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視頻標(biāo)簽：the Mountain
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：人教版八下Unit 6 An Old Man Tried to Move the Mountains Section A 3a—3c福建省優(yōu)課
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人教版八下Unit 6 An Old Man Tried to Move the Mountains Section A 3a—3c福建省優(yōu)課
案例名稱
人教版Go for it ! 八下 unit 6 An old man tried to move the mountains
科目
英語 教學(xué)對(duì)象 初二 （2）班 提供者 同安一中 陳麗凝
課時(shí)
1課時(shí)
一、 教材內(nèi)容分析
本節(jié)課內(nèi)容選自人教版新目標(biāo)八下Unit6 section A 3a，閱讀課，需1課時(shí)完成。本單元的話題是“故事和傳說”，語言功能目標(biāo)是“談?wù)摵蛿⑹龉适?rdquo;，具體涉及到中國(guó)民間神話傳說及西方童話故事，學(xué)生圍繞中西方神話童話故事的內(nèi)容進(jìn)行討論，發(fā)表自己的見解并嘗試用相關(guān)連詞敘述故事。語言技能和語言知識(shí)都是圍繞“講述故事”這一中心話題展開的。本節(jié)課是第二課時(shí)，即 3a-3c.本課時(shí)主要通過讓學(xué)生學(xué)習(xí)孫悟空這個(gè)主要人物，能熟練地運(yùn)用目標(biāo)語言簡(jiǎn)單描述故事人物。通過學(xué)習(xí)，學(xué)生能在原有的閱讀能力的基礎(chǔ)上形成全面的閱讀目的、快速獲得信息并進(jìn)行加工處理的能力并進(jìn)一步認(rèn)識(shí)中國(guó)古代文化，體會(huì)中華民族文化底蘊(yùn)的博大精深。
二、教學(xué)目標(biāo)（知識(shí)，技能，情感態(tài)度、價(jià)值觀）
知識(shí)目標(biāo)
能掌握以下詞匯：object, hide, tail, magic, stick, turn into, traditional, become interested in, make changes, so„ that,
能夠掌握以下句型：
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
能力目標(biāo)
通過本課的學(xué)習(xí)，學(xué)生能夠從who, what, how 三個(gè)方面描述故事中人物,即能簡(jiǎn)單描述人物來由，人物特點(diǎn)及喜歡這個(gè)人物的原因
情感態(tài)度 與價(jià)值觀
通過本課的教學(xué)，激發(fā)學(xué)生閱讀名著的興趣，同時(shí)引導(dǎo)學(xué)生在閱讀名著時(shí)要體會(huì) 中華民族文化底蘊(yùn)的博大精深
三、學(xué)習(xí)者特征分析
初二下的學(xué)生較沉穩(wěn)，經(jīng)過一年半的英語學(xué)習(xí)已經(jīng)具備了一定的英語閱讀能力，能夠?qū)ξ恼逻M(jìn)行一定信息搜讀和加工。但是在英語閱讀信息處理對(duì)于部分初二學(xué)生還存在很大的學(xué)習(xí)困難。因此通過本節(jié)課的學(xué)習(xí)，旨在通過完成相關(guān)閱讀任務(wù)提升學(xué)生的綜合閱讀能力。
四、教學(xué)策略選擇與設(shè)計(jì)
1.教學(xué)方法：任務(wù)型教學(xué)法
2.學(xué)習(xí)方法：自主學(xué)習(xí)法，合作學(xué)習(xí)法
五、教學(xué)環(huán)境及資源準(zhǔn)備
1、本課教材； 2、多媒體設(shè)備
3、PPT課件，圖片等
六、教學(xué)過程
教學(xué)過程
教師活動(dòng)
學(xué)生活動(dòng)
設(shè)計(jì)意圖及資源準(zhǔn)備
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，展示相關(guān)文字-------激發(fā)學(xué)生閱讀興趣，為理解課文打下基礎(chǔ)
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, 展示相關(guān)圖片--學(xué)習(xí)一些目標(biāo)詞匯，為順利閱讀與理解課文掃清詞匯障礙；通過觀察圖片，預(yù)測(cè)文章可能涉及的內(nèi)容，有利于發(fā)散思維培養(yǎng)及后續(xù)學(xué)習(xí)活動(dòng)的順利展開。
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展示問題和答案-------訓(xùn)練學(xué)生快速瀏
覽文章，把握文章主要信息，了解文章大意能力
(2) PPT展示問題和答案------幫助學(xué)生進(jìn)一步理清文章的謀篇布局，從整體上把握語篇框架
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展示問題和答案--------學(xué)生通過回答問題，把握文章的細(xì)節(jié)，掌握全文重點(diǎn)內(nèi)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展示問題和關(guān)鍵詞----學(xué)生在熟悉的基礎(chǔ)上記住文章的相關(guān)內(nèi)容，為下面文章的復(fù)述做好鋪墊
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展示文章復(fù)述框架------學(xué)生充分利用記憶內(nèi)容結(jié)合所給框架對(duì)文章進(jìn)行復(fù)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展示問題----訓(xùn)練學(xué)生的口頭表達(dá)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展示任務(wù)和分工----
學(xué)生在完成制作海報(bào)的過程當(dāng)中既實(shí)現(xiàn)了
知識(shí)的再生和運(yùn)用又培養(yǎng)了小組分工合作的能力
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 呈現(xiàn)本節(jié)課重點(diǎn)內(nèi)容----學(xué)生再次回顧復(fù)習(xí)
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
朗誦有利于進(jìn)一步熟悉文章及語感的形成；在對(duì)文章的學(xué)習(xí)后，寫一篇類似文章，以便學(xué)生運(yùn)用新學(xué)語言
板書設(shè)計(jì)
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
教學(xué)流程圖
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、教學(xué)評(píng)價(jià)設(shè)計(jì)
自我評(píng)價(jià)表
姓名________ 班級(jí)_______ 座號(hào)：_________
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、幫助和總結(jié)
本課從教學(xué)設(shè)計(jì)上體現(xiàn)了以學(xué)生為主體、教師為指導(dǎo)的原則。教學(xué)環(huán)節(jié)的設(shè)計(jì)層次分明，銜接流暢自然。整個(gè)教學(xué)活動(dòng)清楚劃分為讀前、讀中、讀后3個(gè)階段，7個(gè)環(huán)節(jié)，并且每個(gè)階段的設(shè)計(jì)思路明確， 讀前活動(dòng)具有趣味性和導(dǎo)向性并體現(xiàn)背景知識(shí)的激活和語言準(zhǔn)備；讀中活動(dòng)突出閱讀技能的訓(xùn)練；讀后活動(dòng)指向語言的運(yùn)用和話題的擴(kuò)張。整個(gè)環(huán)節(jié)的設(shè)、任務(wù)難度由淺入深，使閱讀活動(dòng)從整體到部分，再到整體，理解層次也由讀懂到讀細(xì)，讀透。在這節(jié)課中，如果能再設(shè)計(jì)一份關(guān)于海報(bào)制作評(píng)價(jià)活動(dòng)，及時(shí)幫助學(xué)生檢測(cè)學(xué)習(xí)效果，調(diào)整學(xué)習(xí)方法，對(duì)本節(jié)課目標(biāo)的達(dá)成會(huì)更有幫助。
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