人教版八年级英语下册 unit6 sectionA 3a教学设计
人教版八年级英语下册unit6 sectionA 3a教学设计1教学目标1. Knowledge Object：1) Key Vocabulary：object, magi c, stick, hide, tail, turn…into, excite, western, stepsi ster, prince, couple, smile, marry , get married, fit, fall in love2)Target Language:The Monkey is the main character in the traditional Chinese book Journey to the West.And as soon as the TV program came out more than 30 years ago, Western child ren became interested in reading this story.2学情分析Be able to understand the passage and learn to tell a story using the target langu age.Enable students to practice reading and writing with the target language.Learn the usage of “unless”, “as soon as” and “so…that”.3.Moral Objects：Educate students to keep fighting against evildoers and bad deeds and never give up3重点难点Key Vocabulary：object, magic, stick, hide, tail, turn…into, excite, westernTarget Language:The Monkey is the main character in the traditional Chinese book Journey to the West.And as soon as the TV program came out more than 30 years ago, Western child ren became interested in reading this story.Be able to understand the fairy story and tell their favorite story with target langua ge.4教学过程教学活动活动1【导入】Warming up…Let some Ss tell the story of Yu Gong moves a mountain.活动2【讲授】New words。
1. Look at the pictures and learn about the new words.object, magic, stick, hide, tail, turn…into, excite, western, stepsister, prince, couple, smile, marry , get married, fit, fall in love2. Ask students to practice making sentences with them.活动3【讲授】ReadingWork on 3a:1. Look at the pictures and answer the questions.1）. Who are they?2）. In which book are they the main characters?3）. Which character do you like best?Keys: 1. They’re Zhu Bajie, Su Wukong, Sha Heshang and Tang Seng.2. Journey to the West.3. I like Monkey King best.2. Watch a video about the Monkey King.3. Tell Ss to read the article in 3a quickly and try to find the answers to the questions:① Which book is talked about?② Who is the main character?③ What is he like?4.Ss read the article quickly and try to answer the questions:Keys: 1. Journey to the West.2. The Monkey King.3. He is not just any normal monkey. In fact, he sometimes does not even look like a monkey!Work on 3b:1. Have student read the chart in 3b, and then read the passage again and complete the content about the Monkey KingWhat he can do:① He can make 72 changes to his shape and size, turning himself into different animals and objects② 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.2. Check the answers.Work on 3c1.Have students complete the sentences in 3c.5. Check the answers。
Keys: 1. traditional 2. came out, became interested in 3. make 72 changes, turn himsel f into 4. is able to活动4【导入】presentation1. …turning himself into different animals and objects.tur n…into…变成 e.g. I have a dream that I've turned into an elephant.2. But unless he can hide his tail, he cannot turn himself into a person.unless conj. 如果不；除非。
引导条件状语从句，=if…not。
e.g. Unless I do, we’ll be lost.hide v. 隐藏；隐蔽。
(hide-hid-hidden) e.g. Where did you hide the money?3. …the Monkey King uses a magic stick.magic adj. 有魔力的；有神奇力量的e.g. All the people heard of the magic carpet.Step 5 Grammar Focus1. Ask students the questions in left column and call some students answer them.2. Let them read and remember the sentences of the grammar focus by themselve s.Explain:unless是连词，意为“除非；如果不”，引导条件状语从句，含有否定意义，相当于if ... not 。
注意：unless引导条件状语从句时，如果主句是一般将来时，从句用一般现在时表将来。
如：We’ll go to the concert unless it doesn’t rain.as soon as是连词词组，引导时间状语从句，意为“一……就……”。
as soon as引导的时间状语从句中，若主句是一般将来时，从句用一般现在时表将来。
如：My brother will look for a job as soon as he leaves school.so ... that表示“如此……以至于……”，常用于引导结果状语从句。
常见结构为：“so +形容词/副词+ that从句”或“so +形容词+ a / an +单数名词+ that从句”。
3.Have students practice making up their own sentences with conjunctions such as unless ,as soon as, and so…that.活动5【讲授】summaryThis class, we have learnt some new words and some sentences. And we have al so read the passage and done some exercises. We should keep fighting against e vildoers and bad deeds and never give up活动6【练习】HomeworkHave students write a story and tell the story to their parters.。
英语人教版八年级下册unit 6 section A 3a 教学设计
人教版八年级下册Unit 6 An old man tired to move the mountains.Section A 3a《Journey to the west》教学设计一、教学目标：本节课一方面旨在训练学生的阅读能力，通过训练，让学生提高从文中捕捉信息的能力，能够用文中语句回答所给问题，这也是结合中考阅读部分考试作出的设计和训练。
另一方面，希望同学们通过学习、了解课文后，能够将长篇文中浓缩提炼，并加以复述，提高学生的口头表达能力。
二、教学过程：（一）Lead in: 通过播放《西游记---三打白骨精》片段（3分钟）导入今天新课，并且为课堂最后的英语短剧表演做铺垫。
（二）Fast reading: 初次速读课文，回答三个问题。
1.Which book is talked about?2.Who is the main character?3.What is he like?（三）Detail reading: 再读课文，检测本文重点单词、短语；再向学生根据课文内容、细节提出四个问题，让学生在文中找出答案，帮助学生更好地理解课文。
（1）P PT课件中展示出本课重点单词、短语，逐一向学生提问，对重点单词、短语加以讲解。
（2）回答问题：（接上一环节）4.What can he do?5.What weapon does he use?6.What’s the influence of the Monkey King to children?7.What kind of spirit can we learn from the MonkeyKing?（四）After reading:根据课文内容完成课本3b。
（五）Retell the passage:完成4b填空，并练习复述课文。
（六）Show Time:学生模仿上课前播放的短片，演改编版英语小短剧。
（七）Homework：练习复述课文，并把它讲给父母和同伴。
人教版初中英语八年级下册Unit6SectionA3a-3c教案设计
第二课时Section A 3a—4c教学目标：1.Improve the reading ability。
2.理解并掌握的重点单词和短语:object, hide, tail, magic, stick,excite,Western, fit, couple, smile, marry, turn…into…, keep doing sth., become interested in, once upon a time, fall in love, get married。
3.熟练运用as soon as, unless, so…that…结构。
教学重难点：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。
3.熟练运用as soon as, unless, so…that…来讲述故事。
教学思路：本课教学内容是八年级下Unit 6 第二课时,是一节阅读课。
它的任务是训练和提高阅读技能,掌握语法、词汇和知识点等内容,让学生根据问题讲故事,练习句型,总结状语从句的基本用法。
教学准备：准备多媒体课件教学过程：Step Ⅰ.Leading inT: Let’ｓ look at the picture. I think you must have known it verywell. In this story, there are four main characters. They are Zhu bajie, Sha Wujing, Tangseng a nd Sun Wukong. And I like Sun Wukong best. What about you? Do you like him? In fact, he has another name, the Monkey King. Sun Wukong h as a stick, and it’s a magic stick.He can make i t big and long. He can also make it small and short to keep it in his ear. So this classlet’s learn something more about him.Now let’s come to 3a.[设计意图]通过图片老师直接引出话题,引入新课,让学生提前感知所学内容。
人教八年级下册Unit6SectionA(3a3c)教学设计
3.课堂活动：设计丰富多样的力。
教学策略：结合教材内容，设计不同类型的练习题，让学生在活动中巩固所学知识，提高语言技能。
4.个性化教学：关注学生的个体差异，给予每个学生个性化的指导和帮助。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于学生对一般将来时态的掌握，以及运用该时态描述未来计划和行动。同时，新词汇和短语的识记、理解和运用也是教学的重点。
难点：如何引导学生在实际场景中灵活运用一般将来时态，以及如何帮助学生在交流中准确使用新词汇和短语。
2.重点：培养学生通过听力、口语、阅读等多种途径获取信息，提高其综合语言运用能力。
（二）过程与方法
1.通过小组合作、讨论等形式，让学生在互动中学习，培养其团队协作能力和解决问题的能力。
2.运用多媒体教学资源，如图片、视频等，创设真实语境，帮助学生理解和记忆目标词汇和句型，提高学生的学习兴趣和积极性。
3.引导学生通过听力、口语、阅读等多种方式获取信息，培养其综合语言运用能力。
（三）情感态度与价值观
3.交流展示：各小组展示旅行计划，组内成员用目标句型进行汇报，如：“I will visit my aunt and go shopping.”
（四）课堂练习
1.听力练习：教师播放3c部分的听力材料，学生听后完成相应的练习，巩固一般将来时态的用法。
2.口语练习：学生两人一组，根据3c部分的提示，进行角色扮演，模拟旅行场景，练习目标句型。
3.鼓励学生互相分享、交流作业成果，互相学习，共同进步。
4.家长应积极配合，关注孩子的学习进度，共同参与孩子的学习过程。
英语人教版八年级下册Unit 6 3a 教案
Teaching planUnit 6An old man tried to move the mountains.The Second Period Section A (3a-3c)I.Teaching aims1.Key words: object,hide,tail,magic,stick,excite,Western2.Key phrases: most of, for the first time, look like, in fact, turn…into,be able to, become interested in, keep doing sth.,at other times3.Important sentences:①Most of them were hearing this story for the first time.②This is because he can make 72 changes to his shape and size, turning himself into different animals and objects.③But unless he can hide his tail, he cannot turn himself into a person.④And as soon as the TV program came out more than 30 years ago, Western children became interested in reading this story because the clever Monkey King keeps fighting to help the weak and never gives up.II. Important points:1.重点短语及句型2.能用自己的语言复述故事III. Difficult points:1.重点短语及句型2.能用自己的语言复述故事IV. Teaching processStep 1 RevisionRead the title together.Let some Ss tell the story of Yu Gong moves a mountain.What can you learn from Yu Gong? ( insistence, diligence, courage)Step 2 Lead inWatch a video.①What book is it from?②Who is the main character in the video? What do you think of him?Ask Ss to copy the Monkey King’s action and words.Show the new words and learn together. 1. object n. 物体 2. tail n. 尾巴3. stick n. 棍；条4. excite v. 使激动；使兴奋5. western adj. 西方的Step 3Work on 3a-3c1. Tell Ss to read the article in 3a quickly and try to find the answers to the questions:①Which book is talked about?②Who is the main character?③What is he like?Ss read the article quickly and try to answer the questions:2. 方法指导：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。
Unit6SectionA3a3c教案人教版英语八年级下册
An old man tried to move the mountain.SectionA3a3c1.Teaching material$ Students analysisThis is a reading lesson. It is taken from Unit6 SectionA 3a3c,Book8B of Go Ror It. This is the second period of this unit. It is mainly abouta story Journey to the West. Students have learned a story Yu GongMoves a Mountain last period. This class continues to tell a story.Students in Grade 8 are still outgoing and active. They are interested in telling stories and they are also familiar with the story Journey to the West. So it is not too difficult for them to have this class.2.Teaching objectivesLanguage ability Ss are able to learn the new words and expressions, uch as: object, magic, urn…into….Learning ability Ss are able to learn the way of reading and to understand the story ,then to retell it by using the key words.Thinking quality Ss are able to learn from Monkey King to bee a brave and wise person.Cultural awareness Ss are able to study hard and face any trouble bravely.3.Teaching important$DifficultTeaching important: to teach students to understand the passage and learn the reading skills.Teaching difficult: Students’ reading ability will be improved.4.Teaching$Learning methodThe taskbased teaching method, situational approachThe cooperative learning method5.Teaching proceduresStep1. Leadin(3min)Show a video about Journey to the west and ask students some questions:What’s the name of the video？How many characters are there?Which character do you like best? Why?（To arouse students’ interests and lead in topic）reading(2min)Show the picture in 3a and ask students to guess the main idea of the passage.( To improve students’ predicting skills)Step3. Whilereading(20min)Fast reading1.Read the passage quickly and answer the questions.Which book is talked about?Who is the main character?What is he like?2.Lead students to analyze the structure of the passage.Careful reading1.Read paragraph 1 and answer the questions?What’s the name of the new TV program in England?Who is the main character?2.Read paragraph 2 and plete the chart about Monkey King.What he can do what he can’t do3.Read paragraph 3 and answer the question.What’s the influe nce to Chinese and Western children?4.Read the passage again and plete the sentences in 3c.5.Explain some language points.(To understand the main idea and the structure of the passage.) Step4. Postreading(10min)Pair work Work in pairs to talk about why you like or dislike Monkey King.3.Retell the story based on the mind map.Step5.Summary(2min)1.Summarize the key words and phrases.2.Retell the story by the mind map.Step6. Homework(1min).1.（You must）read a aloud the passage fluently and learn the useful expressions.2.（You can）retell or recite the story by the mind map.design.An old man tried to move the mountain.SectionA3a3cbackgroundwhat he can dospirit Monkey King what he can’t doChinese childrenInfluencewestern children。
人教版八年级英语下册Unit6SectionA3aGrammar教学设计
Step 1:情境导入（5分钟）
1.教师通过展示图片、播放视频等方式，引导学生谈论自己的周末计划。
2.学生在教师的引导下，运用一般将来时态描述自己的计划。
Step 2:语法讲解（15分钟）
1.教师讲解一般将来时态（be going to）的结构和用法。
2.学生跟随教师进行例句练习，熟悉一般将来时态的构成。
-设想二：建立课后反馈机制，教师及时了解学生的学习情况，调整教学策略。
6.开展课外活动，将英语学习与生活实际相结合。
-设想一：组织英语角活动，让学生在轻松的氛围中练习一般将来时态的表达。
-设想二：鼓励学生参加英语演讲比赛、编写英语短剧等，提高他们的语言实践能力。
四、教学内容与过程
（一）导入新课（500字）
3.学生分享自己的观察和发现，教师适时引导，为新课导入做好过渡。
（二）讲授新知（500字）
1.教师呈现一般将来时态（be going to）的结构，解释其用法，并举例说明。
2.学生跟随教师一起分析例句，总结一般将来时态的构成和用法。
3.教师通过PPT展示、板书等形式，详细讲解一般将来时态的疑问句和否定句构成，并让学生进行模仿练习。
3.加强小组合作学习，培养学生相互交流、共同进步的学习氛围。
4.教师关注每个学生的学习状态，给予个性化的指导和鼓励，提高学生的自信心。
三、教学重难点和教学设想
（一）教学重难点
1.重点：一般将来时态（be going to）的结构和用法，包括动词形式、疑问句和否定句构成。
2.难点：
（1）理解并区分一般将来时态与一般现在时、一般过去时的不同。
3.作业反馈：教师应及时检查学生作业，给予评价和指导，鼓励学生持续进步。
人教版八年级下Unit6SectionA3a3c教学设计
f.课后作业：布置与环保相关的作业，如调查问卷、写作等，让学生在实际操作中深化对环保知识的理解。
6.教学评价：采用过程性评价和终结性评价相结合的方式，关注学生在学习过程中的表现，激发他们的学习积极性。
四、教学内容与过程
（一）导入新课
需要注意的是，学生在英语学习中仍存在一定程度的个体差异，部分学生对词汇和语法掌握不够扎实，可能会影响他们对本章节内容的理解和掌握。因此，在教学过程中，教师应关注每一个学生的成长，给予个性化指导，确保他们在原有基础上得到提高。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于让学生掌握环保相关的词汇和短语，如"prevent", "pollute","environment", "waste", "reuse", "recycle"等，并能运用一般现在时描述环保行为。此外，学会使用目标句型“What can we do to…?”, “We can…”进行问题回答和讨论。
2.任务型教学法：设计各种任务，如小组讨论、角色扮演等，让学生在实际操作中运用所学词汇和句型，提高他们的语言表达能力。
3.分层教学：针对学生的个体差异，设计不同难度的练习和活动，使每个学生都能在原有基础上得到提高。
4.情感教育：在教学过程中，注重培养学生的环保意识，让他们认识到自己日常行为对环境的影响，激发他们积极参与环保行动。
人教版八年级下Unit6SectionA3a3c教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本节课所学的词汇和短语，如"prevent", "pollute", "environment", "waste", "reuse", "recycle"等，并能正确运用这些词汇描述环保相关的行为和措施。
八年级英语下册教学(人教版,河北专版)Unit6SectionA(3a4c)优秀教学案例
（二）过程与方法
1.学生通过观察、分析、归纳等方法，自主探究一般过去时的结构与用法。
2.学生通过pair work、group work等形式，进行实际操作，培养合作学习能力。
3.学生通过角色扮演、情景模拟等活动，提高运用一般过去时进行交际的能力。
3.教师讲解一般过去时的构成规则，如不规则动词的过去式变化，以及常见动词的过去式。
4.教师通过听力练习，让学生练习识别一般过去时，提高听辨能力。
（三）学生小组讨论
1.教师提出讨论话题：“Talk about something you did last weekend.”，引导学生用一般过去时进行交流。
1.学生自我反思：让学生回顾自己的学习过程，总结自己在掌握一般过去时的过程中的优点和不足，明确今后的学习方向。
2.同伴评价：学生相互评价，互相借鉴，共同提高。
3.教师评价：教师对学生的学习过程和结果进行评价，关注学生的个体差异，给予及时的反馈和指导。
4.多元化评价：结合自评、互评和师评，采用问卷调查、测试等方式，全面评估学生的学习效果。
4.情境模拟：创设模拟情境，如面试、旅行等，让学生在实际情景中运用一般过去时进行交际。
（二）问题导向
1.启发式提问：教师通过提问引导学生思考，让学生在回答问题的过程中自主探究一般过去时的结构与用法。
2.递进式提问：教师提出一系列由浅入深的问题，引导学生不断深入思考，提高学生对一般过去时的理解。
3.讨论式提问：教师提出开放性问题，引导学生展开讨论，培养学生的思维能力和口头表达能力。
4.学生通过听力练习，提高对一般过去时的听辨能力，培养听力技巧。
5.学生通过阅读练习，丰富词汇量，提高阅读理解能力。
人教版八年级英语下册unit6sectionA3a教学设计
人教版八年级英语下册unit6sectionA3a教学设计人教版八年级英语下册unit6 sectionA 3a教学设计1教学目标1. Knowledge Object：1) Key Vocabulary：object, magi c, stick, hide, tail, turn…into, excite, western, stepsi ster, prince, couple, smile, marry , get married, fit, fall in love2)Target Language:The Monkey is the main character in the traditional Chinese book Journey to the West.And as soon as the TV program came out more than 30 years ago, Western child ren became interested in reading this story.2学情分析Be able to understand the passage and learn to tell a story using the target langu age.Enable students to practice reading and writing with the target language.Learn the usage of “unless”, “as soon as” and “so…that”.3.Moral Objects：Educate students to keep fighting against evildoers and bad deeds and never give up3重点难点Key Vocabulary：object, magic, stick, hide, tail, turn…into, excite, westernTarget Language:The Monkey is the main character in the traditional Chinese book Journey to the West.And as soon as the TV program came out more than 30 yearsago, Western child ren became interested in reading this story.Be able to understand the fairy story and tell their favorite story with target langua ge.4教学过程教学活动活动1【导入】Warming up…Let some Ss tell the story of Yu Gong moves a mountain.活动2【讲授】New words。
人教版八年级下册英语Unit6SectionA3a说课稿
二、学情分析
（一）学生特点
本节课所面向的学生为八年级学生，年龄大约在14岁左右。他们处于青少年时期，具有以下特点：1.年龄特征：学生正处于青春期，个性逐渐显现，思维活跃，具有一定的独立思考能力；2.认知水平：经过一年多的初中学习，学生的英语基础知识已有一定积累，能够理解和使用基本的语法结构和词汇，但阅读理解能力尚待提高；3.学习兴趣：学生对新鲜事物充满好奇，喜欢探索，对英语学习有较高的兴趣，但兴趣可能因教学内容和方式的不同而有所波动；4.学习习惯：学生已形成一定的学习习惯，如按时完成作业、认真听讲等，但可能在自主学习、合作学习等方面有待加强。
（四）总结反馈
在总结反馈阶段，我会采取以下方式引导学生自我评价并提供有效反馈：1.我会让学生回顾本节课的学习内容，分享自己的学习收获；2.我会提出一些开放性问题，让学生思考自己的学习过程和方法；3.我会根据学生的课堂表现和练习情况，给予个性化的反馈和建议；4.我还会鼓励学生相互评价，通过同伴互助提高学习效果。
（2）教育学生珍惜时间，勤奋学习，为实现自己的理想而努力；
（3）培养学生热爱英语学习，增强跨文化交际意识。
（三）教学重难点
1.教学重点：
（1）词汇和语法知识的学习与运用；
（2）阅读策略的培养和提高；
（3）文章内容的复述与讨论。
2.教学难点：
（1）过去进行时态和过去完成时态的区分与运用；
（2）长句子的理解和分析；
（二）学习障碍
学生在学习本节课之前已具备一定的英语基础知识，如词汇、语法和简单的阅读理解能力。然而，可能存在以下学习障碍：1.词汇量不足：本节课涉及到一些专业词汇，如invention, experiment等，学生可能对这些词汇不太熟悉；2.语法理解困难：过去进行时态和过去完成时态的区分与运用可能对学生来说是一个挑战；3.阅读策略缺失：学生可能缺乏有效的阅读策略，如快速阅读、扫读、精读等，影响阅读效率和理解能力；4.文化背景知识不足：学生对托马斯·爱迪生及其发明可能不太了解，可能需要额外的文化背景知识补充。