北师大版英语九年级全册-Unit-2-Lesson-6-Tom-Sawyer-课件

Unit2Lesson6TomSawyerStudyingaims1.Beabletogetthebasicinformationofthestorybyskimmingthestory;2.Beabletounderstandtherealmeaningofthesentencesinthestorybyanalyzingthecontext（分析语境）.3.Beabletoactoutthestorywithemotionandactions.MarkTwain(1835—1910)anAmericanwriterhumorist幽默作家novelist小说家Thegreatestandhumorouswriterofthe19thcenturyinAmerica,alsooneofthegreatestwritersintheworld.Whatdoyouknowabout...?Whatdoyouknowabout...?A1Thestoryonpage99isfromabookaboutboysintheUSinthe1830s.Lookatthesepictures.WhichofthesethingsdidpeoplehaveintheUSatthattime?Circlethecorrectletters.aacarasteamboatbasteamtraincdabicyclefeaplaneacarriage18861783180418611903abrushabucketofwhitepaintQ1:WhichboydoyouthinkTomSawyerisinthepicture?Q2:Whataretheotherboysdoinginthepicture?BeforereadingCompletethesentenceswithwordsfromtheboxintheirproperforms.comeonput…inanewlighttakealookatyoucan’tmean1.thatpanda.It’ssocute.TakealookatCompletethesentenceswithwordsfromtheboxintheirproperforms.ComeonCompletethesentenceswithwordsfromtheboxintheirproperforms.Youcan’tmeanCompletethesentenceswithwordsfromtheboxintheirproperforms.inanewlightputReadthesentences.•WhatdoyouthinkofTomSawyer?Why？Smart,clever,tricky(诡计多端的；好恶作剧的）Post-readingTalkaboutthestorytogether.Readinghelpthecluesinthetextlogicpersonalexperienceknowledgeofhumanbehaviour11/13/23设计意图：对学生进行阅读策略指导，引导学生学会通过语境、逻辑关系、个人生活经验及生活常识理解说话人的真实意图11/13/23设计意图：通过原声模仿，体会主人公语言的真实含义，深入理解主人公的心理，归纳人物特点WhatdoyouthinkofTom?HowdidhemakeBendotheworkforhim?FifthreadingRole-play1.Role-playthestoryonpage22withyourpartner2.TellingastoryinEnglish11/13/23设计意图：设计学生感兴趣的输出活动，创设情境，内化语言。语言输出1.WhatdoyouthinkofTomSawyer?2.WasthatniceofhimtotrickBenintopaintingthefence?3.Wouldyoudothethingslikethattoyourfriend?Why/Whynot?smart,clever,mean,tricky,dishonest.Discussion1.Thinkofaninterestingstoryyouread.2.Preparesomenotesdescribingthemaineventsofthestory.3.Tellthestorytotheclass.11/13/231.基于初三学生的学情和需求设计教学活动，变教教材为用教材，重在培养学生的阅读技能和思维能力，达到对内容的深层理解；2.教学活动之间逻辑性和层次性很强，衔接自然顺畅，使学生逐步深入地理解文章内容，并表达个人观点；课后反思11/13/23•3.活动的设计面向全体学生，课堂上学生的主体性体现明显，教师只是引导者和组织者，学生有充分的时间思考和交流，参与讨论和发言的积极性比较强，参与度高，课堂气氛活跃；•4.情感态度价值观的渗透贯穿本课的始终，充分体现了《课标》中提出的“形成良好的品格和正确的人生观和价值观”的目标；•5.不足之处：课上及作业分层体现不够。1.FinishP23Ex5.2.Tellthestorytoyourparents.3.ReadtheWholestory.Homework