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視頻標簽：A story,Mark Twain
所屬欄目：初中英語優質課視頻
視頻課題：初中英語牛津上海課標版九年級下冊Unit 5 A story by Mark Twain上海市奉賢區匯賢中學
教學設計、課堂實錄及教案：初中英語牛津上海課標版九年級下冊Unit 5 A story by Mark Twain上海市奉賢區匯賢中學
Reading: Tom Sawyer paints the fence
1
教 案
Reading: Tom Sawyer paints the fence
（Oxford English 9B Module 2 Unit 5）
上海市奉賢區匯賢中學 丁利萍
Learning objectives
By the end of the lesson, students are expected to
know the meaning of some new words according to the context, e.g. depressed, ignore. get a clear picture of the main plots of the story by skimming and scanning.
be able to analyze the characters’ feelings and personalities through their words, actions and
facial expressions.
Learn to deal with some problems in a clever way. Focus of learning
analyze the main characters’ feelings and personalities through their words, actions and facial
expressions
Potential difficulty in learning
summarize how Tom tricked Ben into painting for him Leaning Procedures:
Stages Learning Activities
Purposes
Lead-in
Have a free talk.
To arouse Ss’ interest to elicit the topic.
Pre-reading
Look at the title and raise some questions according to the title.
Look at the picture from the story and
answer: Which boy do you think is Tom Sawyer in the picture?
To arouse Ss’ curiosity to read the
story.
While-reading
Read through the story quickly and find out
the answers to the former questions.
To get the general idea of the text.
Read through the story carefully again and find out how Tom tricked Ben by their words, actions and facial expressions. To read and find how Tom’s trick worked and figure out the main characters’ feelings and personalities
Post-reading
Sum up the story and conclude what kind of
person Tom is.
To summarize the main plot of the story and analyze the personality of Tom.
Assignment 1. Read another story of Tom Sawyer and discuss with your deskmate what kind of
person he is and why.
2. (Optional): Read the book ‘The adventures of Tom Sawyer’ if you are interested
in it.
教學說明
[教材分析]
本堂課教學材料選自牛津教材9B Module 2 Unit 5Reading “Tom Sawyer paints the
Reading: Tom Sawyer paints the fence
2
fence” 第一課時，作為一篇外國名著小說故事節選，篇幅較長，但生詞不多。文章通過一個生動的故事向大家展示了一個聰明機靈的Tom的人物形象。
[學情分析]
九年級的學生已經具備了一定的閱讀技能，大部分學生能夠讀懂文章的大體意思，找到一定的事實信息。但對于信息的總結歸納缺乏一定的技能，如猜測人物所言所行的目的，或根據人物的語言，動作和神情來歸納人物的個性等等，這一些閱讀技能的缺失也造成了在英語考試中閱讀的失分，尤其是回答問題這一大題中最后的開放題。很多學生缺少對于文章背后所隱藏信息的思考，很容易使閱讀沒有深度，浮于表面。所以針對九年級學生這樣的閱讀背景，我的教學設計思路如下：
[設計思路]
Lead-in階段：
通過與學生以free talk的形式討論他們所喜愛的閱讀類型，激發學生的興趣并引出上課的主題為閱讀一篇節選自美國小說家Mark Twain所寫的冒險小說故事。 Pre-reading階段：
借助課文標題Tom Sawyer paints the fence提出一些wh-/How問題，再根據插圖，引發學生思考，誰才是Tom？讓學生帶著懸念和興趣完成閱讀。 While-reading階段：
通過解決How did Tom trick Ben?來對人物的語言、動作、神情進行梳理，幫助學生分析其人物心情的轉變，并在潛移默化中滲透了對于人物性格的總結，并最終理解Tom的trick是如何實施成功的。 Post-reading階段：
通過板書幫助學生總結歸納整個故事，并讓學生學會分析歸納Tom的人物性格。
回家作業：
1. 通過閱讀另外一篇Tom Sawyer故事集中的故事，更多地了解Tom這一人物，并通過和
同桌的討論來總結人物的性格特征并闡述理由，希望學生運用課堂所學，通過對于細節信息的處理，來挖掘人物的性格特征。
2. （選作）學有余力的學生若對Tom Sawyer的故事感興趣，可以自行選擇閱讀原著，擴
大自己的閱讀量。
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