式使學(xué)生從中自然吸收語言，實(shí)現(xiàn)了課前設(shè)置的教學(xué)目標(biāo)。本人認(rèn)為可以再精心打磨課堂，在細(xì)節(jié)處理人物分析上需要更細(xì)致更深入，從而更好的實(shí)現(xiàn)教師和學(xué)生的“雙贏”。
本人在這節(jié)閱讀教學(xué)課之后，認(rèn)真聽取了聽課老師的意見。有老師建議可以在課前設(shè)置 另一種形式的預(yù)習(xí)作業(yè)—將學(xué)生分成若干組，每一組按照小說中的一條線索重現(xiàn)故事情節(jié)，如以懸念為線索，以地點(diǎn)轉(zhuǎn)移為線索，以人物為線索等，從而使得整個(gè)班級(jí)的學(xué)生從不同的角度去詮釋這篇小說，并對(duì)小說有更深的理解和把握。筆者認(rèn)為這樣的教學(xué)形式對(duì)教師和學(xué)生都提出了更高的要求，在以后的小說閱讀教學(xué)中可以嘗試。
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