新目標(Goforit)版八年級下Unit6AnoldmantriedtomovethemountainsSectionB2a-3b

1、Unit 6An old man tried to move 教學設計Section B (2a-3b)Speech time!Tell an unforgettable story about yourself設計意圖：課前三分鐘演講，讓學生講述自己難忘的故事，緊扣上一單元及本單元的語言目標“Tell a story”,體現(xiàn)學以致用，學有所用的原則。 教學目標 1、知識目標： 重點單詞：wife, husband, whole, shine, bright, ground, lead, voice, brave 重點短語：make a plan to do sth. try to do st

2、h. as soon as ， wake up ， notuntil 重點句型： One year, the weather was so dry that no food would grow. Unless we do , we wont find our way out. When the moon is shining bright, well be able to see the stones. As soon as the moon rises, we can follow them instead.2、能力目標：能準確表達過去發(fā)生的事請，培養(yǎng)講故事的能力。3、情感目標：通過閱讀故

3、事，培養(yǎng)學生機智勇敢，無畏困難，永不放棄 的精神品質(zhì)。重點： 識記并運用本課所學的單詞、短語、句型 難點： 掌握與課文有關的詞匯，并運用這些詞匯復述課文設計意圖：展示目標，讓學生明確本節(jié) 課要掌握的內(nèi)容，做到有章可循，有的放矢。Cinderella/sIndrel/Little Red Riding HoodSleeping BeautyStep 1 Pre-reading: Leading in （5）教學過程睡美人灰姑娘小紅帽Hansel and Gretel教學過程/hnsl/gretl/韓塞爾和葛雷特設計意圖：利用圖片，展示學生熟悉的三部童話故事，并以此導入Hansel and Gre

4、tel，并展示讀音，教師領讀，為后面的學生自學課文和話劇表演奠定發(fā)音基礎。簡單介紹故事的譯名及別名糖果屋，并播放視頻（僅故事的開頭部分），這樣既能引起學生的興趣，激發(fā)學生閱讀的欲望，又為本節(jié)內(nèi)容的學習做了鋪墊，一舉兩得 。教學過程 Step2 While- reading Activities (15)1.Skimming: Finish two tasks：Task 1：Find out the text type (a letter, a play or a short story？)Task 2: Match each description below with the correct

5、 scene （2c） /si:n/設計意圖：結合教研室“先學后教”的課堂教學指導意見和任務型教學理念，讓學生帶著問題先自己瀏覽課文，掌握課文大意，完成簡單的任務，這樣，既能培養(yǎng)其自主學習能力，又可以提高閱讀技能。教學過程 Step2 While- reading Activities (15) 2.Scanning :Answer the questions in 2d . You can discuss in groups .Read paragraph1,answer the question:1.Why does the wife tell her husband to leave t

6、he children in the moonlight?Read scene1and scene3, answer the questions:2. What does Hansel go out to get?3. Why does he do it in the moonlight?4. How do Hansel and Gretel find their way home? Read scene6, answer the question:5. Why do Hansel and Gretel get lost the second time?設計意圖：1、教師將問題分布的段落明確給

7、出，學生跳讀課文，并允許小組討論解決。這樣，既訓練學生的自主閱讀能力，形成“獨立閱讀，合作交流，個性構建”的閱讀教學模式，又體現(xiàn)出小組交流合作精神。2、同時，分段朗讀，然后分別解決問題，是我們學?！盎顒邮秸n堂教學”的精髓所在。1. Why does the wife tell her husband to leave the children in the moonlight?Answers show：比一比，哪個組回答更準確？The weather was so dry that no food would grow. If they didnt left the children to d

8、ie in the forest the whole family would die. 2. What does Hansel go out to get?He gets some stones.3. Why does he do it in the moonlight?Because theyll be able to see the stones in the bright moon. （計入各組分數(shù)）4. How do Hansel and Gretel find their way home? Because Hansel is dropping white stones along

9、 the way. When the moon is shining bright, theyll be able to see the stones and find their way home. 5. Why do Hansel and Gretel get lost the second time?Because they cant see any bread on the ground. Maybe the birds ate them. 設計意圖：以比賽的形式展示答案，不但能充分調(diào)動學生參入的積極性，活躍課堂氣氛，還能讓學生體會出集體的力量是無窮的，更能體驗到團結互助帶來的成功。教

10、學過程 Step2 While- reading Activities（15）3.Intensive reading: Write some key words from each scene in groups.（3a）Scene 1: plan, kill, save, outside, moonlightScene 2: _Scene 3: _Scene 4: _Scene 5: _Scene 6: _Scene 7:_ lazy, forest, get woodwhite stones, be lost, moon, brightslept, back, forest again,

11、moon, cant no more, bread, moon rises, followbread, ground, birds, walking, findlost, song, follow, house, eat 設計意圖：1、細讀課文后找關鍵詞，讓學生進一步理解課 文大意，并為下一步表演做鋪墊;2、小組合作找出答案，通過與同組同學的合作,解決疑難點，此時，教師巡視各組，做知識點的點撥指導，真正體現(xiàn)“學生是主體，教師為主導”；3、鼓勵學困生（承認個體差異）宣讀討論結果（關鍵詞他們應該有能力讀出來，即使有困難，也容易被組長教會），讓他們有展示自我，提高自信心的機會。教學過程 Step2

12、While- reading Activities（15）4. Listening and reading: Listen to the tape and pay attention to your pronunciation , at the same time understand the text.Listening設計意圖：1、聽力練習，旨在學生通過聽，糾正自己的發(fā)音，教師要告訴學生聽的時候注意語音、語調(diào)，并盡量模仿，小聲跟讀。2、這一步驟可以訓練學生的聽力，能為下一步的表演提供語言基礎，還能達到進一步鞏固、理解課文內(nèi)容的目的，可謂一舉三得。教學過程 Step3 Post- readi

13、ng Activities（10） Act out the play in groups of four.（2e） (教師提前準備道具：白色石子，面包碎片，房子模型)小組PK：Which group act better？（表現(xiàn)進步較大者，加個人分）設計意圖：1、用實物作道具，真實而生動，學生在較真實的環(huán)境中進行交際，能更好地理解英語句子的意思，體驗學習的樂趣，從而更好地理解課文內(nèi)容；2、四人一組表演對話，培養(yǎng)了學生之間的交流與合作能力;3、小組PK，既能活躍課堂氣氛，又能培養(yǎng)學生互不服輸，不甘落后的競爭意識。4、加分激勵表現(xiàn)好的同學，激發(fā)他們的表現(xiàn)欲，促使他們繼續(xù)努力，爭取更大進步。分數(shù)獎勵

14、，小組評比是我們學校各班級均實施的有效激勵機制。The children wake up.Gretel learns about Hansels planThe stepmother wanted to leave the children to die in the forestThe children surprise the parents.Hansel has to change his plan.The children cannot find the pieces of bread.The children get lost.The ending?summaryThe childr

15、en learn that something bad is going to happen設計意圖：利用Mind map回顧總結，直觀、簡明的重現(xiàn)課文大體內(nèi)容，再次將故事呈現(xiàn)給學生，達到鞏固之目的。最后的結尾猜測，自然導入Homework環(huán)節(jié)。Homework: Can you guess what will happen in the end of the story? Write something as possible as you can.Writing the end of the story設計意圖：話題的延伸寫作，鼓勵學生發(fā)揮自己的想象力和主觀能動性，無限激活學生的思維，具有

16、趣味性、挑戰(zhàn)性和創(chuàng)新性，可以使學生的學習過程充滿靈感和智慧。 Gretel heard that their _ planned to _ her and her brother. But Hansel had a plan to _ himself and his sister. He went to get some white _ before he went to bed that night. The next day, the wife sent the children to the _. Hansel _ the stones as they walked. Later tha

17、t night, they could see the stones because of the shining _. The stones showed them the way home. Hansel wanted to get more stones, but his stepmother did not let him go out. The next morning, the wife sent the children to the forest again. Hansel had no stones, so he dropped _ of _. But the _ ate t

18、hem, so Hansel and Gretel were _ in the forest. They walked until they saw a _ made of food. Hansel wanted to _ the house, but then they heard the voice of an old _ coming from the house. 當堂檢測：Complete the summary of the play（3b） save, kill , stepmother, house, lost, piece, forest eat, bread, moon,