英語人教版八年級下冊U6 SectionA 3a--3c 教學設計.doc

Unit 6 An old man tried to move mountains Section A 2 (3a-3c)一、教學目標： 1. 通過self-check list, word cloud和pictures，能夠正確拼讀并在具體語境中使用本課新詞匯和短語。2. 通過速讀及細讀，完成相應的閱讀任務。3. 通過圖片及文字提示，能夠復述本文。二、教學重難點1. 教學重點：1) 讓學生在真實情景中理解目標單詞和短語的意義。2) 深化訓練閱讀技巧：略讀和細讀2. 教學難點： 讓學生能夠使用目標詞匯復述文本。三、教學過程Step I. Lead-in T: The other day, I heard Li Haoyang and Zhuo Ma talking something. I know you must be interested in their conversation. Lets see what they are talking about. T plays a short video that is recorded before the class. T: Which book are they talking about? Ss:. T: Today, we are going to learn something about one of the main characters in this book.Purpose of design: The video is recorded by the students in class. So students will become interested in the topic discussed by their classmates and their curiosity will be aroused by the question come up by them in the end. Withthevideo,studentsareguided tofindanycluestoitsanswers. Besides, this step can get students ready for the following reading.Step II. Pre-reading: predictT: In this class, we are going to have a reading game. There are five stages and they are more and more challenging. Hope you can try your best to pass all the stages.Look at the word cloud. What shape can you see? Ss:.T: What words can you see and what can you guess from these words? Think for 30 seconds.S1:.S2:.S3:.T: Good imagination!/Amazing!/Thats a great prediction./Good!Purpose of design: This part is a pre-reading activity and it makes students predict the content of the passage. It is an important skill in reading to predict what is talked about in the context. Step III. While-reading 1. Fast reading T: You all have such a good imagination. Lets see whether your predictions are right or not. Listen and match the main ideas.Purpose of design: With the task, students get the main content. They will come to know that skimming is of great help in long passage reading. Besides, they can correct their pronounce while listening. 2. Careful reading Para 1: Read paragraph 1 carefully. Are the following statements true (T) or false (F) or is the information not given (NG)? Ss read the passage in 1.5 minutes and then find out the answer. Check the answers.Purpose of design: Students are supposed to know the detailed information of the passage for a better understanding. Para 2: Complete the chart about the Monkey King. These are the difficult and key sentences, teacher should give some help to students for better understanding. Purpose of design: With the task, students are expected to know more deeply about the meaning of the passage. And the task gets students ready for the next task in the next part. Para 3: Answer the questions.Purpose of design: Students are supposed to know the detailed information of the passage for a better understanding.Step IV. Post-readingTask:Fill in the blanks according to the passage. This task is a summary of the passage. It checks whether sudents has understood the passage and whether they are able to use the new words and phrases. Purpose of design: With this task, I check out whether students have understood the content of this passage and whether they can apply new words and phrases. Step V. RetellingT leads Ss to retell the passage with pictures and words hints. Ss are given 5 minutes to practice and then every group chooses one member to retell and compete which group retells the best. Purpose of design: With this task, students will apply what they have learned into use and. Step VI. EnlightenmentT: The Monkey King is well known to Chinese, and as we all know, many westerns like him very much, too. Do you know any other famous Chinese culture that is well known through out the world? Ss:.T: As Chinese, we should learn more about Chinese culture and tell it to the world. Do you think so?Purpose of design: With this part, students are supposed to have a feeling of proud of Chinese culture and have the spirit of spreading it to the world. Homework:Level1: Read more about the Monkey King. Level