教学设计
教学内容
Words
&
Expressions
教学目标
语言知识
掌握Unit
8
词汇的含义，词性和固搭。
语言技能
能够在日常生活中正确使用新词汇。
学习策略
主动探究、善于发现语言的规律并能运用规律举一反三。
教学重点
掌握Unit
8
词汇的含义，词性和固搭。
教学难点
能够在实际生活中正确使用新词汇。
教学过程
一
Revision
二
Match
回家作业
递出
寻找;寻求
终于;最终
e
accuse
用.名
假名
de
e
e(of
集中(目光/注意力等
gift
n.礼物
graduation
n.毕业典礼
cent
n.分;分币
count
v.计算
affore
dv.买得起
present
n.礼物
knee
n.膝盖
sign
n.招牌;标牌
goods
n
商品
search
v.搜寻
chain
n.链子
biln.账单
step
n.脚步声
draw
v.掏出
setn.一套;一组
comb
n.发插;梳子
accuse
v.控告;控诉
America
n.美洲
wife
n.妻子
album
n.相册;
note
n.笔记;记录教学设计
教学内容
Reading（p.114-115）
教学目标
语言知识
认读和理解单词gift,
graduation,
cent,
count,
afford,
present,
knee,
sign,
search,
chain,
bill,
step,
draw,
set,
comb和短语look
for,
at
last,
fix…on,
hold
out；认识单词goods。
激活“礼物”话题的相关信息。
语言技能
能运用略读和预测的策略初步了解主阅读篇章的主要内容。
能理解主阅读篇章的结构。
能根据上下文猜测单词gift,
graduation,
cent,
count,
afford,
present,
knee,
sign,
search,
chain,
bill,
step,
draw,
set,
comb，的含义。
学习策略
运用略读和预测的策略初步了解主阅读篇章的主要内容。
利用：蛛网图理清主阅读篇章的结构。
情感态度
学会赏析欧亨利作品。
教学重点
初步了解主阅读篇章的结构和主旨大意。
学习核心单词和短语。
教学难点
能根据上下文猜测单词graduation,
afford,
search,
draw,
set,
的含义。
理解文章的结构和主旨大意。
教学过程
Step
1
Lead-in
开展“头脑风暴”，激活背景知识。
教师向学生提问
What
do
Westerners
usually
do
at
Christmas?
引出关键词---Gift。
Step
2
While-reading
1.
学生看图，找出图片（即文中）出现的gift。
2.
Read
for
general
idea
并完成线管表格。
3.
Read
for
details。
Read
Para
1-2
回答：1）.
Why
did
Della
count
the
money
three
times?
2）.
What
was
Della's
problem?
Read
Para
3-8
回答：How
did
her
feelings
change
at
different
times?
Read
Para
9-17
回答:
1).
What
did
the
expression
in
Jim’s
eyes
mean
when
he
saw
Della?
2).
How
did
Della
feel
when
she
opened
the
box?
3).
What
did
Jim
do
when
Della
asked
him
to
take
out
the
watch?
Step
3
Post-reading
Read
and
think:
1.
Do
you
think
the
gifts
seem
useless
in
the
end?
Why?
2.
In
your
opinion,
what
is
a
gift?
A
gift
is/means/can…
Step
4
跟录音朗读课文。
学生跟录音朗读课文。教师加强对朗读技巧的指导。
回家作业
抄写单词和短语：gift,
graduation,
cent,
count,
afford,
present,
knee,
sign,
search,
chain,
bill,
step,
draw,
set,
comb，look
for,
at
last,
fix…on,
hold
out；。
模仿录音的语音、语调，朗读课文。
通过书籍或网络等途径了解其他欧亨利相关作品，准备下节课口头交流。教学设计
教学内容
More
practice（p.125）
教学目标
语言知识
了解单词whistle,
unseen,
failure,
three-story
building,
even
chances。
语言技能
1.
能通过阅读提炼出人物的活动、情感变化和性格特征；
2.
能结合文章内容提炼出对文章主题的见解；
3.
多视角并结合自己的理解复述故事；
学习策略
尝试阅读《最后一片叶子》或者通过书籍或网络查找《阅读一片叶子》的相关信息。
文化意识
了解欧亨利的作品并提高人文素养。
情感态度
1.
引导孩子们反思自己的生活，正确对待困难，不要轻易放弃；
2.
引导孩子们去发现身边的人的真、善、美，正确看待小人物的伟大之处。
教学重点
如何通过深入走进文本提炼出人物的塑造手法和主题深意。
教学难点
深层次理解文章的主旨，深层次的英文表达困难。
教学过程
Step
1
检查回家作业的落实情况。
学生口头交流修改后的作文。
Step
2
Lead-in
Go
over
s.s
understanding
of
O.Henry.
Show
s.s
two
leaves
(one
is
green
and
the
other
is
yellow).
And
ask:
Q1:
What
does
the
green
leaf
make
you
think
of?
Q2:
When
the
yellow
leaf
falls,
what
does
it
make
you
think
of?
Step
3
General
understanding
Guide
s.s
to
summarize
the
“5W”
elements
of
the
story
(Where---When---Who---Who--Why)
Step
4
Detailed
reading
(part
by
part)
Guide
Ss
to
read
the
Beginning
part
and
focus
on
Para
1&3&8
and
summarize
Johnsy’s
and
Sue’s
activities,
then
infer
their
feelings
in
this
part.
Guide
Ss
to
read
the
Development
and
focus
on
3
scenes.
First
show
the
first
picture
and
ask
s.s
to
match
this
picture
with
some
paragraphs.
(Picture
1--Para
10;
Picture
2—Para
16/17;
Picture
3—Para
22/23);
lead
s.s
to
summarize
characters’
activities
and
infer
their
respective
feelings.
Lead
s.s
to
move
on
to
Climax
part
and
summarize
their
activities
and
feelings.
Analyze
the
ending:
Focus
on
para
34/35
and
summarize
activities
and
feelings.
Listen
to
para
42
and
guess
what
Behrman
experienced
that
night
and
then
infer
his
feelings
and
personality.
Step
5
Character
analysis
Group
discussion:
ask
s.s
to
summarize
characters’
personality
based
on
their
activities
and
feelings
and
why.
Step
6:
Discussion
Use
a
mind
map
to
guide
character
relationships
.
Guide
s.s
to
think
about
the
intention
and
the
theme
behind
the
story.
Q1:
What
can
you
learn
from
these
characters?
What
does
the
writer
want
to
tell
us?
Step
7
Speaking
Ask
Ss
to
tell
the
story
from
one
character’s
perspective.
Try
to
include
Plot
changes/feelings
changes/your
understanding
in
speaking
回家作业
Homework:
Suppose
you
were
Behrman/Sue/Johnsy,
tell
this
story
to
your
friends.
Try
to
include
the
following
into
your
writing.教学设计
教学内容
Grammar（pp.119-121）
教学目标
语言知识
掌握介词的结构、含义和用法。
掌握介词的固定搭配
语言技能
能够在adj，n.，v,后正确使用介词。
能够在实际生活中正确使用介词的固定搭配。
学习策略
主动探究、善于发现语言的规律并能运用规律举一反三。
教学重点
掌握介词的结构、含义和用法。
掌握介词的固定搭配
教学难点
能够在实际生活中正确使用介词的固定搭配。
教学过程
Step
1
检查回家作业的落实情况。
教师邀请部分学生复述欧亨利的生平。
Step
2
学习介词的用法一：Using
prepositions
after
adjectives.
Read
the
sentences
below.
Find
the
adjective
in
each
sentence
and
tell
the
part
of
speech
of
the
word
after
the
adjective.
He
is
bored
with
your
long
speech.
She
seems
very
happy
with
the
new
job.
I
have
got
everything
ready
for
the
trip.
She
is
tired
of
talking
about
her
children.
引出介词概念并了解什么是介词。
完成练习。
More
practice：Write
the
correct
preposition
after
each
adjective
and
tell
the
Chinese
meaning
of
each
phrase.
Oral
practice：watch
and
say.
Step
3
学习介词的用法二：Using
prepositions
after
nouns.
1.
观察对话，总结介词的第二种用法。
2.
More
examples
of
nouns
with
prepositions
and
finish
exercise.
Step
4
学习介词的用法三：Using
prepositions
after
verbs.
1.
Decide
whether
the
sentences
below
are
correct
and
correct
the
wrong
sentences.
2.
Watch
the
samples
carefully
and
summarize
the
usage
of
preposition,
then
finish
the
exercise.
回家作业
完成《双语报》Grammar的练习。教学设计
教学内容
Writing（pp.124）
教学目标
语言知识
认读和理解单词alum
和
note。
掌握叙述文的写作方法。
语言技能
能通过阅读了解记叙文的写作技巧。
能够根据框架合理安排素材，写一篇短文介绍自己最珍贵的礼物。
学习策略
通过两人讨论的方式，修改作文。
根据文章框架结构，合理安排素材，完成写作任务。
文化意识
了解什么是最珍贵的礼物，并珍惜他人的礼物。
教学重点
掌握记叙文文章的写作方法。
教学难点
掌握不同方式的表达技巧。
教学过程
Step
1
检查回家作业的落实情况。
集体核对Grammar练习的答案。
Step
2
Pre-writing。
1.
Q：Have
you
got
any
gift
at
Christmas?
引出本节课主题—礼物。
2.
Jimmy
has
written
a
short
article
about
the
most
valuable
gift
he
has
ever
received.
Read
the
article
and
answer
the
questions.
?
What
is
Jimmy’s
most
valuable
gift?
It
is
a
photo
album.
?
Whom
did
Jimmy
get
it
from?
He
got
it
from
Kevin.
?
What
is
the
relationship
between
Jimmy
and
Kevin?
They
are
good
friends.
?
Why
did
Jimmy
and
Kevin
become
close
friends?
They
were
classmates
for
all
six
years
of
primary
school
and
they
both
liked
playing
football
and
listening
to
music.
?
What
happened
to
Kevin
last
summer?
He
had
to
move
to
another
city
because
of
his
father’s
job.
?
What
can
be
found
inside
the
photo
album?
Photos
of
the
memorable
events
they
have
experienced
together
and
notes
under
each
photo.
?
How
did
Jimmy
feel
when
he
got
the
gift?
He
was
deeply
moved.
?
What
does
Jimmy
do
with
the
gift
now?
He
puts
the
album
beside
his
bed.
When
he
thinks
of
Kevin,
he
always
looks
at
it.
In
your
opinion,
what
does
“the
most
valuable
gift”
mean?
The
most
valuable
gift
may
not
mean
how
much
it
cost,
but
how
important
it
means
to
you.
Step
3
While-wriitng
Brainstorming—My
most
valuable
gift
Useful
phrases
and
sentences
短语：
因为（+n.）___________________________
难忘的事件____________________________
共同经历______________________________
深深地感动____________________________
想到__________________________________
句型：
收到这样的礼物真好（It’s
wonderful
to…）
_____________________________________________
我喜欢它的意义而不是他的贵。（instead
of）
Planning
本文是描述自己收到过的最珍贵的礼物，描述个人经历可采用______________时态来写。主语为第_________人称。全文可分为________段。
动笔写作
自查：
文章结构是否完整？
拼写、标点、语法是否正确？
有没有适当的连词和过渡句？
有没有分段？书写是否工整
Step
4
同学互评
【反馈小结】
Assessment
(How
much
have
you
learnt?)
1.List
some
other
useful
words,
phrases
and
expressions
in
your
group
mates’
composition:
___________________________________________________
___________________________________________________
2.
The
score
of
your
writing
is
__________.
advantages（优点）：___________________________________________________
disadvantages(缺点)：___________________________________________________
3.
In
your
opinion,
what
does
“the
most
valuable
gift”
mean?
_______________________________________________________________________
回家作业
根据讨论的结果，改进自己的作文。教学设计
教学内容
Listening（p.118）
教学目标
语言知识
认读和理解单词accuse,
America,
wife
和短语
(be)
accuse
of…,
under
the
name
(of)。
掌握描述生平经历的表达方法。
语言技能
能在听的过程中获取和记录关键信息。
能简单介绍一位历史上著名的作家。
学习策略
在小组活动中能够用英语与小组成员交流，并与小组成员积极合作，共同完成对某位著名作家的介绍。
情感态度
积极与他人合作，相互帮助，共同完成学习任务。
文化意识
了解更多对跨文化交流做出贡献的伟大作家的生平经历。
教学重点
能听懂语段内容，并能在听的过程中获取和记录关键信息。
教学难点
能理解并运用恰当的表达方法请求他人重复已说过的话。
教学过程
Step
1
Lead-in
Q1：Who
is
your
favorite
writer?
Q2:
How
much
do
you
know
about
O.Henry?
Step
2
进行听前预测，为听力练习作准备。
1.
学生阅读讲座笔记，猜测所填单词词性以及内容。观察笔记中所缺内容是哪一方面的信息，特别注意判断所缺单词的词性、是否有固定搭配。
2.
学生认读和理解单词accuse,
America,
wife
和短语
(be)
accuse
of…,
under
the
name
(of)。
Step
3
完成听力任务。
教师播放录音，学生完成练习
A。
教师再次播放录音，学生完成练习
B。
集体核对答案。
Step
4
听后活动
教师展示听力材料
Reading
for
main
ideas
Reading
for
time
并完成生平表格
Reading
for
useful
expressions并学以致用完成练习：Translate
the
following
sentences
我妹妹1998年出生。
My
sister
was
born
in
1998.
她18岁开始发表（publish）文章。
She
began
publishing
articles
at
the
age
of
18.
谢婉莹以“冰心”为名写作。
XieWanying
wrote
under
the
name
“BingXin”.
周杰伦2000年开始了他成功的歌唱事业。
Jey
Zhou
began
his
successful
singing
career
in
2000.
鲁迅将作为一位伟大作家被我们铭记。
回答问题：Q1:
What
else
do
you
want
to
know
about
O.
Henry?
Q2:
Do
you
think
difficulty
and
hardship
can
be
helpful
to
writing?
Why?
Step
5
Summary
When
we
are
talking
about
the
life
of
a
writer…
Part
1:
his/her
birth
Part
2:
his/her
life
experience
Part
3:
his/her
death
&
others’
comments
Pay
attention:
time,
useful
expressions
and
speaking
skills
Be
grateful
to
what
we
suffer!
回家作业
