新目标八下Unit6Period1教学设计.DOC

1、新目标八下 Unit6 Period1 教学设计教学目标一 语言知识技能目标1. 能掌握单词 shoot( shot shot) stone, weak, god,remind, bit,a little bit,及相关表达,并能在特定语境中恰当运用。2. 能听懂英语故事,并学会用基本句型 How does the story begin? What happened next? Whats the rest of the story?等询问故事发展的进程。3. 学习用英语讲故事,并且能够用英语发表对故事中出现的人物和情节进行评论。二 情感态度目标1. 能乐于积极使用英语做事,尝试并学会用英语

2、讲故事。2. 养成和保持良好的英语听说习惯。三 文化目标1. 用英语表达中国的传统故事,以英语为媒介,传播中国文化。2. 鼓励和指导学生阅读相关英语文化和中国文化的英语材料。学情分析由于八年级学生心理发展的特点和应试教学的影响,八年级下册的学生对于用英语做事,如讲故事这样的说的能力的锻炼逐渐趋于弱化。作为英语教师,很有必要在新目标Section A 和 B 第一课时的听说课中强化学生听说能力的培养,尤其是说的能力的培养。另外,如何在学生已有的中文故事知识的基础上进行英文版“愚公移山” 的教学?如何激发学生重新多角度认识“ 愚公移山”这样耳熟能详的故事 ?如何引导学生对故事有不同的独特的见解?这

3、些都是教师应该在教学设计前分析周详的学情。一 重点1. 能掌握并正确运用目标单词及其相关表达方式。2. 学会用英语讲述“愚公移山”的故事,并表达自己对故事情节和人物的评论。二 难点1. 用英语做事。2. 学习批判性地表达自己对“愚公移山 ”看法。【导入】Warmup Leadin 1. Daily Talk1) Talk about the students reading habit and books they have ever read.2) Share the Chinese stories theyve ever read.反思:从课前的自由谈话引入 reading habit -

4、books have read-Chinese idiom stories,自然流畅,直奔主题,贴近学生生活实际。【活动】1a： Present the four Chinese idiom stories. 1.Chinese names of the four idiom stories.1) The pictures in Section A 1a to remind the students of the stories.Teach “remind . of. “Use “remind . of . “2) Express the names of the four idiom sto

5、ries in Chinese.2. Learn the names of the four idiom stories in English with the help of Chinese names.1) A Story from Journey to the West2) Nu Wa Repairs the Sky3) Hou Yi Shoots the Sun4) Yu Gong Movies a MountainA. Moves B. West C. Repairs D. Shoots反思:通过允许用中文表达 1a 中的四个成语故事,降低了教学的起点,然后借助中文的帮助让学生进行半

6、开放式地用英语填空表达四个成语故事的名称,这样以旧带新,既是旧知的激发,又是新知的习得,从实际教学中可以发现达到了理想的教学效果,学生在选择填空的过程中积极自主学习了 shoot, shot, shot 和四个成语故事的英语表达。 【活动】1b 第一段： Learn to tell the beginning of the story. 1. Background information of the story1) What was Yu Gong like?2) Where did he live?2. Listen to the beginning of the story in 1b

7、(1).Fill in the blanks according to what heard in the tape, so that the students can learn to tell the beginning of the story with its help.3. Story-telling 1Learn to tell the beginning of the story with the help of the listening in 1b.反思:基于学生对愚公移山已有的知识,简要引导学生用英语了解故事背景 Yu Gong was old and weak. He l

8、ived near high and big mountains. It took a long time to walk to the other side of the mountains. 1b 听力一段有近 150 字的超长对话,为了保护学生的听力兴趣和提高听力效度,以及更加有效地将听说任务进行相关性设计,所以适当将听力任务进行了改编,一将 1b 按照情节的进展剪切成两段,第一段采用 spot dictation的方式,帮助学生讲听到的对话转换成语篇,从而达到更好的会话输出。事实上,这样的设计从很大程度上促进了学生讲述“愚公移山”的故事。【活动】1b 第二段： Learn to tel

9、l the next part of the story. 1. Listen to 2a/b and fill in the blanks.A:I want to move the mountains.B:How can you? Youre old and weak.A:So you should help me _move the mountains_.B:Where can we put all _the earth and stone_ from the mountains?A:We can put it into the _sea_ because its big enough t

10、o hold everything.Learn the earth and stone with the illustration of a picture.2. Role play the possible dialogue between the two old men.3. Tell the next part of the story.反思:根据情节进展 What happened next? 继续分解本段长对话的听力难度。这样 ,使得听力任务更容易、更有趣味、更有针对性。将听力设计为对话填空,填入的要点信息更好地为学生用英语讲述故事进行辅助和铺垫。然后,通过对话角色扮演,进一步落实和

11、突破讲述故事这一难点,同时,为第三个步骤中的故事讲述打下了结实的语言基础。【活动】2ab ：Learn to tell the rest of the story. 1. Listen to 2a and get to know the rest of the story.2. Read the pictures in 2a so that the students can listen better.Picture 1: .keep digging.Picture 2: .another old man.Picture 3: .put the earth and stone.Picture

12、4: .two gods.3. Listen and number the pictures.4. Listen to 2b and circle the words which are heard.5. Learn to tell the rest of the story with the help of the sentences in 2b.6. Take away more key points and encourage the students to tell more about the story.反思:2a/b 的听力是 150 字的短文讲述 ,这样长篇幅的听力,需要教师在

13、设计层层递进 ,于是,先引导学生读图,从读图分解难度,从读图中分层讲述。 让后再通过 2b 的圈词和填信息帮助学生讲述这一部分的故事。【活动】Group Work： Story Telling Competition. 1. Learn to tell the story according to how the story develops.1) How does the story begin?2) What happened next?3) Whats the rest of the story?2. A story telling competition.1) Tell the sto

14、ry in groups of foura story teller,three listeners who are interested in the story by asking “How does the story begin?“ “What happened next?“ “Whats the rest of the story?“2) Rules.10-8 Tell the story naturally. (自然,有表情) Even use your own words. (有补充)7-5 Tell the story fluently and rightly. (流利,正确)

15、 Only have some stops.(少量停顿)1-4 Try bravely and confidently. (勇敢,自信)3) A lesson from the story:“This story reminds us that you can never know whats possible unless you try to make it happen.“反思:通过前面的层层铺垫和分解落实,到这一环节,设计学生进行英语讲故事比赛,水到渠成。学生琉璃的长篇幅的输出也的确是意料之中的。【活动】Critical thinking： Different ideas about

16、Yu Gong. 1. Think in a critical way. “What of you think of Yu Gong?“1)Its silly of Yu Gong. 2) Its great of Yu Gong. 2. Give the supporting ideas. 反思: 这一环节设计提供学生批判性的思考问题的机会,对于愚公移山不同的看法,学生可以有很多自己独到的见解。支持愚公永不放弃的精神,反对愚公遇事不会变通,等等。在实际教学中,学生思维中迸发的火花让老师惊喜连连。 【练习】Summary Fill in the blanks according to what

17、 learned in class. CAI: Today we learn to tell Yu Gong Moved the Mountains in English.Once _ a time, there was a very old man. There were two mountains near his house. They were _ high and big that it _(take) a long time to walk to the other side. So Yu Gong wanted _(move) the mountains. Although he

18、 was old and_(弱), he told his family to help him. They would put all the earth and _(石) from the mountains into the sea _ its big enough to hold everything. They started _ (dig) the next day. A man _(see) Yu Gong and his children working. He told Yu Gong he could never do it. As soon as the man fini

19、shed talking, Yu Gong said that his family could continue after he died. Finally, a god was so moved by Yu Gong that he sent two _(god) to take the mountains away.I like the story because it _(使想起) us that we can never know whats possible _ we try to make it happen. I will never give up like Yu Gong!反思:这样的填词练习,结合了本课时学习的语言知识,从词汇运用和语法填空,也融入了本课时的情感态度,从愚公移山的故事到人物情节的评论。 【作业】Homework： 1.Tell the story in English to your parents.2.Write a short passage about Yu Gong.1) Introduce the story shortly.2) Your ideas about Yu Gong.