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视频标签：A story,Mark Twain
所属栏目：初中英语优质课视频
视频课题：初中英语牛津上海课标版九年级下册Unit 5 A story by Mark Twain上海市奉贤区汇贤中学
教学设计、课堂实录及教案：初中英语牛津上海课标版九年级下册Unit 5 A story by Mark Twain上海市奉贤区汇贤中学
Reading: Tom Sawyer paints the fence
1
教 案
Reading: Tom Sawyer paints the fence
（Oxford English 9B Module 2 Unit 5）
上海市奉贤区汇贤中学 丁利萍
Learning objectives
By the end of the lesson, students are expected to
know the meaning of some new words according to the context, e.g. depressed, ignore. get a clear picture of the main plots of the story by skimming and scanning.
be able to analyze the characters’ feelings and personalities through their words, actions and
facial expressions.
Learn to deal with some problems in a clever way. Focus of learning
analyze the main characters’ feelings and personalities through their words, actions and facial
expressions
Potential difficulty in learning
summarize how Tom tricked Ben into painting for him Leaning Procedures:
Stages Learning Activities
Purposes
Lead-in
Have a free talk.
To arouse Ss’ interest to elicit the topic.
Pre-reading
Look at the title and raise some questions according to the title.
Look at the picture from the story and
answer: Which boy do you think is Tom Sawyer in the picture?
To arouse Ss’ curiosity to read the
story.
While-reading
Read through the story quickly and find out
the answers to the former questions.
To get the general idea of the text.
Read through the story carefully again and find out how Tom tricked Ben by their words, actions and facial expressions. To read and find how Tom’s trick worked and figure out the main characters’ feelings and personalities
Post-reading
Sum up the story and conclude what kind of
person Tom is.
To summarize the main plot of the story and analyze the personality of Tom.
Assignment 1. Read another story of Tom Sawyer and discuss with your deskmate what kind of
person he is and why.
2. (Optional): Read the book ‘The adventures of Tom Sawyer’ if you are interested
in it.
教学说明
[教材分析]
本堂课教学材料选自牛津教材9B Module 2 Unit 5Reading “Tom Sawyer paints the
Reading: Tom Sawyer paints the fence
2
fence” 第一课时，作为一篇外国名著小说故事节选，篇幅较长，但生词不多。文章通过一个生动的故事向大家展示了一个聪明机灵的Tom的人物形象。
[学情分析]
九年级的学生已经具备了一定的阅读技能，大部分学生能够读懂文章的大体意思，找到一定的事实信息。但对于信息的总结归纳缺乏一定的技能，如猜测人物所言所行的目的，或根据人物的语言，动作和神情来归纳人物的个性等等，这一些阅读技能的缺失也造成了在英语考试中阅读的失分，尤其是回答问题这一大题中最后的开放题。很多学生缺少对于文章背后所隐藏信息的思考，很容易使阅读没有深度，浮于表面。所以针对九年级学生这样的阅读背景，我的教学设计思路如下：
[设计思路]
Lead-in阶段：
通过与学生以free talk的形式讨论他们所喜爱的阅读类型，激发学生的兴趣并引出上课的主题为阅读一篇节选自美国小说家Mark Twain所写的冒险小说故事。 Pre-reading阶段：
借助课文标题Tom Sawyer paints the fence提出一些wh-/How问题，再根据插图，引发学生思考，谁才是Tom？让学生带着悬念和兴趣完成阅读。 While-reading阶段：
通过解决How did Tom trick Ben?来对人物的语言、动作、神情进行梳理，帮助学生分析其人物心情的转变，并在潜移默化中渗透了对于人物性格的总结，并最终理解Tom的trick是如何实施成功的。 Post-reading阶段：
通过板书帮助学生总结归纳整个故事，并让学生学会分析归纳Tom的人物性格。
回家作业：
1. 通过阅读另外一篇Tom Sawyer故事集中的故事，更多地了解Tom这一人物，并通过和
同桌的讨论来总结人物的性格特征并阐述理由，希望学生运用课堂所学，通过对于细节信息的处理，来挖掘人物的性格特征。
2. （选作）学有余力的学生若对Tom Sawyer的故事感兴趣，可以自行选择阅读原著，扩
大自己的阅读量。
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