2020春人教版八年级英语下册教案设计：Unit 6 Section A(1a-2d)
错误!未指定书签。
Unit 6An old man tried to move the mountains. 错误!未指定书签。
单元目标
第一课时Section A(1a－2d) 错误!未指定书签。
课时目标
教学难点让学生用英文表达对《愚公移山》这个故事的看法
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自主学习
根据句意及音标提示写出单词及其汉语意思。
1．Don’t shoot /ʃuːt/! I’m coming out with my hands up.开枪；射击
2．The illness left her feeling weak /wiːk/.虚弱的；无力的
3．Remind /rɪ’maɪnd/ me to buy some milk tonight.提醒
4．I’m a little bit /bɪt/ tired.Let’s take a short rest.有点儿；稍微
5．Stop asking silly/’sɪli/questions.愚蠢的
错误!未指定书签。
教学过程
环节1新课导入
老师展示几张愚公移山的图片，让学生根据图片猜测故事内容。
T：Boys and girls，have you heard the story of Yu Gong Mo v es a Mountain?
Ss：Yes，I have.
T：Great！(Speak out somebody’s name.)Please tell us the story in your own words?
S1：OK.Once upon a time，there was an old man...
设计意图：以图片的形式进行直观教学，吸引学生的眼球。
然后师生之间以对话的方式自然地过渡到本课的学习当中。
环节2学习1a－1c
1．让学生仔细观察教材第41页的四幅图片，然后教师引导学生读懂1a的故事名，最后让学生将图片与故事名匹配起来，完成1a的练习。
教师核对答案。
2．让学生浏览1b的题干和题目内容，为听力练习做好准备。
3．播放录音，让学生判断哪些是听力材料中提到的内容。
教师核对答案。
4．再次播放录音，学生小声跟读，整体感知听力内容。
5．让学生两人一组，就1c的三个问题进行讨论。
6．老师抽选几组学生当堂展示对话，并予以点评。
设计意图：让学生重温中国古典故事，增强学生的学习兴趣；通过听力练习，培养学生获取文段主要信息的能力；对话讨论让学生大胆开口，培养他们将目标语言运用到日常交际中的能力。
环节3学习2a－2d
1．让学生查看2a的题干和图片，预测听力内容。
2．播放录音，让学生为图片排序。
教师核对答案。
3．让学生浏览2b的五个句子。
教师再次播放录音，让学生圈出听到的单词。
教师核对答案。
4．让学生根据2a的图片用自己的话讲述这个故事。
教师邀请两三名学生在班上分享自己的故事。
5．让学生浏览2d的对话，勾出其中的生词、重要短语和难句。
教师予以讲解。
然后让学生想一想愚公还可以有哪些办法来解决交通不便的问题。
6．学生三人一组，分角色朗读对话。
教师抽选几组学生当堂表演对话，并对学生的发音进行纠正。
7．要点点拨。
(1)He told Yu Gong he could never do it because he was old and weak.
①此句是一个主从复合句。
“he could never...weak”是省略了引导词that的宾语从句。
由于主句用了一般过去时，从句也应该使用过去时。
另外，宾语从句中包含了一个由because 引导的原因状语从句。
例：He told me he would go to Beijing next month.他告诉我下个月他要去北京。
②weak 作形容词，意为“虚弱的；无力的”。
常用短语：be weak in在……方面弱，不擅长。
其同义短语为be poor at，反义短语为be good at/do well in。
例：Tom is good at math，but I’m weak in it.汤姆的数学很好，但我的数学却不好。
8．学以致用。
(根据句意及首字母或汉语提示写出单词)
(1)This song reminds(使想起) me of my childhood.
(2)Yu Gong was an old and weak man.
(3)This is a toy gun and it doesn’t shoot.
(4)I’m a little bit tired.Let’s take a short rest.
设计意图：通过2a和2b的练习，培养学生通过已知信息预测听力内容以及有目的地听录音的能力；分角色表演对话有助于增加学生之间的合作意识，提高学生的英语口语。
错误!未指定书签。
板书设计
错误!未指定书签。
练习设计
请完成本课对应训练！。
2020年春人教新目标英语八年级下册Unit-6-Section-A-1-(1a-2d)导学案设计(
Step 6 Listening
Work on2a:
1. Look at the pictures in2a. Discuss the things they are going to do. When you listen to the story, please number the pictures.
e.g. I’m a little bit tired. Let’s take a short rest.
辨析：a bit of +不可数名词“一点……”
e.g. She poured a bit of salt water in her mouth.
silly adj.愚蠢的通常指由于缺乏常识、判断力或稳健而作出令人可笑的行为和举止,在句中可用作定语或表语。
remind sb. to do sth.提醒某人去做某事
e.g. Please remind me to come back early.
【运用】根据汉语意思补全下列英语句子，每空一词。
1这个故事让我想起了我的童年。
This story _______ቤተ መጻሕፍቲ ባይዱ _____ ______ my childhood.
Step 2 Presentation
1.Look at the screen and learn the new words.
2. Try to remember the new words.
Step 3 Writing
1. Look at the pictures in1a, thenread the names of the story in the box.
人教版英语八年级下册教案：Unit6SectionA(1a-2d)
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 take themountains 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 unless youtry 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。
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”。
初中英语八年级下册教案unit6Section A 第1课时 (1a～2d)
句型1.Tonight，when the moon is shining bright，we’ll be able to see the stones.今晚，当月光明亮地照耀着大地时，我们就能看见这些石头了。
2.As soon as you wake up，you must go to the forest with your father.你们一醒就必须和你们的父亲去森林。
3.It’s leading us to that wonderful house made of bread，cake and candy.它正把我们带向一座由面包、蛋糕和糖果组成的漂亮房子里去。
语法连词unless, as soon as和so… that的用法知识目标掌握并能灵活运用本单元的重点词汇及相关短语，能够正确掌握并运用连词unless，as soon as和so…that的用法。
能力目标能够从时间，地点，人物及事件等方面描述英文故事。
情感目标通过一些经典故事，学会乐于助人，主动地去帮助处于困境中的人们；在生活中，当面对困难抉择时，要勇敢地面对一切，决不放弃。
【课时建议】本单元建议5课时Section A （1a~2d）………………………………………………………………………………………1课时Section A （3a～4c）……………………………………………………………………………………1课时Section B （1a～1d）……………………………………………………………………………………1课时Section B （2a~2e）……………………………………………………………………………………1课时Section B （3a～3b）……………………………………………………………………………………1课时词汇短语：主要采用图片及多媒体展示助记法。
基本句子：采用多媒体展示及交际法（利用多媒体展示两人进行交际时的情景）。
2020年春人教新目标英语八年级下册unit6Section A1a 2c教案设计
bitn.有点；稍微a little bit (= a little) +形容词或副词或比较级时，表示“一点儿”
e.g.I'm a little bit tired. Let's take a short rest.a bit of +不可数名词“一点……”
e.g. Donna never studies. Instead, she
plays le tennis all day.
课时教学设计尾页
板书设计
U6 An old man tried to move the mountains.
A(1a-2c) Section
Language points:remind v.提醒；使想起
法与Pairwork and groupwork.
Thebookiswellarranged,sowewilllearnthisperiodwithoutanychangefrom1ato2d.Ofcourse,wewillhavemoreoralpracticebytelling the story An old man tried to move the mountains.想．
Listen and see who know the name of the story.
2. Play the recording for the Ss to listen. 3. Ss who know the name of the story may hand up. 4. Play the recording again. Let
Unit6SectionA教案人教版英语八年级下册
目录人教版八年级下册Unit 6 A 部分1a到2b教案 (1)Unit 6 2d 教案 (3)Unit 6 3a教案 (5)Unit 6 Grammar Focus 教案 (7)人教版八年级下册Unit 6 A 部分1a到2b教案一、教学目标1.语言知识目标：o能掌握以下单词：remind, bit, silly, instead ofo能掌握以下句型：▪How does the story begin?▪What happened next?▪What do you think of the story of Yu Gong?▪What could Yu Gong do instead of moving the mountains?o能够用英语询问故事的开始、发展及后续等。
o能够对故事中的人物或情节发表一些简单的看法或观点。
2.情感态度价值观目标：o学习愚公，要学习他“主动挖山”的精神。
o在生活中遇到困难时，应该采取怎样的态度对待它？o通过“搬家”来避开它或找领导请求帮助；o还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢的克服困难。
二、教学重难点1.教学重点：o掌握本课时中出现的生词：remind, bit, silly, instead ofo学会询问故事发展的基本句型：▪How does the story begin?▪What happened next?o学会表达故事中的人物或情节，并发表一些简单的看法或观点。
2.教学难点：o学会表达故事中的人物或情节，并发表一些简单的看法或观点。
三、教学过程1.Leadin：o播放动画片《愚公移山》的视频，导入本单元主题。
o询问学生是否知道其他中国传统故事，激发学生的学习兴趣。
2.Presentation：o引导学生学习生词，如：once upon a time, shoot, stone 等。
o鼓励学生尝试用英语讲述故事。
3.Writing：o让学生看1a中的图片，然后阅读故事名称。
2020年春人教新目标英语八年级下册第六单元教案
八年级295/306班英语科备课教师郝荣荣备课时间【单元内容】Unit 6 An old man tried to move the mountains. 【课标要求】1.能够根据所听内容判断出是哪个故事；能听懂故事并按要求完成任务。
2.学会讲故事。
3.能够阅读本单元提供的相关阅读材料；能够阅读各种通话、传说和经典故事。
4.能够续写故事；会写简单的故事和戏剧。
【学习内容分析】（分析知识点在知识体系中的地位和作用；分析知识的应用价值；分析知识对学生的情感熏陶及能力、思维培养上的作用）本单元围绕“传说和故事”这个话题，谈论过去发生的事情，重点训练“讲故事”这个语言功能项目。
通过学习，要求学生掌握如何用过去时态讲述一个故事，描述古老的传说和有趣的故事，激发和培养学生学习英语的兴趣，理解并体会传说和故事的教育意义。
在了解目标语言的基础上，要求学生能理解优美的传说和有趣的故事，掌握故事的基本结构，讲述自己喜爱的故事。
Section A主要围绕愚公移山和美猴王的故事展开，使学生学会用一般过去时表达故事，并用unless， as soon as，so...that...＂引导的状语从句来连接故事，培养学生坚忍不拔的品格和助人为乐的精神。
Section B主要围绕着安徒生童话故事《皇帝的新装》进行听说训练，同时通过《糖果屋》的故事进行了阅读训练。
让学生通过了解故事的情节发展，捕捉关键信息，使学生能用讲故事的形式进行恰当输出。
【学情分析】（分析知识生成点及新旧知识的关联，预设学生学习困难）初二学生已经学习了一般过去时的用法，这也是学生常用的时态之一，也听说过《愚公移山》、《女娲补天》、《皇帝的新装》等故事。
但把故事用自己的话描述出来却很难，可是本单元的话题学生很感兴趣。
所以，在教学过程中，要充分调动学生的兴趣、激发他们的学习积极性是关键。
【学习目标】（符合课标、教材内容、学情；陈述具体、可测；体现过程与方法）1.能够熟练掌握并学会运用本单元的重点词汇、短语及句型。
2020年春人教新目标英语八年级下册Unit6SectionA3a-3c教案
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了现在进行时态的基本概念、重要性和应用。通过实践活动和小组讨论，我们加深了对现在进行时态的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
-活动要求：每人画一幅自己正在进行的动作，然后与同学交换描述。
-核心句型：I am drawing a picture. What are you doing? ...
本章节内容紧密围绕现在进行时态，通过图片、听力、小组活动等多种教学手段，帮助学生掌握并运用该时态描述正在进行的动作，提高学生的英语实际运用能力。
此外，教学难点部分的讲解，我发现通过举例和比较的方法有助于学生理解现在进行时态与一般现在时态的区别，但在实际运用中，部分学生仍容易混淆。因此，我打算在课后增加一些针对性的练习，帮助学生巩固这一知识点。
-举例：He is playing basketball.（他正在打篮球。）
（2）熟练运用现在进行时态描述正在进行的动作。
-举例：What is she doing? She is reading a book.（她在做什么？她在读书。）
（3）能够听懂并运用现在进行时态进行日常交流。
2.教学难点
（1）区分现在进行时态与一般现在时态。
-举例：She is sitting in the classroom.（她正坐在教室里。）
（3）听力训练中，学生需能够抓住关键信息，正确回答问题。
初中英语人教版八年级下册Unit6SectionA(1a2d)教学设计
要求：使用过去时态，不少于80词，内容丰富，语句通顺。
3.口语练习：与同学合作，进行角色扮演，模拟旅行中的场景，如预订机票、酒店入住、问路等。
要求：充分运用所学词汇和句型，注意口语表达的流畅性和准确性。
4.阅读拓展：阅读一篇关于旅行的英文文章，了解不同国家的风土人情。
5.布置课后作业：要求学生结合本节课所学内容，编写一篇关于自己或小组旅行经历的英文短文，巩固课堂所学。
五、作业布置
为了巩固本节课所学知识，提高学生的英语实际运用能力，特布置以下作业：
1.词汇练习：请学生完成课后词汇练习，包括填空、翻译等，以巩固旅行相关词汇的掌握。
要求：认真完成，注意词汇的用法和拼写。
2.教师给出讨论提示，如：“What did you do? What did you see? How did you feel?”
3.学生在小组内用过去时态进行交流，分享各自的旅行经历，教师巡回指导，关注学生的语言运用情况。
4.每组选一名代表进行汇报，展示小组的讨论成果。
（四）课堂练习（500字）
4.关注学生的情感需求，尊重个体差异，鼓励他们积极参与课堂活动，体验学习英语的乐趣。
三、教学重难点和教学设想
（一）教学重难点
1.词汇：旅行相关词汇的掌握和运用，如destination, flight, reservation等，以及描述过去经历的形容词，如excited, fantastic等。
重难点突破设想：通过图片展示、语境创设、例句演示等方式，帮助学生形象记忆和理解词汇；设计词汇填空、翻译等练习，巩固词汇运用。
2.语法：学生能够理解并运用过去时态描述过去的事件，如I visited, We flew等。
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。