Unit 6 An old man tried to move the mountains单元整体教学设计

Unit 6 An old man tried to move the mountains.
Part one: Analysis of the teaching material
本单元的话题（Topic）是“Legends and stories”。功能项目 （Functions）
是“Talk about past events；Tell a story (讲故事)。”本单元主要要求掌握并能灵活运用本单元的重点词汇以及相关短语，能够正确掌握并运用连词，进一步提高学生自己动手解决问题的能力。通过一些经典故事，教学生学会乐于助人，主动地去帮助处于困境中的人们，教育学生敢于与邪恶做斗争，帮助弱者。在生活中，当面对困难的抉择时，要勇敢地面对一切，决不放弃。多阅读中国传统文学名著，让学生们明白中国传统文化的博大、精深，并吸取中国传统文化中的精华,同时思考不同文化下不同故事的表现形式和深层含义。
Part two: Analysis of the students
As we all know, junior high school students have learned English for several years and have mastered a certain number of vocabularies which can help them learn to tell stories more easily and better. In addition, the topic of this lesson comes from our lives, which is easy to arouse students’ enthusiasm in learning English. However, maybe it’s a little difficult for them to tell a story that they are not familiar. So it’s important to make students know the story before they tell it in English.
Part three: Teaching Aims
1. Knowledge objects:
（1）Function: learn to tell the story .
（2）Key vocabulary and Target language:
shoot, remind, hide, excite, fit, smile, marry, cheat, shine, lead, stone, god, bit, object, tail, stick, couple, gold, silk, wife, husband, ground, voice, weak, silly, magic, Western, stupid, whole, bright, brave
instead of, turn .. into, once upon a time, fall in love, get married etc.
Ability objects
Learn to talk about some fairy tales and the people in the story.
Be able to tell a story using the target language.
Through reading to improve students’ reading ability.
3. Moral objects
Through reading Chinese tradition classics , the students can understand the extensive and profound culture of Chinese tradition classics.
Anything is possible if you work hard .
Part four: Teaching key and difficult points
a. Key points
1)Learn to use “as soon as, unless, so…that” the conj. when the students retell the story.
(Conjunctions unless, as soon as and so ... that)
As soon as the man finished talking, Yu Gong said that his family would continue to move the mountains after he died.
He can’t turn himself into a person unless he can hide his tail.
They were so big that it took a long time to walk to the other side.
Students can use how, what, who, why to finish retelling the story
How does the story begin
What happened next
Why was Yu Gong trying to move the mountains
Who is the Monkey King
Why can't the Monkey King turn himself into a person
b. Difficult points
1) Through reading the story, to get the ability of finding main information.
2) Understand and use the words, phrase and expressions.
3) Use what they learn in this unit to retell the story.
Part five: Teaching methods and learning methods
The situational teaching approach, audio video method, task-based language teaching method, communicative approach, and learning method.
Part six: Teaching Aids
The pictures of some famous fairy tales , tape recording , PPT
Section A (1a-2d)
Part one: Teaching Aims
1. Knowledge objects:
In this lesson, according to words teaching and some practices, make students master the sentence patterns of asking a story---How does the story begin / What happened next
Ability objects
In this lesson, according to dialog, listening and other practices, make students tell a story they like in brief.
3. Moral Objects
From this lesson, students should learn about the spirit of Y u Gong and learn from him.
Part two: Teaching Keys and Difficulties
According to the teaching aims, the key point is how to master the sentence patterns of asking a story. And the difficult point is how to learn to tell a story.
Part Three: Teaching methods
In the lesson, I’ll use a tape recorder, a projector and some video, because they can arouse students interest and help students learn better. In accordance with these, I’ll use“audio-lingual method”,“task-based teaching method”and “catechism”to make students take part in activities actively.
Part Four: Learning methods
In order to help students study better and develop their abilities of describing what’s happening in the past, I will guide them some learning methods such as“Role play”, “pair work”and “games”to stimulate their thirst for knowledge.
Part Five: Teaching Procedures
Step1 Greet the class. (1 minute)
It makes me know that I must have full passion in this lesson and it also can make students know that the lesson begins.
Step 2 Lead-in (4 minutes)
In order to attract students’ attention, I’ll play some videos which are about fairy tale from 1a and then by catechism, let students guess what the name is. Usually, students like videos in class. So they’ll take part in the guess game actively. Next, play the video about “Yu Gong Moves a Mountain” more and make all students learn about it more.
Step 3 Presentation (4 minutes)
After playing the video, by catechism, I’ll present the sentence patterns of asking a story---How does the story begin / What happened next And then ask more questions about the fairy tale “Yu Gong Moves a Mountain”.
Step 4 Practice (21 minutes)
In order to make students learn to ask a story by the sentence patterns and tell stories by their own, I’ll guide them to have some practices.
Practice A: Pair Work
In order to make students master the sentence patterns of asking a story and develop their communicative skill, I’ll ask them to practice the conversation in pair. Take the conversation in 1c as an example.
Practice B: Listening
After students have learned something about the fairy tale “Yu Gong Moves a Mountain”, I’ll play the recorder. This is not only useful to help students learn more about the story but also can train students listening ability. Of course, in order to decrease the difficulty of listening, I’ll teach them the new words and analyze pictures in 2a with students. This can improve students’ confidence for English.
Practice C：Free Talk
In order to train students the ability of telling a story, I’ll make students have a free talk. 5 minutes for preparation. According to their reports, guide them to pay some attentions on some new phrases and make a big praise for them.
Step 5 Production (6 minutes)
In order to make students learn to express their own opinions about one thing, by a game “Free Talk”, give time to them to talk about their opinions about Yu Gong. Then, I’ll ask them to show the role-play the conversation in 2d and praise the best group and encourage the other groups. This can improve their learning interest. At the same time, I’ll give my own opinion for “Yu Gong” and guide them to learn the Chinese traditional culture meaning, especially the spirit of Yu Gong.
Step 6 Summary (3 minutes)
Look at Chinese in the projector and ask students to say out these important English phrases and write down the sentence patterns of asking a story.
Step 7 Homework (1 minute)
Use the following expressions to retell the story of Yu Gong Moves the Mountains.
Once upon a time, there was…/so…that…/ The old man told his family that…/
They would put…into…because…
Blackboard design
Unit6: An old man tried to move the mountains.
Section A 1a-2d
Section A (3a-3c)
Part one: Teaching Aims:
1. Knowledge objects:
1. To help the Students master the key words
object, magic, stick, hide, tail, turn…into, excite, Western
To find the important information according to the article.
2. Ability objects
To guide the students to read a passage by using some reading skills such as skimming, scanning, and close reading.
3. Moral objects
To educate the students to know: It’s quite important for students to help the weak and never give up.
Part two: Teaching Keys and Difficulties
Key points：
1.Master the target words, phrases and the conjunctions.
2.Use the reading skills to get some useful information from the passage.
Teaching difficulties :
Use the target words, phrases and conjunctions to retell the stories.
Part three: Teaching methods
Task-based teaching Method .
Part four:Teaching aids
computer, blackboard, tape recorder.
Part Five: Teaching Procedures
Step 1 Warming up (2 minutes)
Do you like the stories
Yes. 2) No . 3) Just so so .
Purpose: It can attract the students’ attention and arouse their interest to talk about their own likes.
Step 2 Lead in (3 minutes)
1.Show a picture of Sun Wukong.
2.Show some target words.
Purpose: 1.To arouse the students' interest in the reading passage.
2. To Lead in the target words.
Step 3 Fast reading (4 minutes)
1.Give several minutes for students to find out the answers .
2.Check the answers one by one.
Purpose: To help the students find the key information to the questions by reading fast.
Step 4 Careful reading
Activity 1: True or False (4 minutes)
1.Give students several minutes to find out the answers .
2.Check the answers one by one .
Activity 2: Complete the chart (7 minutes)
1.Give students several minutes to find out the answers .
2.Check the answers in groups.
Activity 3: Read and choose (4 minutes)
1.Give students several minutes to find out the answers.
2.Check the answers in pairs.
Purpose: To help the students’ find the key information to the questions by reading carefully.
Step 5 Reading for language
Activity 1: Language points (4 minutes)
Play the recording for students to listen and follow. Underline the expressions.
2.Help them find out the expressions.
Activity 2: Exercise 3c (4 minutes)
1.Give students several minutes to finish 3c.
2.Check the answers one by one.
Purpose:To help the students consolidate the target language in this lesson and improve their pronunciation and intonation.
Step 6 Choral reading (4 minutes)
Reading competition: Choral reading.
Purpose: To motivate students’ further learning and help students improve their reading.
Step 7 Consolidation: retell the story (4 minutes)
Use mind map to retell the story with conjunctions(连词：unless, so…that…, as soon as)
Purpose: To help the students integrate the new target language with the language studied in the period.
Step 9 Homework (1minute )
Retell the story in English to your classmates and family members.
Blackboard Design
Unit 6An old man tried to move the mountains.
Section A (3a—3c)
be able to unless
for the first time so…that…
turn…into as soon as
at other times
come out
keep doing sth
Section A (Grammar focus-4c)
Part one: Teaching Aims
Knowledge objects:
1.To learn the new words and useful expressions: couple, smile, marry , get married, fit, fall in love
2. Students can use “unless, as soon as, so…that” to make sentences.
2. Ability objects
To learn how to tell a story.
To learn how to retell a story by using the sentences patterns.
3. Moral objects
To know more about foreign literature.
To know more about about traditional Chinese stories and learn the spirits.
Part two: Teaching Keys and Difficulties
Key points：
To retell the story of Cinderella.
Cooperate with their partners to explore grammar rules and tell stories in English.
Teaching difficulties :
To analyse the usage of conjunctions “unless, as soon as, so…that”.
Learn more about traditional Chinese stories and appreciate the spirits.
Part three: Teaching methods
In this lesson, I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I will design pair work , group work and individual work to improve students’ ability of cooperating as well as self-studying.
Part four: learning methods
In order to learn it well, students can use listening – speaking method and study in pairs.These methods can improve students’ language skills and give them more chances to practice. That is “learning by doing , learning by using”.
Part Five: Teaching Procedures
Activity1 Group Division (1 minute)
At the very beginning of the class, students are divided into three groups---Monkey King, Zhu Bajie and Sha Heshang group. They have a task to rescue their master---monk Tang. Students need to work in groups to finish the challenges and get points to rescue their master.
Purpose:To arouse students interest and make the class more interesting.
Activity2 Lead in (2 minutes)
This is a guessing game. I will give students four sentences as clues and they need to guess who he is according to my clues.
Purpose:To arouse students interest and lead into the topic of this class.---The Monkey King.
Activity3:Let’s think (6 minutes)
In this activity, each group has one task.Task1 is for Zhu Bajie group. What kind of clauses are they How to distinguish the main and subordinate sentence Task2 is for Sha He shang group and they need to find out the tense in as soon as clause. Task 3 is for Monkey King group. They need to find out the differences between so...that& such...that.
Purpose: To guide students to induce the grammar rules on their own and cultivate students’ cooperative learning ability.
Activity4 Let’s learn (6 minutes)
I invited one representative of each group to report their findings. Besides, I made a supplement for their conclusion. If they have some difficulties, I will guide them and provide help.
Purpose:To help students understand adverbial clause of time, condition and result better.
Activity5&6 Practice Level 1&2 (5 minutes)
Level 1&2 are practice about choosing conjunctions “unless, so...that”, and “as soon as”. Different from the traditional practice, I use games provided by Seewo whiteboard 5 to make grammar learning more interesting.
Purpose: To make students be familiar with conjunctions “unless, so...that, as soon as”
Activity7 Practice Level 3 (5 minutes)
In this activity students need to fill in the blanks about story Cinderella with “unless, as soon as, and so...that”. After that I have two questions for students to think about. Question1: What is Cinderella like Question2: What can you learn from Cinderella
Purpose:To help students have a better understanding of the conjunctions in the context and facilitate students’ deep learning.
Activity 8 Practice Level 4 (5 minutes)
Challenge four is retelling. Students work in groups of four to retell the story Cinderella. In order to lower the difficulty, I analyze the structure of the story with students and provide some key sentence patterns for them.
Purpose:To help students consolidate how to tell a story, which paves way to the story-telling competition.
Activity9:Story-telling competition (10 minutes)
I designed a real task ---story-telling competition for students. They should choose their favourite traditional Chinese stories to tell in English. In order to lower the difficulty, I provided a sentence bank for students as a scaffold.
Purpose:To develop students story-telling ability and understand traditional Chinese culture better.
What’s more, to help students learn more efficiently, I provided students a checklist. They do a peer assessment based on the checklist. Let’s enjoy a short video clip about it.
Activity10: Homework (2 minutes)
According to “Double Reduction Policy”, I designed two kinds of homework for students. First, Must do homework, students make a video about their favourite story and share it with their family. Second, optional homework. Students surf the Internet to know more about Chinese legends and stories and make a poster.
Purpose: To help students consolidate what they have learned in this class. Meanwhile to know more about traditional Chinese culture.
At last, I will ask students a question" What can you learn from the Monkey King I I guided them to learn the spirit---be brave and hard-working in face of difficulty, which responses to the moral education of the New Curriculum Standard.
Blackboard Design
Section B（1a-1d）
Part one: Teaching Aims
Knowledge Object:
The students can master the key words , such as gold, emperor, underwear, silk, stupid, cheat.
Master the important sentences: Nobody wanted to sound stupid. They were trying to cheat the emperor.
To learn some knowledge about fairy tale.
Students can use the language to retell the story.
2. Ability Objects:
1. To give students practice in listening to the target language in context.
2. From the listening, students can understand the dialogue about the story.
3. Moral objects
1. know more about western fairy tales.
2. From the story, we should know the importance of being honest.
Part two: Teaching Keys and Difficulties
Key points：
Learn some new words, phrases and sentences.
Learn some knowledge about fairy tales.
Teaching difficulties:
According to this passage, learn how to tell a story.
Part three: Teaching methods
To achieve the objectives above, I’ll adopt Task-based Approach, Communicative Approach and Situational Teaching Method. And students will learn through cooperation, communication and discussion.
Part four: learning methods
In order to learn it well, students can use listening – speaking method and study in pairs.These methods can improve students’ language skills and give them more chances to practice. That is “learning by doing , learning by using”.
Part Five: Teaching Procedures
Step 1 Lead in (3 minutes)
Step 1：Enjoy a video
(1) Enjoy a video. students : The Emperor’s New Clothes.
(After watching)
Free talk. Tasks, Do you know other stories in this book
Then shows some pictures of story. Do you know this story
Step 2: Matching (3 minutes)
1a.Match the words with the letters in the pictures in 1c.
T:Boys and girls, there are 3 pictures here, please match the words with the letters in these pictures. Do them by yourselves.
T: From 1a we know, the man in the picture is the emperor, let’s look at the picture
Step 3：Pre-listening (5 minutes)
Teacher asks students to look at the pictures in 1c, Match the words with the letters in the pictures in 1c.
Prediction.. Try to describe each picture in your own words.
T says,We will hear a funny story. Are you ready
Step 4 While-listening ( 10 minutes)
Work on 1b. Teacher plays the recording for the students to listen.
Teacher plays the recording again. Let students number the pictures [1-5] in 1c.
Check the answers.
Go through 1c, teacher lets students read the sentences in 1c.Then explain some main sentences. make sure students know the meaning of each sentence.
Listen again and fill in the blanks.
Teacher plays the recording again and checks the answers.
Teacher lets students listen again and repeat.
Step 5 Post-listening ( 8 minutes)
T asks students to retell the story briefly according to the mind map.
Fill in the blanks .
Discussion. T says,So what do you think of the story And what about them What can we learn from the story
Act out the story.
Step 6:Tell the body of the story (7 minutes)
1d.Work in pairs and make the stories.
Students’ activity: Add more words or phrases to help the students to tell the story.
Step7: Summary (2 minutes)
Summarize the key content in this lesson.
Step8:Homework (2 minutes)
1. Write down the story you just discussed.
2. Read a fairy tale and share next class.
Blackboard Design
Unit6 An old man tried to move the mountains.
Section B (1a---1d)
gold, emperor, underwear, silk, stupid, cheat. Nobody wanted to sound stupid. They were trying to cheat the emperor. ①. What's the name of this story ---The Emperor's New Clothes. ② Can you tell the story briefly Once upon a time, an emperor...
Section B (2a-3b)
Part one: Teaching Aims
1. Knowledge Objects:
The students can master the key words , such as stepmother wife husband whole scene moonlight shine bright ground lead voice brave ground
To learn some knowledge about fairy tale.
To understand the text.
2. Ability Objects:
Learn to find out the text type and enable students to understand and role-play the story.
To improve students’ ability of reading and writing and help them learn to tell the story.
3. Moral objects
The students should learn to be brave when they face difficulties in the daily life. At the same time, they should cherish the love their parents give them.
To develop students’ interest of stories.
Part two: Teaching Keys and Difficulties
Key points：
1.The key point is to tell stories and talk about the development of the story.
Teaching difficulties :
The difficult point is to express personal opinions on different legends and stories.
Part three: Teaching methods
To achieve the objectives above, I’ll adopt Task-based Approach, Communicative Approach and Situational Teaching Method. And students will learn through cooperation, communication and discussion.
Part four: learning methods
In order to learn it well, students can use listening – speaking method and study in pairs.These methods can improve students’ language skills and give them more chances to practice. That is “learning by doing , learning by using”.
Part Five: Teaching Procedures
Step 1 Lead in (8 minutes)
Can you tell us the names of the fairy tales
1.In our last class, we have learnt some traditional stories in China . Do you know some stories in other countries
1. Show some fairy tales. Tell students a fairy tale is an old, traditional story. Do you know what these fairy stories are about
2. Now discuss them with your partner.
3. Ask some students say what they know about the fairy stories.
e.g. Sleeping Beauty:
A lovely princess had to sleep for 100 hundred years because of an evil magic. One hundred years later, a young prince came and saved the princes. They got married and had a happy life.
Purpose: It aims at the topic of this unit, and recall their memories to their childhood and lead them into the fairy world.
Step 2 Fast reading (4 minutes)
Read the passage quickly and answer the questions.
(Pay attention to the text type, is it a letter, a play, a short story or something else )
Who are the children in the picture
2. What is the beautiful house made of
Step 3 Careful reading (8 minutes)
1.Read para1 and find out the information.
2. Read the scenes 1—4 and fill in the blanks.
Gretel heard their stepmother ____________.
Hansel thought about the first plan, in order not to be lost,
Hansel would drop __________________ along the way.
The result: They ______________ again, that surprised their parents.
Read the scenes 5—7 and answer the questions.
What was the second plan
Were they lost
Is the bird’s song leading them to that wonderful house
Check the answers one by one.
Purpose: It aims to attract students’ curiosity and lead them to the following fairy tale.
Step 4 Mind-mapping (4 minutes)
What do you think of the two children
Purpose: It can help the students grasp the structure of the play and help to understand the whole play better.
Step 5 Matching (2 minutes)
Match each description below with the correct scene.
A. The children get lost.
B. The children wake up.
C. The children can’t 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.
Purpose: the students can tell each scene more clearly by matching and then it will be a
preparation for the following role-play.
Step 6 Who is the best actor (6 minutes)
Read the play again and act it out in groups of four.
Pay attention to the following point:
Where is each scene (Their home, forest or the magic house.)
Purpose: It aims to make the play vivid and students can put themselves into the fairy tale as they perform, then it can make the students take an active part in English class.
Step 7 retell the story (4 minutes)
Purpose: It aims to grasp the whole play clearly.
Step8: Summary (2 minutes)
Let students talk about what did you learn today
Step9: Homework (2 minutes)
Retell the story.
2. Write the ending of the fairy tale.
Purpose: It aims to cover the students of different levels.
Blackboard Design
Unit 6 An old man tried to moved the mountains.
The Fourth Period Section B (2a-2e)
Key Vocabulary ：stepmother wife husband whole scene moonlight shine bright ground lead voice brave ground Target Language：
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 forest.
You have no more stones.
Unless we do, we won’t find our way out.