八下Unit6电子教案.doc

二次备课成都市机投中学教学设计集 Unit6 An old man tried to move the mountains.Period One：Section A(1a-1c)Period Two: Section A(2a-2d)Period Three: Section A(3a-3c)Period Four: Section A(Grammar Focus-4c)Period Five: Section B(1a-1d) Period Six: Section B(2a-2e) Period Seven: Section B(3a-Self Check) Period One: Section A(1a-1c)一、教学目标 1. 语言知识目标：1) 掌握单词remind, bit, silly, instead of 及以下句型： How does the story begin? What happened next? What do you think of the story of Yu Gong? What could Yu Gong do instead of moving the mountains?2) 能够用英语询问故事的开始、发展及后续等。能够对故事中的人物或情节发表一些简单的看法或观点。2. 情感态度价值观目标： 学习愚公，主要是学习他“主动挖山”的精神。在我们生活工作中存在着很多的“山”。在这些山的面前我们应该采取怎样的态度对待它？是通过“搬家”来避开它或找领导请求帮助？还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢地克服困难？愚公不畏艰险，不怕困难，勇敢面对的精神正是他值得我们学习的所在。二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词：remind, bit, silly, instead of； 2) 学会询问故事发展的基本句型：How does the story begin?What happened next? 3）学会表达故事中的人物或情节，并发表一些简单的看法或观点。 What do you think of / about the story of Yu Gong? I think its a little bit silly. I still dont agree with you. 2. 教学难点：学会表达故事中的人物或情节，并发表一些简单的看法或观点。三、教学过程Step 1 Lead in 1. 播放动画片寓公移山的视频，导入本单元主题。T: Whats the name of the story?S1：Its Yu Gong moves a mountain. S2: Its a traditional Chinese story. T: Do you know other traditional Chinese stories? S1: Magic Brush Ma LiangS2: Change Flies to the Moon Step 2 Presentation 1. 引导学生们学习生词once upon a time, shoot, stone2. Try to remember the new words. Step 3 Writing1. Look at the pictures in 1a, then read the names of the story in the box.2. Ss discuss with their partners and match the names of the stories with the pictures. Step 4 Listening 1. T: Tell Ss they will hear a great Chinese traditional story. Listen and see who knows the name of the story. 2. Play the recording for the Ss to listen. 3. Ss who know the name of the story may hand up. 4. Play the recording again. Let Ss check the facts they hear. 5. Check the answers. Step 5 Pair work 1. Read the questions in the box in 1c. 2. Ss discuss the questions with their partners. 3. Let some pairs ask and answer the questions. e.g. A: How does the story begin? B: There were two very high mountains in front of their house. A: What happened next?B: A very old man tried to move the mountains. A: Where would they put all the earth and stone from the mountains? B: They would put them into the sea. Homework:Blackboard design:教学反思： Period Two: Section A(2a-2d)Step one Listening Work on 2a: T: Lets continue to listen to the story. 1. Look at the pictures in 2a. Discuss the things they are going to do. When you listen to the story, please number the pictures. 2. Play the recording for the Ss to listen and number the pictures. 3. Play the recording again to check the answers. Work on 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2. Play the recording for the Ss to circle the correct words in the brackets. 1) A man saw Yu Gong and his (children / family) when they were working on moving the mountains.2) He told Yu Gong he could never do it because he was old and (poor / weak).3) As soon as the man finished (talking /speaking), Yu Gong said that his family could continue to move the mountains after he died.4) Finally, a god was so moved by Yu Gong that he sent (two / three) gods to take the mountains away.5) This story reminds us that you can never (know / see) whats possible unless you try to make it happen. 3. Play the recording again to check the answers. Answers: 1.children 2.weak 3.talking 4.two 5.know Step two Pair work 1. Tell Ss to make a story chain. Ss tell the story one by one with the pictures in 2a. 2. Let some Ss tell the story to the class. 3. See which groups story is better. Step three Role-play 1. Students read the conversation first and then let Ss read after the teacher. 2. Ask Ss to role-play the conversation in groups. Step four language points: (1) remind v. 提醒；使想起 remind sb. of/about sth. 提醒某人想起某事 e.g. The picture reminds him ofhis beautiful hometown.这幅画让他想起了美丽的故乡。remind sb. to do sth. 提醒某人去做某事e.g. Please remind me to come back early.请提醒我早点回来。(2) bit n. 有点；稍微 a little bit = a little = a bit + 形容词/副词/比较级，表示“一点儿” e.g. Im a little bit tired. Lets take a short rest. 我有点累了，让我们休息一会。 silly adj. 愚蠢的通常指由于缺乏常识、判断力而作出令人可笑的行为和举止, 在句中可用作定语或表语。 e.g. I was silly to get out without a coat in a cold day. 在这样冷的天气里没有穿外套就出门，我真傻。 (3) instead of 是复合介词，后接名词、代词、动词的-ing形式或介词短语等，意为“代替，作为的替换”。e.g. If you cant go, hell go instead of you. Jack went swimming yesterday instead of playing basketball. instead与instead of 只有一词之差，但在用法上区别很大。instead是副词，意为“代替”，在句中只能用作状语。e.g. We have no coffee. Would you like some water instead? Donna never studies. Instead, she plays table tennis all day. Step five Homework: 1. Recite the conversation in 2d after school. 2. Tell the story Yu Gong Moves a Mountain in English to your parents. Summary:Blackboard design:教学反思： Period Three: Section A(3a-3c)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。3）提高阅读能力。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。 1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目的。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。教学过程Step 1 Revision Let some Ss tell the story of Yu Gong moves a mountain.Step 2 New words1. Look at the pictures and learn about the new words. object n. 物体 tail n. 尾巴 stick n. 棍；条 excite v. 使激动；使兴奋 western adj. 西方的 2. 学生们根据讲解，理解这些单词的用法，理解记忆。 Step 3 Before reading1. Look at the pictures and answer the questions.1. Who are they? 2. From which book do you know them?3. Which character in this book do you like best? Step 4 Fast reading Work on 3a: 1. Tell Ss to read the article in 3a quickly and try to find the answers to the questions: Which book is talked about? Who is the main character? What is he like?2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。3. 学生们按老师指导的方法进行阅读，并快速回答这三个问题。 4. 最后，教师让部分学生回答答案，并校对答案。Work on 3b: 1. 告诉学生们再次阅读短文内容，并完成3b表格中的内容。2. 学生们带着这两个问题，仔细读短文，在短文的相关信息处划线。3. 让学生们完成表格，并校对答案。 What he can do: What he cant do:Step 5 Careful Reading Work on 3c 1. 告诉学生们本学习活动的要求：用短文中的词组或短语来完成下列句子。2. 让学生们读3c中的内容，理解每个句子的大体意思。3. 根据短文的内容，并用恰当的词组或短语完成句子。4. 如果不能直接填上，可以再去阅读短文，在相关的内容处，再仔细进行阅读，找到相关信息，并完成句子。5. Check the answers。 Step 6 Language pointsturninto 变成e.g. I have a dream that Ive turned into an elephant. 我梦见自己变成了大象。Unless conj. 如果不；除非。引导条件状语从句，=ifnote.g. Unless I do, well be lost. 如果我不这样做, 我们会迷路的。hide v. 隐藏；隐蔽。(hide-hid-hidden)e.g. Where did you hide the money? 你把钱藏哪里了？magic adj. 有魔力的；有神奇力量的magician n. 魔术师Step 7 Homework Make sentences with these words.be able to, make 72 changes, turninto, sothat, came out, become interested in, keep doing sthSummary:Blackboard design:教学反思： Period Four: Section A(Grammar Focus-4c)1. 语言知识目标：1) 学习掌握下列词汇：stepsister, prince, couple, smile, marry , get married, fit, fall in love2）对询问故事的开始、发展、及故事人物、情节等语句进行归纳总结。3) 掌握unless, as soon as, sothat的用法，并通过不同方式的练习，来熟练运用这些连词。1. 教学重点：unless, as soon as, sothat的用法。2. 教学难点：1) 用动词的正确形式填空。2) unless, as soon as, sothat的用法。教学过程Step 1 Revision1. Have a dictation of the new words learned in the last class. Review some main phrases we learned in the last class.2. Let Ss tell something about the Monkey King.Step 2 Grammar focus1. 学生阅读Grammar Focus中的句子，然后做填空练习。 故事是如何开始的？ _ does the story _? 从前，有一位老翁 _ _ _ _ there was a very old man 接下来发生了什么事？ _ _ next? 那个人刚一说完，愚公就说在他死后，他的家人可以继续移山。 _ _ _ the man finished talking, Yu Gong said that his family could _ _ move the mountains after he _. 为什么愚公要移山呢？ _ _ Yu Gong trying to _ the mountains? 因为山太大了，到达山对面要花费他们很长的时间。 Because they were _ _ _ it took a long time _ _the other side.2. 学生们根据记忆，看大屏幕来完成填空练习。3. 学生们完成填空练习后，打开课本检查答案，对错误的句子，单独进行强化记忆。Step 3 Grammar 1. unless是连词，意为“除非；如果不”，引导条件状语从句，含有否定意义，相当于if . not 。注意：unless引导条件状语从句时，如果主句是一般将来时，从句用一般现在时表将来。如：Well go to the concert unless it doesnt rain. 2. as soon as是连词词组，引导时间状语从句，意为“一就”。as soon as引导的时间状语从句中，若主句是一般将来时，从句也要用一般现在时表将来。如：My brother will look for a job as soon as he leaves school. 3. so . that表示“如此以至于”，常用于引导结果状语从句。常见结构为：“so +形容词/副词+ that从句”或“so +形容词+ a / an +单数名词+ that从句”。如：He was so excited that he couldnt say a word. It is so interesting a book that many people want to buy it. Step 4 New words 1. stepsister n. 继姐（妹） e.g. Jennys father remarried and shes going to have a stepsister. 珍妮的父亲再婚了，她将有一个继妹。2. prince n. 王子 e.g. The witch changed the prince into a frog. 巫婆将王子变成了一只青蛙。3. Fit v. 适合；合身e.g. The new shoes dont fit, so she gave them back.新鞋子不太合适，因此她将它退回了。4. couple n. 两人；两件事物 e.g. The new couple are moving in next week. 新婚夫妇下周迁入新居。5. smile v. 笑；微笑 e.g. Ms. Smith smiles at all the children. 史密斯老师向所有孩子们微笑。6. marry v. 结婚 作及物动词时，后面必须跟宾语即marry sb。常见错误表达方式：与某人结婚 marry with sb. e.g. He is going to marry Jane in May. 他将于五月与简结婚。常用词组：get married (to sb.)e.g. My aunt got married to a lawyer last year. 去年我的姑姑嫁给了一位法官。 7. fall in love with sb爱上；喜欢上e.g. They fell in love with each other at first sight. 他们一见钟情。Step 5 PracticeWork on 4a: 1. Tell Ss to read the sentences in 4a and try to fill in the blanks with unless, as soon as, sothat. 2. 方法指导：首先，先阅读所给的词组，明确每个词组的意思。 其次，通读全句，理解大意；然后，根据句意及句子中上下文意的提示来确定空格处的意思。3.学生们按老师指导的方法进行阅读，并逐句推敲每空应填什么词组，在实际的运用中提高自己的阅读能力、分析能力及综合运用能力。 4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释，或做出合理的分析点拨。Work on 4b: 1. 让学生们阅读短文，了解短文的大意，为进行填词做好准备。2. 认真阅读每个句子，分析句子的时态，根据上下文确定括号中单词应该填的时态。3. 逐句进行分析推敲，确定括号中单词的正确形式。4. 最后，通读一遍短文，进行综合理解，看短文内容是否通顺，合理。5. Check the answers with the Ss. Step 6 Telling stories 1. 让学生想想自己最喜欢的故事。2. 可以先让学生们自己试着用英语编写一下这个故事的大概。3. 提示学生们运用正确的时态。4. 让学生们以小组为单位自主发挥，用英语讲述自己最喜欢的故事。 (老师及其他同学们不要随便打断学生们的讲述，可以在讲完故事后，对其出错的句子进行订正，）示例：My favorite story is The Story of Arfanti. Its interesting because he is so wise that he can play the fool with the rich and the king and he always helps the weak and poor people. Step 7 Homework1. 复习Grammar Focus 中的内容。2. 在网上搜你最喜欢的双语英语故事阅读，并试着讲给你的父母或朋友听。 Summary:Blackboard design:教学反思： Period Five: Section B(1a-1d) 一、教学目标1. 语言知识目标：1) 能掌握以下单词和短语：gold, emperor, underwear， silk, stupid, cheat， stepmother, wife, husband, whole, scene, stone, shine, bright, as soon as 2) 能掌握以下句型： One year, the weather was so dry that no food would grow. We thought you were never coming back. Its leading us to that wonderful house made of bread, cake and candy. The wife told her husband that unless he left the children to die in the forest, the whole family would die. As soon as you wake up, you must go to the forest with your father. 2. 情感态度价值观目标： 多阅读中外传统文学名著，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。了解外国文化，开阔眼界。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及用法。2) 进行听力训练，提高综合听说能力。 3）阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1. 听力训练2. 阅读2b部分的短文并完成相关要求。三、教学过程Step 1 ReviewLet some Ss talk something about the Monkey King. Step 2 Warming up 1. T: Show one picture of the story The Emperors New Clothes. 2. Ask some questions about it. e.g.1. Look at the picture. Do you know this story? Whats the name of this story? 2. Can you tell the story briefly? Step 3 Presentation 1. Present the new words on the big screen and learn the new words together. 2. Ss read and try to remember the new words. Step 4 Matching Work on 1a 1. Ask one student read words in 1a. Tell Ss to match the words with the letters in the pictures in 1c. 2. Let some Ss tell their answers. Then check together. 3. Try to remember the new words. Step 5 Listening Work on 1b: 1. Tell Ss to look at the pictures in 1c. Tell them these are the pictures from the story: The Emperors New Clothes. Listen to the tapes and number the pictures. 2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures. 3. Check the answers Work on 1c: 1. Let Ss read the sentences in 1c first. Tell Ss to listen again and fill in the blanks with the right words. 2. Play the recording again for the Ss to listen and write the words. 3. Ss listen to the recording carefully and try to write the right words. 3. Check the answers with the class. Step 6 Telling the story 1. Work in groups. Tell the story of The Emperors New Clothes. Use the information in 1c and 1d. 2. Let some groups tell the story to the class. Homework:Blackboard design:教学反思： Period Six: Section B(2a-2e) Step 1 Presentation 1. Present the new words on the big screen and learn the new words together from 2a to 2e. 2. Ss read and try to remember the new words. Step 2 Talking 1. Show some fairy tales. Tell Ss a fairy tale is an old, traditional story. Do you know what these fairy tales are about? 2. Now discuss them with your partner. 3. Ask some Ss say what they know about the fairy tales. e.g. Sleeping Beauty: A lovely princess had to sleep for 100 hundred years because of an evil magic. Step 3 Reading Tell Ss the following is a fairy tale. Its names Hansel and Gretel. Before Reading: Ask Ss to read through the passage and decide what kind of text it is. Is it a letter, a play, a short story or something else? Fast Reading:1. T: Now lets work on 2b. First, lets read the questions and make sure we know the meanings of all the questions. Then read the passage quickly and find the answers to the questions. 2. Ss read the play quickly and try to find the answers to the two questions. 3. Check the answers with the class. Careful Reading: 1. T: Now lets read the play carefully and try to match each description below with the correct scene. 2. Ss read the play carefully and try to match each description. 3. Check the answers with the class. Post reading: Work on 2d 1. Now lets work on 2d. First read the questions below. Then try to read the play again and find the answers to the questions. 2. Ss read the play again and try to find the answers to the questions. 3. Let some Ss read their answers and correct their mistakes.4. Ss check their answers with their partners. Step 4 Language points 1. so that是一个常见的句式结构，表示“如此以至于”, 副词so之后接形容词或副词，that引导一个完整的句子，有时that还可省略。如：That birds song is so beautiful that we would follow it.2. We thought you were never coming back. 我以为你们再也回不来了。 We thought表示人们过去的某种想法，判断等，可以译作“我们原想; 我们本以为”。如：I thought he would come, but he didnt.3. Its leading us to that wonderful house made of bread, cake and sugar. 它在把我们引向那座由面包，蛋糕和糖果做成的美妙小屋。 此句中made of bread, cake and sugar作定语，修饰名词house, 形容词wonderful也是house的定语。在英语中，大部分形容词作定语修饰名词时应前置，短语或句子作定语修饰名词时则后置。如：the young people in the room 屋子里的年轻人4. The wife told her husband that unless he left the children to die in the forest, the whole family would die. 妻子告诉丈夫，如果他不把孩子们扔到森林里让他们自生自灭，整个家庭就会灭亡。unless的意思是“如果不，若非，除非”，它引导的是一个条件状语从句，相当于ifnot。因此，上面的句子改写为: if he didnt leave the children to die in the forest, the whole family would die.5. As soon as you wake up, you must go to the forest with your father. 你们一醒来就必须和爸爸去森林里。 as soon as 表示 “一就”，如：As soon as the moon rises, we can follow them instead. 月亮一升起来，我们就可以顺着它们走了。Step 5 Homework 1. Read the play again after school.2. Try to act out the play in groups of four. One is Gretel, one is Hansel, one is Husband, one is Wife. Summary:Blackboard design:教学反思： Period Seven: Section B(3a-Self Check) 一、教学目标 语言知识目标：1) 复习动词不定式的不同用法。掌握生词ground, lead, voice, brave 2) 能够用英语讲述一些自己熟悉的故事，并就伙伴所讲述的故事的相关人物或细节进行询问。3) 能用就本单元所学习的寓言故事等语言材料，进行完型填空。 二、教学重难点1. 教学重点：1) 能上节所学短文的内容，完成写段落关键词及短文填空的任务。2）掌握本单元所学连词的用法，并能运用这些连词造句。3）能用就本单元所学习的寓言故事等语言材料，进行完型填空。2. 教学难点：阅读短文，完成写段落关键词及短文填空的任务。 三、教学过程Step 1 Revision1. Have a dictation of the new words and expressions. 2. Review the main sentences in the play. Step 2 Writing Work on 3a: 1. Tell Ss what they should do. 2. The key words in a