牛津深圳版九年级上册Module 4 A taste of literature Unit 7教学设计（表格式）
文档属性
| 名称 | 牛津深圳版九年级上册Module 4 A taste of literature Unit 7教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 72.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津深圳版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-12-25 11:23:37 | ||
图片预览
文档简介
Teaching design--9A U7 Tom Sawyer paints the fence
Topic Oxford English 9A Module4 U7 Tom Sawyer paints the fence Period Period 1
Type Reading Theme “Human and society” “Representative writers and works in history of literature”
Guiding principles New curriculum standards; Core competence; View of English learning activities
Curriculum resources Textbooks;PPT;Videos
Teaching goals Language competence To obtain the basic information of the story. To retell the story with the help of “the plot of the story” and act it out. To analyze the main characters’ words and behaviour and judge their thoughts and feelings.
Thinking quality To judge Tom’s and Ben’s behaviour and character and to think critically.
Cultural awareness To know about the background information of Mark Twain’s works and taste the humorous language of Mark Twain; To appreciate the great works in history of American literature.
Learning ability To arouse interest in reading English literature and develop good reading habits; To learn and apply a new reading strategy “Dialogues in stories” to understand the main characters’ thoughts and feelings.
The analysis of the teaching material The passage is a story “Tom Sawyer paints the fence” from Mark Twain’s novel The Adventures of Tom Sawyer. What：Tom has a task of painting the fence on Saturday. He tricks Ben into painting the fence for him and get a win-win result. Why：The story reflects the character of kids. It can arouse students’ critical thinking about people or things around. From the story, students can also appreciate the humorous language style of Mark Twain and get interested in reading English literature. How：The passage is a narration, which can be divided into three parts: beginning, middle and ending. It mainly contains two boys’ dialogues and uses lots of verbs to describe the progress of the story. It also uses colourful sentence patterns such as attributive clauses and questions to show the characters’ real thoughts and feelings, which attracts the readers a lot.
Key point To retell the story with the help of “the plot of the story” and act it out. To learn and apply a new reading strategy “Dialogues in stories” to understand the main characters’ thoughts and feelings.
Difficult point To judge Tom’s and Ben’s behaviour and character and to think critically.
Student analysis Grade 9 students have certain English language competence and are interested in stories. They are not familiar with Mark Twain’s works. They are used to accepting knowledge and opinions instead of thinking critically.
Teaching aids PPT;Blackboard
Teaching methods Task-based method; Communicative method;Cooperative method
Preview homework To look up information about Mark Twain.
Teaching procedure
Steps Teaching activities Purpose
Pre-reading Lead in with a picture of the novel The Adventures of Tom Sawyer. Read the instructions and answer some questions about Mark Twain and the novel. Watch a video about Tom Sawyer and answer some questions. To lead in the topic and arouse the students’ interest; To enable the students to know about Mark Twain briefly. To know about Tom’s daily life, which is also the background information of the story.
Look at the title and describe the picture. Predict which boy is Tom Sawyer and explain why. To improve the students’ ability of looking. To arouse the students’ interest in reading the story.
While-reading Skim the story and fill in the table about the basic information of the story and divide it into three parts. To obtain basic information about the story by skimming.
Learn some new words by guessing their meanings according to the context. Read the passage part by part. 1)Read Part 1 and answer some questions. 2)Read Part 2 and find out all the dialogues. Learn the strategy “Dialogues in stories” and apply it to analyze the characters’ thoughts and feelings. 3)Read Part 3 and fill in the blanks. To develop good habits of guessing words according to the context and help the students better understand the story later. To understand the story in details by scanning and analyzing. To learn and apply a new reading strategy “Dialogues in stories” to understand the main characters’ thoughts and feelings.
Use “the plot of a story” to summarize the plot and analyzing the character’ change of feelings. Write the structure on the blackboard at the same time. To better understand the plot and the characters’ real thoughts and feelings.
Post-reading Students retell the story according to the blackboard design. Act out the story in groups. To master the plot of the story and retell it to better understand the process of the trick. To appreciate the humorous language in the story.
Discuss in groups and express opinions on the two main characters. To judge the characters and express their own opinions. To learn to think critically.
Recommend some famous English works and call on the students to keep reading. To arouse the students’ interest in reading famous works and help them develop good reading habits.
Self-assessment&Homework Complete the assessment. Homework:
Required: 1.Listen and imitate. 2.Write about the plot of the story. 3.Read an English famous story/book. Optional: 1.To write a play about the story and act it out in groups. 2.To design a mind map about the story.
I. (
Unit 7 Tom Sawyer paints the fence
)Blackboard design
II. Assessment
Items Yes No
1.Can I complete the table by skimming
2.Can I judge the characters’ real thoughts and feelings
3.Can I use the strategy“the plot of a story” to retell the story
4.Can I act the story out
5.Can I express my personal opinions on the characters
Topic Oxford English 9A Module4 U7 Tom Sawyer paints the fence Period Period 1
Type Reading Theme “Human and society” “Representative writers and works in history of literature”
Guiding principles New curriculum standards; Core competence; View of English learning activities
Curriculum resources Textbooks;PPT;Videos
Teaching goals Language competence To obtain the basic information of the story. To retell the story with the help of “the plot of the story” and act it out. To analyze the main characters’ words and behaviour and judge their thoughts and feelings.
Thinking quality To judge Tom’s and Ben’s behaviour and character and to think critically.
Cultural awareness To know about the background information of Mark Twain’s works and taste the humorous language of Mark Twain; To appreciate the great works in history of American literature.
Learning ability To arouse interest in reading English literature and develop good reading habits; To learn and apply a new reading strategy “Dialogues in stories” to understand the main characters’ thoughts and feelings.
The analysis of the teaching material The passage is a story “Tom Sawyer paints the fence” from Mark Twain’s novel The Adventures of Tom Sawyer. What：Tom has a task of painting the fence on Saturday. He tricks Ben into painting the fence for him and get a win-win result. Why：The story reflects the character of kids. It can arouse students’ critical thinking about people or things around. From the story, students can also appreciate the humorous language style of Mark Twain and get interested in reading English literature. How：The passage is a narration, which can be divided into three parts: beginning, middle and ending. It mainly contains two boys’ dialogues and uses lots of verbs to describe the progress of the story. It also uses colourful sentence patterns such as attributive clauses and questions to show the characters’ real thoughts and feelings, which attracts the readers a lot.
Key point To retell the story with the help of “the plot of the story” and act it out. To learn and apply a new reading strategy “Dialogues in stories” to understand the main characters’ thoughts and feelings.
Difficult point To judge Tom’s and Ben’s behaviour and character and to think critically.
Student analysis Grade 9 students have certain English language competence and are interested in stories. They are not familiar with Mark Twain’s works. They are used to accepting knowledge and opinions instead of thinking critically.
Teaching aids PPT;Blackboard
Teaching methods Task-based method; Communicative method;Cooperative method
Preview homework To look up information about Mark Twain.
Teaching procedure
Steps Teaching activities Purpose
Pre-reading Lead in with a picture of the novel The Adventures of Tom Sawyer. Read the instructions and answer some questions about Mark Twain and the novel. Watch a video about Tom Sawyer and answer some questions. To lead in the topic and arouse the students’ interest; To enable the students to know about Mark Twain briefly. To know about Tom’s daily life, which is also the background information of the story.
Look at the title and describe the picture. Predict which boy is Tom Sawyer and explain why. To improve the students’ ability of looking. To arouse the students’ interest in reading the story.
While-reading Skim the story and fill in the table about the basic information of the story and divide it into three parts. To obtain basic information about the story by skimming.
Learn some new words by guessing their meanings according to the context. Read the passage part by part. 1)Read Part 1 and answer some questions. 2)Read Part 2 and find out all the dialogues. Learn the strategy “Dialogues in stories” and apply it to analyze the characters’ thoughts and feelings. 3)Read Part 3 and fill in the blanks. To develop good habits of guessing words according to the context and help the students better understand the story later. To understand the story in details by scanning and analyzing. To learn and apply a new reading strategy “Dialogues in stories” to understand the main characters’ thoughts and feelings.
Use “the plot of a story” to summarize the plot and analyzing the character’ change of feelings. Write the structure on the blackboard at the same time. To better understand the plot and the characters’ real thoughts and feelings.
Post-reading Students retell the story according to the blackboard design. Act out the story in groups. To master the plot of the story and retell it to better understand the process of the trick. To appreciate the humorous language in the story.
Discuss in groups and express opinions on the two main characters. To judge the characters and express their own opinions. To learn to think critically.
Recommend some famous English works and call on the students to keep reading. To arouse the students’ interest in reading famous works and help them develop good reading habits.
Self-assessment&Homework Complete the assessment. Homework:
Required: 1.Listen and imitate. 2.Write about the plot of the story. 3.Read an English famous story/book. Optional: 1.To write a play about the story and act it out in groups. 2.To design a mind map about the story.
I. (
Unit 7 Tom Sawyer paints the fence
)Blackboard design
II. Assessment
Items Yes No
1.Can I complete the table by skimming
2.Can I judge the characters’ real thoughts and feelings
3.Can I use the strategy“the plot of a story” to retell the story
4.Can I act the story out
5.Can I express my personal opinions on the characters