Module7GreatbooksUnit2Itisstillreadandloved.教案英語九年級(jí)上冊(cè)

九年級(jí)（上）英語學(xué)科教學(xué)教案設(shè)計(jì)課題Module7GreatbooksUnit2Itisstillreadandloved.執(zhí)教者共（2）課時(shí)第（1）課時(shí)上課時(shí)間2022年10月日教材分析本單元的教學(xué)內(nèi)容是第七模塊中的第二單元，本單元所提供的文本是關(guān)于馬克.吐溫所著的《湯姆.索亞歷險(xiǎn)記》的一篇書評(píng)，主要內(nèi)容是通過背景知識(shí)，主要人物的介紹，高潮部分的描述以及本書的主題，語言特征，人們對(duì)于該作品的評(píng)價(jià)來展開描述的，本文的主要目的是吸引讀者，讓學(xué)生通過閱讀本文，對(duì)這本書有一個(gè)基本的了解，了解這本書的意義和影響。借助本文的學(xué)習(xí)，讓學(xué)生知道選擇一本書的渠道可以通過書評(píng)來決定，鼓勵(lì)學(xué)生用本文的框架來寫一篇關(guān)于自己喜歡的一本書的書評(píng)，激發(fā)學(xué)生的分享欲。學(xué)情分析學(xué)生對(duì)于馬克.吐溫的《湯姆.索亞歷險(xiǎn)記》在前面的學(xué)習(xí)中稍有提及，但內(nèi)容尚未深入了解到，九年級(jí)的學(xué)生對(duì)于故事的發(fā)展是十分好奇的。此外，通過本文的學(xué)習(xí)，讓學(xué)生了解到如何通過書評(píng)來選擇閱讀內(nèi)容，提高閱讀的有效性，通過本文最后一段的內(nèi)容，進(jìn)一步鞏固被動(dòng)語態(tài)的用法。教學(xué)目標(biāo)Linguisticability:TounderstandthekeywordsandthestructureofPassiveVoice.Learningcapacity:TobeabletounderstandEnglishtextsthroughthereadingskillsofslimmingandscanning.Tobeabletotalkaboutexperiencesandfeelings.Tobeabletoreadbetweenlinesandanalyzethepersonaltraitsofmaincharacters.Thinkingquality:TolearngoodqualitiesfromTomSawyer.Culturalawareness:TolearntoappreciategreatbooksbyforeignwritersandChinesewriters.教學(xué)重難點(diǎn)Keypoints:1.Keyvocabularyadventure,adventurous,getintotrouble,runaway,escape,deadforatime.neighbour/neighbor,funeral,surprised,alive,southern,state,payfor,action,everyday,dialogue2.KeystructuresItiswrittenineverydayEnglish.Itisstillreadandlovedbypeopleallovertheworld.ItisthoughttobeoneofgreatestAmericanstories.Difficultpoints：1.UnderstandthechangeofTom'sfeelings.2.Writeabookreview.課前準(zhǔn)備Handout；PPT教學(xué)方法PWP教學(xué)過程教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖激發(fā)學(xué)生原有知識(shí)，由如何選書問題自然過渡到本文的標(biāo)題。通過快速閱讀，幫助學(xué)生掌握文章主旨大意以及段落大意，培養(yǎng)學(xué)生快速閱讀的能力。通過劃關(guān)鍵詞，以三個(gè)疑問詞的形式解決主要信息部分的內(nèi)容了理解。以圖促讀是一個(gè)讓學(xué)生快速記住文章內(nèi)容的方式之一。通過找出主角們的心理變化，了解主人公的人物關(guān)系。通過了解本書的特性和評(píng)價(jià)，更能吸引學(xué)生學(xué)習(xí)。進(jìn)一步鞏固被動(dòng)語態(tài)。通過填寫思維導(dǎo)圖的方式，讓學(xué)生知道如何寫書評(píng)。Step1:PrereadingAskstudents“Whatgreatbooksyouhaveeverread?”GuideSstomakeasurvey:Howdoyouchooseabook?Letthemenjoyavideoandlearnsomenewwords.Step2:Fastreading1.Guidestudentstoreadthewholepassagequicklyandfindoutthemainidea.2.Askstudentstomatchthemainideaofeachparagraph.Step3:CarefulreadingReadPara1andpletethetableabouthebackgroundinformationformwhen/where/what.ReadPara2Letthestudentsfindoutthemaincharacters.GuideSsunderlinethekeyphrasesbasedonthepictures,andletthemtellthestoryaccordingtothepictures.ReadPara3Guidethestudentstopletethetable.Askthemwhytheirfeelingschanged?ReadPara4Askstudentstoreadandfillintheblanksaboutthefeature,theme,andmentsaboutthisbook.Step4:PostreadingLetstudentssummarizehowthewriterwritesthebookreview?Thinkaboutthequestion:WhatcanyoulearnfromTomsawyer?Discussandsay:Shareyourfavouritebookaccordingtothemindmap.1.Talkaboutthebookstheyhaveread.2.Doasurveyabouthowtochooseabook.3.Watchavideoandreadtheworsloudly.Readthepassagequicklyandgetthemainidea.Readandmatchthemainideaforeachparagraph.Readandpletethetable.Findoutthemaincharacters.Underlinethekeyphrasesbasedonthepicturesandtellthestory.ReadandfindhowTom&Huck,Familyandneighborsfeltbeforeandafterthefuneral.Fillintheblanksandfindoutthegrammarfeatures.Figureouthowtowriteabookreview.Thinkandshowideas.pletethemindmapandsharethebookreviewoftheirfavouritebook.作業(yè)設(shè)計(jì)Finishtheexerciseinpage59.Chooseoneofthefourpartsofthebookreviewtowriteaboutyourfavoritebooks.ReadthebookTheAdventuresofTomSawyerthenshareitnexttime.板書設(shè)計(jì)Module7GreatbooksUnit2Itisstillreadandloved.WriterBackgroundWrite