英语人教版八年级下册Unit 6 Section A 1a-1c教学设计
八年级上册Unit 6 Section A 1a-1c教学设计
古丈县古阳中学田宏梅
教学准备
教学工具：多媒体
教学资源：PPT，视频《写给未来的你》余光中
教学设计
一、教学目标
（一）知识目标：掌握下列单词、词组及句型：
1. 识记下列表示职业名称的词：computer programmer，engineer，driver，violinist，pianist，scientist，doctor，cook，pilot
2. 识记短语及固定结构：grow up；want to be；am/is/are going to do sth.
3. 掌握句型（1）--What do you want to be when you grow up?
-- I want to be a/an …
（2）--How are you going to do that？
--I’m going to …
（二）能力目标：1. 会问、会回答将来的职业目标
2. 能正确使用am/is/are going to … 来表达自己未来的打算
（三）情感目标：学会为自己设立未来的职业目标，并为之努力奋斗！
二、教学重难点
1. 新单词：computer programmer；engineer；driver；violinist ；pianist；scientist；
doctor；cook；pilot；grow up
2．会谈论将来的职业目标及打算如何为自己的目标做准备
3．能正确使用want to be；am/is/are going to … 来表达自己未来的打算
三、教学过程：
Step 1 Lead-in【导入】
My dream job! 通过说自己梦想的职业来导入新课教学。
Step 2 Show Learning aims【教学目标及重难点】
1. Teacher: “Today, we will learn to talk about future intentions. Now, Let’s look at the learning aims.”
2. Show the learning aims.
Step 3. New words learning 【教学目标一：教学新单词】
1. Review the words about jobs 复习有关职业的单词
2. Playing a “Guessing game”.玩猜猜游戏，激发学生学习新词汇的兴趣。
3. After playing the “Guessing game”, learning the new words 学习新单词
4. Show the students some pictures of the new words. The students look
at the pictures and learn the new words (Pay attention to the spelling and pronunciation).Then let Ss try to memorize them quickly.
设计意图说明：利用ppt.给学生一些描述职业的图片，让学生看着图片来学习新单词，充分发挥左右脑的不同功能，节省了记汉语意思的时间.
5. Finish activity 1a 完成教材1a
Step 4 Key sentences learning【教学目标二、三：教学短语及重点句型】
1.Show some pictures. 图片展示
2.Show the key sentences 重点句型展示
3.Explain the key sentences. 解释重点句型
4.Practice the key sentences. 练习重点句型
5. Show the Ss some other pictures and practice them like this.
设计意图说明：用不同的图片来对重点句型进行反复训练，这样既能巩固新单词，又训练了新句型！
Step 5 Listening practice【多听多练】完成教材内容1b
1.T: Tell Ss to read the words of jobs in the chart. Make sure they know
the
meaning of the words and sentences.
2.Ask Ss to listening the tape twice and finish 1b。
3.Ask some of the Ss to share their answers.
4.Check the answers together.
设计意图说明：在这一环节，由于听力的设计对于学生来说有难度，所以本人对题型的设计做了调整。
通过听力训练引出第二个重点句型：
A: How are you going to do that?
B:I’m going to…
Step 6 Pairwork【合作学习】完成教材内容1c
1. Show the Ss two pictures and make up a conversation together. And practice it.
利用所给图片信息师生一起编对话；并且进行训练
2. Show the Ss some pictures and let Ss make up dialogues in pairs.
给学生图片编对话
A: What do you want to be when you grow up?
B: I want to be a/an…
A: How are you going to do that?
B:I’m going to…
3. Ask some pairs to act out their conversations.
请部分同学来给大家展示他们的对话
Step 7 Summary
1.知识点总结
2.教师寄语
五.Homework【家庭作业】:
Memorize the words and make up a conversation.
六. 板书设计：。
人教版八年级下册英语Unit6SectionA(1a2c)教学设计
二、学情分析
八年级下册的学生已经具备了一定的英语基础，他们在一至七年级的学习中，积累了大量的词汇和语法知识，掌握了一定的听说读写技能。在此基础上，他们对一般过去时已有初步的了解，但部分学生对动词过去式的变化规则和不规则变化掌握不够熟练，需要在本章节的教学中进行巩固。
（二）过程与方法
在教学过程中，教师将采用以下方法：
1.引导学生通过观察、发现、总结一般过去时的语法规则；
2.利用多媒体教学资源，创设情境，让学生在真实语境中运用一般过去时；
3.组织学生进行小组合作学习，互相交流、讨论，提高口语表达能力；
4.设计丰富的听说活动，如角色扮演、小组讨论等，帮助学生巩固学知识；
7.准备一个关于过去经历的口头报告，在下节课上进行展示，要求报告内容丰富，表达清晰，使用恰当的一般过去时态。
作业布置的目的是让学生在课后能够自主复习和巩固所学知识，同时提高他们的听说读写综合能力。教师应鼓励学生在完成作业的过程中积极思考，发现问题，并在课堂上积极寻求帮助。通过这样的作业设计，学生不仅能够巩固语法知识，还能提高实际语言运用能力，为今后的英语学习打下坚实的基础。
2.强调动词过去式变化规则和不规则变化的重要性，提醒学生在课后加强练习。
3.鼓励学生在日常生活中用英语与他人交流，将所学知识运用到实际中。
4.布置课后作业，要求学生用一般过去时完成相关练习，巩固课堂所学知识。
五、作业布置
为了巩固本节课所学的一般过去时知识，确保学生对动词过去式的掌握，特布置以下作业：
人教版英语八年级下册Unit6SectionA1a~2d优秀教学案例
（二）问题导向
1.设计一系列问题，引导学生思考和讨论过去发生的事件，如“What did you do last weekend?”、“Did you watch the movie yesterday?”等，激发学生的思维和语言表达欲望。
2.问题导向：教师设计了一系列问题，引导学生思考和讨论过去发生的事件，激发学生的思维和语言表达欲望。通过问题解决的方式，学生能够探索和理解一般过去时态的构成和用法，培养学生的自主学习能力和问题解决能力。
3.小组合作：教师组织了多种小组活动，如pair work和group work，让学生在小组内进行交流和合作，共同完成任务。这种小组合作的方式不仅提高了学生的口语交际能力，还培养了团队合作精神和批判性思维能力。
2.教师通过PPT展示一般过去时态的思维导图，帮来自学生系统地整理和巩固所学的知识。
3.教师强调一般过去时态在日常交流中的重要性，激发学生继续学习和实践的动力。
（五）作业小结
1.教师布置一个作业，要求学生运用一般过去时态写一篇小短文，描述自己过去的一个经历。如“请以‘last weekend’为题，写一篇描述你上周六活动的短文。”
人教版英语八年级下册Unit6SectionA1a~2d优秀教学案例
一、案例背景
本案例背景以人教版英语八年级下册Unit6 SectionA 1a~2d为教学内容。本节课主要围绕“谈论过去发生的事情”这一主题展开，通过学习一般过去时态的动词形式，帮助学生掌握描述过去事件的表达方式。教学目标包括：
1.能正确运用一般过去时态描述过去发生的事情。
4.学生能够理解并能够运用本节课所学的语法知识，如一般过去时态的动词变化规则，使自己的表达更加准确。
英语人教版八年级下册unit6SectionA教学设计
Unit 6 An old man tried to move the mountains.Period One Section A(1a-2d)I. Teaching Goals:nguage goals:(1)Words &expressions:Be able to use the words and phrases:shoot, stone, weak, god, remind, silly,once upon a time, a little bit, instead of(2)Grammar:❖Be able to use conjunctions such as “as soon as, so...that...,unless” to tell a story❖Be able to use “how, what, who, why”etc.to ask about a story.(3)Structure::❖How does the story begin?❖Once upon a time, there was a very old man...❖What happened next?❖As soon as the man finished talking, Yu Gong said that his family could continue to move the mountains after he died.❖Why was Yu Gong trying to move the mountains?❖Because they were so big that it took a long time to walk to the other side2.Ability goals:By learning, Ss can tell a story in English, using the target language.3.Moral goals:By learning the story of Yu Gong, Ss are expected to realize that nothing is impossible if we have enough determination and perseverance.II. Teaching Importance1. To understand and ask about how the story goes on.2. To have Ss tell a story and use the conjunctions properly while telling.III. Teaching Difficulties:To enable Ss to tell Chinese legends or stories and give some opinions.in EnglishIV. Teaching Methods:Audio-visual Method; Task-based Teaching Method;; Communicative Method.V. Teaching Aids: CAI, PPTVI. Teaching Strategies: Summarize the stories according to the conversationVII. Teaching Procedure:Play a music video called Yu Gong Moved the Mountains by Jiang Tao.Ask “Have you heard of this song before?”and tell Ss that it sings about an ancient Chinese traditional story. Ask who knows the name of it and then present the language goal in Unit 6: Tell a story.1. T: In Section A, we’ll learn about some famous Chinese traditional stories. Can you guess what stories these are? Look at the screen and guess.Divide the class into two teams. A and B.Present a picture of a story little by little on the screen until one team correctly calls out the name of the story in English or Chinese, e.g. “Hou Yi Shoots the Suns”. Show the story title on the screen ask “Who is the main character in each story?”Give this team a point and then continue the game the same way one after another.2.Work on 1aSs read the story titles and match them with the pictures in 1a, then check the answers. Make sure that Ss can understand the new word “shoot”.Journey to the West b Yu Gong Moves a Mountain dHou Yi Shoots the Suns a Nu Wa Repairs the Sky cTask 3: Listening (3 mins)1.T tells Ss that Anna and Wang Ming are talking about a story and ask Ss to listen the conversation once and find out which story it is. Ss who get the answer may raise hands.2.Play the recording once more, Ss listen and check the facts they hear.3.Check the answers.√The two mountains were very high and big.√ A very old man tried to move the mountains.A man told Yu Gong that he could never do it.Task 4: Discussing (5 mins)Work on 1c1.T: Now Let’s discuss these questions in the box.(Have Ss read the questions, make sure that they understand each question.)2.Ss discuss the questions in pairs, they can use the tapescripts on P103 for help.(While Ss are discussing, show the useful expressions on the screen to offer tips)once upon a time; there was/were ; so... that....3.Have some pairs volunteer to ask and answer the questions.4.Task 5: ListeningWork on 2a (4 mins)1.Pre-listening.Show the pictures in 2a. Say”These pictures show how the story of Yu Gong went on, but they are in the wrong order.What happened in each picture?”( Ss can volunteer to say something about the pictures ) After that , have Ss try to number the picturesaccording to what they think the story should be like.2.While listening:Say “Let’s continue to listen to this story. Listen to Wang Ming carefully.”Play the recording, Ss listen and check if their guessings in advance are right or wrong.3.After listeningCheck the answers in class.Work on 2b (6 mins)(Listen for specific items in conversations.)1. Pre-listeningBefore listening, have Ss read each sentence and explain some difficult sentences (e.g. “as soon as, remind and unless”)for Ss to make sure that they understand them. And then Ss predict and underline the answers they think will be correct.2.While listeningPlay the recording again and Ss circle the words they6 hear.3.After listeningReview the correct answers by reading the whole sentence with the class,and have Ss raise their hands if they predicted the answers correctly in advance.Task 6: Look and talk (8mins)1.T: Well, Wang Ming told us the story of Yu Gong today. Can you try to tell this story as him? Just do it . Let’s say “YES, I CAN.”(The whole class say “YES, I CAN.”loudly.2.T shows all the pictures about the story in order.Ss look at the pictures and try to tell the story in their own words.Remind them using the information in 1b and 2b. Ss can also use the tapescripts for help 3.Ask individuals to retell the whole story one after another.Task 7: Role-play (10 mins)Work on 2d1.T: Thanks for telling us the famous story. Well, what do you think we can learn from this story or the character Yu Gong?Then ask for some personal opinions about the story.After this, T may say “Wow! you have so many different ideas about the story. Why don’t we listen to other people’s opinions about it ?”2.Pay Ss’ attention to 2d and Show the following chart to Ss . Ask Ss to listen to the conversation and underline the correct information to completer the chart.Then check the answers by asking individuals to answer.3.Let Ss read after the teacher and find some verb phrases that they have learned.E.g: try to do sth, keep doing sth, give up, agree with sbThen have Ss find the new expressions and try to explain how to use them. E.g:✧I think it’s a little bit silly.a little bit (= a little) + 形容词或副词时，表示“一点儿”✧But what could Yu Gong do instead of moving the mountains?instead of 是复合介词，后接名词、代词、动词的-ing形式或介词短语等，意为“代替，作为……的替换”。
人教版八年级英语下册Unit6SectionA1a2c教学设计
4.教学评价：
-通过课堂观察，评估学生在小组活动中的参与度和合作能力。
-通过口头提问和课后作业，评价学生对过去时态的掌握程度和对新词汇的应用能力。
-定期进行听力、口语和写作测试，全面了解学生的学习成效。
四、教学内容与过程
3.引导学生关注并学习本单元的新词汇和短语，通过实物、图片、例句等方式帮助学生理解和记忆。
4.结合课本对话，让学生跟读、模仿，提高他们的发音和口语表达能力。
（三）学生小组讨论
在学生小组讨论环节，教师将组织以下活动：
1.将学生分成小组，每组选择一个话题，如“Last weekend's activities”或“Yesterday's interesting things”，让学生用一般过去时态进行讨论。
1.针对学生对过去时态掌握不足的问题，教师应结合课本内容，通过生动的实例和具体情境，帮助学生理解和运用过去时态，提高他们的语法水平。
2.在听说教学活动中，关注学生的个体差异，给予每个学生充分的发言机会，鼓励他们大胆开口，提高听说能力。
3.针对学生阅读理解能力发展不均衡的问题，教师应设计不同难度的阅读任务，引导学生逐步提高阅读水平，培养他们的阅读策略。
-设计听力练习，如听一段关于过去活动的对话或故事，让学生在听后回答问题，锻炼学生获取信息的能力。
2.针对难点内容，教师可以采取以下设想进行教学：
-通过角色扮演或情景剧的方式，让学生在实际对话中练习过去时态，提高他们的口语表达能力。
-在写作环节，指导学生完成一篇关于过去经历的短文，通过写作实践，巩固动词过去式的运用。
2.口语作业：学生与家长或朋友一起，用英语谈论彼此的过去经历，如“Last weekend, I...”或“Yesterday, I...”。家长或朋友可协助录制视频，以便在课堂上进行分享。
人教版英语八年级下册Unit6SectionA1a~2d教学设计
为了巩固本章节所学知识，提高学生的英语综合运用能力，特布置以下作业：
1.书面作业：
（1）完成课本练习册中与本节课相关的练习，如语法填空、翻译等，以巩固词汇和句型。
（2）根据本节课学习的家庭成员和日常生活习惯，编写一段对话，运用一般现在时态描述。
2.口语作业：
（1）与家人或朋友进行英语对话，互相介绍家庭成员的日常生活习惯和性格特点，并尝试运用新学的词汇和句型。
示例问题：
- Can you tell me something about your family members?
- How do you describe what your family members usually do using the simple present tense?
2.教学资源运用：利用多媒体展示一些家庭场景的图片，让学生观察并描述图片中的家庭成员及其行为。
2.培养学生积极向上的生活态度，学会珍惜时间，养成良好的生活习惯。
3.增强学生的团队合作意识，学会在小组合作中互相尊重、互相学习。
4.培养学生的责任感和使命感，认识到自己作为家庭成员应尽的责任，为家庭和谐贡献力量。
二、学情分析
八年级下册的学生已经具备了一定的英语基础，他们已经掌握了基本的词汇、语法和句型，能够进行简单的日常交流。在此基础上，针对本章节的内容，学情分析如下：
2.能够运用一般现在时态描述家庭成员的日常行为习惯及其性格特点，提高语言表达能力。
3.通过听力训练，提高获取关键信息的能力，培养良好的听力技巧。
4.学会在对话中运用目标词汇和句型，进行真实情境下的口语交流。
（二）过程与方法
在本章节的学习过程中，学生将通过以下方法提升英语能力：
人教版英语八年级下册教案：Unit6 SectionA(1a-2d)-word
Unit6 SectionA（1a-2d）教案1.0Teaching Analysis教情分析1.1Teaching Objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: shoot, stone, weak, god, remind, bit, a little bit, silly,silly, instead of,1.1.1.1.2 For comprehending: story, mountain1.1.1.3 Sentence Structures1)---Why was Yu Gong trying to move the mountains?---Because they were so big that it took a long time to walk to the other side.2)A s soon as the man finished talking , Yu Gong said that his family couldcontinue to move the mountains after he died. P423)F inally, a god was so moved by Yu Gong that he sent two gods to takethe mountains away. P424)S o what do you think about the story of Yu Gong? P425)T his story reminds us that you can never know what’s possible unlessyou try to make it happen.P426)B ut what could Yu Gong do instead of moving the mountains? P427)I t doesn’t seem very possible to move a mountain. P428)I think it’s a little bit silly.P429)T hat’s better and faster than moving a mountain! P4210)You have different opinions about the story, and neither of you are.P421.1.1.4 Grammar Focus1) As soon as the man finished talking, Yu Gong said that his family couldcontinue to move the mountains after he died.（as soon as引导时间状语从句）2) Finally, a god was so moved by Yu Gong that he sent two gods to takethe mountains away.（so…that如此…以至于,引导结果状语从句）3）This story reminds us that you can never know what’s possible unlessyou try to make it happen.(unless连词，引导条件状语从句)4) How does the story begin? (用how询问方式、方法)5) What happened next? (what询问物体或事件等)6) Where would they put all the earth and stone from the mountains?（where对地点提问）7) A very old man tried to move the mountains.( 一般表示过去某一时候或某一段时间所发生了的事情或存在的状态)8) A man told Yu Gong that he could never do it.（told是过去式的不规则形式）9) A man saw Yu Gong and his children when they were working on moving the mountains.1.1.2Ability goals 能力目标1.1.2.1 教会学生正确掌握并运用连词unless, as soon as, so…that引导状语从句的用法。
人教新目标版八年级英语下册unit6SectionA(1a2d)教学设计
5.口语表达：设计角色扮演、小组讨论等活动，鼓励学生运用所学时态表达个人经历和感受，提高口语表达能力。
6.写作实践：让学生根据课堂所学，撰写一篇关于自己或他人梦想的小短文，运用一般过去时和现在完成时，巩固所学知识。
2.过程与方法方面：重点在于培养学生的听力策略，如预测、关键词识别等，以提高学生在实际语境中的听力理解能力。难点在于如何引导学生有效地运用阅读策略，如扫读和精读，以快速获取文章主旨和细节信息。
3.情感态度与价值观方面：重点在于激发学生对梦想的追求，并培养学生面对困难时的积极态度。难点在于如何通过教学活动，让学生内化这些价值观，并将其转化为实际行动。
2.学生能够理解并运用一般过去时和现在完成时描述过去发生的事情，以及过去的事情对现在造成的影响。
3.学生能够通过听力训练，提高获取关键信息的能力，如：理解人物的经历、梦想和成就等。
4.学生能够在阅读过程中，运用阅读策略（如：预测、扫读、精读等）获取文章大意，提高阅读理解能力。
（二）过程与方法
1.通过小组合作、讨论、分享等形式，培养学生合作学习的能力和口语表达能力。
4.学生互相批改作文，分享优秀作品，教师给予点评和指导。
（五）总结归纳（500字）
1.教师引导学生回顾本节课所学内容，总结一般过去时和现在完成时的用法。
2.学生分享学习心得，讨论如何将所学知识应用到实际生活中。
3.教师强调梦想的重要性，鼓励学生为实现梦想而努力奋斗，面对困难时保持积极态度。
4.教师布置课后作业，要求学生运用所学知识，撰写一篇关于梦想的短文，巩固课堂所学。
人教版八年级英语下册Unit6大单元教学设计
2.口语练习：
-与同学合作，编排一段关于志愿活动的小对话，并尝试在下一堂课上进行展示。
-观看有关志愿活动的英文视频，模仿其中的表达方式，提高自己的口语水平。
3.阅读拓展：
-阅读一篇关于志愿活动的英文文章，总结文章大意，并用自己的话复述文章内容。
3.通过小组合作学习，培养学生团队合作精神和解决问题的能力。
4.采用启发式教学，引导学生主动思考、提问，培养他们的批判性思维。
5.通过课后作业和拓展阅读，巩固所学知识，提高学生的自主学习能力。
（三）情感态度与价值观
在本章节的教学中，教师将关注学生的情感态度与价值观的培养，使他们在学习英语的过程中，形成以下价值观：
人教版八年级英语下册Unit6大单元教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教版八年级英语下册Unit6的内容，掌握以下知识与技能：
1.掌握本单元的核心词汇和短语，如：volunteer, opportunity, organize, raise money, help sb. out, make a difference等，并能熟练运用这些词汇进行日常交流。
-学生通过头脑风暴、观点陈述等方式，探讨志愿活动的意义、组织方法等。
-每个小组分享讨论成果，其他小组进行评价和提问。
3.教学目的：培养学生的团队合作能力、批判性思维和跨文化交际能力。
（四）课堂练习
1.教学内容：针对本节课的语法知识、词汇和话题进行练习。
2.教学过程：
-设计听力练习，让学生在听懂长对话的基础上，完成相应的练习题。
-设计一份公益活动的宣传海报，用英文介绍活动内容，锻炼自己的跨文化交际能力。
人教版英语八年级下册Unit6SectionA(1a2d)优秀教学案例
3.定期进行课堂评价，如口语测试、书面作业等，了解学生对过去进行时的掌握程度，为下一步教学提供依据。
四、教学内容与过程
（一）导入新课
1.教师通过多媒体展示一幅公园场景的图片，引导学生观察并描述图片内容。学生可以自由发挥，用已学的英语知识进行描述。
3.各小组派代表分享讨论成果，教师点评并给予指导。
（四）总结归纳
1.教师引导学生总结过去进行时的结构、用法和注意事项。
2.学生通过归纳总结，加深对过去进行时的理解，提高记忆效果。
3.教师强调过去进行时在实际交流中的重要性，激发学生的学习兴趣。
（五）作业小结
1.教师布置课后作业，要求学生运用过去进行时写一篇小短文，描述昨天发生的事情。
2.问题导向引导学生自主探究：教师通过引导学生提出问题，激发学生的思考和探究欲望。在解答问题的过程中，学生能够自主发现过去进行时的特点和规律，培养分析问题和解决问题的能力。
3.小组合作培养团队合作精神：教师将学生分成若干小组，鼓励他们相互讨论、交流，共同完成任务。这种方式不仅有助于培养学生的团队合作精神，还能提高他们的沟通能力。
1.将学生分成若干小组，鼓励他们相互讨论、交流，共同完成任务。
2.设计小组合作活动，如共同编写对话、表演节目等，培养学生的团队合作精神和沟通能力。
3.各小组展示成果，其他小组成员和教师进行评价，给予肯定和鼓励，提高学生的自信心。
（四）反思与评价
1.让学生在课后对自己的学习进行反思，总结过去进行时的知识点和运用技巧。
8.教学目标明确，注重培养学生综合素质：本案例中，教师以提高学生英语语言运用能力为核心，注重培养学生综合素质。通过学习过去进行时，学生能够更好地描述过去某个时刻正在进行的动作，提高他们的语言实践能力。
英语人教版八年级下册Unit6 SectionA(1a-1c)
Unit 6An old man tried to move themountainsSection A (1a-1c)Teaching plan (教案）民胜中学杜晓梅Unit 6An old man tried to move the mountainsSection A（1a-1c）I. Teaching contents (教材分析）1. First, this is the sixth unit about eighth grade book.2. Second, this unit mainly about speaking, make students learn how to tella story.II. Analysis of the students（学情分析）Students: My students have already mastered some basic knowledge about English learning. But they are afraid of speaking and making mistakes. Our teachers should encourage students to speak and communicate with others as soon as possible.III. Teaching objectives（教学目标）By the end of the lesson, students should be able to:1. Language knowledgea) Students can remember words and phrases: shoot, stone, weak, dig, once upon a time, so......that, put......into.c) Students can use basic sentences patterns to ask a story.2. Language skillsa) Develop the student’s ability to listen and speak.b) Learning how to use sentences to tell a story.3. EmotionalLearning the spirit of Yu Gong offers to solve problems.IV. Teaching focus and difficulties（教学重难点）1.FocusLearn to tell stories.2.DifficultiesDevelop student’s listening and speaking skills.V. Teaching aids （教具）Blackboard, pictures, chalk, PPT……VI. Teaching procedures（教学过程）Step 1: Revisiona) First, leading students review the words and phrases what we havelearned before.b) Let students read after me.Step 2: Presentationa)Ask students some questions about stories.b)Show some pictures, make students point out the names of the stories. Then lead in the new lesson: in this unit, we will learn how to tell stories. Step3: Task Study Plana) Make students look at the picture in 1a, lead students to read the story titles and explain their meanings. After that, ask them to match the story titles with the pictures, then check the answers.b) Play the tape for students to listen, make students check the sentences and answer the question, play the tape again and complete the form.c) Make students read the story together.Step 4: Practicea) Ask the students to discuss some questions with their partners.b) Make students use their own words to tell a story about traditional Chinese stories in English.Step 5: Consolidationa) Summarize the lesson.VII. Homework（家庭作业）For today’s homework is:Talking about the rest of the story about Yu Gong moves a mountain with your partners.IX. Blackboard design (板书设计）An old man tried to move the mountainsWho Yu GongWhat Moves the mountainsWhen Once upon a timeWhy Because the mountains were so big and high that it took a long time to walk to the other sideWhere Put the earth and stones into the sea。