八下unit6 3a-3c.doc

課題名稱教學(xué)設(shè)計基本信息姓名楊靈萍學(xué)段學(xué)科初中英語區(qū)縣黃巖區(qū)學(xué)校名稱院橋初級中學(xué)教學(xué)題目unit6 An old man tried to move the mountains.Section A (3a-3c)所選教材人民教育出版社版初中英語新目標(biāo)八下unit6 Section A (3a-3c)一、學(xué)習(xí)內(nèi)容分析1.學(xué)習(xí)目標(biāo)描述（知識與技能、過程與方法、情感態(tài)度與價值觀）知識與技能： 1.掌握本課時的重點單詞、短語和句型，如：unless,as soon as,so.that等的用法。2.能夠運用一般過去詞態(tài)來正確完整地敘述這個故事。過程與方法： 通過看視頻和回答問題讓學(xué)生回顧孫悟空的故事，然后通過圖片呈現(xiàn)重點單詞、短語和句型，為下面的閱讀做好鋪墊。接下去運用3a 的問題和3b 的表格閱讀這篇文章，然后運用關(guān)鍵詞和圖片來復(fù)述這個故事，鞏固一般過去詞態(tài)的用法。情感態(tài)度與價值觀： 通過學(xué)習(xí)孫悟空這篇文章，培養(yǎng)學(xué)生不屈不饒，堅持到底，永不言棄的精神。2. 學(xué)習(xí)內(nèi)容與重難點分析（學(xué)習(xí)內(nèi)容概述、知識點的劃分） 運用視頻和問題重點談?wù)撘幌聦O悟空的故事，為閱讀做好鋪墊。依據(jù)3a 的問題和3b 的表格閱讀這個故事。讓學(xué)生學(xué)會從閱讀材料中提煉重要詞匯填空，完成3c。鞏固一般過去詞態(tài)的用法，注意連詞unless,as soon as,so.that的用法。完成Grammar Focus中的練習(xí)。項目內(nèi)容應(yīng)對措施教學(xué)重點重點詞匯和句子的運用 在情境中學(xué)習(xí)掌握語法知識教學(xué)難點用自己的話講述孫悟空的故事 運用關(guān)鍵詞和圖片二、學(xué)習(xí)者特征分析（說明學(xué)生的已有知識基礎(chǔ)、學(xué)習(xí)習(xí)慣等信息） Journey to the West是家喻戶曉的故事，大部分學(xué)生都非常熟悉，學(xué)生對于故事的內(nèi)容并不陌生。因此學(xué)生在關(guān)鍵詞和圖片的引導(dǎo)下，能很快地說出故事的大致內(nèi)容，學(xué)會了運用一般過去詞來正確完整地敘述這個故事。同時，八年級的學(xué)生對看圖講故事已有一定的接觸，這也有利于本課時故事講述活動的順利開展。 三、學(xué)習(xí)環(huán)境選擇1學(xué)習(xí)環(huán)境選擇（ A ）A.簡易多媒體教室 B.交互式電子白板 C.網(wǎng)絡(luò)教室 D.移動學(xué)習(xí)環(huán)境四、流程規(guī)劃與活動設(shè)計（描述整體教學(xué)環(huán)節(jié)規(guī)劃，按順序說明每一環(huán)節(jié)中教學(xué)內(nèi)容、呈現(xiàn)方式、教師活動、學(xué)生活動以及設(shè)計意圖等）教學(xué)環(huán)節(jié)知識點與教學(xué)內(nèi)容呈現(xiàn)方式（如圖片/視頻等）教師活動學(xué)生活動設(shè)計意圖與效果Step1. Lead inWatch a short video Journey to the West. videoThe teacher is going to play a short video Journey to the WestT: Whats the video about? Journey to the West is also a traditional Chinese book. Do you know the writer of this book?Whats the story about?Watch a short video Journey to the West. After watching, students are going to talk about it.The teacher is going to motivate the students and then lead in the topic “Journey to the West”.Step2. Presentationlearn new words and phrases pictures(1) How much do you know about Journey to the West (2) What do you think of the trip? (3) Four main characters in this story, but which character do you likedislike best?(4) Can you say something about Monkey King?1. The students are going to talk about the book Journey to the West2. They can describe their favorite character with one sentence.At the same time, they try to learn and use new words and expressions in certain situations.In this part, students are going to learn new words and phrases in certain situations.Step3. ReadingUnderstand the passage PicturesChartmind-map(1) Fast Reading T: Please read this passage quicklyand find out the main idea of eachparagraph.(2) Careful ReadingRead the passage paragraphby Paragraph and complete the charts. Read Para1: T: Then please read this passage quickly and find out if these sentences are true or not. Read Para2: T: Monkey King is the main character in the book Journey to the West. So what is he like? What he can do? What he cant do? Read part2 and fill in the chart. Read Para3:T: So we know the Monkey King is not just a normal monkey. Children all over the world love him very much. Why did western children become interested in reading this story. Read part3 and answer the question(3) Fill in the blanks with phrases from the passage.(4) Retell the storyT: Now please retell this passage according to the mind-map. Lets retell it together first.According to the text and scan for the main idea. Students are going to read Para1carefully and find out if these sentences are true or not.Students are going to read Para 2 with the teacher carefully and finish the mind-map of Para 2.Students are going to read Para3 and find out the reasons why western children became interested in reading this story.Students are going to retell the passage according to the mind-map of this passage.Students are going to use the reading skill and scan for the main idea.Students are going to read Para1 carefully and find the answers according to key words.Students are going to understand Para 2 by finishing the mind-map Students are going to read the last paragraph and figure out the reasons.Students are going to retell the passage according to the mind-map of this passage.Step4.discussionfurther thinkingquestionWhat do you think of the Monkey King?Students show their own opinions.develop studentsdevelopmental thinkingStep5. Group workfurther thinkingquestionWhat can we learn from the Monkey King?Students are going to finish the survey and oral report according to the examples.Students are going to put what they have learned into practical use.Step6. Lets rememberFirst, its important to find a good way to solve a problem.Second, keep trying and never give up,then you will be successful.The story is one of the greatest novels in China. Its a kind of culture. We should spread(傳播) it and love it.And we should never discard(丟棄) it! Step8. Homework(1) Try to search more information about Journey to the West on the Internet.(2) Retell the passage to your partner.(3) Write an article about the book Journey to the West, according to what you have learned from the passage.五、評價方案設(shè)計1評價形式與工具（AB ）可多選A.課堂提問 B.書面練習(xí) C.制作作品 D.測驗 E.其他2評價量表內(nèi)容（測試題、作業(yè)描述等）假設(shè)你是李華，下周你所在班級舉行英語課外閱讀交流會，請根據(jù)以下提示，用英語寫一篇短文，向同學(xué)介紹美猴王這個人物。根據(jù)表中信息提示適當(dāng)增減。Character（特征）Abilities（能力）Childrens feeling(孩子們的感受)MonkeyKing1. 不像普通的猴子2. 勇敢，堅持與壞人斗爭保護(hù)弱者，永不放棄1. 能72變，2. 使金箍棒變大變小3. 一見到壞人，就想出法子與他們斗爭1. 中國孩子激動了好多年2. 西方孩子變得感興趣超過30年六、備注（技術(shù)環(huán)境下課堂教學(xué)管理思路、可能存在的教學(xué)意外及應(yīng)急預(yù)案等。如同時設(shè)計有板書，在下框中表明） unit6 An old man tried to move the mountainsMonkey King is the main character in the traditio