题目

Module7 Great Books Unit2 It is still read and loved.

年级学科

九年级英语

课型

读写课

授课教师

姚旭仙

工作单位

衢江区峡川镇中心学校

教学目标

1、能够正确使用下列单词和词组：adventure, get into trouble, run away, escape, cave, dead, for a time, neighbor, funeral, surprised, alive, southern, state, pay for, action, everyday, dialogue21·cn·jy·com

2、能够读懂介绍和评价文学作品的文章。

3、能够写一篇短文介绍和评价自己喜欢的文学作品。

4、通过了解名著及著名作家，激发学生阅读名著及了解著名作家的兴趣。

教学重难点

关键

1、能够读懂对介绍、评价及关文学作品的文章。并通过阅读a book review of The Adventures of Tom Sawyer让学生掌握并运用略、精读的技巧，即略读找大意，精读搜索相关信息。（重点）

2、能谈论自己喜爱的名著及喜欢的理由。（难点）

教学方法

PWP method, task-based method

运用的

信息技术工具

硬件：教室电脑多媒体，电子白板

软件：多媒体课件与视频

教学设计思路

在之前的学习中，学生已初步了解到了被动语态这一表达方式。从内容上来讲，本单元介绍《汤姆索亚历险记》，学生对历险记类文章会感觉比较新奇，有兴趣深入理解。首先，通过大屏幕呈现本节课目标。大屏幕展示本课重点词汇、短语和句子及其关联图片。学生看图片，联想回答对应单词、句子,再齐读。应用图示法，用图片诠释新单词、短语和句子，有助于加深学生对这些内容的记忆。播放《汤姆索亚历险记》视频，展示问题。学生看视频，回答问题。让学生轻松自然思考这一著作的相关内容。大屏幕展示关于《汤姆索亚历险记》概况的问题，学生小组合作根据关键词对答案进行预测、回答。接着，给出关键词，为学生预测搭建支架。学生速读课文，验证上一环节所预测的答案。同时，完成匹配段义。之后组内核对、讨论，全班核对。学生通过匹配段意培养学生快速总结段落大意的能力。同时，了解文章写作框架。最后，运用略读和精读的阅读策略，理解介绍《汤姆索亚历险记》的文章。这样就有利于他们更好的运用课本知识，以达到提高综合运用语言能力的目的。

教学过程

设计意图

时间安排

Step 1 Warming-up

Revision

Look at the pictures and say who they are and why they are famous. Like this: Ss: Confucius was a great teacher and thinker in ancient China. He lived over 2000 years ago and he is well-known in many countries.

Step 2 Pre-reading

1.       Show students a picture about Mark Twain. Lead  the students to describe him. Also present new words and teach them.

2.       Watch a movie.

Step 3 While-reading (24’)

1. Scanning

(1)Ask students to scan the passage. Read the first paragraph of the passage in Activity 2 quickly.

1) What kind of story is The Adventures of Tom Sawyer?

2) When and where is the story set?

2. Skimming

Ask students to skim the passage.

T: How many paragraphs are there in the letter?

Ss: Four.

T: Read quickly again and match the main ideas with each paragraph.

3. Careful reading.

(1)Paragraph 1&2:

①Choose the best answers.

T: Now, we know there are 4 paragraphs in the passage. Please look at paragraphs 1&2and choose the best answers of the two questions.

②Let the students read Paragraph 1&2 ingroups of six and find out difficulties.

③Solve difficulties.

T: Let’s continue learning Paragraph 3.

(2)Paragraph 3:

①Present some sentences to the students and ask them to write “T” or “F” also correct the wrong sentences after reading Paragraph 3.

②Ask a student to be “a little teacher” to check the answers.

③ Let one team students read Paragraph 3 and the other students listen carefully to point out important points.

④Solve difficulties.

T: The last paragraph is talking about Sally’s feeling. Let’s read and know her feeling when she does something.

(3)Paragraph 4

①Let the students read Paragraph 3 and answer.

②Let the students answer.

③Ask a group of six students to read paragraph 4.Let the other students listen carefully and find out difficulties.

④Solve difficulties.

T: Let’s read the passage together

(4)Ask the students read the passage together make sure they understand the passage.

Step4 Post-reading

1.       Retell.

①Let the students fill in the blanks according to the picture and the box (Activity4)

②Call back the answers from two students then read the short passage in the whole class .

2.Speaking

①Describe a great book and ask them to guess which book is. Also compare who can guess fastest.

②Ask some students to come to the blackboard and describe their classmates, and the others listen and guess.

Step5 Summary（2’）

1.       Get the students to sum up the language points.

T: What have we learned today?

Ss…

2.       Let the students to choose the best team in this lesson.

Step6 Homework（1’）

Write a passage to describe your favorite great book.

设计意图：先引导学生回顾上节课的内容，巩固系表结构的语句。

设计意图：引导学生谈论图片,训练学生描述人物的能力。在描述的同时学习新单词和句型，为学生扫清阅读障碍。大屏幕展示关于《汤姆索亚历险记》概况的问题，学生小组合作根据关键词对答案进行预测、回答。

设计意图：要求学生快速阅读文章，了解文章的大意。

设计意图：通过学生快速阅读，培养学生获取主旨的能力,并 为进一步学习做好铺垫。

设计意图：让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。

设计意图：复述课文能使学生加深对课文内容的理解。

设计意图：适量的口头练习，让学生巩固本课时的语言重点。

设计意图：引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。

设计意图：简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。

设计意图：课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。

3分钟

5分钟

3

224分钟

10分钟

2分钟

1分钟

板书设计

Module7 Unit2 It is still read and loved.

Predict:

1. What kind of story is The Adventures of Tom Sawyer?21教育网

…

2. When and where is the story set?

…