2021-2022学年牛津上海版九年级英语下册Module2 Unit5 A story by MarkTwain-Tom Sawyer paints the fence教案（4课时）
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| 名称 | 2021-2022学年牛津上海版九年级英语下册Module2 Unit5 A story by MarkTwain-Tom Sawyer paints the fence教案（4课时） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津上海版（试用本） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-15 13:41:18 | ||
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Unit Five Tom Sawyer paints the fence
教材分析以及学情分析：
本篇课文取自于马克吐温的著名小说《汤姆索亚历险记》，主课文部分节选了其中一段汤姆索亚利用了自己的智慧完成了非常苛刻的任务，读来充满了故事性，童趣和智慧，非常容易理解。而作为初中科文中为数不多的名著简译本的节选，通过学习课文不但使学生掌握了文章中的语言知识点，也唤起了他们对名著阅读的兴趣。听力部分配合课文简要介绍了马克吐温的生平，使学生在原来的基础上进一步提高了文学修养，也学会了在听力练习的过程中如何更好地抓住重要的信息。而之后的Speaking, Language, More Practice等部分无不围绕名著阅读者以主题展开，有富有情趣的片断以及引出的相关讨论，令学生在学习英语的同时能领略到经典名著的博大精深，同时结合自己的情况有所感悟，真正体现新课标和两纲精神的结合。
Period 1
Teaching Aim:
知识与技能：
1. Enable students to have a basic understanding of the plot of the main passage and some target vocabulary with the aid of the vocabulary list
*target vocabulary: encourage, dip section, make fun of, go on, properly, marbles, and so on, gain, depress, beg, ignore, joy, guess
2．Develop students’ skill of oral expression
情感态度价值观:
3． Arouse students’ expectation of the main passage and their interest in classic novel
4．Encourage students to imagine and have a better understanding of the history
过程与方法：
1. Brain storm
2.Pre-reading task
Presentation:
A. Pre-chapter activities
Tell students that they are going to read a funny story about a boy in America in 1830, meanwhile, ask them if they had read any story-book in English, encourage students to develop the habit of reading for pleasure and reading regularly.
What do you know about…
Look at the pictures in page 46. Which of these things did people have in America at that time. (Introduce the historic background of the story)
B. Reading
Find the facts
Look at the title and read through the story on the next page, then answer the questions
Read the new words and expressions of the Main Passage in the vocabulary list
C. Consolidation exercises about vocabulary
EX C1: Ask students to complete EX C1 without using their dictionaries. They must locate the words of phases in their contexts in the passage, answer, for that particular context.
Ex C2: Makes students to use the words form the passage and put them into a new context, dictionaries allowed.
Homework:
1. WB Ex.A1 A2
2. Review the main passage
Period 2 Reading
Teaching Aim:
知识与技能：
Synopsis of the text
Language points in the text:
Expect/ depress/think phrase/ go on doing/ignore/ more and more
By …. (pay attention to the tense)
3. Develop students’ listening skill and ability to take notes from a lecture.
情感态度价值观
Arouse students’ interest in the text and English
Arouse students love for classic story-book
过程与方法：
From general idea to details
Question and Answer
Presentation:
Pre-teaching
Lead- in
This is a simplified version of an incident described in Mark Twain’s book The Adventures of Tom Sawyer.
1. Read the vocabulary
2. Check homework WB Ex.A1 A2
Synopsis of the text (T.47)
While-teaching
Language points in the text （板书设计）
Every boy in town was happy, except Tom Sawyer. c.f. The room is empty except for a chair. There is nothing in the room except a chair. on the sidewalk a bucket of white paint with a long handle in his hands feel depressed (=very unhappy, gloomy) (v.) depress e.g. I felt very depressed when I saw the exam paper, because I could not do any of the questions. 6. think of / think about/ think over 7. come along 8. make fun of = laugh at 9. go on painting= continue; keep doing c.f. go on to do / go on doing 10. ignore = do not look at or talk to someone e.g. I waved to Mary this morning buy she just ignored me and did not wave back at me. 11. enjoy oneself= have a good time 12. in the right place 13. get more and more interested 14. do some painting 15. let me do sth. 16. He gave Ben his brush with worry on his face but joy in his heart. 17. end up saying to paint 18. offer him twelve marbles 19. By late afternoon Tom had gained all sorts of toys.(提醒学生要注意时态)
Exercise D Read and Think
A.
1. The questions in Exercise D! make students think a bit more deeply about some aspects of the passage.
2. Exercises D2 focus on reference items. Students should often asked to say what words like it, this, he and she refer to, to make sure that fully understand the passage.
B. Listening ---- Taking notes from a lecture
The Listening task gives students a brief biography of the famous American writer, Mark Twain
Homework:
Review Reading
Preview Language
Period 3 Language
Teaching Aim:
知识与技能
1. Adjective clauses with who, that and which
2. Adjective clauses and adjective phrases
3. Using the generic plural with adjective clauses
情感态度价值观
1.Develop students ability to describe and modify sth.
2.Encourage students to cooperate each other
过程与方法
1. Monologue
2. Dialogue
3. Written practice
Presentation:
Adjective clauses with who, that and which
Read the introductory text and examples in the student’s Book to the class （板书设计）
We use the relative pronouns… When we are talking about…
Who or that people
Which or that Animals or things
Write some sentences on the board.(T.51)
Show the class how the two sentences can be joined, using who or that for people and which or that for things
(配合练习：Exercise B,C,D,E)
Adjective clauses and adjective phrases
Adjective clauses have a relative pronoun and a verb , buy adjective phrase do not. When an adjective clause contain the verb be, we can often replace the clause with an adjective phrase.
e.g. She is the next person who is in the bus queue.
= She is the next person in the b us queue.
Notes:
In the adjective clauses above, we can delete the relative pronouns and the verb be to make adjective phrases. However, we cannot use an adjective phrase when the verb be is followed by an adjective or adjectives only; instead, we put the adjective before the noun it describes.
(配合练习：GB EX.B)
Using the generic plural with adjective clauses
When we talk about tings in general, we often use the plural form of a countable noun + be + noun + adjectives.
e.g. Taxi- drivers are people who often work late.
(配合练习：GB EX.C)
Homework:
WB related exercises
2. Find out the experience of Mark Twain
Period 4 More Practice
Teaching aims
知识与技能:
1.Develop students’ extensive reading skill
2.Language points in More Practice
情感态度价值观:
1. Arouse students’ interest in world-famous writers and story books
2. Encourage students to set up a right attitude towards life
过程与方法：
1. Monologue
2. skimming exercise
3. multi-media equipment
Presentation:
Skim the text and answer the questions based on information in the passage
Language points in the passage (板书设计)
an extract from walk down a winding passage (wind wound wound) walk on a little stream of water look like light up far into the cave wake sb. up hurry away strike the candle out get away from = escape from
Monolog---- Do you like Tom Sawyer Why or why not
D. Activity:
1. Tell the class more about Mark Twain.
2. Write down some of the other works written by Mark Twain in the space in the text book.
Homework
课外练习相关配套练习
教材分析以及学情分析：
本篇课文取自于马克吐温的著名小说《汤姆索亚历险记》，主课文部分节选了其中一段汤姆索亚利用了自己的智慧完成了非常苛刻的任务，读来充满了故事性，童趣和智慧，非常容易理解。而作为初中科文中为数不多的名著简译本的节选，通过学习课文不但使学生掌握了文章中的语言知识点，也唤起了他们对名著阅读的兴趣。听力部分配合课文简要介绍了马克吐温的生平，使学生在原来的基础上进一步提高了文学修养，也学会了在听力练习的过程中如何更好地抓住重要的信息。而之后的Speaking, Language, More Practice等部分无不围绕名著阅读者以主题展开，有富有情趣的片断以及引出的相关讨论，令学生在学习英语的同时能领略到经典名著的博大精深，同时结合自己的情况有所感悟，真正体现新课标和两纲精神的结合。
Period 1
Teaching Aim:
知识与技能：
1. Enable students to have a basic understanding of the plot of the main passage and some target vocabulary with the aid of the vocabulary list
*target vocabulary: encourage, dip section, make fun of, go on, properly, marbles, and so on, gain, depress, beg, ignore, joy, guess
2．Develop students’ skill of oral expression
情感态度价值观:
3． Arouse students’ expectation of the main passage and their interest in classic novel
4．Encourage students to imagine and have a better understanding of the history
过程与方法：
1. Brain storm
2.Pre-reading task
Presentation:
A. Pre-chapter activities
Tell students that they are going to read a funny story about a boy in America in 1830, meanwhile, ask them if they had read any story-book in English, encourage students to develop the habit of reading for pleasure and reading regularly.
What do you know about…
Look at the pictures in page 46. Which of these things did people have in America at that time. (Introduce the historic background of the story)
B. Reading
Find the facts
Look at the title and read through the story on the next page, then answer the questions
Read the new words and expressions of the Main Passage in the vocabulary list
C. Consolidation exercises about vocabulary
EX C1: Ask students to complete EX C1 without using their dictionaries. They must locate the words of phases in their contexts in the passage, answer, for that particular context.
Ex C2: Makes students to use the words form the passage and put them into a new context, dictionaries allowed.
Homework:
1. WB Ex.A1 A2
2. Review the main passage
Period 2 Reading
Teaching Aim:
知识与技能：
Synopsis of the text
Language points in the text:
Expect/ depress/think phrase/ go on doing/ignore/ more and more
By …. (pay attention to the tense)
3. Develop students’ listening skill and ability to take notes from a lecture.
情感态度价值观
Arouse students’ interest in the text and English
Arouse students love for classic story-book
过程与方法：
From general idea to details
Question and Answer
Presentation:
Pre-teaching
Lead- in
This is a simplified version of an incident described in Mark Twain’s book The Adventures of Tom Sawyer.
1. Read the vocabulary
2. Check homework WB Ex.A1 A2
Synopsis of the text (T.47)
While-teaching
Language points in the text （板书设计）
Every boy in town was happy, except Tom Sawyer. c.f. The room is empty except for a chair. There is nothing in the room except a chair. on the sidewalk a bucket of white paint with a long handle in his hands feel depressed (=very unhappy, gloomy) (v.) depress e.g. I felt very depressed when I saw the exam paper, because I could not do any of the questions. 6. think of / think about/ think over 7. come along 8. make fun of = laugh at 9. go on painting= continue; keep doing c.f. go on to do / go on doing 10. ignore = do not look at or talk to someone e.g. I waved to Mary this morning buy she just ignored me and did not wave back at me. 11. enjoy oneself= have a good time 12. in the right place 13. get more and more interested 14. do some painting 15. let me do sth. 16. He gave Ben his brush with worry on his face but joy in his heart. 17. end up saying to paint 18. offer him twelve marbles 19. By late afternoon Tom had gained all sorts of toys.(提醒学生要注意时态)
Exercise D Read and Think
A.
1. The questions in Exercise D! make students think a bit more deeply about some aspects of the passage.
2. Exercises D2 focus on reference items. Students should often asked to say what words like it, this, he and she refer to, to make sure that fully understand the passage.
B. Listening ---- Taking notes from a lecture
The Listening task gives students a brief biography of the famous American writer, Mark Twain
Homework:
Review Reading
Preview Language
Period 3 Language
Teaching Aim:
知识与技能
1. Adjective clauses with who, that and which
2. Adjective clauses and adjective phrases
3. Using the generic plural with adjective clauses
情感态度价值观
1.Develop students ability to describe and modify sth.
2.Encourage students to cooperate each other
过程与方法
1. Monologue
2. Dialogue
3. Written practice
Presentation:
Adjective clauses with who, that and which
Read the introductory text and examples in the student’s Book to the class （板书设计）
We use the relative pronouns… When we are talking about…
Who or that people
Which or that Animals or things
Write some sentences on the board.(T.51)
Show the class how the two sentences can be joined, using who or that for people and which or that for things
(配合练习：Exercise B,C,D,E)
Adjective clauses and adjective phrases
Adjective clauses have a relative pronoun and a verb , buy adjective phrase do not. When an adjective clause contain the verb be, we can often replace the clause with an adjective phrase.
e.g. She is the next person who is in the bus queue.
= She is the next person in the b us queue.
Notes:
In the adjective clauses above, we can delete the relative pronouns and the verb be to make adjective phrases. However, we cannot use an adjective phrase when the verb be is followed by an adjective or adjectives only; instead, we put the adjective before the noun it describes.
(配合练习：GB EX.B)
Using the generic plural with adjective clauses
When we talk about tings in general, we often use the plural form of a countable noun + be + noun + adjectives.
e.g. Taxi- drivers are people who often work late.
(配合练习：GB EX.C)
Homework:
WB related exercises
2. Find out the experience of Mark Twain
Period 4 More Practice
Teaching aims
知识与技能:
1.Develop students’ extensive reading skill
2.Language points in More Practice
情感态度价值观:
1. Arouse students’ interest in world-famous writers and story books
2. Encourage students to set up a right attitude towards life
过程与方法：
1. Monologue
2. skimming exercise
3. multi-media equipment
Presentation:
Skim the text and answer the questions based on information in the passage
Language points in the passage (板书设计)
an extract from walk down a winding passage (wind wound wound) walk on a little stream of water look like light up far into the cave wake sb. up hurry away strike the candle out get away from = escape from
Monolog---- Do you like Tom Sawyer Why or why not
D. Activity:
1. Tell the class more about Mark Twain.
2. Write down some of the other works written by Mark Twain in the space in the text book.
Homework
课外练习相关配套练习