八年級(jí)下冊(cè) Unit 6 Section A 3a-4c

設(shè)計(jì)理念 本課強(qiáng)調(diào)英語(yǔ)學(xué)習(xí)過(guò)程的漸進(jìn)性，實(shí)踐性與應(yīng)用性原則，根據(jù)學(xué)生實(shí)際認(rèn)知水平聯(lián)系實(shí)際，激發(fā)學(xué)生學(xué)習(xí)興趣，重視學(xué)習(xí)能力的培養(yǎng)，在閱讀教學(xué)中實(shí)現(xiàn)閱讀與寫(xiě)作相結(jié)合的理念，在充分的語(yǔ)言輸入后實(shí)現(xiàn)語(yǔ)言輸出。教材分析 本單元主要圍繞“傳說(shuō)與故事”這一話題展開(kāi)，Section A 以中國(guó)神話故事為主線，重點(diǎn)是要學(xué)生學(xué)會(huì)講述故事，在講述過(guò)程中恰當(dāng)使用連詞；Section B以西方童話故事為主線，在A部分的基礎(chǔ)上拓展了故事敘述的詞匯與句式，讓學(xué)生能更好地運(yùn)用動(dòng)詞短語(yǔ)與連詞講述故事。學(xué)情分析 八年級(jí)學(xué)生已經(jīng)有了基本的語(yǔ)言知識(shí)和較好的學(xué)習(xí)習(xí)慣，喜歡在合作學(xué)習(xí)中完成任務(wù)，體驗(yàn)成就感，他們正逐漸把學(xué)習(xí)興趣轉(zhuǎn)化成穩(wěn)定的學(xué)習(xí)動(dòng)機(jī)。教學(xué)目標(biāo)語(yǔ)言知識(shí) 1.本節(jié)課學(xué)生將能學(xué)會(huì)以下詞匯：object,hide,tail,magic,stick,excite,western. 2.學(xué)生將能使用as soon as,unless,so.that,because等連詞。語(yǔ)言能力 1.通過(guò)閱讀技巧的學(xué)習(xí)，學(xué)生將學(xué)會(huì)快速獲取重要信息； 2.在大量的語(yǔ)言支撐下，學(xué)生將能使用連詞講述故事。學(xué)習(xí)策略 學(xué)生將能夠圍繞著課堂任務(wù)在活動(dòng)中探究、交流與合作，從而獲得知識(shí)、技能和情感體驗(yàn)。情感態(tài)度 通過(guò)本課的學(xué)習(xí)，學(xué)生的學(xué)習(xí)興趣得到激發(fā)，通過(guò)孫悟空與蜘蛛俠的對(duì)比，從中學(xué)到不斷努力，永不放棄的精神。文化意識(shí) 通過(guò)中西方人物角色對(duì)比，學(xué)生的跨文化意識(shí)將增強(qiáng)，學(xué)生將有學(xué)習(xí)與弘揚(yáng)中國(guó)優(yōu)秀傳統(tǒng)文化的意識(shí)。教學(xué)重點(diǎn) 1.引導(dǎo)學(xué)生學(xué)會(huì)使用閱讀技巧從文中獲取信息，提高閱讀能力； 2.引導(dǎo)學(xué)生學(xué)會(huì)使用恰當(dāng)?shù)倪B詞講述故事或故事人物角色。教學(xué)難點(diǎn) 引導(dǎo)學(xué)生通過(guò)語(yǔ)言輸入（閱讀）進(jìn)行語(yǔ)言輸出（復(fù)述與寫(xiě)作）。教學(xué)方法 任務(wù)型教學(xué)法。教具準(zhǔn)備 多媒體，F(xiàn)lash動(dòng)畫(huà)演示課件。Procedures & ActivitiesTeaching Procedures & ActivitiesLearning Procedures & ActivitiesIntentionsI. Lead-in.1. Play a song.2. Tell the story of the Monkey King using some pictures.3. Teach the new words:magic,o,hide,tail,stick,excite.4. Organize a game Who is still standing? 1. Enjoy a song.2. Learn the story of the Monkey King. 3. Read and learn the new words.4. Play a game. 導(dǎo)讀激趣，以歌曲引入課堂主題，并用講故事的方式（在語(yǔ)境中學(xué)習(xí)詞匯），幫助學(xué)生掃除部分生詞障礙。 以游戲的方式吸引學(xué)生了解背景知識(shí)（background）,同時(shí)鞏固部分詞匯。II. Pre-reading.1. Ask some questions: Which book is talked about? Who is the main character?2. Show a picture of four brothers, have Ss discuss in pairs: Who do you like best? Why?1. Answer the teachers questions.2. Discuss in pairs and then describe their personalities. 引入主題，以圖為線，展開(kāi)自由討論，發(fā)表個(gè)人見(jiàn)解,調(diào)動(dòng)學(xué)生積極性，為接下來(lái)的閱讀做好充足準(zhǔn)備。 III. While-reading.1. Skimming. “面”層面Task 1. Read fast and choose the right main ideas. 讓學(xué)生學(xué)會(huì)用跳讀（skimming）技巧來(lái)獲取相關(guān)信息。1. Have the students complete Task 1: Choose the right main ideas.& Tip1: Read the first sentence or last sentence, not the whole article.1. Learn the reading tip and complete Task 1.2. Read the first sentence or last sentence to get the main ideas.2. Careful-reading. “線”到“點(diǎn)”層面Task 2. Read Part 1 carefully and answer the questions. 此活動(dòng)主要滲透閱讀技巧教學(xué)，通過(guò)抓取問(wèn)題關(guān)鍵詞來(lái)快速獲取信息。1. Have the students complete Task 2:& Tip2 :Find the key word of each question ,then read the passage with them.1. Learn the second reading tip and read Para.2 and complete Task 2.Task 3. Read Part 2 carefully and complete the chart (2b). 利用關(guān)鍵詞提示，讓學(xué)生復(fù)述第二部分，使學(xué)生進(jìn)一步熟悉課文內(nèi)容。 抓取故事中的關(guān)鍵句，處理本單元的語(yǔ)法點(diǎn)連詞。1. Have the students complete Task 3: 2. Encourage the students to retell Para.2, the teacher models it.3. Point out “so.that” and “unless”. Emphasize the usages of them.1. Read Para.2, underline the key information in Para.2. 2. Retell Para.2,using the key words and phrases on the screen.3. Learn the usages of “so.that”and “unless”.Task 4. Read Part 3 carefully and choose the best answers. 任務(wù)題型與中考接軌，訓(xùn)練學(xué)生的答題能力。抓取故事中的關(guān)鍵句，處理本單元的語(yǔ)法點(diǎn)連詞。學(xué)以致用，利用與課文角色相關(guān)的豬八戒，調(diào)動(dòng)學(xué)生的好奇心，同時(shí)達(dá)到鞏固連詞的目的。1. Have the students complete Task 4: Read Para.3 and choose the best answers.2. Point out “as soon as ”and “because”,emphasize the usages of them.3. Present a passage of Zhu Bajie. Have the students fill in the blanks using the conjunctions.1. Read Para.3 and choose the best answers.2. Learn the usages of “as soon as ”and “because”.3. Fill in the blanks using the proper conjunctions.Task 5. Go through the whole passage and choose the best title. “面”層面. Post-reading. Task 1. Fill in the blanks using the key words and phrases. 此任務(wù)旨在回顧全文，鞏固關(guān)鍵單詞與詞組。同時(shí)為接下來(lái)的構(gòu)建文章框架提供材料。 幫助學(xué)生構(gòu)建文章框架，為接下來(lái)的讀后拓展做好準(zhǔn)備。1. Have the students complete Task 1: Fill in the blanks using the key words and phrases.2. Have the students read the passage aloud and divide the passage into several parts.1. Complete Task 1.2. Read the passage aloud and learn to make a structure.Task 2(Main task). Try to say something about the Spiderman.1. Elicit some super heroes like the Monkey King. Play a video to show the Spiderman. 2. Show some pictures of the Spiderman and list out some key words or phrases, encourage the students to say something about the Spiderman.3. Have some students show their passages.4. Teach the spirit of the supermen:Keep fighting and never give up.Well be stronger.1. Watch a video of the Spider Man.2. Work in groups to describe the Spiderman.3. Show the passage in class.4. Learn the spirit of the supermen: Keep fighting and never give up. 由孫悟空引出其他幾位超級(jí)英雄，激發(fā)學(xué)生的學(xué)習(xí)興趣。 根據(jù)之前已經(jīng)構(gòu)建的語(yǔ)言框架，給學(xué)生提供