Unit 6 An old man tried to moved the mountains.教學設計

課題：Unit 6 An old man tried to moved the mountains.

課時：第一課時Section A 1 （1a-2d）

授課類型：新授課

教學目標

知識目標：1） Master the following new words and expressions：shoot， stone， weak， god， remind， bit， a little bit， silly， instead of， etc. 2） Learn to use these sentence patterns：① How does the story begin？ ② What happened next？ ③ What do you think of the story of Yu Gong？④ What could Yu Gong do instead of moving the mountains？ 3） Enable to ask the beginning， the development of a story. Enable to talk about opinions about the characters and the stories.

能力目標：1） Abilities of listening amp; speaking 2） Abilities of cooperating amp; communicating

情感目標：Learn from Yu Gong and his spirit of never giving up.

教學重點：1） Master the following new words and expressions：shoot， stone， weak， god， remind， bit， a little bit， silly， instead of， etc. 2）Learn to use some sentence patterns.

教學難點：Learn to express some ideas about a story， using the following sentences： 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.

教學方法：Task-based language teaching， cooperative teaching method， situational teaching method

教學手段：ppt，tape-recording

教學環節設計

before- class：發放學案，讓學生利用導學案的課前預習綱要進行比較充分的課前預習，為課堂各個環節的順利進行做好鋪墊。

While-class：

Step 1 Lead in ：Play a game named JUMPING BALL. （Tell the Ss they will pass the ball one by one with music. If music stops， the student holding the ball will finish one task. The tasks are all about Chinese traditional stories.）Have the students share their tasks. Meanwhile， the teacher leads in a new lesson.

Step 2 Presentation：Show four pictures about traditional Chinese stories —— for the class to match with the story titles. After that， let the Ss know today’s topic is Yu Gong Moves a Mountain.

Step 3 Listening：Play the tape recording for the class to listen and finish off two listening tasks.

Task 1： Listen and check the questions you hear. How does the story begin？ When does the story begin？ What happened next？ What do you think of the story of Yu Gong？ Where would they put all the earth and stone from the mountains？

Task 2： Listen and match the answers with the questions.

Before listening， tell the Ss one listening skill—Looking through the sentences before listening is necessary. After listening， check the answers and correct the mistakes as needed.

Step 4 Pair work：Make a conversation in pairs about the first part of Yu Gong Moves a Mountain. Call out several pairs to present.

Step 5 Listening：Play the tape recording for the class to listen and finish off two listening tasks.

Task 1： Listen and number the pictures 1-4.

Task 2： Listen and circle the words you hear.

1. A man saw Yu Gong and his （children / family） when they were working on moving the mountains. 2. He told Yu Gong he could never do it because he was old and （poor / weak）. 3. As soon as the man finished （talking / speaking）， Yu Gong said that his family could continue to move the mountains after he died. 4. Finally， a god was so moved by Yu Gong that he sent （two / three） gods to take the mountains away. 5. This story reminds us that you can never （know / see） what’s possible "unless you try to make it happen.

Before listening， tell the Ss listening skills—Learn to catch key words while listening. Reading the pictures and looking through the sentences before listening is helpful. After listening， check the answers and correct the mistakes as needed.

Step 6 Group work：Encourage the Ss act out the story in groups. After that， encourage other Ss to talk about what he or she thinks of each performance. In the end， choose the best actor！

Step 7 Role play：First， let the class read the conversation in 2d and complete a chart. Check the answers and explain some difficulties in the conversation. Finally， get the Ss to role play the conversation.

Step 8 Summary amp; consolidation：Sum up what the Ss have learned in this class including words， listening skills and the spirit of Yu Gong. Finish off some exercises to consolidate what they learned. Check the answers in class if time permits.

Step 9 Homework：Make a survey of traditional Chinese stories and fill in the chart. Then choose one of them to tell the classmates next class.

Name When Where Who How Why What

After-class：組內互助，師父確保學友能夠用簡單的英語講述故事。

Blackboard：New words：shoot-shot

Design：stone / god / weak / remind/a little bit / silly /instead of

課后反思：Unit 6 An old man tried to move the mountains 第一課時教學反思

今天我上課的內容是：八年級下冊 Unit 6 An old man tried to move the mountains新授聽說課。現做如下反思：

整體而言，我的這堂課教學過程清晰，環節完整，銜接緊湊。

這堂課內容含量較大，需要學習的知識點語法點以及語言輸出量較多而時間有限，所以本堂課合理安排時間、在有限的時間內完成學習任務是關鍵。所以，我把任務分成8個部分完成，首先上課的前幾分鐘做了一個JUMPING BALL的游戲，導入新課。通過完成JUMPING BALL上的任務S1： Task 1： Can you say one traditional Chinese story？ S2： Task 2： Is the Monkey King a character in Journey to the West？ S3： Task 3： Which story do you like better， Magic Brush Ma Liang or Ne Zha？導入有關傳統故事的新課中。這個游戲在動感較強的音樂中進行不僅可以活躍課堂，還調動了學生的積極性。

我在備課時，感覺教材中1b的聽力任務有些難度，學生完成的準確度不高。由于這段對話只有三個問題，而且這段對話中三問三答的內容又是1c對話的基礎，于是在這個班的授課中將課本的一個聽力任務改成了兩個聽力任務。任務一：聽并且找出你所聽到的問題。任務二：將你聽到的回答與問題連線。這樣不僅能夠保護學生聽力的積極性和自信心，也能為下一步的說提供前提，降低說的難度。本節課的每個聽力任務都會像每一節常態課一樣滲透相關的聽力技巧，注重培養學生良好的聽力習慣。在課后，我也反思了一下，在今后的聽力教學中可以逐步嘗試讓學生自己說出可能會用到的聽力技巧，這樣會幫助學生提高靈活運用的能力，這個想法可以在今后的課堂中對學生進行這方面的指導。

我認為本節課的一個亮點就是孩子們課本劇的表演。學生在課前預習時，就知道本節課主要與傳統故事《愚公移山》有關，我也提前布置要表演課本劇的任務，所以孩子們已經有所準備。但是讓我感到驚喜的是，他們不僅準備了道具將一個傳統故事活靈活現的展現在全體同學的眼前，而且還不乏幽默。學生的口語水平也有較大的提高。看來學生的潛力是不可估測與小覷的。課本劇的表演也將本節課推向了一個小的高潮。

總之，本節課的內容豐富，活動多樣，當然在這么大密度的情況下不免有疏漏。在以后教學中，我還會努力，堅持反思，把好的發揚，把不好的改進，不斷提高教學水平。