人教新目标八下Unit 6 SectionA(3a-3c).doc

Unit 6 An old man tried to moved the mountains. Section A (3a-3c) 教学设计江西会昌实验学校 刘霞【教学解析】本课主要是一节阅读课，根据英语课程标准及英语教学大纲的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，思维导图及多媒体辅助教学，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在阅读过程中帮助学生掌握知识、发展能力、形成正确的价值观。【教学目标】 1. 语言知识目标：1) 学习掌握下列词汇：object, magic, stick, hide, tail, turninto, excite, western 2）阅读短文，能按要求找到相应的信息，提高学生们的阅读能力。3) 了解西游记中美猴王这一人物的大体情况。2. 情感态度价值观目标：多阅读中国传统文学名著，让学生们明白中国传统文化的博大、精深，并吸取中国传统文化中的精华。 【教学重难点】1. 教学重点： 1) 掌握本部分出现的生词和词组，达到熟练运用的目标。 2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。2. 教学难点：1) 阅读短文，获得相关的信息的能力。 2) 理解并运用所学的词汇及表达方式来讲述故事。【教学过程】Step 1 Lead-in (情景1)Invite students to discuss the picture, to know the characters from Journey to the West. (Master:Monk Tang, Senior Brother :Monkey King, Second Brother:Piggy, Brother: Sandy and white horse.)(情景2)1.Watch a video about the Monkey King;2. Discuss pictures about the Monkey King.Introduce new phrases:turn himself into, make changes, and magic stick.设计意图通过观看影像和谈论图片引出话题,激发学生的兴趣,引入新课。Step 2 Before reading: New words1. Look at the pictures,use the mind map and review the new words.1. object n. 物体 2. tail n. 尾巴 3.magic adj. 有魔力的 4. stick n. 棍；条5. excite v. 使激动；使兴奋6. western adj. 西方的设计意图学生们根据图示，复习新词的发音、词性及释义，并试着强化记忆。 Step 3 Fast readingRead the passage quickly, and match the right main ideas of each paragraph. (Use the mind map to help master.)Step 4 Careful reading Read the three paragraphs, find out the details. Then retell three paragraphs. Finish three questions of three paragraphs. Then Play the tape sentence by sentence, ask students to read after the tape.Questions 1. What does the word them in the second sentence refer to(指代)?( )A. TV programs B. Chinese children C. pupils in England D. Monkeys2. True or false:1). If the Monkey King can hide his tail, he can turn himself into a man.2). The Monkey Kings magic stick is so long that he cant hide it in his ear. 3.Whats the meaning of the word excited in the first sentence?( )A. 激动的；兴奋的 B.使激动；使兴奋 C.令人激动的；使人兴奋的D.感到激动的；感到兴奋的 Step 5 After reading 1. Pair work (Give students enough time to practice the dialogue about this passage, then invite three or four pairs to act out in front of the class.)Sample A: So what do you think about the Monkey King?B: I think he is _.A: I agree with you./ I dont agree with you. I think he is _.B: Do you know what he can do?A: Sure. He can_. Then can you tell me what he cannot do?B: _.A: What a funny monkey!2. Work on 3c: Use the correct forms of the words to complete the sentences in 3cCheck the answers Keys: 1. traditional 2. came out, became interested in 3. make 72 changes, turn himself into 4. is able to设计意图在阅读中首先读取大意,接着是根据思维导图读取细节,学生读后训练,加深理解,逐层加深,步步为营,最后口头对话、笔头输出，达到训练的目的。Step 6 Show TimeInvite several students to show and explain their mind maps about The Monkey King.设计意图这个任务是通过学生展示讲解自我的思维导图，对课文内容进行复述,重在培养学生们口头表达的能力,引导学生更好地内化语言知识。Step 7 SummaryInvite several students to summary what weve learned according to the related pictures. Use the mind maps to help sum up words and phrases.设计意图让学生巩固本课所学的知识,结合自己的语言进行总结,完成语言输出。Step 8 Affective educationPlay several pictures about foreigners learn Chinese culture. Then sum up that Learn Chinese culture and tell it to the world ! 设计意图通过配乐图片的欣赏，让学生们明白中国传统文化的博大、精深，引得国外友人竞相学习，我们更应珍惜和传承伟大的传统文化。Step 9 Homework 1、Retell the passage about Monkey King;2、Find other stories on your story books or online, tell them to your partners.设计意图通过复述和讨论外国故事,练习本节所学要点,及时复习本节所学知识,达到巩固的目的。Blackboard