英语人教版八年级下册u6p1.doc

Go for it 新目标英语新版教材八年级下册Unit 6 An old man tried to move the mountains.Section A (1a-2d) 教学设计【教学目标】（一）知识与能力1.能正确使用下列词汇及短语： shoot, stone, weak, god, remind, bit, silly, move the mountains, a little bit, instead of, give up.【出处：21教育名师】 2.能正确使用下列常用表达： 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?3. 能够用英语问答故事的开始、发展及后续等,并能够对故事中的人物或情节发表一些简 单的看法或观点。21*cnjy*com（二）情感态度与价值观通过学习中国民间神话故事，去体会和感悟中国古代的智慧结晶，在学习和生活中，当面对困难时，要凭借自己的力量，勇敢的克服困难,绝不放弃。【版权所有：21教育】（三）过程与方法 通过和学生谈论“Yu Gong Moves a Mountain”相关话题，引导学生根据人物对白总结故事情节要点,且根据故事情节发展尝试用自己的语言讲述故事。【教学重难点】（一）教学重点 学习讲述故事中的人物和相关细节。（二）教学难点 学习本课时的目标语言，能用自己的语言讲述一个故事。【设计思路】【课前预习】I.Look at the book on P41-42, put the following into English orally, then write them down without looking at the text. 21教育网1. 射击 _（过去式）_ 2. 石头 _ 3. 虚弱的_ 4.神， 上帝 _ 5. 提醒，是想起_ 6. 一点，小块 _ 7. 愚蠢的 _ 8.有点儿；稍微_9. 代替；反而_ 10.继续做_11.同意某人_ 12.带走，拿走_II.Look at P41-42, Can you translate these sentences?Then write them down without looking at the text. 1. 故事是怎么开始的？ .2. 这个人一说完，愚公就说，他死后他的家人将继续移山。 。213.最后，上帝被感动了，于是派了两个神仙 移走了大山。 。4.这个故事提醒我们，你永远不知道什么是可能的，除非你试图让它发生。 。（设计意图：设计单词、动词短语和句子翻译预习题，目的是通过学生预习来熟知单词和动词短语，进一步激活新知识，同时激励学生记住单词和短语和句型。） 【教学步骤】I. Warming up（热身）Play a game. (Say the names of the stories according to the music.)(设计意图：让学生通过倾听音乐，说出济公、西游记、梁祝和愚公移山四个中国神话故事的名称，渲染出本节课的主题,并适当活跃课堂气氛。)21世纪*教育网. Brainstorm. What traditional Chinese stories do you know？Discuss with your groups.Rules: 1.小组讨论热烈，能够回答出1-2个的可得1分。2. 小组讨论热烈，能够回答出3个或3个以上的可得2分。（设计意图：让学生在小组讨论及竞争的基础上增加语言的交际性和趣味性，让学生在讨论之后通过说输出，提高学生参与课堂的广度和深度。）. Listen to the tape and choose the best answer.1.Once upon a time, there was a very old man and there were _ mountains near his house? ( )A. One. B. Two. C. Three 2.What were the mountains like? ( )A. big but low B. small but tall C. big and high【来源：21世纪教育网】3.What did the old man tell his family to do? ( )A. help him to move the mountains.B. let him move the mountains alone.C. not to move the mountains.4.Where would they put the earth and stone? ( )A. into the sea B. into the lake C. behind their house (设计意图：对课本听力材料的任务形式进行改编，难度由简到难层层递进。学生在做听力时，大多数学生能听清本次听力的材料，重点在于对细节的听力练习能逐步培养学生用听关键词的技能获取、处理和传递所需信息的能力。同时，题目的设置包含了本节课的新单词及短语：once upon a time，earth，stone。尽量在语境中讲授语言新知。)21cnjy. Predict the rest story about Yu Gong according to the pictures.（设计意图：培养孩子的思维，同时为接下来的听力排序扫清语言障碍。）. Listening Practice 。（2a&2b）T：Do you know what happened next and whats the end of the story? Lets come to 2a and 2b to know the rest of the story about Yu Gong .Task1. Listen and number the pictures 1-4 in order to tell the story. （听取大意） Task2. Listen again and circle the words you hear.（听取细节）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.www-2-1-cnjy-com4. 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.（设计意图:让学生先听大意，然后再听细节，能有效培养学生通过听获取、处理和传递所需信息的能力。泛听和有选择地听有机结合，让学生捕捉听力材料的某些具体信息旨在培养学生选择信息的能力。 )21*cnjy*comVI. Retell the story according to the sentence structures in the mind map. (设计意图:语言输出，培养学生综合语言表达能力，为下一步的综合语言输出做好准备。).Role-play the conversation 1. Read 2d and fill the blanks.Wang Mings opinions1. really _2. a good way to solve a problem3. anything is possible if you _Claudias opinions1. a little bit _2. does not seem very possible to move a mountain3. try to find _ to solve a problem, e.g. build a road.Teachers conclusions1. _ of you are wrong2. many sides to a story and many ways to _it（设计意图：以表格的形式清晰地呈现三人不同的观点，让学生在阅读过程中有章可循，并以题目的形式突出了相应的知识点。）21cnjycom2. Read the conversation after the video and then role-play.2-1-c-n-j-yRules: 1.表演对话：洪亮流畅，语音语调准确，1分 2.表演对话：表情、动作到位，流畅无误，内容可拓展，2-3分 3. 当小组展示时，其他小组要认真倾听，若能发现错误或做出适当的评价（good, better, best)可得1分。21世纪教育网版权所有(设计意图: 此环节主要培养学生的模仿能力。注意模仿正确的语音、语调，注意句子的重音。分角色朗读中存在个别单词发音不准，语调不正确现象。课后加强指导与训练。同时学生运用阅读并完成相应任务、分角色表演等方式，更深层次地理解和巩固本课目标语言，在阅读、会话交流的语言实践过程中，综合运用目标语言，提升语言能力。最后注明规则，能更有效的让学生从多个角度展示对话，还能培养孩子的倾听能力。）VIII.Group work(设计意图:通过小组活动和规则的制定，培养学生用英语做事情的能力，目的让各个层次的学生参与课堂，体验成功的乐趣，既巩固了本课所学的目标语言，又拓展了学生的知识面，并进一步培养学生在实践中运用所学知识的能力，为下节课的内容做铺垫。)【来源：21cnj*y.co*m】. Summary(设计意图：以mind map的形式引导学生自己感知并尝试归纳语言，共同总结出本课所学知识)。XII.Homework(1)Write the story Yu Gong Moves a mountain or Journey to the West and then tell them to your parents or your friends. (必做)21教育名师原创作品（2）Try to tell the stories Hou Yi shoots the suns and Nu Wa Repairs the sky in English to your classmates.You can use the internet to help you.（选做）(设计意图：作业兼顾了不同学生，分层布置，分必做和选作，有巩固和拓展。让学生用英语讲诉古老的神话故事给父母、朋友或同学听，可进一步促使学生形成良好的英语语调和语感，并加深亲人、朋友间的感情。)21【板书设计】Unit 6