Unit 6 An old man tried to move the mountains Section A (1a-2d) 教学设计人教版八年级英语下册

课题 Unit 6 An old man tried to move the mountains. Section A (1a-2d)
课型 听说课 课时 1
核心素养与思政渗透
中国学生发展核心素养 “文化基础”之“人文底蕴”中的“人文积淀”要求学生要具有古今中外人文领域基本知识和成果的积累，能理解和掌握人文思想中所蕴含的认识方法和实践方法等。本课主要围绕 Yu Gong Moves a Mountain 这个中国古代神话故事，引导学生通过体悟故事主题，形成积极面对、不畏困难、坚持不懈的品格态度价值观，并通过学习用英语讲述中国故事，提高跨文化交际能力及民族文化自信。
课标分析
新课标要求八年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；能用所学语言描述文化现象与文化差异，表达自己的价值取向，认同中华文化；能多角度、辩证地看待事物和分析问题；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标
语言能力 能够在中国民间神话故事分享会的情境中正确使用新词汇和 how，who，why 等引导的特殊疑问句，以听说等方式询问和讲述故事的开始、发展及后续等，并能够对故事中的人物或情节发表一些简单的看法或观点；
文化意识 通过学习中国民间神话故事，能够体会和感悟中国古代人民的智慧，懂得在学习和生活中面对困难时，要凭借自己的力量，勇敢地克服困难，绝不放弃；
思维品质 能够在听说活动中就神话故事《愚公移山》展开讨论，发表不同观点，提高思维的逻辑性和批判性；
学习能力 能够通过学习使用英语讲述中外经典故事，激发英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；
教材内容分析
A 部分主题是中国民间神话故事。主题图呈现了女娲补天、后羿射日、大闹天宫、愚公移山四个家喻户晓的神话故事。本部分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，模仿和运用语言。
教学重难点
重点 学习讲述故事，在讲述过程中恰当使用连词；
难点 将熟悉的中国神话故事内容转换为符合英语表达习惯和思维的语言表达。
学情分析
八年级的学生已经掌握了一定的语音、词汇、句型、语法等语言基础知识，本课的很多基础词汇和句型，学生在之前的学习中也多有接触过，因此能够较好地理解单元教材内容并完成相应的学习任务，也能更好地以旧带新，创建新知与旧知的关联。本课时涉及的中国古代传说故事是学生比较熟悉和感兴趣的，这将有助于他们理解单元主题，参与讨论、复述、表演等课堂活动，也更容易激发他们的背景知识和生活常识。
学生活动 教师导学 设 计 意 图
Step 1. Lead in. 1.Guessing games Watch some pictures and guess the English names of these stories. Ss: Nv Wa repairs the sky/ Da Yu governs the floods/ Hou Yi shoots the suns/ Journey to the west/ Yu gong Moves the Mountains Step 2. Listening. (1b) 1. Pre-listening. Read the instruction and make sure they can understand it. 2. While-listening. Listen and check the facts they hear. Then say the name of the story. 2 students read the conversation. Ask them to pay attention to the voice, pronunciation, intonation, fluency and accuracy. After reading, draw a story map by asking questions, like, how does the story begin Listen and match the pictures in the order of time. Listen again and fill the blanks. 3. Post-listening. Discuss the questions with their partners. Ss：No. Step 3. Listening. (2a&2b) 1. Pre-listening. Try to find the difference between the two pictures and answer some questions. 2. While-listening. Listen and number the pictures [1-4] in order to tell the story. (2a) Listen and choose the correct answer. Listen again and circle the words you hear. (2b) Check the answers and make sure they can understand each word and sentence. 3. Post-listening. Retell the story based on the given pictures or structures. Step 4. Role-play. (2d) 1.Thinking and talking. Try to talk about their own opinions about Yu Gong. Step 5. Conclusion. T: Do you know the names of these stories Give students some information about these stories. Students can guess the meaning very quickly. Invite a S to report the answer and the reason T: Q1.How does the story begin Q2. What happened next Q3. Where would they put all the earth and stone from the mountains T: Is this the end of the story？ T: Who helped Yu Gong move the mountain T: Did people believe Yu Gong could do it T: What happened at last Before listening, ask Ss to read the sentences in 2b carefully and match the sentences with the right pictures in 2a. Explain some language points if necessary. Provide some pictures and the sentence structures to help Ss tell the story clearly. T: Do you think it is a good way to solve the problem T: Does it seem possible to move a mountain only by Yu Gong and his family T: If you were Yu Gong, what would you do to solve the problem T: Whose opinion do you agree with Why T: They have different opinions about the story, and neither of them are wrong. There are many sides to a story and many ways to understand it. T: be brave and keep on solving the problems. 利用游戏创设语境，激发学生想要用英语讲述中国经典故事、传播中国优秀文化的学习兴趣。 通过简单识别图片让学生熟悉四个神话故事中的主要人物和动作，以及英文名称。 基于学情，针对课本听力任务进行有效挖掘，除教材上听取主要文字信息外，增加按时间排列图片、听取细节信息填空的任务，以便给学生足够听得机会，更好地引导学生听懂、听会、会用。 听前引导学生观察主题图，利用问题帮助学生养成读图的习惯，培养他们对细节的观察能力，增加使用英语的问答机会，促进英语听说交流，为听力活动做好铺垫。 听中进行听力策略的渗透，如分清楚各个人物名称；清晰捕捉句子关键词；关注连接词如when，as soon as, unless ,把握事件发展的顺序等。利用文本、问题和图片为学生创造输出目标语言的机会，以便更深层次地理解、巩固、运用语言，在实践过程中，提升语言运用能力。 根据表格填写情况，检查学生的理解情况，确保学生能够准确把握对话主要内容。利用对话所传达的信息，训练 学生的评判性思维，尝试针对同一事物发表不同观点，并辩证看待问题。进行总结，鼓励学生积极面对、不畏困难、坚持不懈。
课时达标检测 Ⅰ. 用括号内所给单词的适当形式填空。 1．Most Americans believe in ______(god)． 2．Let's think up a good way______ (help) the sick kids in the hospital. 3．My brother kept ______ (watch) TV after having dinner yesterday. 4．They went mountain climbing instead of______ (visit) the museum. 5．He was so ______ (move) by my words that he said nothing. 答案：1-5 gods to help watching visiting moved Ⅱ. 用方框中所给短语的适当形式填空，其中有两个多余项 instead of cut out work on agree with take care of give up a little bit
6．He was______ a new story when we visited him. 7．I felt______ nervous before the competition. 8．Because of poor health，Mr. Smith ______ his job last 9．I thought it was a good idea，but she didn't ______ me. 10．They went there by bike______ by bus. 6-10 .working on a little bit gave up agree with instead of Ⅲ. 补全对话。 请根据对话内容，从方框内所给的选项中选出能填入空白处的最佳选项。选项中有两项为多余项。 (Li Lin and Lily are in the library. Li Lin is reading a book called Yu Gong Moves a Mountain.) Lily： 11 Li Lin：I'm reading a book called Yu Gong Moves a Mountain. Lily：I have read it before. What do you think of the story Li Lin： 12 Yu Gong found a good way to deal with his problem. Lily：Really？ 13 It seems impossible to move a mountain. Li Lin：But the story is trying to show us that anything is possible if you work hard. Lily： 14 I think we should try to find other ways to deal with a problem. Li Lin：But what could Yu Gong do except moving the mountain Lily：He could build a road. 15 Li Lin：We have different opinions about the story. There are many sides to a story and many ways to understand it. Lily：Yes. That's fine. A．How about you B．What are you doing C．I still don't agree with you. D．Do you prefer to read stories E．Don't you think it's a little silly F．In my opinion，it's really interesting. G．That's better and faster than moving a mountain. 11.___B____ 12.__F___ 13.__ E__ 14.__C___ 15.___G__