1、八年级 Unit6 An old man tried to move the mountains.Section A 1a-2dTeaching and learning goals:一.功能:能够用英语询问故事的开始、发展及后续等,能够对故事中的人物或情节发表一些简单的看法或观点。二词汇和常用表达:1.能正确使用下列词汇及短语：Shoot, stone, weak, gods, remind, bit, silly, move the mountains, a little bit, instead of, give up.2.能正确使用下列常用表达： How does the story
2、begin? What happened next? What do you think of the story of Yu Gong? What could Yu Gong do instead of moving the mountains?三学习策略：通过和学生谈论“ Yu Gong Moves a Mountain”相关话题，引导学生根据人物对白总结故事情节要点,且根据故事情节发展尝试用自己的语言讲述故事。四.文化知识:通过学习中国民间神话故事，去体会和感悟中国古代的智慧结晶，在学习和生活中，当面对困难时，要凭借自己的力量，勇敢的克服困难,绝不放弃。Step 1: Preview b
3、efore class(课前预习)I. Look at the book on P41-42, put the following into English orally, and then write them down without looking at the text. 1.射击 _（过去式）_ 2. 石头 _ 3.虚弱的_ 4.神， 上帝 _ 5.提醒，是想起_ 6. 一点，小块 _ 7.愚蠢的 _ 8.有点儿；稍微_9.代替；反而_ 10.继续做_11.同意某人_ 12.带走，拿走_II. Look at P41-42, Can you translate these sente
4、nces? Then write them down without looking at the text. 1.故事是怎么开始的？.2.这个人一说完，愚公就说，他死后他的家人将继续移山。3.最后，上帝被感动了，于是派了两个神仙 移走了大山。4.这个故事提醒我们，你永远不知道什么是可能的，除非你试图让它发生。【设计意图】：设计单词、动词短语和句子翻译预习题，目的是通过学生预习来熟知单词和动词短语，进一步激活新知识，同时激励学生记住单词和短语和句型。 Teaching and learning steps:Step2 .Warming up and Pre-listening activiti
5、es:T: Hello, boys and girls! Do you like listening or telling stories? What stories do you like to read? Have you ever heard these stories? Look at the pictures carefully and name them as quickly as you can. (尽可能快地说出下列故事的英语/汉语名字。)【设计意图】：看图让学生熟悉四个神话故事的英文名称，适时对所学词汇进行回忆以及进一步的巩固,并适当活跃课堂气氛。Step3: While-l
6、istening activities:T: Do you know which my favorite story is? (Yu Gong moves a mountain.)We can tell this story in Chinese. Today, lets learn to tell in English. Well have two parts to listen to this story. In part 1, well listen to the beginning of the story. In part 2, well have the body and the
7、ending.Task1: Listen and check the facts you hear. (听取细节)T: Now listen carefully, listen and check the facts you hear. Which story are Anna and Wang Ping talking about?Ss listen carefully, and then check the answers.Task2: Listen and fill in the blanks.Wang Mi: H,Ana. ImyChies clatody, wera fmous tr
8、y cledYuGovsoutn.Ohwrbg? i: l,_, rs v ln. The rt i.TigdbitikalngtaktheidA: Sopnxi el, ld ols faly th soul alp himt_.: Mbutmrbcunevmtre.Wagi Ys,a wti fi, .nhrleypltr dstf h ot? i: Gongid co i_bcauitsgeulvt.Shals igne xy. 【设计意图】：让学生通过填空，对全文有一个整体的感知，为听后的小组活动做铺垫，并为 tell the story 环节提供帮助。Step4 .Post-list
9、ening Activities: Pair work.1cT: We have listened to the beginning of the story. Now, discuss the questions with your partners.Make a conversation, using information about the pictures .Ask several pairs to act their conversations out. 【设计意图】：让学生在运用目标语言的基础上增加语言的交际性和趣味性，让学生在听之后通过说输出，提高学生参与课堂的广度和深度。St
10、ep5 While-listening activities: Listening Practice 2a they are a little younger than Yu Gong, perhaps his sons or grandsons. They continue to move the mountains.Pic3: two gods take the mountains awayPic4: a man says something to Yu GongTask 1. Listen for the specific ideas of 2a(听取细节)21cnjyT: Now li
11、sten and number the pictures 1-4 in order to tell the story. Task 2 Listen again and circle the words you hear.T: First, read the sentences by yourself and try to find out the difficulties.(Teacher asks what the words mean: weak, god, remind)Then, listen and circle.1. A man saw Yu Gong and his (chil
12、dren / family) when they were working on moving the mountains.2. He told Yu Gong he could never do it because he was old and (poor / weak).3. As soon as the man finished (talking / speaking), Yu Gong said thathis family could continue to move the mountains after he died.4. Finally, a god was so move
13、d by Yu Gong that he sent (two / three) godsto take the mountains away.5. This story reminds us that you can never (know / see) whats possibleunless you try to make it happen. (Make the students check the answers.)【设计意图】:让学生先了解大意，然后再听细节，能有效培养学生通过听获取、处理和传递所需信息的能力。泛听和有选择地听有机结合，让学生捕捉听力材料的某些具体信息旨在培养学生选择
14、信息的能力。Step6 Post-listening activities 听后活动Task1. T: You have known the story of Yu Gong .You can make a mind map. T: You can tell the story in your groups. If you can, try not to look at the mind map.(Let some students tell the story to the class. See which groups story is better. )【设计意图】:通过构建思维导图，帮
15、助学生对听力有整体感知。语言输出，培养学生综合语言表达能力，为下一步的综合语言输出做好准备。Task2.Role-play the conversation.2dRole-play the conversation between Teacher ,Wang Ming and Claudia.21 教育网1.T: Now youve known the story of Yu Gong. What do you think about Yu Gong? Do you think he is hardworking or a little bit silly? 【设计意图】:语言输出，引导学生表
16、达自己的观点。2.T：Let us see another teacher and his /her students in 2d.You read the conversation individually and find out their opinions.21世纪*教育网Task 1: what do Wang Ming/ Claudia/teacher think about Yu Gong? 3. Listen and repeat. Then read in groups of three. Try to act it out.Ask some pairs to read th
17、e conversation .The best performers should have the best pronunciation.【设计意图】:学生运用阅读并完成相应任务、分角色表演等方式，更深层次地理解和巩固本课目标语言，在阅读、会话交流的语言实践过程中，综合运用目标语言，提升语言能力。Task 2 CooperationT: I think youve learned a lot from Yu Gong Moves a Mountain. I think he is hard-working, but if I were Yu Gong, I would move the h
18、ouse instead of moving the mountains. What do you think of Yu Gong? If you were Yu Gong, what would you do?【设计意图】:通过调查采访活动，培养学生用英语表达自己和他人观点的能力，目的让各个层次的学生参与课堂，体验成功的乐趣，既巩固了本课所学的目标语言，又巩固和拓展了听力材料内容，进一步培养学生在实践中运用所学知识的能力。Step7 Homework【设计意图】：作业兼顾了优良中差学生，分层布置，分必做和选做，巩固、复习所学知识点，夯实基础。并练习讲故事。对学有余力的同学，可进行用英语讲诉古老的神话故事。
