Unit 6 An old man tried to move the mountains教学设计.docx

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1、Unit 6 An old man tried to move themountainsSection A 3a-3c 教学设计一、教学目标（一）语言知识目标1 .能掌握以下单词:object, magic, stick, hide, tail, turninto, excite, western2 .阅读短文，能按要求找到相应的信息，通过阅读提高 学生们的阅读能力。3 . 了解西游记中美猴王这一人物的大体情况。（二）阅读能力目标继续熟练本单元的单词和句型，巩固学过的知识，阅读 短文，获得相关的信息。通过阅读练习，来提高阅读能力（三）情感态度价值观目标通过本单元的学习，培养学生坚强的意志品格，

2、要学习 愚公不畏艰险，不怕困难，勇敢面对困境的精神。并且通过 本单元的学习，多阅读中外传统文学名著，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。 了解外国的文化，开阔自己眼界。二、教学重难点（一）教学重点1 .掌握本部分出现的生词和词组，达到熟练运用的目标。2 .阅读短文，获得相关的信息。通过阅读练习，来提高 阅读能力。（二）教学难点训练学生的阅读短文提取信息的能力。一般过去时的表达。三、板书设计Unit 6 An old man tried to move the mountains.Section A 3a-3c1979whenwhyThe monkey kingH

3、e keepsFighting tohelp theweak andnever gives up1 .make 72 changes2 .make himself intodifferent animalsand objects.3 .make the magicstick big and long.Can I doHide his tailTurn himself into amanNew words：turninto, object, hide (hid), tail, magic, stick,excite, Western四、教学过程(一)预习Section A 3a思考并回答下列问题

4、：1. Which book is talked about?2. Who is the main character?3. What is he like?(二)Step 1 Warming-up1.引导学生们学习生词。多媒体显示本课时的生词： turninto, object,hide (hid), tail, magic, stick, excite, Western2. Enjoy a video ofJourney to the Westand answer the questions.A. Who are they?B. In which book are they the mai

5、n characters?C. Which character do you like best?设计意图：首先播放西游记片断，激发学生兴趣，引入本节的话题。warming-up设 置三个 问 题：1. Who are they?2. In which book are they the main characters?3. Which character do you like best?及图片引出文 章3a,通过这三个问题激发学生阅读动机，循序渐进设计 任务3b及3c,培养学生阅读方法。(三)Step 2 Presentation1. (3a) Read the passage quick

6、ly , match the topic sentence with each paragraph and answer the questions：A. Which book is talked about?B. Who is the main character?C. What is he like?2. (3b) Ask Ss to read the passage again and complete the chart about the Monkey King. What he can do：A. He can make 72 changes to his shape and si

7、ze, turning himself into different animals and objects.B. He can make his magic stick small or large. What he can t do：Unless he can hide his tail, he can t turn himself into a person.设计意图：阅读短文，根据短文回答问题。学生在阅读 时带着问题，然后快速阅读短文，争取在较短的时间内，找 到答案。教师应该在阅读训练之前给予学生正确的方法指 引。（四）Step 3 Consolidation (3c) Ask Ss

8、to completethe sentences below with the phrases from the passage.To get Ss to consolidate the sentences according the context and use the right verb forms.设计意图：通过本环节的训练巩固本单元的单词、词组 以及常用句型（五）Step 4 Discussion1. Discuss in groups： Why Western children became interested in reading this story? Do you wan

9、t to be the Monkey King? Why or why not?2. Work with partners and make their a conversation, talk about their opinions.设计意图：训练与提高，通过讨论引发学生深入思考， 西游记之所以经久不衰，一个重要原因就是孙悟空锄强扶 弱、敢于抗争、永不放弃的精神，并且在思考和交流中，注 重培养学生的合作精神（六）Step 5 ExercisesAsk Ss to finish the exercises and check theanswers.设计意图：通过练习，巩固本课所学单词和短语。

10、（七）Step 6 Summary设计意图：通过思维导图的方式，巩固本课所学知识， 清晰明了，考查学生的运用能力，全面评价学生。（八）Step 7 Homework1 .复述3a部分的课文2 . Try to write about your favorite character ina book or a cartoon.用英语描述一位在书中或者漫画中最爱的人物。写他们 最喜爱的人物，有助于帮助他们挖掘人物身上的闪光点，帮 助学生更好的学习他们的优点，同时能锻炼其写作技能。五、教学反思这是一堂阅读课，文章是关于美猴王孙悟空的，学生们 对它本就比较喜欢且熟悉，课堂进展较顺利，课堂气氛活跃。 整堂课用动画片美猴王引入，学生很感兴趣，充分调动 起了学生们阅读的积极性，学生们主动探究学习。同时，在 学习的过程中通过让学生讲解习题，小组汇报以及角色扮演 等形式，让学生们整节课的注意力都比较集中。