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子 1. The room in which the boys were fed was a large stone hall, with a large pot at one end. P30

2. The bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup. P30

3. Oliver, who was desperate with hunger and misery, rose from the table and walked towards the master with his bowl and spoon in his hand. P30

4. Frightened by his own courage, he said, "please sir, I want some more." P30

5. He stared in complete astonishment at the child and held on to the pot for support. P30

6. Not until at least thirty seconds had passed, was the man able to speak. P30

7. No sooner had the boy spoken these words, than the warden hit him on the head with the soupspoon. P31

8. Speaking to the leader of the meeting, he said, "Mr. Limbkins, I am sorry, sir." P31

9. Never have I heard anything like it. P31 III. 教材分析与教材重组

1. 教材分析

本模块以查尔斯·狄更斯及其作品《雾都孤儿》、《远大前程》等为话题, 从听、说、读、写等方面谈论了小说的人物及情节, 使同学们更加了解查尔斯·狄更斯文学作品的时代背景和深刻的社会意义，有利于提高学生的文学修养。同时，通过对《雾都孤儿》和《远大前程》中的精彩选段或描述的学习，使同学们了解如何对人物和事物进行描写，并运用所学的相关词语写一篇描述自己家乡的作文。

1.1 INTRODUCTION Vocabulary and speaking以查尔斯·狄更斯的著名小说《雾都孤儿》中的一幅画和对作者及本作品的简介切入话题。同学们通过讨论从而激活有关《雾都孤儿》这部作品的背景知识，为后面的各项活动奠定了基础。

1.2 READING AND VOCABULARY（1）以《雾都孤儿》的精彩片段为素材，设置了四个与课文相关的练习，帮助学生们了解文章的主旨大意并掌握相关词汇。1要求学生浏览课文后从四个选项中选出最恰当的概述，培养学生的总结能力和对文章中心思想的把握能力；2 是词汇短语的练习，为进一步理解课文扫清词汇障碍；3 要求学生用词汇的正确形式填空，巩固学生对词汇的理解和运用；4 要求学生再次阅读文章后把句子补充完整，培养学生scanning的阅读技巧。

GRAMMER（1）（Inversion used for emphasis）通过一系列相关的语法练习