英语人教版八年级下册unit6 Period1.doc

无为第四中学电子教学设计课 题Unit 6 An old man tried to move the mountains.教学课时Period1 1a2d教学目标1认知一些新单词，如：shoot, stone, weak, god, remind, bit ,a little bit, silly, instead of等。2会使用新词汇描述故事，如：A very old man tried to move the mountains. This story reminds us that you can never know whats possible unless you try to make it happen 3能够正确使用下列常用表达：once upon a time, instead of。4要求学生能够听懂用英语叙述的这几则故事，并能按照故事中提及的相关信息发表自己的观点、模仿运用语言。5学会在叙述故事中运用as soon as, unless, so that等连词。教学重点1认知一些新单词，如：shoot, stone, weak, god, remind, bit ,a little bit, silly, instead of等。2会使用新词汇描述故事，如：A very old man tried to move the mountains. This story reminds us that you can never know whats possible unless you try to make it happen 教学难点会使用新词汇描述故事，如：A very old man tried to move the mountains. This story reminds us that you can never know whats possible unless you try to make it happen 教学准备课件教学方法1. 教学导入本节课的主题教师指着P PT中的图片与学生进行交际问答。教师在黑板上板书本节课的新单词：shoot, stone, weak, god导入本节课目标语言How does the story begin?What happened next?Why was Yu Gong trying to move the mountains?Who is the Monkey King?使学生能用英语对四个神话故事进行表述。引入单元标题读图，呈现中国著名的4个神话故事：Journey to the WestYu Gong Moves a MountainHou Yi Shoots the Suns Nu Wa Repairs the Sky2. 完成1a活动Ask students to match them with the pictures.通过师生间的问答，使学生能用英语对四个神话故事进行表述。Questions:1Have you ever heard of the four stories?2Who are the main characters in the stories? (Monkey King, Yu Gong, Hou Yi and Nu Wa.)3Can you tell us something about the stories?4Which story are you interested in most?3. Listen. 进一步让学生熟练本节课的目标词汇。1引导学生明确1b的活动要求：听第一遍录音，提取 故事的关键信 息，选择对应的故事名。2听第二遍录音，跟读模仿对话，引导学生对语言的 规范表述。视听会话的动画，模仿跟读会话Look, listen and repeat.4.Pair-work: 让学生进一步练习目标语言。根据1c问题展开生生互动问答，巩固本部分的目标语。How does the story happen?Why was Yu Gong trying to move the mountains?What happened next?Where would they put all the earth and stones from the mountains?Get three pairs to act out their conversations.读图片，明确这一部分的认知目标。Before listening, ask students to read the picture. 根据自己已有的经验判断动作发生前后的情况，进行听前预测。学生听第一遍录音，核对听前预测是否正确。本环节要求学生在听对话的同时快速建立图片和内容的匹配。5.听对话，熟练目标词汇。学生阅读2b的5个句子，听第二遍录音 ，按要求圈出听到的单词。根据所听内容，朗读每个句子，以此核对答案，并再次朗读以巩固语言表达。组织学生进行pair-work。练习使用目标语言和目标词汇。 结合2a的四幅图片和2b的语言表达，让学生尝试语言输出。读对话，了解 对话情景人物和谈论的话题教师导入对话语境：Yu Gong and his family kept on digging day after day and year after year. Finally, it moved a god and he helped them take the mountains away. 教师追问：What do you think about the story of Yu Gong?Do you think its a good way to solve the problem?Does it seem possible to move a mountain?What could Yu Gong do instead of moving a mountain?要求学生根据自己的思考来回答以上问题，尝试发表不同观点，引发 学生的评判性思维，如：I think it s a little bit silly. There are many sides to a story and many ways to understand it.6. 完成表格2d要求学生默读、细读对话，整理观点：Wangmings opinionsTeachers conclusions学生两人一组分角色演绎对话。教师视学情分层要求：1熟练朗读对话。2适当替换对话中的一些信息， 如观点、评价和措施等。3拓展对话的内容和句式(人物、事件、方式等)，进行开 放的、创造