初中英語-Unit 6,SA(2),8B教學設計學情分析教材分析課后反思

教學設計Step1RevisionLetsomeSstellthestoryofYuGongmovesamountain.S1:Onceuponatime,therewasaveryoldman.Thereweretwomountainsnearhishouse.Theyweresobigandhighthatittookalongwaytowalktotheotherside.S2:Theoldmantoldhisfamilythattheyshouldallhelpedhimtomovethemountains.S3:YuGongsaidtheycouldputthemintotheseabecauseit’sbigenoughtoholdeverything.S4:YuGongandhisfamilybegantomovesomeofthesoilandstoneintothesea..S5:OnedayamansawYuGongandhischildrenwhentheywereworkingonmovingthemountains.S6:HetoldYuGongthathecouldneverdoitbecausehewasoldandweak.S7:Assoonasthemanfinishedtalking,YuGongsaidthathisfamilycouldcontinuetomovethemountainsafterhedied.S8:Hisfamilywouldliveandgrow,butthemountainscouldnotgetbigger.SoYuGongandhisfamilykeptondiggingdayafterdayandyearafteryear.S9:Finally,agodwassomovedbyYuGongthathesenttwogodstotakethemountainsaway.S10:Thisstoryremindsusthatyoucanneverknowwhat’spossibleunlessyoutrytomakeithappen.Step2NewwordsLookatthepicturesandlearnaboutthenewwords.objectn.tailn.stickn.excitev.westernadj.Step3Warming-up1.Lookatthepicturesandanswerthequestions.1)Whoarethey?2)Inwhichbookaretheythemaincharacters?3)Whichcharacterdoyoulikebest?Keys:1)They’reZhuBajie,SuWukong,ShaHeshangandTangSeng.2)JourneytotheWest.3)IlikeMonkeyKingbest.2.WatchavideoabouttheMonkeyKing.Step4ReadingWorkon3a.1.TellSstoreadthearticlein3aquicklyandtrytofindtheanswerstothequestions:①Whichbookistalkedabout?②Whoisthemaincharacter?③Whatishelike?Ssreadthearticlequicklyandtrytoanswerthequestions:Keys:1.JourneytotheWest.2.TheMonkeyKing.3.Heisnotjustanynormalmonkey.Infact,hesometimesdoesnotevenlooklikeamonkey!Workon3b.Whathecando:Whathecan’tdo:Keys:Whathecando:make72changestohisshapeandsize,turninghimselfintodifferentanimalsandobjectsmakehismagicsticksosmallthathecankeepitinhisear,ormakehismagicstickbigandlong.Whathecan’tdo:turnhimselfintoaman(unlesshecanhidehistail)Step5CarefulReading1.ReadthepassageagainandjudgethesentencesbelowTrueorFalse.1)MostpupilsinEnglandwatchtheTVprogramcalledMonkeyin1979forthefirsttime.2)JourneytotheWestisanewChinesebook.It’snewtoChinesechildren3)MonkeyKingisjustanormalmonkey.4)MonkeyKingcanmake72changestohisshapeandsize.5)IftheMonkeyKingcanhidehistail,hecanturnhimselfintoaman.6)TheMonkeyKingusesamagicsticktofightthebadpeople.7)TheMonkeyKing’smagicstickissolongthathecan’thideitinhisear.8)WesternchildrenliketoreadthisbookbecausetheMonkeyKingkeepsfightingtohelptheweakandnevergiveup.Keys:1:T2:F3:F4:T5:T6:T7:F8:TWorkon3c.5Step6LanguagepointsExplainindetails.Step7ExercisesⅠ.Choosethecorrectwords.Ⅱ.Fillintheblanks.Step8HomeworkMakesentenceswiththesewords.beableto;make72changes,turn…into;so…that;cameout;becomeinterestedin;keepdoingsth.學情分析這單元所涉及的關于中國民間故事和古典名著的話題，非常適合學生閱讀，也非常易于激發(fā)學生興趣。而本課時是在學生學完第一課時后，呈現了西游記的一個簡單介紹，尤其介紹了美猴王的故事以及在全國和世界的影響力，這將激發(fā)孩子們多閱讀中國傳統(tǒng)文學名著，讓學生們明白中國傳統(tǒng)文化的博大、精深，并吸取中國傳統(tǒng)文化中的精華，同時了解了中國文化在世界的地位。整篇課文難度不是太大，適合學生學習。效果分析這節(jié)課我和孩子們順利地完成了教學任務，孩子們對這節(jié)課的文章內容和英語知識都表現出了濃厚的興趣，通過課后反饋測試來看，達成效果非常不錯。達到了預設的既幫助孩子們了解中國傳統(tǒng)文化、又提升英語語言素養(yǎng)能力的教學效果，也激發(fā)孩子們多閱讀中國傳統(tǒng)文學名著們明白中國傳統(tǒng)文化的博大精深的目的。教材分析本單元主要通過介紹中國的古典故事已達到既幫助孩子們了解中國傳統(tǒng)文化、又提升英語語言素養(yǎng)能力的效果。作為本單元第二課時，這是一篇閱讀課。這一刻課的主要重難點是：I、Teachingkeypoints:1.Theuseof“todo”structure.2.theuseofnewwordsandphrases.II、Teachingdifficultpoints:Usethetargetlanguagetotalkaboutvolunteeringwork.評測練習Ⅰ.Choosethecorrectwords.magic,birth,hide,tail,turn…into,western1.Fouryearslater,Lauragave_____toason.2.Theywantto_____theoldhouseintoahotel.3.Englandliestothe_______partofEurope.4.Shebrokeher_______mirrorintopieces.5.Dogswagtheir_____whenthey’repleased.6.Don’t______behindthedoor.It’snotsafe.Keys:birth,turn,western,magic,tails,hideⅡ.Fillintheblanks.1.Aneighbor______(call)Tony,helpedmerepairmyfenceyesterday.2.TheMonkeyKingcanmake72________(change)tohisshapeandsize.3.Hisuncleisn’tinterestedin_________(play)chessatall.4.Thetwoboyskept________(skate)foronehour.5.Noone_______(be)abletoanswerhimatthattime.Keys:called,changes,playing,skating,was課后反思這節(jié)課我較為順利地完成了教學任務，有很多收獲，也有一些值得思考的地方。1.在教學過程中，我注意運用多媒體的教學手段，多媒體課件通過豐富的內容、多樣的形式、生動的圖像幫助孩子們更好地理解了課文。自始各種線索理解課文，另一方面，在做閱讀練習時，學生能很快地把握主要內容，易于理解故事。2.注意保護學生的學習積極性和主動參與的熱情，我扮演恰當的角色“幫助者”、“引導者”，設計的活動符合學生的年齡特點，借助結對練習、小組討論、角色表演等教學環(huán)節(jié)，最大限度地調動、吸引學生的注意力，營造寬松，愉悅的學習氣氛。減少教師的工作量，增加學生訓練機會。3.隊友的環(huán)節(jié)的處理還不夠理想，一是時間把握還不夠好，有點前松后緊的感覺。練習的設計也可以再改進。課標分析根據新課標知識性和人文性的原則，我為本課設計了一下目標：一、教學目標：1.語言知識目標：1)學習掌握下列詞匯：object,magic,stick,hide,tail,t