中小学教育资源及组卷应用平台
Unit 6 An old man tried to move the mountains. 单元整体教学设计
单元主题意义 本单元的主题属于“人与社会“范畴下；本单元一以中国神话故事为主线，要求学生能够听懂用英语叙述的这几则故事，并能根据故事的相关信息发表自己的观点，让学生明白中国传统文化的博大精深，同时思考不同文化不同故事的表现形式和深层含义。
单元教学目标 通过本单元的学习，学生能够： 目标a：本单元围绕“传说故事”话题展开叙述，让学生掌握动词的过去式，连词unless, as soon as 和so..that的用法，理解课文，熟练运用词汇，讲述中外著名故事和传说。 目标b: 能在日常交际情境中听懂接近正常语速的简单传说，童话类建议读物，并提取故事的主题，主要情节和内容。 目标c:能够提取故事主要内容并结合人物、时间、地点、事件、结局等要素对故事进行口头和书面的复述与总结。 目标d:本单元围绕“传说故事”话题展开叙述，让学生了解中西方传说故事内容及表现形式，培养学生探索不同传说故事中的文化精神。 目标e:了解中外中外经典文学，文化作品，拓展视野，培养世界意识，提高跨文化交际能力及民族文化自信。 与核心素养的关系： 通过中国民间神话和西方童话故事，引导学生学会讲故事；本单元选择“传说故事”主题，培养提升了解不同文化中的不同传说故事，有利于学生了解故事叙述方法，写作特点，同时培养学生探索不同故事底层的文化意义；同过听、说、读、写训练掌握本单元基本句式，讲述了中外著名故事和传说。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !八年级下册的第六单元。本单元围绕传说与故事，让学生了解到中国民间神话传说和西方童话故事。学生能够借助how ,what , who , why等引导的疑问句完成故事的叙述，同时能够根据人物独白总结故事情节要点，根据故事情节发展合理续写故事结局。在讲故事的过程中学生如何讲熟悉的中国故事内容转变成为符合英语表达习惯和思维的语言是老师们应该注意的。同时每个寓言故事中都蕴含着大道理，学生在学完故事后充分理解故事背后蕴含的做人做事的道理，是本单元的情感目标 。 2.纵向知识关联： 功能： 能讲述过去发生的事情。 话题：传说和故事 语言知识： 学会借助how,who,why等引导的疑问句完成故事的叙述，并在故事叙述中运用as soon as ,unless, so ..that等连词，掌握相关词汇的常用表达。 从理解中西方文化不同道汲取中西方文化品质中的优秀文化品质，用英语讲好中国故事，用英语传播优秀民族文化的“根”与“魂”，碱性社会注意核心价值观。 学会用思维导图来复述故事，引用故事中的不同观点来辩证性的发现问题并解决问题。 学会运用思维导图培养思维导图培养思维品质的发展和辩论不同观点培养批判性思维。 3.横向知识关联： （1 ）复习七年级下的一般过去时复述过去发生的事件。 （2 ）为九年级的语言知识打基础。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 1.培养通过听关键词获取信息的能力。2.通过疑问句及答句设置训练讲故事，同时要求学生学会捕捉关键的信息。 通过Pair-work的形式对健康问题谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-3c 阅读课 第二课时 通过恰当运用寻读的阅读策略，勋章关键信息所在处获取相关信息，提升阅读能力。 通过读课文找出描述建康状况的句子，评价学生对目标句型的认知；通过提取描述能力的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section A Grammar Focus -4c 语法课 第三课时 1.掌握并恰当使用一般过去时谈论事件；2. 掌握并恰当使用as soon as ,unless, so..that有逻辑地描述故事；3.让学生思考自己喜欢的事情。 通过语法讲解，注重把词汇理解跟词汇功能有机结合，实现了知识到能力的转变。
Section B 1a-1f 听说课 第四课时 1.通过疑问句及答句设置再次训练讲故事，同时要求学生学会捕捉关键的信息；2. 通过听、说技能的训练，促进学生语言运用能力的提高。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 读写课 第五课时 通过恰当运用寻读的阅读策略，寻找关键信息所在处获取相关信息，提升阅读能力。 2. 能根据人物对白总结故事情节要点。 通过问题启发式评价引导学生从整体到具体的认识，评价学生对文本的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第六课时 1.引导学生从词到句，从句到段再到篇，循序渐进地输出语言； 2 通过写作框架完整地描写一件难忘且重要的事情。 通过书面表达的形式，评价学生写作的能力。
第5课时 教学设计
课题
课型 听说课口 语法课口 阅读课√ 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节阅读课。 【why】 进一步提升阅读理解能力。 【how】 2a从学生熟知的三个童话故事出发，要求学生先谈谈自己的认识。2b部分提供了《糖果屋》的部分剧本，让学生初步了解戏剧的形式。2c部分提供了各场景的概述，帮助学生进一步了解各场景的主题。2d部分通过对文本细节的追问，引发学生的思考并运用所学语言表达自己的观点，有助于文本的理解，尝试运用所学语言进行戏剧表演。
学情分析： 自然情况 八年级的学生对英语学习具有浓厚的兴趣，求知欲强烈，对英语有了一定的了解，具备又一定的语言功底，听说读写的能力也日渐提高。 （二）已有基础 本课时贴近学生生活，理解难度较小，更侧重于对学生略读和寻读的培养。
（三）存在问题
对个别学生来说，阅读理解上比较难 （四）解决措施 教师应对给学生展现的机会，激发学习英语的兴趣。
教学目标： 通过本课学习，学生能够： 学生能学会重点单词，短语及目标语言（学习理解） 重点单词及短语：stepmother,wife , husband, whole ,scene , moonlight , shine , bright , ground , lead , voice , brave 目标语言：(1) One year , the weather was so dry that no food would grow . The wife told her husband that unless he left the children to die in the forest , the whole family would die . Don’t eat it until you get to the forest. As soon as you wake up ,you must go to the forest with your father. 了解《糖果屋》的背景知识和戏剧的特点，借助背景知识理解问政，并通过表演等方式复述糖果屋的故事。 （应用实践） whatever you do , wherever you go , be independent and never give up . （迁移创新）
教学重难点 重点：读懂剧本，获得相关信息，提高学生的综合阅读能力。 难点：角色扮演，演绎《糖果屋》的故事。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Show some fairy tales on the PPT and talk about them . T:Do you know what these fairy stories are about Ss:Yes. T:What’s the name of this story S1: Cinderella . T：Can you tell the story briefly S: .... 学生活动1 Free talk 活动意图说明： 以童话故事为载体导入本课学习内容，过渡自然，为学生很好地理解文中做好铺垫。 环节二：Activity 2 教师活动2 Pre-reading Before reading 2b Decide what kind of text it is . Is it a letter , a play or a short story T:Today we are going to learn about another fairy tale . Look at 2b . What’s the name of it Ss: Hansel and Gretel . T:Yes, you’re right . Is it a letter , a play or a short story Ss: It’s a play . T:How many scenes are there in the play S:There are seven scenes . 学生活动2 Discuss 活动意图说明： 了解文章形式，为阅读文章做好铺垫。 环节三：Activity 3 教的活动3 While -reading Fast reading Get the students to read the play quickly and answer the questions . 学的活动3 Ask and answer . 活动意图说明： 通过阅读题目和每段的第一句判断大意，让学生掌握阅读方法。 环节四：Activity 4 教的活动4 Careful reading Read Para. 1 and fill in the chart . Ask the students to read the play carefully and try to match each description below with the correct scene . Finally check the answers . Read Scene 1-Scene 3 and answer the questions Read Scene 4-7 and finish the task . 学的活动4 Ask and answer . 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明 通过快速与细读的两种短文阅读方法回答问题，目的是让学生掌握阅读技巧，并更好地理解文章意思。 环节五：Activity 5 教的活动Post reading Retell the story according to the mind map . Act out the play in groups of four . 学到活动： Finish the task 活动意图说明： 继续培养学生仔细、安静地阅读的习惯，从而他更全面，深入理解教材，然后从低阶阅读任务的完成过渡到高阶阅读能力的培养。 环节六：Activity 6 教的活动： Summary Help Ss work in groups to make a summary abut their acting . Get the group leader to make a report about their summary . 学的活动： Finish task活动意图说明： 在老师抛出问题后，引导学生回答仍然是为读后任务做语言输出的准备。
板书设计 Unit 6 An old man tried to move the mountains . Section B 2a-2e stepmother , moonlight , stone , wake up
分层作业设计 基础巩固： Read the play again to prepare for the acting again . 设计意图：熟记本课重点单词和短语。 能力提升： Change the play into a passage and write it down . 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 本节课的重点是提升学生的阅读能力，并掌握一定的阅读技巧和方法。同时，也系统地复习了一般过去时的用法。学生不仅能用一般过去时谈论和讲述故事，而且掌握了一定的技巧和方法，同时也自然而然地增强了他们的语感。
21世纪教育网(www.21cnjy.com)(共45张PPT)
Unit 6 An old man tried to move the mountains.
Section B 2a -2e
A fairy tale is an old, traditional story.
Little Red Riding House
Snow White
Sleeping Beauty
Cinderalla
What fairy tale do you know
Do you know what these fairy tales are about
They also have a bad stepmother.
Hansel and Gretel
Finding Out the Text Type
Before you read, decide what kind of text it is. Is it a letter, a play, a short story or something else
Text Types
Dear Mr. Liu,
My problem is that I
can't get on with my
family. I always fight
with my brother....
Yours,
Li Ming
That Is Not My Dog!
A woman walks into a pet shop and sees a cute little dog… She says, "I thought you said your dog does not bite!" The shopkeeper replies, "That is not my dog!"
Scene One
Snow white: I am a princess...
Scene Two
Queen: (to the mirror) Mirror, mirror on the wall, who is the most beautiful of all
A letter
A short story
A play
news
旁白aside
人物对白dialogue
character 角色
幕scene
What is the literature type of the text
It's a play 戏剧
How to judge it is a play
根据场景的不同
分为不同的幕
（Scene)
The characteristics of a play
文本多以人物对白
为主，偶尔会有旁
白或舞台指示语
有的戏剧文本会
对故事背景有简单
的介绍
How many characters are there in the play
And who are they
characters
Hansel
brother
Gretel
sister
their stepmother
wife
the old woman
their father
husband
？
The Second Reading
Match each description below with the correct scene.
JANE
A. The children get lost.
B. The children wake up.
C. The children cannot find the pieces of bread.
D. Gretel learns about Hansel’s plan.
E. The children surprise the parents.
F. Hansel has to change his plan.
G. The children learn that something bad is going to happen.
= be lost
A. The children get lost.
B. The children wake up.
C. The children cannot find the
pieces of bread.
D. Gretel learns about Hansel’s plan.
E. The children surprise the parents.
F. Hansel has to change his plan.
G. The children learn that something bad is going to happen.
A. The children get lost.
B. The children wake up.
C. The children cannot find the
pieces of bread.
D. Gretel learns about Hansel’s plan.
E. The children surprise the parents.
F. Hansel has to change his plan.
G. The children learn that something bad is going to happen.
Careful reading
Paragraph 1
How did the story begin
the beginning of the story
1.Where do they live
Near a forest
2.What was the weather
like one year
Dry
No food
would grow.
3.What’s the result
of the weather
4.What did their stepmother
tell the father
The weather was so dry that no food would grow.
Unless he left the children to die in the forest, the whole family will die.
Did Hansel and Gretel hear their parents’ plan
Yes. Gretel heard it, and Hansel made a plan to save himeself and his sister.
make a plan to do/plan to do 计划做...
5.What do you think
of the stepmother
Bad, unkind,
stone-hearted铁石心肠的 ， cruel 残忍的
leave sb. to do sth. 让某人做某事
Scene 1
1.What did Hansel say about the plan
He said, "I am going outside to get something in the moonlight."
在月光下
in the sun 在阳光下
Scene 2~Scene 3
1.What did Hansel go outside to get
2.What did he do with the stones
Some white stones.
He dropped the white stones along the way.
沿途 / 一路上
3.How do Hansel and Gretel find their way home
Get
drop
stones
moonlight
along
shining
see
lead
lead sb to+地点，引领某人到某地
lead sb to do带领某人做某事
___ some white ______ in the __________.
Then, _____ the stones _____ the way.
When the moon is _______ bright,
they can ________ the stones.
The stones can ______ them to get home.
Scene 4
Choose the best answer.
1.Did they go back home
A .Yes, they did. B. No, they didn’t.
2.How did their parents feel
A. Happy B.Surprised
C.Unhappy D.Both B and C
3.What did their parents decide to do
A. Live with their children
B. Never leave their children in the forest
C. Take their children to the forest again.
Scene 5
1.Problem：
2.Solution：
No more stones
____ pieces of bread _____ ___ the stones.
Drop
instead
of
Scene 6
1.Were they successful
2.Why
3.What did they do then
No, they weren't.
The birds ate the bread.
A: Keep walking.
B: Stop walking.
C : Cried and felt afraid
Scene 7
True or False
1. They were lost.
2. That bird’s song sounded terrible.
3. They find a house made of stones.
4. They wanted to live in the house.
(Then they hear an old woman's voice from
inside the house.)
Voice: Who is that Who is
brave enough to eat my house
be/get lost 迷路
beautiful
eat
T
F
F
F
bread, cake and candy
Let's act out the play in groups of four.
leave sb. to do sth.让某人去做某事
If he didn't leave the children to die.
plan to do
G The children learn that something bad is going to happen.
plan/mean to do
have a plan to do
for sth.
v.
表目的
hear sb. doing sth, （正在）
“听到某人正在做某事”
hear sb. do sth.（经常/全过程）
B The children wake up.
D Gretel learns about Hansel's plan.
= get lost
lose one's way
E The children surprise the parents.
感叹句, 结构为：
What +a (an)+adj.+n.(s.)+(S+V)！
What+adj. + n(pl.)/n.(u.)+(S+V)!
How +adj. + (S+V) !
= the minute
F Hansel has to change his plan.
C The children cannot find the pieces of bread.
A The children get lost.
lead sb. to sp. 把某人领到某地
adj+enough to do sth...足够...做某事...
Complete the summary of the play.
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 that 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 them, 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.
stepmother
kill
save
stones
forest
dropped
moon
birds
lost
pieces
bread
house
eat
woman
After reading
Think and discuss
1.What do you think of Hansel and Gretel
Clever, brave,confident,creative...
2.What can we learn from Hansel and Gretel
No matter what the difficulty is, calm down, be brave and try to deal with it!
Be brave in the face of difficulties!
勇敢面对困难！
Thinking
Fairy tale fiction or not
该不该告诉孩子童话是假的
Further Reading
The hot debate topic from popular internet show I Can I Bibi (《奇葩说》) has become popular on social media Weibo: Should parents tell their children that fairy tales are fake Some people think we shouldn’t. Fairy tales give kids hope and teach life lessons. But others think that children need the ability to distinguish (区分) real from fake, and this role is best played by their parents. Do you think parents should tell their children that fairy tales are fake
Yes
No
Language Points
1.Unless he left the children to die in the forest,...
leave sb. to do sth.让某人去做某事
….，the whole family would die.
whole adj.全部的，整体的
the/物主代词/所有格+whole+单数可数n.
all+ the/物主代词/所有格+n.
eg.He watched TV _______day because of the heavy rain.
A.whole B.the whole C.the all D.whole the
B
1. The ______building was burning.
2. ______the children enjoyed themselves.
whole
All
2.Did you hear our stepmother planning to kill us 你听见
我们的继母计划要杀死我们吗？
hear sb. doing sth.“听到某人正在做某事” ,
强调动作正在进行，可能你听到的只是动作的一部分。
hear sb. do sth.“(经常)听到某人做了某事”
强调动作的全过程, 表示动作已经完成或经常做。
1.I heard him__________(sing) when I walked past the shop.
singing
2.I often hear her __________(sing) in the evening.
sing
3.I heard Tom________ when I walked past his room.
A.sing B.singing C.to sing D.sang
B
3.be able to 与 can
Tonight, when the moon is shining bright, we’ll be able to see the stones.
强调内容 强调方向 时态 含义
be able to 强调通过努力而获得的能力 强调 一种结果 可以有 各种时态 通常不能表示可能性、推测、允许等
can 自身已具有的能力 只强调 一种可能 一般现在时和 一般过去时 两种时态 表示可能性、
推测、允许等
幸运的是，他终于逃出了大火。
Luckily, he ___________escape from the big fire in the end.
要是他早几小时来，我还能救他。
If he got here a few hours earlier, I ______save him.
was able to
could
4.what 和 how
引导的感叹句
What +a/an+adj.+
可单名+(S+V)!
eg:What a beautiful
park it is!
What +adj.+可复
/ 不可 +(S+V)!
eg:What fine weather
it is today!
How+形容词/副词+主语+谓语！
How careful she is!
How +主语+谓语！
How time flies!
中考链接(经典考题)：
1.-- ____delicious food you served us tonight! Thank you!
--I’m glad that you enjoyed it.
How a B. What a C. How D. What
1.--______excellent advice he has given us!
A. What an B. How an C. What D. How
D
C
5. Unless we do, we won’t find our way out.
find out 通常表示“弄明白，搞清楚，查明……”，多用于复杂而不容易直接查出的情况。Please find out the answer to the question. 请查明问题的答案
find 强调“找的结果”，是非延续性动词；又可以表示“(偶然地)发现……”。He can't find his watch.
look for 意为“寻找”，强调寻找的过程，是延续性动词词组。
I'm looking for my pen.我正在寻找我的钢笔
Exercise
1.Did you _________ your lost wallet yesterday？
2. What are you ____________
3. Please __________when the first class begins.
4.You will ________ what kind of person he is some day.
A．find B．find out
C．look for D．look
JANE
find
looking for
find out
6. It’s leading us to that wonderful house made of
bread, cake and candy.
过去式 led
lead 作及物动词，意为“带路；领路”。
lead sb.to / into … 把某人带到或带进……
lead sb.to do sth.带某人去做某事(新/事，还没开始做)
lead sb. doing sth.带领某人做某事(正在做，接着做)
lead to（道路等）通往……；引起；导致
例：条条大路通罗马。 All roads lead to Rome.
7.过去分词短语 made of … 表被动意义，作后置定语，意为“由……制成”。
be made of “由…制成”，仍可看出原材料。
be made from “由...制成”，看不到原材料。
1. —Is the wine made _______ grapes
--Yes, and it’s made France.
A. of;in B.from;in C.from;by D.of;as
2.Books are made paper while paper is mainly made wood.
A.of；of B.from；from C.of；from D.from;of
B
Summary
1.整个家庭
2.打算做某事
3.听到某人正在做某事
4.在月光下
5.沿途
6.迷路
7.明亮闪耀
8.碎面包
9.在地面上
10.不要紧
11.带某人到某地
12.由…构成
the whole family
make a plan to do sth./plan to
hear sb doing sth.
in the moonlight.
along the way
get lost
shine bright
pieces of bread
on the ground
never mind
lead sb to sp.
be made of
