微課八年級下趣味閱讀unit6教學(xué)設(shè)計

<GoForIt（說明：該表每位選手必填作者Unit6Anoldmantriedtomovethe7中學(xué)2009“試題命制競賽”市二等獎；“課件制作競賽”市三等獎；2010年第八屆青少年英語口語大賽東莞賽區(qū)“優(yōu)秀輔導(dǎo)老師2010年2013年5.2013年

Goforit八年級下Unit Anoldmantriedtomovethe—．學(xué)情分析：StudentsinGrade8havecomparativelylotsofexperiencesandaccumulationoftheuseoflanguage,sothattheyhavethebasicabilityoflistening,speaking,readingandwriting.Andmostofthestudentsaround14yearsoldhavestronginterestsinthetraditionalstoriesandthewesternfairytaleswhichhelptoarousethestudents’curiosityandthedesiretotheknowledge.Atthesametime,theyareabletoworkingroupanddowellinpreviewingthelessons.．二分析：Thisunitisaboutthelegendsandstoriesfromandthewest.StudentsarerequiredtolastoryinEnglish.Thecontentmainlyincludestheanswerstothe“wh”questionslikehow,what,who,whyandhowaswellastheuseofconjunctionsunless,assoonasandso…that.Inaddition,studentsarealsorequiredtogiveasummaryandopinionsonastory.Withenoughlanguageinput,studentsareencouragedtowriteastorywiththeirreasonableimagination.．Curriculumwords:shoot,remind,hide,excite,fit,s,marry,cheat,shine,lead,god,bit,stick,tail,couple,object,silk,wife,husband,stone,ground,voice,silly,magic,Western,weak,gold,stupid,whole,brave,brightUsefulexpressions:onceuponatime,insteadof,turn…into,getmarried,assoonNon-curriculumwords:stepmother,stepsister,prince,emperor,underwear, r:theclausewithunless,assoonas,andthestructureofLearntogiveasummaryandopinionsonaLearntolastoryinEnglishwiththeconjuctionslikeunless,assoonTrainthestudents’listening,speaking,readingandwritingCommunicativeCooperativeAutonomouslySummarytothestoryaccordingtotheWritinganendfollowingtoastorywithWithenoughdeterminationandperseverance,nothingisGoodmaytriumphoverevilifoneiswilling eEnablestudentstothinkandimaginePeriodOne(ListeningandSpeaking):SectionA—1ato2d&SectionB—1atoPeriodTwo(Reading):SectionA—3ato3c&anextrareadingforPeriodThree rFocus):SectionA—4a&SelfCheck—PeriodFour(ReadingandWriting):SectionB—2bto2d,

Wordsandexpressions:shoot,week,god,remind,gold,silk,emperor,underwear,insteadKeyHowdoesthestorybegin?Whathappenednext?WhatdoyouthinkoftheAbilityEnablestudentstosummarizeastoryandgiveopinionsonitinTeachingimportantanddifficult(a)Listen latraditionalorwesternstoryandgivesomeopinionson(b)latraditionalstoryinAcomputerformultimediaStep1Leadinthetopic traditionalstoriesandwesternfairytales.Inaddition,giveabriefintroductiontoruleforthisGreatingasltheteachingimportanceanddifficultiesofthisShowaofHouYiGreatingbacktoLookatthepictureofHouYiteachercarefullyaswellasposingsomequestionsiftheydon’tunderstandtheruleforthisWithafunnypicture,theteachercannotonlyarousestudents’learninginterest,butalsopresentthetopicThat’swhat called“Kill introductionto rulesforthis 3.Rule:Hou mustshoot9approachcansothatpeople liveanormaltargeted, andteachersetuptaskforeach finishesatask,thesuncanshot4.LeadinawordStepPresentation(TaskPresentthenewwordsbyshowingsomepictures.showthepicturesoftraditionalstoriesandwesternfairyLookatthepicturesof5storiesincludingYuGongMovesaMountain,JourneytotheWest,TheEmperor’sNewClosthes,NuWaRepairstheSky,HanselandGre.lthenamesofthestoriesfirst,andtheninEnglishaftershowingonthe vividerthanwordsforstudentstocatchthe2.Askstudents 3.GivesomeStepListening(TaskIncludingextensivelisteningforgeneralideaand story:YuGong GetreadyfortheListento1bandchoosetheListenagainandcheckanswers.Shout,“Stop!”ifHelpstudentsrecognizethetargetlanguageinnaturalWiththehelplisteningfordetailinformationaswellasnewthetarget4.Listento2bandcirclethewordswehear.classmates,thestressofstudentswhoareinlowerlevelcanbeAcquiretheteachingteachthephoneticsymbols.It’smoreinterestingand2.Pre- answersto6.Listenagainandcheck3.7.Guessthemeaningofthe(1)First (2)Discusstheir theanswers. andhaveshou,stop!eachtimetheyheartarget manystudents 5.Teachthewordsby phoneticStepLanguageinput: Talking(Task4)WiththeHavestudents conversationofandfindouttheopinionsofReadtheconversationFillintheblanksasGivestudentslanguageinputinordertogetfortheoutputtasks,studentshaveanunderstandingonthestoryofYuGong Mountain.Now,havestudentslearntogivetheiropinionsonthestoryandlearnthenewwordsthroughsynonyms.Mingand2.Havestudentsdiscussinagroupandsharetheir groupmatesandsharethenext2.Guessthenew StepLanguageoutput:Groupwork(Task conversationof2dwiththeandsentencesgivenbytheteacher.Havestudents picturesin2ainordertolacompletestoryofYuGongMovestheMountain.ShowandGiveabrief studentsiftheyhavedifficulty.HavestudentsNumberthepictureinordertolthestorywiththeunderstandingtothestory.Acquirethe phrasesandsentencesasGivestudentstheopportunitytousethetargetlanguageinacontrolledStep66)Presentthenewwordsbyshowing phoneticsymbols.Showthepicturesofthetargetwords.Teachthe Lookatthepicturesandacquirethenewwordsandrelevantphoneticsymbols. buildingapproach( 學(xué)方法)togettingreadythenewwordsthetasksaboutphoneticwesternstory SectionStep7(TaskAskstudentsLookatthepictureand generalideasofthe Emperor’sNewClosthes.Numberthepicturesintherightorder.lookatthepictureandaskthemtodescribeeachpicturebriefly.2.AskstudentsguessthesimpledescriptiontotheTrytoguesstheorder Listenforthefirsttime3.Listenfortrytogettheright 4.Listenforthesecondtimelistenbyshout,“Stop!”ifgettheSecondly,listentocheckthesentence,andchecktheanswersStep8(Task8)Listenfordetailsto RequirestudentstolookatthestoryandguesstheofspeechorLookatthestoryandguessthepartofspeechoreventheexactwords.Firstly,listenbyGivestudents listeningtotargetlanguagetheexactandtrytogetthe 3.Discusswiththe abouttheirstudentstowork 4.Listenforasecondtimegroupssoasonetocheck relievetheir“Stop!”ifgetthetarget3.AskstudentspayattentiontopartofspeechtheformsofStep9(Task9)Giveasummaryoftargetwordswithphonetic meaning.Enablestudentstoreadand conversationinReadthetargetwordbythegivenphoneticsymbolsandthenmemorizethewordsandtheirmeaning.Finishthe ina Giveasummarytothestudentsandtheyarerequiredtogiveafeedbacktotheteacher.groupaboutthecontentofthestoryTheEmperor’sNewClosthes,andtheopinionsonit.4.Givesentencestothestudentsinordertohelpthemfinishthetaskeasily.5.Congratulationstostudentsforfinishingthe9tasks.Thatistosave9sunshavebeenshotdownandwecanenjoyacomfortablewithjust13.Enjoyacomfortableworldwith1sunwithstudentshard課堂(Asawarming-upandlead-inpart,theteachersaysomewell-knownstoriestoarousestudentsinteresttotheclass.)T:Doyouliketolistentoor lstoryfromandthewestinEnglish?Ss:(Together)Yes!T:Lookatthepicture,doyouknowwhatstoryitSs:后羿射日(in)THowtosayitinT:ThatisHouYiShootstheSuns.Doyouknowtheword“shoot”?Nowlet’slookatthephoneticsymbol,andreadit.Quitegood!T:HowmanysunsdidHouYineedtoshoot?Ss:9T:Yeah!Youarequitefamiliarwiththistraditionalstory.Nowsupposeeachsunhasataskforyou,andunlessyouhavetofinishthetask,thesuncannotbeshotdown.Doyouwanttoenjoycomfortableworldwith1sun?T:Ofcourseyoudo.Areyoureadyforthetasks?Ss:Yes.T:Now,task1:Lookatthepicturesandlmethenamesandthestories.T:Theyareallfamousstoriesbothfromandthewest.Whynotlet’senjoyourownstoryfirst?Let’sdosomelisteningonP41,1b.Firstofall,readaftermethesentences.…T:Let’s…T:Listenagain,andifyougetthetargetsentence,justshout,“Stop!”,andIwillstoptherecorder,…T:DoyouknowwhichstoryAnnaandWangMingtalkingabout?Ss:YuGongMovestheMountains.T:Yeah！Youaresoclever!Now,let’sturntoP42tolistento2bforthedetailinformationofthisstory.Lookatthesentenceandcirclethewordsyoudon’tknow,thenguessthemeaningandthepossibleanswers.…T:Fine!Let’sbegintoT:Listenagain,andifyougetthetargetsentence,justshout,“Stop!”,andIwillstoptherecorder,ok?Doyouwanttolistenforathirdtime?Listenandfollowtherecordertoread.…T:Wonderful!Youallhaveabeautifulvoice.Now,let’sseesomenewwordswithphoneticsymbols.Howtoreadthis…?Canyouguessthemeaning?...T:Now,it’stimeforTask4.Let’skeepon!Comeonclass!AfterknowingthegeneralideaofYuGongMovestheMountains,canyougiveyouropinionsonthisstory?Firstly,let’shavealookattheopinionsfromWangMingandClaudia.Youcanreadtheconversationof2dloudlyandfillintheblanksrespectivelyabouttheiropinions.Let’sgo!…T:Whocanshareyouranswers?Comeon!Don’tbe…T:Justnowit’sWangMing’sandClaudia’sopinions.Now,it’sourturntoshowouropinions.Areyouready?Firstofall,let’sseethe andphrases.Readafterme.…T:Thereare8to9studentsinonegroup,right?Onestudentask.Fourofthestudentsarerequireddescribethepicturesin2arespectivelyandtheothersgivetheiropinionsonit.…T:Whichgroupwouldliketoshowyour…T:Youdidagoodjob.Mostofyouareexcellentandhaveyourownspecialopinions.We’vewellknownourtraditionalstory,sowhynotenjoyawesternfairytale?Let’sbeginwiththenewwordswithphoneticsymbolsandpictures.What’sthat?...T:TurntoP45andfinish1b,listenandnumberthepictures.DoyouknowtheSs:Yeah!的新裝 T:Yes.Canyousaysomethingaboutthe…T:Let’sbegintoT:Listenagainandfinish…T:Whogettherightanswers?OK!PayattentiontotheformsoftheT:Let’shaveasummary——thelasttask.Afterthat,acomfortableworldwithonesuniswaitingfor… ,now.Youareexpectedtohaveaconversationamongyourgroup.It’ssimilartoHopeyouhaveagood第二(閱讀課,40分鐘1.Wordsandexpressions:hide,tail,magic,stick,excite,AbilityEnablestudentstolearnsomereadingstrategies,suchskimming,scanningandcloseTeachingimportantanddifficultRole-yastoryofMonkeyKingHitsLadyWhiteBoneThreeAcomputerformultimediause,propertiesmadebystudentsfortheirStep 1.Greatingbackto Leadinthetopic: traditionalstory,Journeytothe2.ltheteachingimportanceanddifficultiesofthis3.ythemusictoJourneytotheWest.Askstudentstoguesswhatwewilltalkabout4.ShowapictureofMonkeyKing,andteachthenewwordsof“tail”,“magicstick”accordingto2.ListentothemusictoJourneytotheWest.Guesswhatwewilltalk3.LearnsomenewwordsbythepictureofMonkeyKingwithphoneticsymbols.2.Withafunny songtheteacher arousestudents’learninginterest,butalsopresent naturally,justlikebeingapartoftheirlife.Step2 themainideaofeachparagraphin3a.Askstudentstoreadthemainideaofeachparagraphinamess.AskstudentsputthemintherightCheckanswerandlstudentsthewaystodothiskindofReadaftertheteacherthemainideaofeachparagraphinamess.putthemintherightDiscusstheanswerswiththeirSharehowtodothiskindofreadingcomprehension.SkimmingisagoodwaytocatchthemainideaofaStepClosereadingtoRequirestudentstoreadthepassageagainandgetcompletethechartin3b.ShareReadthechartin3btoseewhattoReadthepassageagainandsearchtheanswers.SharetheanswersinClosereadingissupposedtorequirestudentstofindoutthedetailsofpassagesoas StepReadingforFun:MonkeyKingHitsLadyWhiteBoneThreeTimes.ShowapictureofMonkeyKinghitsLadyWhiteBonetoattractstudentsinterest.ShowthepicturesofthechangesbyLadyWhiteBone.AndaskstudentsaboutitwithcommonLookatthepictureandguessthenameofthestory.NamethechangesofLadyWhiteBonefromthepictures.It’seasytogetinvolvedbysomethingthatis StepTask1toreadingforfum:Havestudentsputtheparagraghsintherightorder.Andlthemnottoreadtheeachword,butfindout Checkthelstudentshowtodothistask.AndshowsometoPuttheparagraghsinrightorderassoonaspossible,andtrytofindout SharetheanswerwiththeirListentoteacherhowtodothisJigsawisfunnyStudents figureoutinStepTask2toreadingforfun:Havestudentstofillintheblankaboutthe“wh”Havestudentsworkingroup.ChecktheScanthepassageandfindouttheinformationtothemindmapasMind-mapisagoodwaytohelpstudentsthinkwidelyandgiveadirectionforthemtofigureoutthefroma2.SharetheStepTask3tothereadingforfun:Haveeachgroup paragraphofOnestudentofeachgroupchoosesaparagraghofthestory.DiscussthecontentinagroupTatalphysicalActingoutwhattheylearnisthebestwaytotestiftheyhavegotthelanguagepointorthecontent.Thatislearningbygetreadyto 3.Actouttheirperformancegroupgroup,andhavetheresttoguess 4.Enjoythe chose,andhelpstothecontentof Step8 Moralaim:Thegoodmustbeatthe Getthemoralaim:Thegoodmustbeattheevil.Gettoknow Giveasummarytothestudentsandtheyarerequiredtogiveafeedbacktothe3.finish4bonPage44withoutlookingatyourtextonPage課堂T:Let’senjoyamusic.Whichstoryisthemusicfor?Ss:JourneytotheWest.T:Let’shavealookatmonkeyking.Whatdoeshehave?Ss:“tail”,“magicstick”T:Let’sreadthepassageof3aonP43,andputmatchthemainideastotheT:Now,it’sturntoaclosereadingof3b.Tryyourbesttodoit,andraiseyourhandifyouneedanyT:Haveyoudone?Now,let’schecktheanswerswithyourT:Boysandgirls,let’shaveareadingforfun.TherearemanypartsinJourneytotheWest,sodoyouknowwhichpartisthispictureabout?Ss:三打 T:Bingo!HowmanytimesdoesLadyWhiteBonechangeherself?S:…T:Let’syagame:jigsaw.Puttheseparagraphinarightorderwithoutreadeachwordinthepassage,andjusttrytofindoutsome T:Done?Canyoulmeyouranswer?Howcanyoudoitsoquickly?Canyougiveus?T:Fine!It’snextgame.That’smind-map.Fillintheblanksof“wh”questionsinyourgroup.Andthenshareyouranswers.T:Now,Ithinkyou’vegotmuchinformationtothestory,right?Iwantyoutoperformthestory.Firstly,oneofyoufromeachgroupcomehereandchooseonepartofthestory,andthengetreadyforit.Afterthat,actoutyourparttohaveothergroupsguesswhatyouact.Clear?T:Wonderful！Ienjoyyourperformance.Whichgroupdoyouthinkthebest?T:Congratulations！Thisisthehomewordfortonight.Haveaday!第三(語法綜合課,40分鐘Wordsandexpressions:stepsister,prince,fit,couple, r:theuseofunless,assoonas,AbilityEnablestudentstomakesentenceswithunless,assoonas,TeachingimportantanddifficultThetenseoftheclausewithunless,assoonAcomputerformultimediaStep1Leadinthetopic: lthe GreatingbacktoLookatthepicture,andguesstheTheylikeCinderellaandWithafantasticpictureinfrontofthestudents,areeagertodifficultiesofwillingtohelpoutinvolvedin 4.Showa ofCinderella, meanstheytheinterestedin5.PoseaDoyouwanthelpStep rfocusonthestructureofso…that.Poseaquestion: CinderellagotoAnswerthequestionsonwhyCinderellacannotgototheparty.Thereasonsareas a.Herstepsistersare bad involvedwith2.Givetwotheyaskcinderellatodo b.Cinderella’sdressis ugly shecan’tgotothe 3.Have fillintheproblem- theStep r Poseaquestion: CinderellagotoAnswerthequestionsonhowCinderellacangototheparty.Thefactorsteachingmethod. a. Cinderellahasabeautifulexpectedto dress,shewon’tgotothecarefullytob.Shewillbesad, thegodouttherules3.Havehelpsthehelpoffillinthec.Shewon’tmeettheprince theglassshoefitsher ofStep rfocusontheuseof“assoonas”Poseaquestion: CinderellameetAnswerthequestionsonhowCinderellameettheprince.Thesituationsareasteachingmethod. a.Theratsthinks expectedto carefullytosituationswithCinderellawilldressouttherulestargetb.Thegodbelievesthatthethehelpof3.Havewillfallinlovewithfillinthe hesees of“assoon StepPractice:4aonP44,fillinthe “unless”,“assoonas”or“so…that”Havestudentsfillintheblanksastheyhaveknownthestorywell.GivehelpifFillintheblanksinSharetheiranwersandcheckGuessthemeaningofthewordswithphoneticThisissomethinglikeaaboutwhatleantbefore5.Readthesentences Meanwhile,asummaryof4.Guessthestorytowords’meaning2.Block-thetext,andphoneticteachingStep Havestudentsthinkaboutasentence,like“Wewillbelateunlesswetakeataxi.”,andnextstudentshouldcontinuelike“It’ssoexpensivethatwetakeataxi.”… ythegameastheexampletheteachergave.Theonewhohasthefeweststudenttocontinueistheloser.Thisisasentencedrilling,andcangivestudentsaStep7Multiplechoice.Eachstudentshas4piecesofpaperwith“A”,“C”,“D”onitrepectively.Havestudentsputthetheirchoicetocheckhowmanyofthemhavegetthelanguagepoint.HavestudentstofillintheblankwiththetargetDotheexerciseofmultiplechoice,andputupthechoicetochecktheiranswer.FillintheblankwiththetargetThisisafeedbackfromlearningandStep Havestudentsummarize “so…that”,theuseof“unless”,“assoonas”. Prewiewthelessonof2b,2conGiveasummarytothestructureof“so…that”,theuseof“unless”,“assoonas”withsometips.Prewiewthelessonof2b,2conPage47and3bonPage48.Giveasummarytothestudentsandpreviewnext47and3bon課堂T:DoyouknowwhatfairytaleitisshowingontheSs:灰姑娘 T:Yeah!DoyoulikeCinderella?Ss:Yes!T:However,Cinderellahavemuchdifficultytomeettheprince,right?Wouldyouliketohelpher?Ss:Yes!T:Ofcoursewedo.Firstofall,let’sseewhyCinderellacannotgototheparty.Oh!Becauseofherstepsistersandherpoordress.Weuse“so…that”tofillintheblank.Now,canyoufindoutthestructurethroughthesetwosentences?S:T:OK!Youaresoclever!Now,next,howcanCinderellagototheT:Yeah!Withthehelpofthegod,shegotbeautifuldressright?Weuse“unless”tofillintheblank.T:Canyoufindoutthetenseoftheclausewith“unless”?S:T:Youreallydidagoodjob!Now,thethirdpart,howcanCinderellameettheT:Also,thegodandtheratshelpheralot.Weuse“assoonas”tofillintheblanks.Socanyoufindoutthetenseoftheclausewith“assoonas”?T:Wehavegetageneralideaofthisstory.Whynotwriteitdownwiththetargetwords?Let’sfinishtheexerciseof4aonP44.T:Let’schecktheanswer.AndthenreadafterT:Herearesomenewwords.Canyouguessthemeaninginthetextandspellthephoneticsymbols?T:Now,it’sgametime.Let’sythechaindrill.Wesayasentenceonebyoneinagroup.Theonewhohasthefeweststudenttocontinueistheloser.Getit?Ss:Raiseyourchoicethatlsmetheanswer.T:Fine!Next,fillintheblanks.Doremembertopreviewinorderthegetfullreadyfortomorrow.第四(讀寫說綜合課,40分鐘Wordsandexpressions:unless,so…that,assoonStorywritingstucture:cause,body,AbilityEnablestudentstowriteacompletestorythoughoutatimelinewithcause,bodyandTeachingimportantanddifficultMotivatestudentsimaginationandwritingwithout ticalAcomputerformultimediaStep1Leadinthetopic:HowtohelpGreatingasltheteachingimportanceanddifficultiesofthisHavesomeofthestudentstolthestoryofHanselandGre.CheckoflastGreatingbacktoTalkwiththeirgroupmatesaboutthestoryofHanselandGre.lthestorySharetheanswersof3bonGivestudentsafeedbackofandleadinanewStep structureofpassageofdividethepassageinto3Read3bagainanddividethepassageinto3parts. Leadstudentstoyzethestructureofapassagewithan 2.Askstudents 3.Matchtheoutlinetoeach Step findoutthemainideaofeachpartinthepassagewithafishbone.Inaddition,findoutthispassageiswrittenthroughthetime.Leaveanopenquestion:whattobe?yzethestructureofthisJustasfollow:Imaginewhoisinthehouse?Howisthestorygoingon?Helpstudentstohaveavisualexperiences