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视频标签：the curse,of the munny
所属栏目：高中英语优质课视频
视频课题：牛津译林版高一模块二第三单元reading the curse of the munny江苏省苏州中学校
教学设计、课堂实录及教案：牛津译林版高一模块二第三单元reading the curse of the munny江苏省苏州中学校
《掘墓人》
一、教材分析
笔者选择此故事不仅仅因为它是对译林版牛津教材Module 2 Unit 3 Reading The Curse of the mummy的阅读补充。该故事以发掘古墓图坦卡蒙为线索，介绍了卡特带领的考古队伍逐渐深入古墓展开的探索之旅。故事情节发展处处留下悬念，给人以深刻的印象。在整个阅读过程中，学生需要全身心投入，在阅读中积极参与，分析感受每个主要事件、人物情感等，才能在阅读中自然吸收语言。这本是为初三学生设计的阅读小说，因此面对高一学生开设这节课则需要充分利用小说中的悬念、描写等多种元素才能使他们有所得、有所获。经过一周时间的准备，本人设计出了针对每一章节的预习作业，旨在使学生对短篇小说的基本要素（人物、背景、情节）有一定的了解，同时也包括了小说佳句的英汉互译、对主题的认识，以及 word study等。 二、学情分析
本人此次授课的高一学生英语基础相对较好，思维敏捷，善于发现问题，并且十分有钻研精神。在语言学习的过程中非常善于比较联系，往往能举一反三，并能将所学词汇表达等灵活运用到写作中去。同时该班学生的自主学习能力较强，因此笔者希望通过“布置阅读任务—完成预习作业—课堂阅读讨论”这样的环节， 并“以学生为中心，教师为引导”的小说阅读教学方式，把阅读自主权交给学生，培养学生阅读短篇原版小说的习惯，提高阅读兴趣，使学生在阅读中不断进行语言知识的吸收与运用，从而培养他们语言创造性能力的，为英语写作奠定一定的基础。 三、教学目标
1. 知识与技能目标：通过自主学习激发学生阅读原版小说的兴趣，使学生能够熟悉故
事情节，掌握和古埃及相关的词汇表达和掘墓过程中人物的心态描写。
2. 过程与方法目标：通过合作学习小组讨论，学生能够学会赏析原版小说中的佳词佳句，感受小说中处处设置的悬念和紧张气氛。
3. 情感态度与价值观：通过探究学习体会挖掘图坦卡蒙的时代背景，增强学生对埃及地理历史和考古的了解。 四、教学重难点
教学重点：通过课堂小组讨论学生能够掌握故事情节发展，赏析小说中的佳词佳句并完成故事的续写任务。
教学难点：通过阅读原版小说提高学生的阅读兴趣，培养学生阅读原版小说的能力。 五、教学方法
本节课主要采用了自主探究法和小组讨论法
六、教学媒体
多媒体电脑
七、教学过程
1. 导入：5 min
简单介绍背景知识。
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. 播放音频“Eyes!”“A pair of eyes!”，就故事第五章中的地点、人物、事件及原因等提
出问题。
1. Who said this? 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.
设计理念：
引入故事背景，使学生静下来体会想象故事发生前古埃及的掘墓状况，为后续故事
发展做好铺垫；
播放音频，用惊悚的声音增强故事的紧张感以激发学生阅读讨论的兴趣，同时通过
环环相扣的问题使学生快速回忆起故事第五章的主要情节；
以第五章的一个片段作为开头，用倒叙的方法重新安排故事情节的发生顺序抓住了
学生的兴趣。
2. 细节阅读: 25 min
请学生分别以waterboy和Carter的身份复述第一、第二章的内容，介绍掘墓发生前
的背景及人物心态。(检查预习作业)
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?
学生以小组为单位将第三章发生的事件重新排序，分析第三、第四章发生的重要事
件并结合书中图片找出佳词佳句共赏析。（检查预习情况）
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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学生角色扮演（P40-42）：当Carter、Carnarvon和Evelyn发现眼镜蛇吞了Carter的金
丝雀之后……
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）
学生快速找出第五章掘墓人在前厅找到的宝藏，并根据本章中描述宝藏方位的倒装
句将他们放在前厅合适的位置（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.
设计理念：
基于对小说人物的认识和情节的发展以改写、复述及角色表演等形式使学生融入角
色环境中，更好的把握故事中人物的心理变化和情节发展；
学生在完成个体阅读后通过对佳词佳句的小组讨论交流进一步理清了比如具体细
节，角色设定，关键点确定，主题深挖和表达等问题，学生们在交流中碰擦出火花，最终形成了对于这篇短篇小说的既有共识、又有个性的理解，并为之后写作做好充分的准备。
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3. 阅读写作：15 min
学生以大组形式概括讨论分享前五章中能体现掘墓者艰辛的掘墓工作的表达。（检
查预习情况）
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:
播放第六章结尾处的音频，学生以四人小组讨论故事接下来会发生的情节，学习使
用前面五章的字、词、句的表达完成写作任务，并做课堂展示交流。
“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. (译林版牛津教材模块2第三单元reading)
设计理念：
重提导入部分“Do you think it is a simple task or a painstaking job?”的问题，并以word
study形式将学生的回答引导到对前五章的总结,为之后的写作任务做好准备；
以续写的形式巩固了学生阅读成果并表达了自己的真实思想。这种写作形式将小说
中获得的信息再输出，实现了真正意义上的交际，也使学生的思想认识和写作水平都有所提升，课堂气氛也达到了高潮；
写作交流之后以“Are you curious about what really happened next?”激发学生的好奇
心。
八、板书设计
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、教学反思
在有限的教学时间内采用以学生为中心、教师为引导的小说阅读教学模式，用一节课的时间处理了61页的整篇小说，确实调动了学生的学习兴趣和课堂参与的积极性，在开展各项教学活动时注重学生语言的整体输入和整体输出，以改写、表演、复述、评说和续编等形式使学生从中自然吸收语言，实现了课前设置的教学目标。本人认为可以再精心打磨课堂，在细节处理人物分析上需要更细致更深入，从而更好的实现教师和学生的“双赢”。
本人在这节阅读教学课之后，认真听取了听课老师的意见。有老师建议可以在课前设置 另一种形式的预习作业—将学生分成若干组，每一组按照小说中的一条线索重现故事情节，如以悬念为线索，以地点转移为线索，以人物为线索等，从而使得整个班级的学生从不同的角度去诠释这篇小说，并对小说有更深的理解和把握。笔者认为这样的教学形式对教师和学生都提出了更高的要求，在以后的小说阅读教学中可以尝试。
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