优品课件之2018届八年级英语下册unit6教案(新版人教版)
2018人教版初中英语八年级下册Unit 6 单元教案
Unit 6 An old man tried to moved the mountains.Period 1 Section A 1a-2c.Teaching aims:The useful words:shoot, stone, remind, a little bit, silly, instead of, weak, godExpressions:How does the story begin?What happened next?What do you think of the story of Yu Gong?What could Yu Gong d o instead of moving the mountains?Ability aims:1. To train the Ss’ ability of telling stories in their own words.2. To train the Ss’ listening abilities by catching the key words.Teaching important and difficult points:Ss can tell the story in their own words.Teaching procedures:Before class: Know about these stories, and try to say their names in EnglishStep 1 Lead in1.Listen to a song .T: What’s the name of the story?T: Do you know other traditional Chinese stories?Step 2 presentationShow Ss to the pictures, and teach them the names of the story , at the same time, teach them some new words.Hou Yi Shoots the Suns Journey to the West Yu Gong Moves a Mountain Nu Wa Repairsth e Sky….Step 3 Work on 1a1. Look at the pictures in 1a, then read the names of the story in the box.2. Ss discuss with their partners and match the names of the stories with the pictures.Journey to the West b Yu Gong Moves a Mountain dHou Yi Shoots the Suns a Nu Wa Repairs the Sky cStep 4 Work on 1b.1. Know about Yu Gong Moves a Mountain2. T: Tell Ss they will hear a great Chinese traditional story. Listen and see who know the name of the story.3. Play the recording for the Ss to listen.4. Ss who know the name of the story may hand up.5. Play the recording again. Let Ss check the facts they hear.6. Check the answers .Step 5 Pair work1. 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?- 1 -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 6 Work on 2a and 2bWork 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, pleasenumber 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.3. Play the recording again to check the answers.Answers: 1. children 2. weak 3. talking 4. two 5. knowStep 7 Pair work1. Tell Ss to make a story chain. Ss tell the story one by one with the pictures in 2a.2. Let some Ss tell the story to the class.3. See which groups’ story is better.Step 8 Homework:Tell the story Yu Gong Moves a Mountain in English to your parents.Once upon a time, there was a very old man…Period 2 Section A 2d GrammarTeaching aims:The useful words:stepsister, prince, couple, smile, marry , get married, fit, fall in love; unless, as soon as, so…that Expressions:Because they were so big that it took a long time to walk to the other side.Unless he can hide his tail, he can’t turn himself into a person.As soon as the man finished talking , Yu Gong said that his family could continue to move the mountains after he died.Ability aims:1. To train the Ss’ ability of telling stories in their own words.2. To understand “unless; so…that…; as soon as…”.Teaching important and difficult points:1. To train the Ss’ ability of telling stories in their own wor ds.2. To understand “unless; so…that…; as soon as…”.Teaching procedures:Step 1 Revision Review the story of Yugong.Step 2 Role-play1. Read the conversations and answer the questions.○1What does Wang Ming think about the story of Yu Gong?○2What about Claudia’s opinion?○3What way can Yu Gong use according to Claudia?○4Do they agree with each other at last ?○5What’s the teacher’s opinion?2. Ask Ss to role-play the conversation in groups.Step 3 Grammar focus1. Read Grammar Focus.2. Understand unless; as soon as; so ... thatStep 4 New wordsLook at the big screen and learn the new words and expressions:stepsister ; prince ; fit ; couple; smile ; marry ; fall in loveStep 5 Work on 4a:1. Tell Ss to read the sentences in 4a and try to fill in the blanks with unless, as soon as, so…that.2. chech the answers.Step 6 Work on 4b:1. Tell Ss to read the sentences in 4a and try to fill in the blanks2. Check the answers with the Ss.Step 7 Telling storiesStep 8 Homework1. Recite the conversation in 2d after school.Period 3 Section A (3a-3c)Teaching aims:The useful words:object, magic, stick, hide, ta il, turn…into, excite, western ;turn intoExpressions:The Monkey King is not just any normal monkey.Ability aims:1. To train the Ss’ ability of reading.2. To understand the sentences like “But unless he can hide his tail, he cannot turn himselfinto a person. ”Teaching important and difficult points:1. To train the Ss’ ability of reading.2. To understand the sentences like “But unless he can hide his tail, he cannot turn himselfinto a person. ”Teaching procedures:Step 1 Warm up and lean-in.1. Listen to a song.2. Look at the pictures and answer the questions.Which book is talked about? Journey to the West;Who is the main character? Monkey King best.3. Watch a video about the Monkey King and introduce the Monkey King..- 3 -Step 2 While reading .1. Read the article quickly and match the main ideas.2. Work on 3b:What he can do:① He can make 72 changes to his shape and size, turning himself into different animals and objects② He can make his magic stick small or large.What he can’t do:Unless he can hide his tail, he can’t turn himself into a person.3. Work on 3cStep3 HomeworkMake sentences with these wor ds.be able to; make 72 changes, turn…into; so…that; came out; become interested in;keep doing sth.Period 4 Section B 1a---1dKnowledge aims:1.Get the students to learn the words and phrases:gold, emperor, silk, underwear, nobody, stupid, cheat2.Learn and know the sentences below：1).Once upon a time, there was an emperor…2).People couldn’t see the clothes unless they were clever.3).Nobody wanted to sound stupid, so everyone said his new clothes were wonderful.3. Learn to tell a story in English.4. Let students have a chance to know the difference between Chinese culture and foreignculture.Ability aims:1、To train students’ listening and speaking skills2、Listening to get the general idea and the detailed information.3. Speaking to practice oral English.Emotional aims:Remember to dare to say the truth. We should be honestKey points:1.Learn and know how to spell and use the new words in the text.2. Listening practice. Train ing students’ listening skill and the ability to catch keyinformation.3. Rewrite The Emperor’s New Clothes.Difficult points:1.Listening practice.2. Rewrite The Emperor’s New Clothes.Teaching procedure:Step 1 Warm up1. Pair-workWe have known a few Chinese traditional stories, which story do you like best? Please tellyour partner about your favorite story.T: Show one picture of the story The Emperor’s New Clothes.2. Ask some questions about it.1). Look at the picture. Do you know this story?What’s the name of this story?S1: The Emperor’s New Clothes.2). Can you tell the story briefly?Show a cartoon ab out The Emperor’s New Clothes to students so that they can understandthe story better.Step 2 Presentation1.Present the new words on the big screen and learn the new words together.2. Ss read and try to remember the new words.silk emperor underwear gold stupid cheat3. Matching (1a)1). Ask one student read words in 1a. Tell Ss to match the words with the letters in the pictures in 1b.2). Let some Ss tell their answers. Then check together.3). Try to remember the new words.Step 3 Practice (Listening)1.Work on 1b1). Tell Ss to look at the pictures in 1c. Tell them these are the pictures from the story: The Emperor’sNew Clothes. Listen to the tapes and number the pictures.2). Play the recording for the Ss just one time, and ask students to number the pictures.3). Check the answers:2.Work on 1c:1). Let Ss read the sentences in 1c first. Tell Ss to listen again and fill in the blanks with the rightwords.2). Play the recording again for the Ss to listen and write the words.3). Check the answers with the class.Keys: clothes, brothers, give, kept, looked, saw, shouted, wearingStep4 ProductionExercise: Read the listening material and try to answer the questions?1. What’s the name of the story?2. Is it a traditional Chinese story?3. What’s the emperor’s hobby?4. Why were the new clothes special?5. How do we know that the two brothers were really trying to cheat the emperor?6. Why didn’t every one say that the new clothes were really nice?7. Who said that the emperor wasn’t wearing any clothes?Keys: 1. It’s The Emperor’s New Clothes.2. No, it isn’t. It’s from Europe.3. He liked new clothes. He loved buying and looking at his new clothes.4. Because people couldn’t see the new clothes unless they were clever.5. Because they kept all the gold and silk for themselves.6. Because they didn’t want other people to know that they were stupid.7. A young boy.Step 5 Rewrite the story- 5 -1. Rewrite the story of The Emperor’s New Clothes. Use the information in 1c and 1d.2. Let some students tell the story to the class.Step6 HomeworkTry to write an ending on the basis of The Emperor’s New Clothes.Period 5 Section B 2a-3bKnowledge aims:1.Words:stepmother, wife , husband, whole, scene, stone, shine, ground , lead, voice, inside, bravea fairy tale, inside the house, the rest of , make a plan, get wood, come back, never mind, inthe forest2. Sentences :One year, the weather was so dry that no food would grow.Unless we do , we won’t find our way out.When the moon is shini ng bright, we’ll be able to see the stones.As soon as the moon rises, we can follow them instead.Ability aims:1. Ss can make and talk about predictions2. Ss can summarize key parts of a story3. Ss can understand the whole article and rewrite the play.Emotional aims:Whatever you do Wherever you go ,Be independent and never give up!Teaching key points:1. To learn about the western fairy play, read and understand the whole play ,then try toperform2. To develop their reading skills such as skimming, scanning,summarizing language pointsTeaching difficult points:(1) It is the first time for students to read the text type –play. Understand the form of westernfairy tales and perform the play.(2) To acquaint Ss with the moral messages it contains.(3) Develop the ability of skimming and scanning.Teaching procedure:Step1 Warm-up and lead in .1.T: A fairy tale is an old ,traditional story.In this unit we have learned some fairy tales. Lookat the pictures, do you know these fairy tales?Tell Ss their English names and lead in reading aloud.2. Introduce the three fairy tales.3.Then tell them: Today we will continuelearning another fairy tale ---Hansel and Gretel.Step2 before reading.1. Look quickly through this text, answer the questions.2. How do you know that?3. Watch the video and answer the following questionsHow many members are there in the family? Who are they?Step 3 While reading.1.Read the first paragraph of Hansel and Gretel. Think about how the fairy tale willcontinue. Then read the rest of the story.2. Work on 2c.T: Now let’s read the play carefu lly and try to match each description below with the correct scene.Ss read the play quickly and try to match each description.3. Work on 2d Careful reading.Read the passage carefully and answer the following questions:Why does the wife tell her husband to leave the children in the forest?What does Hansel go out to get?Why does he do this in the moonlight?How do Hansel and Gretel find their way home?Why do Hansel and Gretel get lost the second time?4.At the same time write the key words from each scene and give the summary. Step 5 After reading.1.Guess what will happen and give the play an ending.Do you think they are in danger, why?What would happen when the old woman came out of the house?What will the brave children do?2. What do you think of Hansel and Gretel ?What can we learn form the fairy tale ?Step 6 Summarize and homework.- 7 -。
人教版八年级英语下册Unit-6全课课件电子教案
2a Listen and number the pictures [1-
4] in order to tell the story.
3
2
1
4
Listen again and circle the
2b words you hear.
1. A man saw Yu Gong and his (children / family) when they were working on moving the mountains.
2. What happened next?
The old man told his family that they should all help him to move the mountains.
3. Where would they put all the earth and stone from the mountains? Yu Gong said they could put them into the sea because it’s big enough to hold everything.
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. Which character do you like best? I like … best.
人教版八年级英语下册Unit6教学设计
1.教师将学生分成小组，让他们围绕以下问题进行讨论：
a. What volunteer activities have you participated in?
b. How did you feel when you were helping others?
c. What kind of volunteer activities would you like to organize in the future?
3.通过阅读课文，引导学生学会运用阅读策略，如：预测、扫描、精读等，提高阅读效率。
4.采用多媒体教学手段，如：视频、图片等，丰富教学资源，激发学生的学习兴趣。
5.注重过程性评价，关注学生在学习过程中的表现，鼓励学生自我反思、自我评价，提高学生的学习自主性。
（三）情感态度与价值观
在本章节的学习中，学生将形成以下情感态度与价值观：
-利用网络资源，拓展学生的学习视野，让他们了解更多国内外公益活动。
5.注重分层教学，关注每个学生的学习需求，提供个性化指导。
-根据学生的英语水平和学习能力，制定不同的教学目标和学习任务。
-通过个别辅导、小组辅导等方式，帮助不同层次的学生在原有基础上取得进步。
6.实施形成性评价，关注学生的学习过程，及时给予反馈和鼓励，激发学生的学习积极性。
3.结合小组合作学习，促进生生互动，培养学生的合作意识和团队精神。
-通过小组讨论、同伴互评等形式，让学生在互动中学习，提高学习效率。
-鼓励学生在小组内分享志愿经历，增进相互了解，提升口语表达能力。
4.运用多媒体教学资源，丰富教学手段，激发学生的学习兴趣。
-使用视频、图片等资源，为学生提供直观的学习材料，增强他们对语言知识的记忆。
八年级英语下册unit6教案(新版人教版)
八年级英语下册unit6教案一、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：①How does the story begin?②What happened next?③What do you think of the story of Yu Gong?④What 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, instead of；2) 学会询问故事发展的基本句型：How does the story begin?What happened next?3）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。
What do you think of / about the story of Yu Gong?I think it’s a little bit silly.I still don’t agree with you.2. 教学难点：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。
三、教学过程Step 1 Lead in1. 播放动画片《寓公移山》的视频，导入本单元主题。
T: What’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. 引导学生们学习生词。
初中英语人教版八年级下册unit 6 教学设计
Unit 6 An old man tried to moved the mountains.Section A (1a-2d)一、Teaching Objectives: 教学目标1. Language goals: 语言目标1) Master these words：shoot,once upon a time,stone,weak,god,remind,bit,a little bit,dig,hold,silly,instead of.2) Ss can use the sentence structures:①---Why was Yu Gong trying to move the mountains?---Because they were so big that it took a long time to walk to the other side.②As soon as the man finished talking , Yu Gong said that his family could continue to move the mountains after he died.③Finally, a god was so moved by Yu Gong that he sent two gods to take the mountains away.④So what do you think about the story of Yu Gong?This story reminds us that you can never know what’s possible unless you try to make it happen.⑤But what could Yu Gong do instead of moving the mountains?⑥It doesn’t seem very possible to move a mountain.⑦I think it’s a little bit silly.⑧That’s better and faster than moving a mountain!⑨You have different opinions about the story, and neither of you are wrong.2. Ability goals: 能力目标1）教会学生正确掌握并运用连词unless, as soon as, so…that引导状语从句的用法。
新人教版八年级英语下册Unit6(1)教案
新人教版八年级英语下册Unit6(1)教案
教学目标
1. 通过本课的研究，学生能够掌握有关地理位置的词汇和句型。
2. 学生能够理解并运用英语描述地理位置。
3. 学生能够在实际情境中运用所学内容进行交流和表达。
教学重点
1. 掌握地理位置的词汇和句型。
2. 能够准确理解并描述地理位置。
3. 能够运用所学内容进行实际情境交流和表达。
教学内容及安排
1. 导入（5分钟）
- 利用图片或地图提问，引导学生回忆和讨论有关地理位置的
词汇。
- 引入本课要研究的句型：“Where is...?”和“...is in/on/near...”。
2. 研究和练（30分钟）
- 分发课本，让学生跟读和标注关键词汇。
- 运用图片或地图激发学生对不同地理位置的描述，引导学生
进行口头练。
- 利用小组活动或角色扮演的方式，让学生自主练和运用所学
句型。
3. 拓展应用（15分钟）
- 设计小组任务，要求学生分析并描述实际情境中的地理位置。
- 引导学生用英语进行小组讨论和报告，展示他们的成果。
4. 总结和评价（10分钟）
- 强调本课所学的地理位置句型和词汇的重要性。
- 鼓励学生在日常生活中积极运用所学内容。
- 对学生的表现给予积极评价和反馈。
教学资源
- 标有地理位置的图片或地图
- 教材《新人教版八年级英语下册》
教学评价方式
- 学生口头表达的准确性和流利度
- 小组讨论和报告的效果和内容
参考资料
无。
人教版八年级下册英语Unit6(第六单元)优秀教案
Unit 6 An old man tried to move the mountains.第一课时Section A (1a2d)【学习目标】1.重点单词：shoot，begin，god，remind，bit，silly2．重点短语：Journey to the West，Yu Gong Moves a Mountain，Hou Yi shoots the Suns，Nu Wa Repairs the Sky，once upon a time，instead of，work on，a little bit3．重点句式：An old man tried to move the mountains.How does the story begin?Where would they put all the earth and stone from the mountains?As soon as the man finished talking，Yu Gong said that his family could continue to move the mountains after he died.Finally，a god was so moved by Yu Gong that he sent two gods to take the mountains away.It doesn't seem very possible to move a mountain.The story is trying to show us that anything is possible if you work hard.Yu Gong kept trying and didn't give up.I think we should try to find other ways to solve a problem.What could Yu Gong do instead of moving the mountains?That's better and faster than moving a mountain!You have different opinions about the story，and neither of you are wrong.There are many sides to a story and many ways to understand it.【学习重点】1．重点短语和句型2．unless，so...that，as soon as...等的用法【学习难点】1.重点短语和句型2．unless，so...that，as soon as...等的用法【自学学习】一、预习课本P4142新单词并背诵，完成下面的汉译英。
人教版八年级下Unit6优秀教学案例
（五）作业小结
1.教师布置作业：请学生运用所学词汇描述自己或朋友的外貌特征，并写一篇简短的小作文。
2.学生完成作业，教师及时批改，给予评价和反馈，巩固所学知识。
3.教师对学生的作业进行总结，了解学生的学习情况，为下一节课的教学做好准备。
5.教学内容与过程：本案例中，教师从导入新课、讲授新知、学生小组讨论、总结归纳到作业小结，每一个环节都设计得非常详细且具有针对性。这种详细的教学内容与过程使得学生能够更加清晰地理解和掌握所学知识，提高了教学效果。
2.鼓励学生进行自我评价，让学生认识到自己的优点和不足，激发学生持续改进的动力。
3.结合过程性评价和终结性评价，全面了解学生的学习状况，给予客观、公正的评价，促进学生的全面发展。
4.对学生在学习过程中的表现给予积极的反馈，关注学生的情感需求，营造良好的学习氛围。
四、教学内容与过程
（一）导入新课
1.利用多媒体展示不同人物的照片，引导学生观察并思考：What do you think of this person? How does she/he look like?激发学生学习兴趣，引发学生对描述人外貌特征的思考。
在教学评价方面，我注重过程性评价与终结性评价相结合。通过观察学生的课堂表现、参与度、作业完成情况等方面，及时了解他们的学习状况，并给予积极的反馈。同时，在课后布置相关练习题，让学生巩固所学知识，检测他们的学习效果。
二、教学目标
（一）知识与技能
1.学生能够掌握并正确运用描述人外貌的形容词，如tall, short, thin, fat, long, straight, curly等。
2.运用任务型教学法，引导学生参与真实情境中的交际活动，提高学生运用英语进行实际交流的能力。
人教版八年级英语下册Unit6大单元教学设计
2.口语练习：
-与同学合作，编排一段关于志愿活动的小对话，并尝试在下一堂课上进行展示。
-观看有关志愿活动的英文视频，模仿其中的表达方式，提高自己的口语水平。
3.阅读拓展：
-阅读一篇关于志愿活动的英文文章，总结文章大意，并用自己的话复述文章内容。
3.通过小组合作学习，培养学生团队合作精神和解决问题的能力。
4.采用启发式教学，引导学生主动思考、提问，培养他们的批判性思维。
5.通过课后作业和拓展阅读，巩固所学知识，提高学生的自主学习能力。
（三）情感态度与价值观
在本章节的教学中，教师将关注学生的情感态度与价值观的培养，使他们在学习英语的过程中，形成以下价值观：
人教版八年级英语下册Unit6大单元教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教版八年级英语下册Unit6的内容，掌握以下知识与技能：
1.掌握本单元的核心词汇和短语，如：volunteer, opportunity, organize, raise money, help sb. out, make a difference等，并能熟练运用这些词汇进行日常交流。
-学生通过头脑风暴、观点陈述等方式，探讨志愿活动的意义、组织方法等。
-每个小组分享讨论成果，其他小组进行评价和提问。
3.教学目的：培养学生的团队合作能力、批判性思维和跨文化交际能力。
（四）课堂练习
1.教学内容：针对本节课的语法知识、词汇和话题进行练习。
2.教学过程：
-设计听力练习，让学生在听懂长对话的基础上，完成相应的练习题。
-设计一份公益活动的宣传海报，用英文介绍活动内容，锻炼自己的跨文化交际能力。
人教八年级下册英语Unit6优秀教学案例
在学生小组讨论环节，我让学生分组进行讨论。我给每组学生提供了一些人物的照片，并要求他们用一般现在时态和一般过去时态描述这些人物的外貌特征和生活习惯。学生分组进行讨论，互相交流和分享自己的想法。通过这样的小组讨论活动，学生能够进一步巩固和运用所学知识，培养学生的团队合作能力和语言表达能力。
2. 能够听懂、会说、会写一般现在时态和一般过去时态的句子。
3. 能够通过观察和描述，运用所学知识进行人物外貌和生活习惯的介绍。
为了达到以上知识与技能目标，我设计了以下教学活动：
1. 通过多媒体课件展示人物外貌和生活习惯的图片，引导学生观察和描述，激发学生的学习兴趣。
2. 通过故事情节的展示，引导学生理解一般现在时态和一般过去时态的运用，并通过实例进行讲解和练习。
3. 在课堂结束时，引导学生进行总结与反思，帮助学生巩固所学知识，提高学生的学习效果。
（三）情感态度与价值观
在本节课中，学生需要培养以下情感态度和价值观：
1. 学习兴趣：通过生动有趣的故事情节和实际情境，激发学生对英语学习的兴趣。
2. 合作精神：通过小组活动，培养学生的团队合作意识和协作能力。
3. 自信与自主：鼓励学生积极参与课堂活动，大胆表达自己的观点，培养学生的自信心和自主学习能力。
5. 教学策略的综合运用：在本案例中，我综合运用了情景创设法、问题导向、小组合作、反思与评价等多种教学策略。这些教学策略的结合使得课堂更加生动有趣，能够满足不同学生的学习需求，提高学生的学习效果。通过这些亮点，本案例在教学设计、学生参与和知识运用等方面都表现出色，为学生的全面发展提供了良好的教学环境。
在情景创设中，我还运用了实物展示和角色扮演等教学手段。例如，我准备了一些人物模型的头部和身体部分，让学生通过组合这些模型，来描述人物的外貌特征。同时，我还让学生分角色扮演故事中的人物，通过表演的方式来展示人物的生活习惯。这样的教学方式不仅能够激发学生的学习兴趣，还能够帮助学生更好地理解和运用所学知识。
人教版八年级下Unit6教学设计
2.学生分享自己在课堂上的收获和感悟，促进知识的内化。
3.教师强调本节课的重点，提醒学生课后加强复习，巩固所学知识。
4.布置课后作业，包括阅读理解、写作练习等，帮助学生进一步巩固所学，提高实际运用能力。
五、作业布置
人教版八年级下Unit6教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.掌握本章节的核心词汇和短语，如：rob, steal, arrest, victory, betray, confidence等，并能熟练运用这些词汇进行英语交流。
2.学会使用一般过去时和过去进行时描述过去发生的事情，以及运用过去时态讲述故事。
4.写作任务：根据本节课所学内容，编写一个小故事，要求运用一般过去时和过去进行时，以及适当的被动语态和定语从句。培养学生的写作技巧和创造力。
5.口语作业：学生分组进行角色扮演，根据课文内容编排对话，进行课堂表演，提高学生的口语表达能力和团队合作意识。
6.课后总结：要求学生撰写一篇关于本节课学习心得的短文，总结自己在学习过程中的收获和不足，为今后的学习制定目标。
2.通过提问方式，引导学生回顾已学过的一般过去时知识，为新课的学习做好铺垫。
3.利用多媒体展示与本节课相关的图片，让学生预测课文内容，激发他们的好奇心。
（二）讲授新知
1.教师带领学生阅读课文，讲解重点词汇和短语，如：rob, steal, arrest等，并举例说明它们在不同语境中的用法。
2.分析课文中的语法结构，如一般过去时和过去进行时，通过实例讲解，让学生理解其用法和区别。
3.能够理解和运用课文中的重点句型和语法结构，如：被动语态、定语从句等。
人教版八年级英语下册Unit6大单元优秀教学案例
（一）情景创设
1.结合实际生活情境，创设一个轻松、愉快的课堂氛围，让学生在真实的环境中感受英语的魅力。如通过播放一段制作香蕉奶昔的视频，引起学生对课题的兴趣。
2.利用多媒体教学手段，如图片、音频、视频等，为学生提供丰富的视觉和听觉感受，增强他们对英语的学习兴趣。
3.设计生动、有趣的角色扮演活动，让学生在模拟生活中运用所学知识，提高他们的英语实际运用能力。
7.注重学生自主学习能力培养：教师在教学过程中鼓励学生提出问题、主动探究，培养他们的自主学习能力。这种教学方法使学生在课堂中充分发挥主体作用，提高了他们的英语素养。
8.反思与评价：课堂结束后，教师引导学生进行自我反思，总结收获和不足。同时，采用多元化的评价方式对学生进行全面、客观的评价。这种教学策略有助于学生认识自身的发展需求，提高他们的自我认知能力。
人教版八年级英语下册Unit6大单元优秀教学案例
一、案例背景
本案例背景基于人教版八年级英语下册Unit6，以“How do you make a banana milk shake?”为话题展开。本节课主要围绕制作香蕉奶昔的步骤和所需材料进行教学，旨在让学生掌握一般现在时的被动语态和一般疑问句的构成及运用。通过对本节课的学习，学生能够熟练运用英语描述日常生活中的简单动作，并学会用一般疑问句进行询问。
在教学过程中，我以提高学生的英语交际能力为核心，运用任务型教学法、情境教学法和分组合作学习法，激发学生的学习兴趣，培养他们的合作精神和创新意识。同时，注重启发式教学，引导学生主动探究、积极思考，提高他们的英语思维能力和自主学习能力。
二、教学目标
（一）知识与技能
1.能听懂、会说、会读本节课的主要词汇：banana, milk, shake, blend, put, mix, ice, flavor, turn on, turn off等。
英语：Unit 6教案(人教新目标八年级下)
英语：Unit 6教案（人教新目标八年级下）far第一课时●教学内容与分析❶教学内容：Section A: 1a-2c❷教学目标：a. 能够掌握基本单词和词汇。
b.能够运用基本句型进行提问。
学习任务：我的爱好目的：通过学生小组活动，调查彼此的爱好及持续的时间。
学会使用for 和since表达自己的爱好持续的时间，培养学生应用英语进行交际的能力。
语言技能：listening .speaking .reading and writing语言知识：现在完成进行时的用法及复习一般过去时提示词语及句型：skate, collect, What’s your hobby? I like…How long have you been skating?I have been skating since nine o’clock/for five years.How long did you……? When did you ……●教学重点、难点分析：❶教学重点：基本单词，词汇和句型❷教学难点：能够运用现在完成进行时谈论自己的爱好及持续时间●课前准备❶本课时的教学课件●教学设计教学步骤建议和说明↘热身/复习（Warm-up/Revision）❶ Greetings.❷ Talk with students about the following:1.Did you sleep well last night?2.How long did you sleep last night ?从平常的谈话中轻松导入本课句型，信息沟使谈话非常真实，而又浅显易懂。
3.When did you start class today ?4.How long have you been in class today?Help the students to answer: I have been in class for…↘呈现/操练（Presentation/Practice）❶Draw a long horizontal line on the blackboard. Say, This is called a time line. It shows the years from 19- to the present. Let’s pu t some information about ourselves on the time line.T: Maria, when did you start studying English?S1: 2005.T: Maria started studying English in 2005.(Write the words Maria started English above the date 2005 on the time line.) Maria has been studying English since 2005. (class repeat)❷Repeat the activity using different dates for several other students. Use a different situation, such as When did you start to ride a bicycle? or When did you start to baby-sit? if these questions are more appropriate. Each time ask the class to repeat a sentence, point to the starting date and run the finger along the years up to the present year.❸学生两人一组问答A: How long have you been…?B: I have been … since/for….↘Work on 1b and 1c❶呈现1a的图片，把话题引到skating 中来，并教学新词：marathon。
优品课件之新目标八年级下Unit6集体备课导学案
新目标八年级下Unit6集体备课导学案Unit6 How long have you been collecting shells? 学案 Section A Period One (1a-2c) 课时目标导航知识目标：单词：collect, shell, skate, since, marathon, 词组：how long, collect shells, a pair of, 句型：1．－How long have you been skating? 2．－How long did you skate? －I’ve been skating since/for…… －I skated for two hours. 能力目标：1．学会谈论做某事持续多长时间“How long…”。
2．学习现在完成进行时态，它表示从过去开始一直持续到现在，有可能还要持续下去的动作，常与for, since, how long等词连用。
其结构为：have\has been + 动词-ing 3．since 与for的用法和区别。
since＋某一时刻的词，短语或从句，for＋一段时间的词或短语必做题一．英汉互译。
1．多久 ___________ 2．自从 ___________ 3．溜冰鞋 ___________ 4.溜冰者____________ 5．滑冰马拉松 _________________ 6．collect shells ___________ 7．a pair of ___________ 二．根据句意、音标或首字母提示完成单词。
1. My best friend bought me a p ______of skates for me on my birthday. 2. My hobby is to c__________ stamps (邮票). There are about five thousand stamps. 3. Lisa has been studying English s_______ she was six years old. 4．Was this your first skating ___________ ['mærəθən]? 选做题一．用since 或for 填空。
优品课件之八年级英语下册Unit6教案
八年级英语下册Unit6教案初二英语导学案课题：Unit6 Section A 1a-Grammar Focus 执教人：1 时间: 教学目标： 1关于交通工具和距离的表达方式。
2 学会合理安排行程，合理选择交通工具。
3how引导的特殊疑问句以及how的意义，用法教学难点和重点： 1、交通工具，距离表达方法。
2. 询问到达某处的方式、距离、所用时间 3．掌握how和take的用法前置自学：1．写出你身边的交通工具吗？看谁写的最多。
参照1a.______________________________________________________________________________________________________ 2.学会读写1-110的数字。
尤其注意两位数字（连词符）和三位数字（and）的表达方法。
3. 聪明的你能迅速写出下面的时间吗？ six minutes ________ an hour ________ fifty-six minutes _________ 20分钟 ________ 35分钟 ________ 15分钟_________ 4. 预习检测: 参考课本，写出下列短语到达学校__________ 步行_________骑自行车___________ 乘公共汽车_________乘地铁_________ 多久____________ 你怎么到达学校?__________________ 5. 通过预习，你发现哪些问题?把他们记录下来吧。
（词或句子)____________________________________________________________________________________________________________________教学流程：1、小组内交流前置自学答案。
2、看1a图片，迅速完成练习，看谁写地又快又对。
完整版英语人教版八年级下册第六单元教学设计
完整版英语人教版八年级下册第六单元教学设计Unit 6 An old man tried to move the mountains Section A 3a—3cTeaching planI. Teaching Goals1. Knowledge Goals：1) Key V ocabulary：object, magic, stick, hide, tail, turn…into, excite, western2) Target Language:The Monkey is the main character in the traditional Chinese bookJourney to the West.The Monkey King can turn himself into different animals and objects.He can not turn himself into a man unless he can hide his tail.2. Ability Goals：1). Be able to understand the passage and learn to talk about the Monkey King using the target language.2). Enable students to practice reading and writing with the target language.3). Train students' integrative and comprehensive abilities.3. Emotional Goals：Educate students to keep fighting against evils and bad deeds and never give up.II. Key points and difficult points1. Key Vocabulary：object, magic, stick, hide, tail, turn…into, excite, western2. Key Expressions:The Monkey is the main character in the traditional Chinesebook Journey to the West.The Monkey King can turn himself into different animals and objects. He can not turn himself into a man unless he can hide his tail.3. Difficult Points:Be able to understand the fairy story and tell their favorite story with target language.III. Teaching steps.1. Greetings2. Review: Do you know these traditional stories of China?3. Watch a video4. Talk about the four main characters especially the Monkey King.5. How much do you know about the Monkey King?6. Teach the new words by showing some pictures.New words: hide—hid, turn…into, object, magic stick, tail, excite, western.7. While reading: T ask 1: SkimmingRead the passage quickly and finish answering the question and matchthe main idea with each paragraph. They have two minutes. Question: Which book is talked about?Match the main idea.Paragraph 1 Western children are also becoming interested in thestories of the Monkey King.Paragraph 2 The Monkey King is new to pupils in England but notto Chinese children.Paragraph 3 The Monkey King is not just normal monkey. Hecan do magical things.8. Check the answer.9. While reading: T ask 2: Careful reading.Read paragraph 1 and tell T or F in two minutes.1). In November 1978, pupils in England were able to watcha new TV program called Monkey. （）2). Most of them were hearing this story for the second time. （）3). The Monkey King is the main character in the traditional Chinese book Journey to the west. （）Ask three students to tell their answers. If it is true, move to the next one, if it is false, ask the students to tell the correct answer. Then read the three sentences together.10. Careful reading: Read paragraph 2 and finish the mind map. Time limit: 2 minutes.11. Check the answer.12. Read paragraph 3 and finish another mind map. Then check the answer.13. Finish 3c. Check the answer after they finish it. Read these sentences together.14. Game: House of card. (Optional)1). Tell the rules of the game: Choose a card. If you are lucky enough you can get into the house directly and get some points. If you choose a number and you are asked to answer a question, then you have to answer it correctly to get some points. If you don't give the right answer, there will be no points for you. And if you give up, no points either.2). Play the game.15. Read the passage while listening. Pay attention to the pronunciation.16. Discussion: What do you think of the Monkey King? What is he like? Ask Ss to talk about their own opinion freely.17. Summary: We talk about the main character the Monkey King from Journey to the West. He can do many things, but he cannot turn himself into a man unless he can hide his tail. His spirit should be learned by children both from China and Western countries.18. Homework: 1). Tell your family or classmates about the Monkey King in English. 2). Try to recite the passage.Remember: Never give up and be helpful. Where there is a will, there is away.19. Blackboard design.Unit 6 An old man tried to move the mountains. Section A 33cWords or expressions(Optional)Evaluation System。
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2018届八年级英语下册unit6教案（新版人教版）Unit 6 An old man tried to moved the mountains. Section A 1 (1a-2d) 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, instead of； 2) 学会询问故事发展的基本句型：How does the story begin? What happened next? 3）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。
What do you think of / about the story of Yu Gong? I think it’s a little bit silly. I still don’t agree with you. 2. 教学难点：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。
三、教学过程 Step 1 Lead in 1. 播放动画片《寓公移山》的视频，导入本单元主题。
T: What’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 King S2: Magic Brush Ma Lian S3: Chang’e Flies to the Moon … Step 2 Presentation 1. 引导学生们学习生词。
让学生们看大屏幕来学习本课时的生词。
once upon a time, shoot, stone 2. Try to remember the new words. Step 3 Writing 1. Look at the pictures in 1a, then read the names of the story in the box. 2. Ss discuss with their partners and match the names of the stories with thepictures. Journey to the West b Yu Gong Moves a Mountain d Hou Yi Shoots the Suns a Nu Wa Repairs the Sky c Step 4 Listening 1. T: Tell Ss they will hear a great Chinese traditional story. Listen and see who know the name of the story. 2. Play the recording for the Ss to listen. 3. Ss who know the name of the story may hand up. 4. Play the recording again. Let Ss check the facts they hear. 5. Check the answers. ____ The two mountains were very high and big. ____ A very old man tried to move the mountains. ____ A man told Yu Gong that he could never do it.Step 5 Pair work 1. 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 6 Listening Work 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 godwas 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. talking 4. two 5. know Step 7 Pair work 1. Tell Ss to make a story chain. Ss tell the story one by one with the pictures in 2a. 2. Let some Ss tell the story to the class. 3. See which groups’ story is better. Step 8 Role-play 1. Read the conversations and Let Ss read after the teacher. 2. Ask Ss to role-play the conversation in groups. Some main points: (1) 1. This story reminds us that you can never know what’s possible unless you try to make it happen. remind v. 提醒；使想起 remind sb. of/about sth. 提醒某人想起某事 e.g. The picture reminds him of his beautiful hometown. 这幅画让他想起了美丽的故乡。
remind sb. to do sth. 提醒某人去做某事 e.g. Please remind me to come back early. 请提醒我早点回来。
【运用】根据汉语意思补全下列英语句子，每空一词。
① 这个故事让我想起了我的童年。
This story ________ _____ ______ my childhood. ② 今天晚上你能提醒我给汤姆打电话吗？ Couldyou please ________ ________ ____ _____ Tom up tonight? (2) I think it’s a little bit silly. bit n. 有点；稍微 a little bit (= a little) + 形容词或副词或比较级时，表示“一点儿” e.g. I’m a little bit tired. Let’s take a short rest. 我有点累了，让我们休息一会。