人教版英語八年級下冊 Unit 6 Section B 2a-3b 教案

Unit6Anoldmantriedtomovethemountains.SectionB2a---3b課時教學設計一、教學分析（一）教學內容分析本單元圍繞“傳說和故事”這個話題談論過去發(fā)生的事情，重點訓練“講故事”這個語言功能項目。通過學習使學生掌握如何用過去時態(tài)講述一個故事，描述古老的傳說和有趣的故事，激發(fā)和培養(yǎng)學生學習英語的興趣，理解并體會傳說和故事的教育意義。本節(jié)課是本單元的第四課時，以戲劇的形式講述了糖果屋的故事，同時借此進行了相應的閱讀訓練。（二）學生分析八年級的學生經過一年多系統(tǒng)的英語學習，具備了一定的基礎聽說能力，同時，讀寫能力正逐步提高。通過一年多新課程理念的熏陶，學生初步具備了自主合作，分析歸納的能力。部分學生對英語有一定的興趣。但是由于知識的安排由淺入深，隨著教學內容的難度加大。有少數學生對英語產生了抵觸心理，而本課正是學生非常喜歡的話題。教學過程中要充分激發(fā)學生的興趣，讓學生能夠從時間，人物，地點以及事件等方面描述英文故事。（三）教學目標知識目標能熟練掌握重點單詞和短語：stepmother,wife,husband,scene,moonlight,bright,lead,voice,brave.了解和學習英文戲劇的要素。能力目標鍛煉閱讀能力和技巧以及熟練運用英語的能力了解戲劇劇情及人物性格并能夠生動演繹。情感目標學習Hansel的優(yōu)良品質，遇到困難要勇敢堅強，善于動腦筋。了解中西方文化知識的差異。（四）教學重點和難點重點：1.了解play的要素(旁白、場景、角色、對話、旁白)；閱讀短文，獲得相關信息，提高學生的綜合閱讀能力；通過了解故事梗概（故事背景、Hansel的兩次計劃、父母的兩次計劃）這個句子不通順難點：1.運用動詞的過去式2.運用連詞3.通過對話分析人物性格，通過語言及表演展示人物形象二、教學過程=1\*ROMANI.Pre-readingLead-in.Showsomepicturesofthecharactersinthisunitandtwofairytales.Whatarethesetwofairytales?Whichbookaretheyfrom?Purpose:Thepicturecanremindstudentsofthestoriestheyhavelearnedintheunit,meanwhile,itcanattractstudents’attentionandarousestudents’interestsofthislesson.Prediction:Who,Where,What,Why? Purpose:Itpreparesstudentsforthesubsequentreadingactivities.=2\*ROMANII.While-readingFastreadingLookthroughthepassagequickly1.Whatkindoftextisit?Whydoyouthinkso?2Howmanycharactersarethereintheplay?Whoarethey?ReadthepassagequicklyMatcheachdescriptionbelowwiththecorrectscene.Howmanytimesdotheygototheforest?Whichscenesareaboutthefirstandthesecondtime?Purpose:Tohelpthestudentstoknowthetexttypeofthepassage,theelementsofaplay,andpracticetheabilityofreadingquicklytogetthemainideaofeachpartquickly.CarefulReading★Readparagraph1andanswerthequestions.Wheredidtheylive?Howwastheweatherthatyear?Whatdidthewifetellherhusbandtodo?Whydidsheaskhimtodothat?Theyaregoingtotheforestforthefirsttime,whatwillhappen?Purpose:Byansweringthesefourquestions,studentswillhaveabetterunderstandingofthebackgroundofthisstory.★Readscene1-3carefullyandanswer.WhatdoesHanselgoouttodo?HowdoHanselandGretelfindtheirwayhome?WhydoesHanseldropstonesalongtheway?WhenHanselknowstheirparentsaregoingtokillthem,isheafraid?Whatdoyouthinkofhim?(spirits:clever,braveandcalm)DoesHansel’splanwork?Dotheygobackhome?Let’sreadscenefour.★Readscene4Answer：What’stheirstepmother’sneworder?Listenandimitate.Readwithfullemotion.Purpose:Bylisteningtothetapeandreadwithfeelings,studentswillpracticingtheirskillsoflisteningandreading.Itcanalsohelpthemtounderstandthepersonalitiesofcharactersbetter,whichpavesthewayforactingtheplayout.★Readscene5-7andanswerthequestions.What’sHansel'ssecondplan?WhydoHanselandGretelgetlostthesecondtime?Whathappenswhentheywalkintheforest?HanselandGretelarereallylost,isheafraidthistime?Howdoyouknowit?(spirits:caring,patient,optimistic)Summary:What’sinaplay?=3\*ROMANIII.PostReadingChooseyourfavoritescenesandactthemout!Youcanchoose（scene1-4）or（scene5-7+thelastparagraph）EvaluationCriteriamarksFacialexpression★★Pronunciation★★Intonation★★Emotion★★Bodylanguage★★Writeanendingandactitoutinyourgroups!Purpose:Byactingouttheplayandwriteanendingforit,studentswillhaveadeeperunderstandingofthepassage,theycanalsopracticetheirwritingskillsandstimulatetheirimaginaryabilityatthesametime.Moraleducation:WhathaveyoulearnedfromthecharactersinUnit6?Ihopeallofyoucanlearnfromthem,whenyouareintrouble,trytobec