完整版英语人教版八年级下册第六单元教学设计
人教版八年级英语下册第六单元(同步优秀教学案例)
4.反思与评价：教师引导学生进行自我反思，总结自己在学习过程中的优点和不足，提高他们的自主学习能力。通过评价，让学生认识到科学探究的重要性，培养他们的社会责任感和创新意识。
五、案例亮点
1.情境创设：本案例通过多媒体展示科学实验现象，引发学生的好奇心，激发他们的学习兴趣。这种情境创设的方式不仅符合学生的认知特点，也能够使学生更加主动地参与到课堂活动中，提高学习效果。
2.问题导向：教师在教学过程中，引导学生提出问题，激发他们的思维，培养他们的问题解决能力。通过设置具有启发性的问题，引导学生进行深入思考，提高他们的创新思维能力。
2.教师对学生的汇报进行点评和归纳，强调科学探究的重要性和方法。
3.通过总结归纳，帮助学生巩固所学知识，提高他们的语言表达能力和思维能力。
（五）作业小结
1.布置一个与本节课内容相关的作业，让学生进一步巩固所学知识。
2.作业要求学生运用所学知识，解决实际问题，培养他们的实践能力。
3.在下节课开始时，组织学生进行作业展示和交流，共同分享学习成果。
2.学生能够在实际情境中运用所学知识，培养他们的创新思维能力。
3.学生能够通过分析实例，了解科学探究的过程和方法，提高他们的问题解决能力。
（三）情感态度与价值观
1.学生能够积极参与课堂活动，表现出对科学探究的兴趣和热情。
2.学生在学习过程中能够尊重事实，勇于提出问题和假设，培养他们的探究精神。
3.学生能够通过合作交流，培养团队协作能力和沟通能力。
在教学过程中，我以学生为中心，充分运用多媒体教学资源，创设生动有趣的情境，激发学生的学习兴趣。针对学生的认知水平，我设计了一系列具有挑战性和实践性的教学活动，引导学生主动参与，积极思考，通过合作交流，提高学生的语言运用能力和创新思维能力。同时，我注重对学生的个体差异进行关注和引导，使他们在学习过程中充分体验到自主学习、合作学习和探究学习的乐趣，培养他们的自信心和终身学习的意识。
人教新目标八年级英语下册第6单元教案教学设计
（三）情感态度与价值观
1.情感目标：激发学生对英语学习的兴趣，增强学生的自信心和自主学习意识；培养学生合作、分享、互助的良好品质。
（三）学生小组讨论
1.教学活动：将学生分成若干小组，针对教师提出的问题或情境，进行小组讨论和角色扮演。
2.教学方法：引导学生运用所学知识，进行互动交流，提高学生的合作能力和口语表达能力。
3.教学目标：培养学生团队合作精神，提高学生实际运用英语的能力。
（四）课堂练习
1.教学内容：设计多种形式的练习题，包括听力、口语、阅读和写作，让学生在练习中巩固所学知识。
3.精讲多练，提高效果：在讲解语法知识点时，教师要精讲精练，用简洁明了的语言解释难点，避免冗长的解释。同时，加大学生的课堂练习力度，让学生在练习中掌握知识，提高运用能力。
4.互动交流，提升能力：鼓励学生在课堂上积极互动，开展各种形式的口语练习，如小组讨论、角色扮演、辩论等。同时，加强写作训练，让学生在写作中运用所学知识，提高书面表达能力。
五、作业布置
为了巩固本节课所学知识，提高学生的语言运用能力，特布置以下作业：
1.书面作业：
（1）完成教材第6单元课后练习题，包括填空、选择、改错等，重点加强对现在完成时态和一般过去时态的运用练习。
（2）根据课堂所学，运用频率副词和本单元所学的词汇、短语，写一篇关于自己过去经历的小短文，如：描述一次购物、踢足球、探望祖父母的经历等。
2.口语作业：
（1）与同学进行对话练习，运用所学语法知识，谈论彼此的过去经历，提高口语表达能力。
人教版八年级下Unit6SectionB(2a—2d)教学设计
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于掌握描述公益活动、慈善事件的相关词汇和短语，如"public", "support", "hold a charity show", "raise money"等，并能运用一般过去时态描述过去发生的事情。
二、学情分析
八年级下学期的学生已经具备了一定的英语基础，对一般现在时、一般过去时等基本时态有所了解，但在实际运用中仍需巩固。此外，学生在阅读理解方面存在一定的困难，需要进一步提高获取关键信息和分析文章结构的能力。针对本节课的教学内容，学情分析如下：
1.学生在词汇和短语方面，对于表示公益、慈善活动的相关词汇掌握较少，需要教师在课堂上进行重点讲解和举例。
2.培养学生热爱英语，积极参与课堂活动的兴趣，增强他们学习英语的自信心。
3.倡导积极向上的生活态度，鼓励学生勇敢面对困难，积极寻求解决问题的方法。
4.通过学习课文，培养学生树立正确的人生观和价值观，认识到付出与收获之间的关系。
在教学过程中，教师应注重激发学生的学习兴趣，关注个体差异，使每个学生都能在原有基础上得到提高，实现知识与技能、过程与方法、情感态度与价值观的全面发展。
3.教师设计一个小组活动：编写一个关于公益活动的短剧，要求运用一般过去时描述过去发生的事情。各小组进行展示，教师评价并给予建议。
（五）总结归纳
1.教师带领学生回顾本节课所学内容，总结描述公益活动、慈善事件的词汇和短语，以及一般过去时的用法。
人教版英语八年级下册Unit6SectionA1a~2d教学设计
为了巩固本章节所学知识，提高学生的英语综合运用能力，特布置以下作业：
1.书面作业：
（1）完成课本练习册中与本节课相关的练习，如语法填空、翻译等，以巩固词汇和句型。
（2）根据本节课学习的家庭成员和日常生活习惯，编写一段对话，运用一般现在时态描述。
2.口语作业：
（1）与家人或朋友进行英语对话，互相介绍家庭成员的日常生活习惯和性格特点，并尝试运用新学的词汇和句型。
示例问题：
- Can you tell me something about your family members?
- How do you describe what your family members usually do using the simple present tense?
2.教学资源运用：利用多媒体展示一些家庭场景的图片，让学生观察并描述图片中的家庭成员及其行为。
2.培养学生积极向上的生活态度，学会珍惜时间，养成良好的生活习惯。
3.增强学生的团队合作意识，学会在小组合作中互相尊重、互相学习。
4.培养学生的责任感和使命感，认识到自己作为家庭成员应尽的责任，为家庭和谐贡献力量。
二、学情分析
八年级下册的学生已经具备了一定的英语基础，他们已经掌握了基本的词汇、语法和句型，能够进行简单的日常交流。在此基础上，针对本章节的内容，学情分析如下：
2.能够运用一般现在时态描述家庭成员的日常行为习惯及其性格特点，提高语言表达能力。
3.通过听力训练，提高获取关键信息的能力，培养良好的听力技巧。
4.学会在对话中运用目标词汇和句型，进行真实情境下的口语交流。
（二）过程与方法
在本章节的学习过程中，学生将通过以下方法提升英语能力：
人教版八年级英语下册Unit6SectionAReadingPartII教学设计
难点：如何组织有效的课堂活动，使学生在轻松愉快的氛围中提高口语表达能力，以及如何在小组合作中实现学生之间的有效沟通和思维碰撞。
（二）教学设想
1.导入环节：通过播放一段关于名人的短视频，激发学生的兴趣，引导学生谈论自己对名人的认识，为阅读文章做好铺垫。
b.第二遍阅读：细读文章，讲解重点词汇、短语和语法，让学生关注文章的语言表达。
c.第三遍阅读：深入阅读，分析文章结构和作者观点，培养学生的批判性思维。
4.教学目标：帮助学生掌握文章的主要内容，提高阅读理解能力，掌握一般过去时和现在完成时的运用。
（三）学生小组讨论
1.教学活动：将学生分成小组，围绕文章主题展开讨论，讨论名人的成功经历对自己的启示。
2.理解并运用一般过去时和现在完成时描述过去发生的事情及其对现在的影响。
3.学会运用阅读策略（如：预测、扫读、细读等）来理解和获取文章的主要信息和细节。
4.能够理解并分析文章的结构和作者的观点，提高阅读理解能力。
5.能够通过小组合作，用英语进行讨论和分享，表达自己的观点和感受。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法来实现学习目标：
5.学生的人生观和价值观正在形成，需要教师在教学过程中加以引导，帮助他们树立正确的价值观。
针对以上学情，教师应结合课本内容，设计富有层次和挑战性的教学活动，激发学生的学习兴趣，提高他们的阅读能力和综合素质。同时，关注学生的个体差异，给予每个学生充分的关注和指导，帮助他们克服学习中的困难，实现个体发展。
4.阅读拓展：
鼓励学生课后阅读关于名人成功经历的文章，了解不同领域的成功人士是如何克服困难、实现梦想的。要求学生从阅读材料中选取一个最有感触的故事，并简要介绍故事内容，谈谈自己的感想。此作业有助于拓展学生的阅读面，提高他们的阅读理解能力。
人教版英语八年级下册Unit6SectionA3a3c教学设计
-让学生独立完成练习题，检验他们对所学知识的掌握程度。
2.教学实施：
-发放练习题，要求学生在规定时间内完成。
-教师在学生做题过程中，提供个别辅导，解答疑惑。
3.目标达成：
-学生通过课堂练习，巩固所学知识，提高实际运用能力。
-教师通过练习结果，了解学生的学习情况，为后续教学提供参考。
-利用实物、图片和图表等辅助教学工具，帮助学生直观理解一般过去时的概念和用法。
四、教学内容与过程
（一）导入新课
1.教学活动设计：
-播放一段关于名人生日的视频，引导学生关注名人的成长经历。
-通过提问方式，让学生回顾一般过去时的概念和用法，为新课的学习做好铺垫。
2.教学实施：
-播放视频后，邀请学生分享他们对视频中名人成长经历的感受。
（五）总结归纳
1.教学活动设计：
-对本节课所学知识进行回顾和总结。
-邀请学生分享自己的学习心得，鼓励他们反思学习过程。
2.教学实施：
-教师引导学生回顾本节课的重点词汇、句型和一般过去时的用法。
-学生分享自己的学习收获，提出改进措施。
3.目标达成：
-学生能够明确本节课所学知识，形成完整的知识体系。
-学生通过反思，提高自我学习能力，为未来的学习奠定基础。
3.学生能够通过阅读理解文章，提取关键信息，提高阅读速度和理解能力。
4.学生能够运用所学知识进行简单的写作练习，如编写一段关于自己或他人过去经历的短文。
（二）过程与方法
1.通过小组合作、讨论等形式，培养学生合作学习的能力，激发学生的学习兴趣和积极性。
2.利用多媒体教学资源，创设情境，让学生在实际语境中学习和运用英语。
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。
人教版八年级英语下册第六单元(教学设计)
人教版八年级英语下册第六单元（同步教学设计）Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.1.Show a picture of The Emperor’s New Clothes.T: Look at the picture, what’s the story?Ss: The Emperor’s New Clothes.…2. Teach the new words.Step 3 Practice1. Look at 1a. Match the words with the letters in the pictures in 1c.2. Check the answers.Answers: b gold c silk d emperora underwearStep 4 listening (1b & 1c)Work on 1b1. Listen for the first time to number the pictures [15] in 1c2. Check the answers.Answers (from top to bottom, from left to right): 4 3 2 5 1 Work on 1c1.Listen again. Let Ss fill in the blanks.2.Check the answers.Answers: looked, saw; shouted, wearing; give, kept; clothes; brothers3. Listen for the third time and try to answer the questions.Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.老师在上课前，播放一段视频，向学生提出问题，通过对话引入本课时主题，导入新课。
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。
八年级下册英语人教版第六单元教案
八年级下册英语人教版第六单元教案全文共3篇示例，供读者参考篇1Unit 6: I’m more outgoing than my sisterLesson 1: PersonalityObjectives:1. Students will be able to understand and use comparative and superlative adjectives to describe personality traits.2. Students will be able to discuss and compare their own personality traits with those of others.Language focus:Comparative and superlative adjectivesVocabulary related to personality traitsMaterials:Whiteboard, markers, handouts with personality traits vocabulary list, sample sentences for comparison practiceWarm-up (10 minutes):Begin the lesson by asking students to brainstorm as many adjectives as they can think of to describe personality traits. Write these adjectives on the board and discuss their meanings. Introduce the concept of comparative and superlative adjectives by explaining that they are used to compare two or more things. Provide examples using the adjectives already listed on the board.Presentation (15 minutes):Introduce the new vocabulary related to personality traits by giving students a handout with a list of words and their definitions. Have students practice pronouncing the words and understanding their meanings.Practice (20 minutes):Divide the class into pairs or small groups and give each group a set of cards with sentences using comparative and superlative adjectives. Students must match the sentences with the correct adjectives and discuss their meanings. Encourage students to form their own sentences using the adjectives in the cards.Production (15 minutes):Ask students to write a short paragraph comparing themselves with a family member or friend. They should use comparative and superlative adjectives to describe their personality traits. Encourage them to share their paragraphs with the class.Wrap-up (5 minutes):Review the key points of the lesson by asking students to give examples of comparative and superlative adjectives they used in their paragraphs. Assign homework that involves creating a poster with personality traits adjectives and their comparisons.Assessment:Monitor students during the production task to assess their understanding of comparative and superlative adjectives. Evaluate their participation in group discussions and their ability to use the vocabulary in context.篇2Unit 6: Could you please tell me where the restrooms are?Subject: EnglishGrade: 8thBackground Information:- This unit is focused on giving and asking for directions in English.- Students will learn vocabulary related to places in a city (e.g. bank, hotel, post office, etc.)- They will also practice using prepositions of place (e.g. next to, between, in front of, etc.)- In this unit, students will learn how to give and receive directions using imperative forms (e.g. turn left, go straight, take the second right, etc.)Objectives:- By the end of this unit, students will be able to give and ask for directions in English.- Students will be able to use prepositions of place correctly in sentences.- They will demonstrate understanding of vocabulary related to places in a city.Materials Needed:- Maps of cities for students to practice giving and asking for directions.- Flashcards with vocabulary related to places in a city.- Worksheets with exercises to practice prepositions of place and giving directions.Lesson Plan:1. Warm-up (10 minutes):- Start the lesson by reviewing vocabulary related to places in a city using flashcards.- Have students practice pronouncing the words and guessing the meaning of each word.- Play a memory game with the flashcards to help students remember the vocabulary.2. Introduction to prepositions of place (15 minutes):- Present the prepositions of place (e.g. next to, behind, in front of, etc.) using visual aids.- Give examples of sentences using prepositions of place and ask students to identify the preposition in each sentence.- Have students practice using prepositions of place in pairs by describing the location of objects in the classroom.3. Giving and asking for directions (20 minutes):- Introduce vocabulary related to giving and asking for directions (e.g. turn left, go straight, take the second right, etc.).- Model a conversation between two people asking for and giving directions using the vocabulary.- Have students practice giving and asking for directions in pairs using maps of cities.4. Applying the knowledge (20 minutes):- Divide the class into groups and give each group a worksheet with exercises to practice prepositions of place and giving directions.- Monitor and assist students as they complete the exercises.- Have each group present their answers to the class and provide feedback.5. Consolidation and assessment (10 minutes):- Review the key concepts of the lesson by asking students to summarize what they have learned about giving and asking for directions.- Assess students' understanding by asking them to write a short dialogue between two people asking for and giving directions.6. Homework assignment (5 minutes):- Assign homework that reinforces the lesson, such as writing a paragraph describing the location of objects in their bedroom using prepositions of place.Overall, this unit is designed to help students develop their speaking and listening skills in English while learning vocabulary and grammar related to giving and asking for directions. With a focus on interactive activities and practical exercises, students will have the opportunity to apply their knowledge in real-life situations.篇3Unit 6: Changing the worldPart 1: Teaching Aims1. To introduce students to new vocabulary related to changing the world.2. To help students understand the importance of making a positive impact on the world.3. To practice listening, speaking, reading, and writing skills related to the topic of changing the world.Part 2: Teaching Procedures1. Warm-up (10 minutes)Greet the students and introduce the topic of changing the world. Ask students to brainstorm ways in which they can make a positive impact on the world.2. Vocabulary (15 minutes)Introduce new vocabulary related to changing the world, such as "activist," "charity," "volunteer," "advocate," and "campaign." Have students practice using these words in sentences.3. Reading (20 minutes)Read a short passage about a famous activist or organization that has made a positive impact on the world. Askstudents comprehension questions to check their understanding.4. Listening (15 minutes)Play a recording of a speech given by a famous advocate for social change. Have students listen for key points and take notes.5. Speaking (20 minutes)Divide students into pairs or small groups and have them discuss ways in which they can make a positive impact on the world. Encourage them to share their ideas with the class.6. Writing (20 minutes)Assign students a short writing task in which they have to write a persuasive letter to a local organization or government official advocating for a change they would like to see in their community.7. Review (10 minutes)Review key vocabulary and concepts from the lesson. Have students share their writing assignments with the class.Part 3: HomeworkAssign students a research project in which they have to learn about a famous activist or organization that has made a positive impact on the world. They will present their findings to the class in the next lesson.Part 4: AssessmentAssess students' understanding of the topic of changing the world through their participation in class discussions, their completion of the writing assignment, and their presentation of their research projects.Overall, this unit aims to inspire students to think about the ways in which they can make a positive impact on the world and to encourage them to take action towards creating a better future for all.。
八年级英语下册(人教版)Unit6第1课时(SectionA1a2c)教学设计
3.增强学生的团队合作意识，学会与他人共同完成任务，分享成功与快乐。
4.培养学生独立思考的能力，敢于表达自己的观点，尊重他人的意见。
5.激发学生学习英语的兴趣，提高自信心，勇于面对挑战。
二、学情分析
针对八年级下册英语Unit6第1课时（SectionA1a2c）的教学内容，对学生学情进行分析如下：
2.口语练习：学生两人一组，根据给定情境进行对话练习，巩固词汇和时态的运用。
3.书面练习：完成教材中的相关练习题，如填空、选择、改错等，检验学生对词汇和语法的掌握。
（五）总结归纳
1.教师引导学生回顾本节课所学词汇、短语和一般现在时态的用法，总结课堂重点。
2.学生分享学习收获，交流在小组讨论和课堂练习中的体会，互相借鉴经验。
-在实际情境中，学生运用所学知识进行流畅交流的能力。
（二）教学设想
1.针对重点词汇和短语的教学：
-采用实物、图片、卡片等多种教学资源，帮助学生形象记忆词汇。
-结合语境，让学生在实际句子中进行词汇练习，提高运用能力。
-设计词汇游戏和小组竞赛，激发学生学习兴趣，巩固记忆。
2.针对一般现在时态的教学：
-创设真实的语境，让学生通过观察、模仿、实践等方式掌握时态用法。
-查阅与公益活动相关的英语资料，积累词汇和短语，为课堂讨论和口语表达提供素材。
教师需关注学生的作业完成情况，及时给予反馈和指导，以提高学生的学习效果。同时，鼓励学生积极参与课堂活动，将所学知识应用于实际生活，培养其社会责任感和英语综合运用能力。
-鼓励学生分享自己的兴趣爱好，尊重他人的选择，形成积极向上的人生态度。
四、教学内容与过程
人教版八年级下册英语Unit6(第六单元)优秀教案
Unit6An 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。
Unit6单元整体设计人教版八年级英语下册
人教英语八下Unit 6 An old man tried to move the mountains.整体单元设计一、语篇分析What:本单元围绕“传说故事”话题展开叙述，属于“人与社会”主题，社会文化与文学艺术子主题。
让学生了解中西方传说故事内容及表现形式，培养学生探索不同传说故事中的文化精神。
在Section A 部分呈现了中国民间神话，包含后羿射日，大闹天宫，女娲补天，愚公移山等。
通过听力活动，结合图片导入四个故事，并听取《愚公移山》这一故事的细节，完成简单语言输出。
之后在2a2c部分增加as soon as, but, so, finally等连词的教学，学生通过故事细节的了解，结合旧知，尝试开展故事讲述，并在最后就《愚公移山》故事展开讨论。
3a3c部分通过一篇有关西游记的篇章，引导学生理解大意和细节，并开展练习，回答问题。
Grammar环节通过疑问句及答句设置，引导学生巩固连词，故事写作逻辑顺序，细节内容提取及时态应用，为后续阅读和写作扎实基础。
Section B部分主要讲述西方童话故事，包含《皇帝的新装》和《糖果屋》，进一步拓展有关故事叙述的词汇和句法。
1a1d围绕《皇帝的新装》开展听力活动，通过听力了解故事情景，抓取关键信息，开展相应练习，并通过图片与听力结合进行故事输出。
在阅读板块，首先通过学生已知知识，谈论对睡美人，辛迪瑞拉，和小红帽三个童话故事的认识，然后开展《糖果屋》节选阅读活动，学习戏剧的形式，并设置了场景描述，提问的脚手架形式，再引导学生根据理解开展戏剧表演。
在最后的写作板块，设置了写作框架，让学生通过关键词填空完成写作。
Why:本单元选择“传说故事”主题，培养提升了解不同文化中的不同传说故事，有利于学生了解故事叙述方法，写作特点，同时培养学生探索不同故事底层的文化意义。
学生学习到愚公不畏艰险，不怕困难的精神，明白中国传统文化的博大，精深。
同时也接触到西方童话故事，思考不同文化下不同故事的表现形式和深层含义。
人教版英语八年级下册unit6SectionB2a3b教学设计
（二）过程与方法
在本章节的学习过程中，教师将采用以下方法和步骤：
1.采用任务型教学法，引导学生通过小组合作、讨论等方式，积极参与课堂活动，提高学生的英语实践能力。
2.利用多媒体教学资源，如课件、视频等，创设生动、真实的语境，让学生在情境中学习、体验和运用英语。
4.教师讲解课文中的重点句型，如：“Why don't you…?”, “What's the matter?”, “I was furious because…”等，并通过实例演示，帮助学生掌握句型用法。
（三）学生小组讨论，500字
1.学生分成小组，根据课文内容进行角色扮演，模拟情境对话。
2.教师巡回指导，观察学生的讨论情况，适时给予建议和帮助。
4.学生互相批改，分享彼此的作品，教师进行点评和指导。
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结一般过去时态的用法和重点句型。
2.学生分享学习收获和感悟，教师给予鼓励和肯定。
3.教师强调家庭成员间相互理解、尊重的重要性，引导学生学会正确处理家庭矛盾。
4.布置课后作业，巩固所学知识，要求学生运用本节课的词汇和句型，描述一次与家人的冲突及解决过程。
3.学生在之前的学习中，已接触过一般过去时态，但部分学生在实际运用中仍存在困难，需要在本节课中进行巩固和提高。
4.学生在阅读理解方面，对文章主旨和大意的把握能力有待提高，需要通过本节课的学习，加强阅读策略的指导。
5.学生的写作能力参差不齐，部分学生在句子结构和语法运用上存在困难，需要在写作环节给予个性化指导。
作业要求：
1.作业需在课后按时完成，保持字迹工整，卷面整洁。
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。
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. Period 3一、学习目标1) 学习掌握下列词汇：object, magic, stick, hide, tail, turn…into, excite, western 2）阅读短文，能按要求找到相应的信息。
3）通过阅读提高学生们的阅读能力。
4) 了解《西游记》中美into a person. the3)、Read the paragraph 2 and answer the question. Why is the story so popular in Western countries? 4)、Exercise. 3c. Complete the sentences below with phrases from the passage.5、Retell the story 1) 以小组为单位，互相说一说本篇课文都讲了些什么内容？五分钟时间。
2) Lucky ball 学生通过选择“幸运球”，进入自己所挑选的练习中，开始复述课文。
Step 3、Sum up What have you learned from this class? What can we learn from Monkey King? 1、We should be helpful to the weak. 2、We should never give up when we meet difficulties. Step 4、Homework 必做题：Finish the exercise book Uni标 1. 语言知识目标: 1) 能掌握以下单词:remind, bit, silly, ......Unit6An old man tried to move the mountains.教...新人教版八年级英语下册Unit6An old man tried to move the mountains.教案...Unit6An old mantried to moved the mountains. 一、教学目标: 1.知识......Unit6 An old man tried to move the mountains新版新目标八下教案Unit6An old man tried to move the mountains_初二英语_英语_初中教育_教育专区。
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Unit 6 An old man tried to move the mountains Section A 3a—3c
Teaching plan
I. Teaching Goals
1. Knowledge Goals：
1) Key V ocabulary：object, magic, stick, hide, tail, turn…into, excite, western
2) Target Language:
The Monkey is the main character in the traditional Chinese book
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.
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 points
1. Key Vocabulary：object, magic, stick, hide, tail, turn…into, excite, western
2. Key Expressions:
The Monkey is the main character in the traditional Chinese book 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. Greetings
2. Review: Do you know these traditional stories of China?
3. Watch a video
4. 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: Task 1: Skimming
Read the passage quickly and finish answering the question and match
the 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 the
stories of the Monkey King.
Paragraph 2 The Monkey King is new to pupils in England but not
to Chinese children.
Paragraph 3 The Monkey King is not just normal monkey. He can do magical things.
8. Check the answer.
9. While reading: Task 2: Careful reading.
Read paragraph 1 and tell T or F in two minutes.
1). In November 1978, pupils in England were able to watch a 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 a
way.
19. Blackboard design.
Unit 6 An old man tried to move the mountains. Section A 33c
Words or expressions(Optional)
Evaluation System。