以下是威廉希尔app 为您推荐的Chapter 4 Tom Sawyer paints the fence 教案，希望本篇文章对您学习有所帮助。

Chapter 4 Tom Sawyer paints the fence 教案

The first period Teaching aims:

1.to improve students’four skills

2.to encourage students to read more novels.

Teaching point: how to use attributive clause

Teaching difficulties: how to use “that ,which,who”

Teaching methods: multi-media tape recoder

Teaching procedure :Pre-task preparation

Step 1 Warming up Daily talk

Talk about the famous person.

Mark Twain (1835-1910)， one of the best known American writers in the 19th century， was born in Missouri in the middle part of the United States.

Mark Twain's hometown lay on the banks of the Mississippi River， where he spent his childhood. When he grew up he worked as a pilot on a river boat for some time. Mark Twain is his pen name. He took it from the shout of the sailors measuring the depth of the water when the water was two marks deep on the lead line.

Mark Twain wrote a lot of novels， one of which is The A dventures of Tom Sawyer， the masterpiece which brought him fame and honor. Some of his writings have been translated into many languages. He and his wor ks are deeply loved by readers throughout the world.

Step 2 While-task procedure

This chapter is about the famous book called The adventures of Tom Sawyer .the main passage i s a simplified version of one funny incident in the book, when Tom tricked other boys into painting a fence for him.

Tell students that they are going to read a funny story about a boy in America in 1830. Ask them to work in pairs and write down 10 things which people did not have in America in 1830,and another list containing 10 things which they did have them.

Discuss these lists with your class, and get students to tell you their ideas about life at that time.

Ask students if they have ever tried to avoid doing some housework by tricking someo ne into the work for them.

Ask students how many story-books they have ever read in English. If you have a school or class library of simplified readers, encourage students to use it and to develop the habit of reading for pleasure, and reading regularly.

Step 3. Questions: do you know which kind of the things did the people in 1830 use?

To show the ppt :pictures about a car ,a steamboat, a rifle , a radio ,a telephone, an aeroplane, a bicycle, a horse and cart……

According to the part A on page 46.

Listen to t he tape about the part.

Step 4 To give 5 mins to the students to read though the text ,and then answer the questions of part B

Step 5 Homework

1. prepare the text, and underline the key words and the phrases in the text.

2. to remember the new words on the book.

Feedback: we can extend the knowledge in the time of 1830s,try to give more information to them and let the students have more impression on that time.

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The second and third period:

Teaching aims:

1.to improve students’reading skills

2.to encourage students to tell more about this story.

Teaching point: the words and phrases

Teaching difficulties: how to save the time to finish them in order to have more exercises.

Teaching methods: multi-media

Teaching procedure :first to know the meaning of the text, and then study the words in it.

Step 1 To give some questions according to the rules on the test.

T or F questions:

1.The writers of this book is Tom Sawyer.

2.Ben Rogers came down the street, singing happily and holding an apple.

3.Ben begged Tom to give an apple to him.

4.He gave Ben his brush with really worried heart.

5.When Ben got tired,Billy Fisher was stopping and went away.

6.By the end of the day ,Tom had gained all sorts of toys.

7.Tom Sawyer is a happy boy.

Step 2 To give the key words and the key phrases by underlining them.

1.except

2.encourage …to …

3.printed

4.a brush with a long handle

5.thirty yards long

6.depressed

7.dipped ..in…

8.unpainted

9.planned for

10.make fun of

11.just then

12.pick up

13.go back to work

14.go on painting

15.ignored

16.get a chance to do…

17.a bit more

18.every move

19.after a while

20.want it to be done

21.with worry on his face but joy in his heart

22.end up

23.by late afternoon

24.all sorts of

25.so on

Step 3 To have detail ex planation on the reference book on page 82-84

Step 4 To finish the exercises on page 48-49

Step 5 Homework:

To finish the exercises on Exercise Book (part four)

Feedback:

We may design some questions like the exercises in the exam.

The fourth period:

Teaching aims:

1.tolearn the skills that we can use the attributive clause to make a sentence more active.

2.to learn the spirit on the hard time from the famous writer Mark Twain.

Teaching point: Attributive clause

Teaching difficulties: to show the every part in each position.

Teaching methods:ppt

Teaching procedure :

Step 1 Questions on some concepts:

定语从句 先行词 关系代词、关系副词

先行词：被定语从句修饰的词。

关系代词：that, which, who, whom ,whose, as等

关系副词：when, where, why 等

关系词的 作用：

1.引导定语从句

2.代替先行词

3.在定语从句中充当一个成分。

The man who is shaking hands with my father is a policeman.

先行词 关系代词，代替先行词，在定语从句中充当主语

Step 2:

关系代词who ,which, that 引导的定语从句

1.Who 指人，在定语从句中作主语。

The boys who are playing football are from Class One.

Whom 指人，在定语从句中作宾语，常可省略，在口语中也可用who 代替。

The man whom/who you met just now is my old friends.

2.Which 指物，在定语从句中作主语或宾语。

Football is a game which is liked by most boys.

This is a pen (which) he bought yesterday.

3.That 指人时，相当于who或whom;指物时，相当于which。在定语从句中作主语或宾语，作宾语时常可省略。

The number of people that /who come to visit this city each year reaches one million.

Where is the man that /whom I saw this morning?

The sea son that / which comes after spring is summer.

”介词+关系代词“引导的定语从句：

The school (which/that ) he once studied in his very famous.=

The school in which he once studied is very famous.

Step 3：

1.含有介词的短语动词一般不拆开，介词仍放在动词短语的后面，如look for, look after, take care of…

This is the watch for which I am looking.( 误)

This is the watch (which /that) I am looking for.]

2.若介词放在关系代词前，关系代词指人时只可用whom,不可用who,that

关系代词指物时只可用which,不可用that

关系代词是所有格时用whose

The man with that/who you talked just now is my neighbour.(误)

The man with whom you talked just now is my neighbour.(正)

The plane in which we flew to Canada was really comfortable.

3. “介词+关系代词”前还可有some,any,none,all,both.neither,many,mo st,each,few等代词或数词

He loves his parents deeply,both of whom are very kind to him.

Step4：

To do some exercises in Exercise Book on page 19-23

Step 5: Homework

To finish off the exercises in Grammar Book of Chapter 4.

Feedback:

This is a long text which has more Attributive Clause ,so we can use the content of the text to explain the grammar .I think it’s better to make them remember it easier than before.

The fifth period

Teaching aims:

1. To write a composition with some pictures we give you.

2.You should use the words and the phrases given you to make sentences.

Teaching point: writing

Teaching difficulties: how to get the main information from the picture?

Teaching methods:competition between the two groups.

Teaching procedure :

Step 1

Announcement :We have a competition between the boys and girls. Here are some pictures given you to make a composition. Try to make it with 3 persons in your composition. If you make the least mistake and more interesting, you ‘ll win.

Try to get a good cooperation with your members.

Step 2

In this exercise ,they use the guiding question, he given words and phrases, and the pictures to help them.

Students should remember to break up their work into several paragraphs. They should also be asked to use several examples of direct speech in their stories.

Step 3

Discuss with their group members to study the questions, words and phrases.

Step 4

Come to the blackboard to write the composition for us. And pick the mistakes each other and tell the reasons.

Step 5

Homework: To write a composition with some pictures you want .

Feedback:

Once you really can make them active ,the result you can’t imagine can bring a big surprise for us.

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