八年级英语下册《Unit6 An old man tried to move the mountains》教学设计.doc

(四)教学设计 Unit6 An old man tried to move the mountains.(Section A 2dGrammar Focus) 【学习目标】1. 知识目标：识记并运用本节课所学的单词和句型。2. 能力目标：会使用as soon as, sothat, unless等连词讲述一个故事。3. 情感目标：通过对传统文化的学习，学会判断事物的两面性，同时也培养自己坚定的意志，勇于挑战困难并战胜困难。【教学过程】Step Lead-in(设计意图：首先由一首儿歌愚公移山导入新课，创造一个轻松、愉快的学习、交流环境，同时回顾复习了上节课所了解的这一传说故事。)Step Presentation1. Who is Yu Gong?He is the main character in Yu Gong Moves a Mountain.2. How does the story begin?Once upon a time, there was a very old man named Yu Gong. There were two mountains near his house. 3. Why was Yu Gong trying to move the mountains?Because the mountains were so big that it took a long time to walk to the other side.4. What cant Yu Gong do?He cant move the mountains by himself unless others help. 5. What happened next? As soon as the man finished talking, Yu Gong said that his family could continue to move the mountains after he died.6. Whats the end of the story? Finally, the god was so moved by Yu Gong that he sent two gods to take the mountains away.How does the story begin? a storyWhy was that?a storyHow to tell a storyWhat happened next?a storyWhats the end of the story?a story（设计意图：通过问题的层层引导，师生互助再次完成对愚公移山这一民间故事的复述，归纳、梳理了叙述故事所用的一些问句和句式，合理运用as soon as，unless，so.that连接句子，使句子连贯，情节紧凑。这一环节里所涉及的问题及答语都在Grammar Focus中，或者对其中部分句型进行了教材的整编。同时，教师引入“What do you think about the story？”展开讨论，之后第一次渗透情感目标，即我们看待事物要用一分为二的观点，即“A coin has two sides.”与2d对话中的”You have different opinions about the story.”紧密衔接，环环相扣。）Step ReadingPre-readingRead and answer the question. What are they talking about ? While-readingTask1 Find out Wang Mings opinion1. What does Wang Ming think about the story of Yu Gong?Wang Ming thinks its really . Yu Gong found to move a mountain.2. Why does he think so? He thinks if you work hard. Yu Gong and didnt .Task2 Find out Claudias opinions1. What does Claudia think about the story of Yu Gong?Claudia thinks its . It doesnt seem very to move a mountain. 2. Why does she think so? Claudia thinks we should try to to solve a problem. For example, he could .Task3 Find out the teachers opinionWhat does the teacher say?The teacher thinks there are many to a story and many to understand it.After-readingRole-playWork in groups and try to retell the dialogue according to the chart.the story of Yu Gonga storyinteresting, a good waya storya little bit silly, not possiblea storyanything is possible if youkept trying, not give upnot agree, should tryto find other ways toa storyother ways, could build a road, better and faster thantrying, not give upa storyinstead of moving the mountainstrying, not give upa storydifferent opinions, neither of you are wrong, many sides, many waystrying, not give upa story （设计意图：这一环节遵循阅读课的流程即Pre-reading、 While-reading、 After-reading，紧紧围绕愚公移山的民间故事，提供真实的对话范例。分角色扮演表演2d对话，并把我们看待事物一分为二的观点的情感教育始终贯穿其中，渗透着批判性思维的培养，同时，学习了愚公精神，当我们面对困难时，不仅要像愚公那样明知困难却迎难而上，勇敢的克服困难，而且也要用另外的思维去对待它。）Step Practice Task1 Tell a story of Nu Wa Repairs the skyPart 1 a goddess named Nu Wa made people by playing with earth and water.Part 2a big fight, God Fire and God Water winner-God FirePart 3God water angrybroke the sky; was broken, floods everywhere.Part 4repaired the hole of the sky, die. collected many stones of five colorsPart 5safe, lived happily.Task2 Lets talk What do you think about Nu Wa? Talk with your partnerTask3 ExerciseFill in blanks with as soon as, sothat, unless, once upon a time, betweenand, finally. there was a goddess named Nu Wa. She made people by playing with earth and water. Later, there was a big fight God Fire God Water. The winner was God Fire. God Water was angry he broke the sky. the sky was broken, there were floods everywhere. Nu Wa repaired the hole of the sky, people would die. So she collected many stones of five colors to repair the sky. , people were safe and lived happily.（设计意图：因为前面的环节，我们可以进行了一系列的语言输入，学会了表达故事中的人物或情节，这个环节的设计目的在于进一步巩固讲述故事的核心词汇和句型，合理运用as soon as，unless，so.that连接句子，使句子连贯，情节紧凑。通过对女娲补天的描述，做到了语言的输出。同时这也是改编了我们教材P44 4a中我们所熟知的灰姑娘这一民间神话故事。其中对“What do you think about Nu Wa?”的讨论，再一次情感教育渗透其中，母爱是世界上最伟大的爱，我们要勇敢的面对人生中的困难，不言放弃，发散我们的思维，勇敢的寻求更好的解决方法。）Step Summary （设计意图：最后这一环节的设计，不仅归纳、梳理