外研版九年级上册 Module 7 unit2 It is still read and loved.教案

学生年级：初中三年级上
教学内容：外研版《英语》（新标准）
Module7?Great?books?
?Unit?2??It’ s?still?read?and?loved?
一、教学内容分析
本模块以谈论中外伟人和他们的著作为话题，要求学生听懂、读懂有关评价名著的对话和文章，同时正确掌握被动语态的基本概念和基本结构以及一般现在时的被动语态。本课是一节课文阅读与写作相结合的课型，通过阅读一篇有关名著介绍的文章，培养学生在阅读中通过首尾句、信息词捕捉段落大意，通过细读把握文章结构以及重点词汇短语；并掌握介绍和评价文学作品的写作手法，并能够模仿写短文来评价和介绍自己喜欢的文学名著。
本课以名著推荐的形式介绍了“The?Adventures?of?TomSawyer”这部历险小说，在语法上是对一般现在时被动语态的进一步感知和体验，在内容上是对上一单元“school?magazine”中“Great?Books”栏目的延续。
二、学情分析?
初三学生通过两年的英语学习，大多数学生已经掌握了一定的阅读技能和技巧，但是在本课更注重培养学生养成良好的阅读学习习惯，学会对文章的预测及概括段落大意的能力、分析题材下文章的结构和顺序，从而让学生灵活运用更多正确的阅读方法和技巧。
三、教学目标
??1、知识目标
?（1）正确使用以下单词
???动词： hide(hid,hidden),pleased?, decides,??appears?
名词： behavior,century,treasure,state?
?? 形容词： exciting,social,clever,dead,alive,southern?
? ?短语： at?the?end?of,run?away,dead,grow?up,talk?about ,pay for ,Lives?in,??goes?looking for?,gets?lost, escape from
be?surprised/pleased?to?do
（2）语法：感知、理解一般现在时的被动语态，?be?+?done???(by??)的构成和语意功能。
?（3）语音：能流利地朗读课文，并适当的断句。
?2、技能目标?能够预测文章内容，能读懂介绍和评价文学作品的文章，能够运用一般现在时的被动语态简单介绍最喜爱的书目，并能够模仿课文结构和句式，描述最喜欢的一本书。
3、文化意识 加强对西方著名作家及其文学作品的了解。
?4、情感态度
???通过本课的学习，激发学生阅读名著的兴趣，教育学生要多读书、读好书，不断丰富学识和提高自身素质，使学生体会到学习英语的乐趣。
?5、学习策略
? 认知策略：能根据阅读材料的题材和要求来选择不同的阅读技巧和方法。
? 交际策略：能与同学交流合作，丰富知识。
?6、教学手段
以任务型教学模式为主，以多媒体教学为辅，创设活跃的课堂氛围，激发学
生学习英语的兴趣，通过小组合作交流，提高课堂学习的有效性。
?四、教学过程?Experience?
Step?1?:?Lead-in?【操作方式】：师生通过问答引出新课话题。
?T:? Today,?I?want?to?introduce?a?great?American?writer?to?you?all,? can?you?guess??who? he? is??Yes? he’s ?Mark?Twain.?Let’s know?more?information?about?him.(? Mark?Twain?is?an?American?humorist?literary?master?and?American?writer.?He?was?born?on??November?30,?1835?in?Missouri,?but?on?April?21,?1910?he?died?in?Connecticut.)??
T:Would?you?like?to?tell?me?some?works?by?Mark?Twain??
S:?? Such?as?"The?Adventures?of?Sawyer"?, Running?For?Governor——《竞选州长》；?"millions?of pounds"—《百万英镑》,? Pudd'nhead?Wilson——《傻瓜威尔逊》and?"The?Adventures?of?Hakebeili?Feith,"《哈克流浪记》.?
T:? He?won?a?world?wide?audience?for?his?story?.Do?you?know?which?story?it?is??
T:?Would?you?like?to?tell?me?some?works?by?Mark?Twain?
S:?Such as?"The?Adventures?of?Tom Sawyer"?, Running?For?Governo——《竞选州长》；?"millions?of?pounds"—《百万英镑》,? Pudd'nhead?Wilson——?《傻瓜威尔逊》，and?"The?Adventures?of?Hakebeili?Feith,"《哈克流浪记》.??
T:? He?won?a?world?wide?audience?for?his?story?.Do?you?know?which?story?it?is???
S:Mark燭wain.燣et挔know爉ore爄nformation燼bout爃im.(燤ark燭wain爄s燼n燗merican爃umorist爈iterary爉aster燼nd燗merican爓riter.燞e爓as燽orn爋n牋November30,1835爄n燤issouri,but爋n燗pril21,1910爃e燿ied爄n燙onnecticut.)牋 T:燱ould爕ou爈ike爐o爐ell爉e爏ome爓orks燽y燤ark燭wain? S:牋Such燼s"The燗dventures爋fTom燬awyer", Running燜or燝overnor——《竞选州长》； "millions?of?pounds"—《百万英镑》,? Pudd'nhead?Wilson——《傻瓜威尔逊》，and?"The?Adventures?of?Hakebeili?Feith,"《哈克流浪记》.?
T:?He?won?a?world?wide?audience?for?his?story?.Do?you?
know?which?story?it is？S:?Maybe?it’s“The?adventures?of?Tom?Sawyer”.?
【设计意图】：通过介绍马克吐温以及其著名作品，使同学了解相关信息的同时，引出本课的题目： The?Adventures?of?Tom?Sawyer.
Step?2?:Predicting?【操作方式】：通过书名让学生猜测故事类型，通过观察图片让学生猜测文章T:?Great?,The?Adventure?of?Tom?Sawyer?is?a?famous?book,and?it?has?been made into films.Let’s guess out what kind of?novel??"The?Adv entures?of?Tom?Sawyer"?is????
S:?It’ s?an?adventure?story??
T:Perfect,? it’s?an?adventure?story,? here?are?two?pictures?about?it,Look?at?the?pictures?and?answer?my?questions.?
(1)?in?the?pictures,?what?can?you?see??
(2)?Guess?what?happens?in?the?book??
【设计意图】：通过书名判断故事类型，
通过图片观察增强学生的好奇心和学习
欲望，通过对故事情节和内容猜测，为下面的阅读做好铺垫。
?II.Practise?
Step?3?:?reading?
【操作方式】：快速阅读课文，获取段落大意。
?From?the?pictures?,we?know? “The?Adventure?of?Tom?Sawyer”?is??very?fantastic,?luckily,?our?guest?writer?Mr?Jackson?
has?written?an?article?about?"The?Adventures?of?Tom?Sawyer"??,now?read?the?passage?silently?and?get?the?main?idea?of?each?paragraph.?
Paragraph?1?Story??
Paragraph?2?Favorite?scene?
Paragraph?3??Characters?
Paragraph?4?Themes?
Paragraph?5??Reason?for?its?greatness??
【设计意图】：学生速读课文，整体感知课文内容,并将各自然段与其段落大意进行匹配,培养学生在阅读中抓住首尾句和关键词判断段落大意的能力。
2.?【操作方式】：让学生细读文章，完成表格，获取更多细节信息的同时掌握本课的写作特点。
?All?of?you?have?done?a?good?job?justnow,? after the fist?reading,we?have?known?the?main?idea?of?each?but?your?second?reading?is?needed?now?in?order?to?complete?the?following?forms?,so?please?read?the?passage?again.The?Adventures?of?Tom?Sawyer.? Writer?Mark?Twain?Place?St.?Petersburg,?Missouri,?America?Story?The?adventures?of?a?boy?and?his?friends?Favorite?scene?The?funeral?scene?Characters?Tom?Sawyer,? Huck?Finn,?Joe,?Aunt?Polly,? Injun?Joe?Theme?Social?life in?a?small?American?town;??children?growing?up?and?becoming?more?seriousFreedom?and?social?rules?Reasonfor?its?greatness?It?was?written?about?130?years ago,?and?it’ s?still?read
?and?loved?by?people.?
【设计意图】：通过细读文章来检测学生对文章细节的把握程度。
??3.?【操作方式】：分段朗读文章，掌握关键词语，深挖文章内涵，理清关系。
?In?each?paragraph?,the?writer?use?some?key?words?,phrases,?or?sentences?to?show?the?main?ideas,? through?the?key?words,? we?can?understand?and?retell?the?text?more?easily,?now?try?to?find?them?out,?then?discuss?the?answers?in?your?group,?at?last?show?your?groups?results?to?the?whole?class.
?The?adventures?of?Tom?Sawyer
P5:Reason?for?its?greatness
P4:the?themes
P3:main?characters
P2:favorite?scene
P1:the?story
Key?words?and?phrases Main?idea?of?each?paragraph :Lives?in,?runs?away,?goes?looking for?,gets?lost decides,?hides,?appears,be?surprised/pleased?to?do
do?with,?growing?up?and?becoming,describes how..are seen…,
talks?about.., how…are?punished?for
【设计意图】
巩固被动语态和基本词汇、句型，同时挖掘更多信息，把握细节，更深理解文章,达到熟练掌握文章的目的。?
4.【操作方式】：根据关键词，完成文章任意一段落的复述。?
Use?the?key?words,?choose?one?paragraph?of?the?five?to?retell,?and?use?the?fewest?words?to?retell?the?whole?passage
??【设计意图】：通过对文章段落的复述，检测学生对阅读内容的掌握情况，反馈学生对文章的理解程度。
?Step?4?:Summary?
【操作方式】：让学生根据黑板关键字，发现此类文章的写作模式。
?T:? Mr?Jackson?uses?a?certain?order?to?write?the?article?,can?you?tell?me?which?order?is?used?in?the?article??
?The?story
→
favorite?scene
→
characters
→
themes
→
reason?
?【设计意图】：师生共同总结文章的写作特点，为下面的写作打好基础。
?Step5?:Talking?
【操作方式】：让学生根据表格提示谈论自己喜爱的名著或电影，为写作打好铺垫。?
T:? You?have?read?many?great?books?or?seen?lots?of?famous?films,
Think?of?your?favorite?book?or?film.and?choose?one?to?talk?about?in?groups?using?the?passive?voice.?
【设计意图】：学生个体活动填表格，然后小组活动交流读书收获。借助表格
帮助口头练习，为课后写作做好铺垫。既训练了学生的口头表达能力又加强了学生之间的互动和交流，而且还训练学生们能够在语篇中正确运用一般现在时的
被动语态。?
Step?6:?Homework?
1.Write?a?passage?about?your?favorite?great?book?or?film.? Name?Writer?Place?Story?Favorite?scene?Character?Theme?Reason?for?its?greatness??
要求：? 1.?语意连贯，中心突出，详略得当,?符合逻辑；? 2．恰当运用本单元所学的语法项----一般现在时被动语态。?
【设计意图】：通过本课的学习，学生基本掌握文中七个方面来进行写作；同时也锻炼学生在文章中恰当使用一般现在时被动语态的能力。??
板书设计
? Module?7??Great?books?
Unit?2??It’ s?still?read?and?loved?
1. the?key?vocabulary:?
P1:?live?in,?run?away,?go?looking?for,?get?lost?
P2:?one’s?own?sth,??be?surprised/pleased?to?do,?alive?, ?appear, decide?to, hide, ,
P3:?be?afraid?of?
P4:?do?with,?grow?up,?become?more?serious,?describe?how
are?seen,?talk?about how??are?punished?
P5:?It’s?still?read?and?loved?by?people,?it?sounds?very?real,?it’ s?thought?to?be?one?of?the?greatest?books.??
The?writing?order:?
The?story
→
favorite?scene
→
characters
→
themes
→
reason?
4