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视频标签：the Mountain
所属栏目：初中英语优质课视频
视频课题：人教版八下Unit 6 An Old Man Tried to Move the Mountains Section A 3a—3c福建省优课
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人教版八下Unit 6 An Old Man Tried to Move the Mountains Section A 3a—3c福建省优课
案例名称
人教版Go for it ! 八下 unit 6 An old man tried to move the mountains
科目
英语 教学对象 初二 （2）班 提供者 同安一中 陈丽凝
课时
1课时
一、 教材内容分析
本节课内容选自人教版新目标八下Unit6 section A 3a，阅读课，需1课时完成。本单元的话题是“故事和传说”，语言功能目标是“谈论和叙述故事”，具体涉及到中国民间神话传说及西方童话故事，学生围绕中西方神话童话故事的内容进行讨论，发表自己的见解并尝试用相关连词叙述故事。语言技能和语言知识都是围绕“讲述故事”这一中心话题展开的。本节课是第二课时，即 3a-3c.本课时主要通过让学生学习孙悟空这个主要人物，能熟练地运用目标语言简单描述故事人物。通过学习，学生能在原有的阅读能力的基础上形成全面的阅读目的、快速获得信息并进行加工处理的能力并进一步认识中国古代文化，体会中华民族文化底蕴的博大精深。
二、教学目标（知识，技能，情感态度、价值观）
知识目标
能掌握以下词汇：object, hide, tail, magic, stick, turn into, traditional, become interested in, make changes, so„ that,
能够掌握以下句型：
1. Sometimes he can make the stick so small that he can keep it in his car.
2. He can also make 72 changes to his shape and size, turning himself into different animals and objects.
3. Unless he can hide his tail, he cannot turn himself into a person
能力目标
通过本课的学习，学生能够从who, what, how 三个方面描述故事中人物,即能简单描述人物来由，人物特点及喜欢这个人物的原因
情感态度 与价值观
通过本课的教学，激发学生阅读名著的兴趣，同时引导学生在阅读名著时要体会 中华民族文化底蕴的博大精深
三、学习者特征分析
初二下的学生较沉稳，经过一年半的英语学习已经具备了一定的英语阅读能力，能够对文章进行一定信息搜读和加工。但是在英语阅读信息处理对于部分初二学生还存在很大的学习困难。因此通过本节课的学习，旨在通过完成相关阅读任务提升学生的综合阅读能力。
四、教学策略选择与设计
1.教学方法：任务型教学法
2.学习方法：自主学习法，合作学习法
五、教学环境及资源准备
1、本课教材； 2、多媒体设备
3、PPT课件，图片等
六、教学过程
教学过程
教师活动
学生活动
设计意图及资源准备
Step1 lead-in & warming up
1. Greeting as usual
2. Guessing game.
Show a chant about a main character from a traditional
Chinese story. Let Ss try to guess who this character.
1. Ss greet the teacher
as usual.
2. Ss read the chant together and try to guess who this character is
PPT，展示相关文字-------激发学生阅读兴趣，为理解课文打下基础
Step 2
Pre-Reading
1. Dealing with some new words
students may have problems understanding in the chant: hide, tail, head band
2. Show some pictures about the Monkey King. Ask the students to predict the content of the passage
1. Ss try to guess the meaning of the following words: hide, tail, head band and learn the new words
2. Ss enjoy some pictures and try to predict the content of the passage.
PPT, 展示相关图片--学习一些目标词汇，为顺利阅读与理解课文扫清词汇障碍；通过观察图片，预测文章可能涉及的内容，有利于发散思维培养及后续学习活动的顺利展开。
Step3 While- reading
1．Skimming
(1) Ask the students to read the passage quickly to check whether their prediction is correct. Then find out the main idea of the passage.
It is mainly about__________.
A. a book called Journey to the West. B. a character called Sun Wukong
a TV program called Monkey
(2) Have students to read the
passage again and match the main idea with each paragraph. Paragraph1 ---B Paragraph2---C Paragraph3---A
A. Why do kids like the Monkey King?
B. Who is the Monkey King?
C. What is special about the Sun Wukong?
(1) Ss read the passage quickly to find out the main idea of the passage
(2) Ss read the passage again and match the main idea with each paragraph
(1) PPT展示问题和答案-------训练学生快速浏
览文章，把握文章主要信息，了解文章大意能力
(2) PPT展示问题和答案------帮助学生进一步理清文章的谋篇布局，从整体上把握语篇框架
2. Scanning
Ask the students to read the passage again and try to get more detailed information. Who is the Monkey King? He is ____ in______________.. What is special about Sun Wukong?
He can______. He can’t______. Why do kids like Sun Wukong? Kid__ him because___________
Ss read the passage
carefully and try to find
out the answers to the questions and write them down on their paper sheet.
PPT展示问题和答案--------学生通过回答问题，把握文章的细节，掌握全文重点内容
Step4
Post-reading
1.Memory game.
Show the three questions about who, what and why on the screen again and then get the students to memorize the key phrases for each question within a limited time What do we know about the Monkey King?
(1) He is______ in_______. (2) He can ___________to his shape and size, _______different animals and objects and ____his magic stick_____. He can’t
_____a person unless ________. (3) Kids _______________him because the clever Monkey King ______to help the weak and never___________ Ss try to memorize the
key phrases for each question within a limited time
PPT展示问题和关键词----学生在熟悉的基础上记住文章的相关内容，为下面文章的复述做好铺垫
2. Story-retelling
Instruct the students to retell the story from three aspects of who, what and how. Then ask the students to retell the story according to the given clues. __________Journey to the west. ___________________and size. _______________and objects. ___________he can hide his tail. _________________big or long. __________________in his ear. __________and never ______
Ss try to retell the story according to the teacher’s instruction and given clues.
PPT展示文章复述框架------学生充分利用记忆内容结合所给框架对文章进行复述
Step5 Free talk
Ask Ss to discuss the following questions:
Q1 Do you like Sun Wukong? Why or why not?
Q2 Who’s your favorite character? Why ?
Ss try to answer the following questions. Q1. Do you like Sun Wukong? Why or why not?
Q2. Who’s your favorite character? Why ?
PPT展示问题----训练学生的口头表达能力
Step6 Activity
A task：Make a poster of a famous
character for the Lecture Room.
Divide the students into 6 groups with 5 students in each group. S1-S5 write down the description of a character on the notes, then the leader stick the notes to the given position in the poster and then put up the poster on the blackboard.
S1 (Background) ___________ S2 (Feature 1) ______________ S3 (Feature 2)_______________ S4 (Feature 3)______________ S5 (Comments) ____________
Ss work together in
groups of five and try to make a poster for their favorite character
PPT展示任务和分工----
学生在完成制作海报的过程当中既实现了
知识的再生和运用又培养了小组分工合作的能力
Step7 Summary and
evaluation
1. Summarize what we have learnt today and how to describe a character from three aspects of who, what and why.
2. Evaluate students’ performance in today’s class.
Students go over what they have learnt today
黑板 呈现本节课重点内容----学生再次回顾复习
Step7
Homework
1. Read the passage fluently.
2. Write a short passage about your favorite character according to the structure learnt in the passage.
Students finish their homework after class
朗诵有利于进一步熟悉文章及语感的形成；在对文章的学习后，写一篇类似文章，以便学生运用新学语言
板书设计
Unit 6 An old man tried to move the mountains Who ------ main character
Monkey makes 72 changes to shape What------ makes….. big or small King keep in…..
How------ keeps fighting, never gives up
turn…into, object so…that
cant’…unless
教学流程图
Lead in Multimedia1
Students guess
Pre- reading Scanning
Free talk Multimedia 2
Multimedia 4
New words learning and prediction
Multimedia 6
Detailed information
Students talk
Activity Multimedia 7
Make a poster
Homework
Students reflect
Skimming Multimedia3
General information
Post -reading Multimedia 5 Memorize and retell
While- reading Memory game Story-retelling
Multimedia 8
Summary
Blackboard
Multimedia 9
Students finish
七、教学评价设计
自我评价表
姓名________ 班级_______ 座号：_________
The things I can do
Evaluation 5 4 3 2 1 I have learnt all new words and expressions. 5 I have the general idea and outline of the text now.
5 I can retell the story from three aspects of who, what and why. 4 I can make a poster for my favorite character.
4 I work with my group members well to make the poster 3 I am active and intelligent in class performance.
4
I need more practice in____________________________________________________________
八、帮助和总结
本课从教学设计上体现了以学生为主体、教师为指导的原则。教学环节的设计层次分明，衔接流畅自然。整个教学活动清楚划分为读前、读中、读后3个阶段，7个环节，并且每个阶段的设计思路明确， 读前活动具有趣味性和导向性并体现背景知识的激活和语言准备；读中活动突出阅读技能的训练；读后活动指向语言的运用和话题的扩张。整个环节的设、任务难度由浅入深，使阅读活动从整体到部分，再到整体，理解层次也由读懂到读细，读透。在这节课中，如果能再设计一份关于海报制作评价活动，及时帮助学生检测学习效果，调整学习方法，对本节课目标的达成会更有帮助。
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