八年级英语下册-Unit-6-An-old-man-tried-to-move-the-mountains(第1课时)教学设计-(新版)人教新目标版
人教新目标八年级英语下册Unit_6_An_old_man_tried_to_move_the_mountains.共113页
3a. Read the passage and answer the questions.
1. Which book is talked about? 2. Who is the main character? 3. What is he like?
In November 1979, pupils in England were able to watch a new TV program called Monkey. Most of them were hearing this story for the first time. However, this story is not new to Chinese children. The Monkey King or Sun Wukong is the main character in the traditional Chinese book Journey to the West.
b ______ Journey to the West
d ______ Yu Gong Moves a Mountain
a ______ Hou Yi Shoots the Suns
______ Nu Wa Repairs the Sky c
1b. Listen and check (✓) the facts you hear. Which story are Anna and Wang Ming talking about?
his problem.
Claudia: Really? I think it’s a little bit silly. It
doesn’t seem very possible to move a
人教版英语八年级下册Unit 6《An old man tried to move the moun
人教版英语八年级下册Unit 6《An old man tried to move the mountns》教学设计一. 教材分析人教版英语八年级下册Unit 6主要讲述了一个寓言故事《An old man tried to move the mountns》。
故事讲述了一个老人为了改变自己的生活环境，决心移动山岭，最终在神仙的帮助下实现了愿望。
本节课通过这个故事，让学生学习一般过去时态的运用，以及不定式作结果状语的语法点。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但学生在语法运用上还存在一定的困难，特别是时态和语态的运用。
此外，学生对寓言故事的兴趣较高，通过故事导入能激发学生的学习兴趣。
三. 教学目标1.能听懂、会说、会读故事内容，掌握一般过去时态的运用。
2.能理解并运用不定式作结果状语的语法点。
3.通过对故事的理解和讨论，培养学生关爱环境、珍惜资源的意识。
4.提高学生的听说读写能力，提升英语综合素质。
四. 教学重难点1.一般过去时态的运用。
2.不定式作结果状语的语法点。
3.故事情节的理解和感悟。
五. 教学方法1.任务型教学法：通过设定任务，让学生在完成任务的过程中学习英语，提高学生的实践能力。
2.情境教学法：创设生活情境，让学生在真实的环境中学习英语，提高学生的应用能力。
3.小组合作学习：培养学生团队合作精神，提高学生的沟通能力。
六. 教学准备1.PPT课件：制作与课文内容相关的PPT课件，帮助学生更好地理解故事。
2.课文音频：下载课文对应的音频，方便学生跟读和听力训练。
3.教学卡片：制作故事中主要人物和场景的卡片，用于课堂游戏和角色扮演。
七. 教学过程1.导入（5分钟）利用PPT展示故事封面，引导学生关注故事主题。
然后播放课文音频，让学生边听边跟读，熟悉故事内容。
2.呈现（10分钟）老师讲解一般过去时态的用法，并通过PPT展示例子，让学生理解和掌握。
八年级英语下册Unit6Anoldmantriedtomov
Unit 6 An old man tried to moved the mountains.Section A 1 (1a-2c)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：remind, bit, silly, instead of 能掌握以下句型：① How does the story begin?② What happened next?③ What do you think of the story of Yu Gong?④ What could Yu Gong do instead of moving the mountains?2) 能够用英语询问故事的开始、发展及后续等。
能够对故事中的人物或情节发表一些简单的看法或观点。
2. 情感态度价值观目标：学习愚公，要学习他“主动挖山”的精神。
在我们生活工作中存在着很多的“山”。
在这些山的面前我们应该采取怎样的态度对待它？是通过“搬家”来避开它或找领导请求帮助；还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢的克服困难。
愚公不畏艰险，不怕困难，勇敢面对的精神，正是值得我们所学习的。
二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词：remind, bit, silly, insteadof；2) 学会询问故事发展的基本句型：How does the story begin?What happened next?3)掌握连词as soon as,unless and so…that的用法。
2. 教学难点：1）学会表达故事中的人物或情节，并发表一些简单的看法或观点。
2）连词as soon as,unless and so…that的用法三、教学过程Step 1 Lead in1. 展示课本图片，导入本单元主题。
T: Wh at’s the name of the story?S1：It’s Yu Gong moves a mountain.S2: It’s a traditional Chinese story.T: Do you know other traditional Chinese stories? S1: Ne Zha Conquers the Dragon KingS2: Magic Brush Ma LianS3: Chang’e Flies to the Moon…Step 2 Presentation1. Read the questions in the box in 1c.2. Ss discuss the questions with their partners.3. Let some pairs ask and answer the questions.e.g. A: How does the story happen?B: There were two very tall mountains in front of their house.A: What happened next?B: A very old man tried to move the mountains.A: Where would they put all the earth and stone from the mountains?B: They would put them into the sea.Step 3 ListeningWork on 2a:T: Let’s continue to listen to the story.1. Look at the pictures in 2a. Discuss the things they are going to do. When you listen to the story, please number the pictures.2. Play the recording for the Ss to listen and number the pictures.3. Play the recording again to check the answers. Work on 2b:1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.2. Play the recording for the Ss to circle the correct words in the brackets.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.4) 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) what’s possible unless you try to make it happen.3. Play the recording again to check the answers. Answers: 1. children 2. weak 3. talking4. two5. know4.Then explain the language points with as soonas,unless and so…that.as soon as 意为“一……就”，时态遵循“主将从现；主过从过”的原则。
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输出。
2d
时间
4 m
14
读对话，了解 对话情景——人物和谈论的话题
教师导入对话语境：Yu Gong and his family kept on digging day after day and year after year. Finally, it moved a god and he helped them take the mount ains away.
How does the story happen?
Why was Yu Gong trying to move the mountains?
What happened next?
Where would they put all the earth and stones from the mountains?
An old man tried to move the mountains
Unit 6
An old man tried to move the mountains.
Period 1
Content Section A 1a , 1b, 1c, 1d; 2a, 2b, 2c, 2d
教学目标要求
1．认知一些新单词，如：shoot, stone, weak, god, remind, bit ,a little bit, silly, instead of等。
Get three pairs to act out their conversations.
2a
时间
5 m
10
读图片，明确这一部分的认知目标。
Before listening, ask students to read the picture.
根据自己已有的经验判断动作发生前后的情况，进行听前预测。
11
学生听第一遍录音，核对听前预测是否正确。本环节要求学生在听对话的同时快速建立图片和内容的匹配。
2b
时间
5 m
12
听对话，熟练目标词汇。
学生阅读2b的5个句子，听第二遍录音 ，按要求圈出听到的单词。根据所听内容，朗读每个句子，以此核对答案，并再次朗读以巩固语言表达。
2c
时间
4 m
13
组织学生进行pair-work。练习使用目标语言和目标词汇。
教师追问：
What do you think about the story of Yu Gong?
Do you think it’s a good way to solve th e problem?
Does it seem possible to move a mountain?
What could Yu Gong do instead of moving a mountain?
5
完成1a活动
Ask students to match them with the pictures.
6
通过师生间的问答，使学生能用英语对四个神话故事进行表述。
Questions:
1．Have you ever heard of the four stories?
2．Who are the main characters in the stories? (Monkey
要求学生根据自己的思考来回答以上问题，尝试发表不同观点，引发 学生的评判性思维，如：I think it’ s a little bit silly. There are many sides to a story and many ways to understand it.
15
完成表格
要求学生默读、细读对话，整理观点：
教学资源运用
导入
时间
3 m
1
导入本节课的主题
教师指着P PT中的图片与学生进行交际问答。
教师在黑板上板书本节课的新单词：shoot, stone, weak, god
2
导入本节课目标语言
How does the story begin?
What happened next?
Why was Yu Gong trying to move the mountains?
3．能够正确使用下列常用表达：once upon a time, instead of。
4．要求学生能够听懂用英语叙述的这几则故事，并能按照故事中提及的相关信息发表自己的观点、模仿运用语言。
5．学会在叙述故事中运用as soon as, unless, so…that等连词。
教学过程
活动
步骤
教与学活动目的及其操作
1．引导学生明确1b的活动要求：听第一遍录音，提取
故事的关键信 息，选择对应的故事名。
2．听第二遍录音，跟读模仿对话，引导学生对语言的
规范表述。
8
视听会话的动画，模仿跟读会话
Look, listen and repeat.
1c
时间
5 m
9
Pair-work:让学生进一步练习目标语言。
根据1c问题展开生生互动问答，巩固本部分的目标语。
Wangming’s opinions
Anna’s opinions
Teacher’s conclusions
16
学生两人一组分角色演绎对话。教师视学情分层要求：
Who is the Monkey King?
使学生能用英语对四个神话故事进行表述。
3
引入单元标题
1a
时间
6 m
4
读图，呈现中国著名的4个神话故事：
Journey to the West
Yu Gong Moves a Mountain
Hou Yi Shoots the Suns
NuWaRepairs the Sky
2．会使用新词汇描述故事，如：A very old man tried to move the mountains. This story reminds us that you canu try to
make it happen…
King, Yu Gong, Hou Yi andNuWa.)
3．Can you tell us something about the stories?
4．Which story are you interested in most?
1b
时间
5 m
7
Listen.进一步让学生熟练本节课的目标词汇。