资源简介

中小学教育资源及组卷应用平台
Unit 6 An old man tried to move the mountains. 单元整体教学设计
单元主题意义 本单元的主题属于“人与社会“范畴下；本单元一以中国神话故事为主线，要求学生能够听懂用英语叙述的这几则故事，并能根据故事的相关信息发表自己的观点，让学生明白中国传统文化的博大精深，同时思考不同文化不同故事的表现形式和深层含义。
单元教学目标 通过本单元的学习，学生能够： 目标a：本单元围绕“传说故事”话题展开叙述，让学生掌握动词的过去式，连词unless, as soon as 和so..that的用法，理解课文，熟练运用词汇，讲述中外著名故事和传说。 目标b: 能在日常交际情境中听懂接近正常语速的简单传说，童话类建议读物，并提取故事的主题，主要情节和内容。 目标c:能够提取故事主要内容并结合人物、时间、地点、事件、结局等要素对故事进行口头和书面的复述与总结。 目标d:本单元围绕“传说故事”话题展开叙述，让学生了解中西方传说故事内容及表现形式，培养学生探索不同传说故事中的文化精神。 目标e:了解中外中外经典文学，文化作品，拓展视野，培养世界意识，提高跨文化交际能力及民族文化自信。 与核心素养的关系： 通过中国民间神话和西方童话故事，引导学生学会讲故事；本单元选择“传说故事”主题，培养提升了解不同文化中的不同传说故事，有利于学生了解故事叙述方法，写作特点，同时培养学生探索不同故事底层的文化意义；同过听、说、读、写训练掌握本单元基本句式，讲述了中外著名故事和传说。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !八年级下册的第六单元。本单元围绕传说与故事，让学生了解到中国民间神话传说和西方童话故事。学生能够借助how ,what , who , why等引导的疑问句完成故事的叙述，同时能够根据人物独白总结故事情节要点，根据故事情节发展合理续写故事结局。在讲故事的过程中学生如何讲熟悉的中国故事内容转变成为符合英语表达习惯和思维的语言是老师们应该注意的。同时每个寓言故事中都蕴含着大道理，学生在学完故事后充分理解故事背后蕴含的做人做事的道理，是本单元的情感目标 。 2.纵向知识关联： 功能： 能讲述过去发生的事情。 话题：传说和故事 语言知识： 学会借助how,who,why等引导的疑问句完成故事的叙述，并在故事叙述中运用as soon as ,unless, so ..that等连词，掌握相关词汇的常用表达。 从理解中西方文化不同道汲取中西方文化品质中的优秀文化品质，用英语讲好中国故事，用英语传播优秀民族文化的“根”与“魂”，碱性社会注意核心价值观。 学会用思维导图来复述故事，引用故事中的不同观点来辩证性的发现问题并解决问题。 学会运用思维导图培养思维导图培养思维品质的发展和辩论不同观点培养批判性思维。 3.横向知识关联： （1 ）复习七年级下的一般过去时复述过去发生的事件。 （2 ）为九年级的语言知识打基础。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 1.培养通过听关键词获取信息的能力。2.通过疑问句及答句设置训练讲故事，同时要求学生学会捕捉关键的信息。 通过Pair-work的形式对健康问题谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-3c 阅读课 第二课时 通过恰当运用寻读的阅读策略，勋章关键信息所在处获取相关信息，提升阅读能力。 通过读课文找出描述建康状况的句子，评价学生对目标句型的认知；通过提取描述能力的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section A Grammar Focus -4c 语法课 第三课时 1.掌握并恰当使用一般过去时谈论事件；2. 掌握并恰当使用as soon as ,unless, so..that有逻辑地描述故事；3.让学生思考自己喜欢的事情。 通过语法讲解，注重把词汇理解跟词汇功能有机结合，实现了知识到能力的转变。
Section B 1a-1f 听说课 第四课时 1.通过疑问句及答句设置再次训练讲故事，同时要求学生学会捕捉关键的信息；2. 通过听、说技能的训练，促进学生语言运用能力的提高。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 读写课 第五课时 通过恰当运用寻读的阅读策略，寻找关键信息所在处获取相关信息，提升阅读能力。 2. 能根据人物对白总结故事情节要点。 通过问题启发式评价引导学生从整体到具体的认识，评价学生对文本的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第六课时 1.引导学生从词到句，从句到段再到篇，循序渐进地输出语言； 2 通过写作框架完整地描写一件难忘且重要的事情。 通过书面表达的形式，评价学生写作的能力。
第1课时 教学设计
课题
课型 听说课√ 语法课口 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节听说课。 【why】 本节课作为本单元的起始课，通过图文及听力活动导入单元话题。 【how】 1a-1c主要通过主题图及听力活动导入单元话题。2a-2c部分是听说部分。本部分的听力材料巩固和粗冲了1a-1c的语言输入，另外as soon as ,finally 等连词用于故事的叙述，使交际语言更丰富、更完整。2d的对话呈现了学生就深化故事《愚公移山》展开的讨论，提供真实的对话范例，渗透了批判性思维的培养。
学情分析： 自然情况 本单元话题以中国神话故事为主线，要求学生能听懂用英语叙述的这几则果实，学生很熟悉，难度不大。 （二）已有基础 语言感知能力比较强，学生学习英语的积极性比较高。
（三）存在问题
但要学生用英语自己讲故事讲述出来，对学生来说具有一定的挑战性。 （四）解决措施 在语言输出方面需要大量练习方能掌握。
教学目标： 通过本课学习，学生能够： 学生能学会重点单词，短语及目标语言（学习理解） 重点单词及短语：shoot ,stone ,weak ,god, remind , bit ,silly , move the mountains , a little bit , instead of , give up 能熟练掌握和运用过去进行时的句型： -How does the story begin -What happened next -what do you think about the story of Yu Gong -What could Yu Gong do instead of moving the mountains 通过和学生谈论Yu Gong Moves a Mountain 相关话题，引导学生用英语询问故事的开始、发展及后续等，能够对故事中的人物或情节发表一些简单的看法或观点。 （应用实践） 通过学习中国民间神话故事，去体会和感悟中国古代人民的智慧，在学习和生活中，面对困难时，要凭借自己的力量，勇敢克服困难，绝不放弃。 （迁移创新）
教学重难点 重点：听懂并谈论《愚公移山》故事中的人物和细节。 难点：对《愚公移山》这个故事发表自己简单的看法或观点。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Warm-up and lead-in Greet the students and play some cartoons . Then ask some questions . T:Do you know some traditional Chinese stories 2.Activity 1a Match the story titles with the pictures . 学生活动1 discuss ask and answer . 活动意图说明： 看图让学生熟悉四个神话故事的英文名称，及时对所学词汇进行回忆以及进一步地巩固，并适当活跃课堂气氛。 环节二：Activity 2 教师活动2 Listening practice (1b ) Get Ssto look at 1b and read the factsto help them know what they should do in this part . While -listening Listen for the general idea of 1b Activity 1b Listen and check the facts you hear . Listen and fill in the blanks . Listen and repeat . 学生活动2 Ask and answer . Finish 1b . 活动意图说明： 听力材料的任务形式多样，难度由简到难，层层递进，尽量给学生足够的听的机会。在做听力时，大多数学生能听清本次听力的材料，听力活动让学生听大意，然后再听细节，这样逐步培养学生获取，处理和传递所需信息的能力。 环节三：Activity 3 教的活动3 Post-listening Pair work Show some pictures. Get the students to make a conversation using the information about the picture . Ask several pairs to act their conversations out . 学的活动3 Ask and answer 活动意图说明： 让学生在运用目标语言的基础上增加语言的交际性和趣味性，让学生在听之后通过说输出，提高学生参与课堂的广度和深度。 环节四：Activity 4 教的活动4 Listening practice (2a&2b ) Pre-listening Get the students to look at the pictures in 2a . Discuss the things they are going to do . While-listening Activity 2a Listen and number the pictures in order to tell the story . Activity 2b Listen again and circle the words you hear . 学的活动4 Finish 2a &2b 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 让学生先听大意，然后再听细节，能有效培养学生通过听获取、处理和传递所需信息的能力。泛听和有选择地听有机结合，让学生捕捉听力材料的某些具体信息。旨在培养学生选择信息的能力。 环节五：Activity 5 教的活动5 Practice Listen and repeat . 学的活动5 Ask and answer 活动意图说明： 让学生听并跟读，学生能够模仿正确的语音语调，并纠正自己的错误发音，提高学生的模仿能力和听力的准确性及其记忆能力。 环节六：Activity 6 教的活动6 Post-listening Pair work T: You have known the story of Yu Gong can make a story chain . Please try to retell the story one by one with the picture 2a. Then I will let some students tell the story to us to see which group’s story is better. Role-play the conversations (2d ) Get the students to read the conversation in pairs and find out the answers to the following questions . Get Ss to share their answers and check the answers together. 学的活动6 Finish 2d . 活动意图说明： 学生运用阅读并完成相应任务，分角色表演等方式，更深层次地理解和巩固本课目标语言，再阅读、会话交流的语言实践任务过程中，综合运用目标语言，提升语言运用能力。 环节七：Activity 7 教的活动7 Interview Present the interview T:I think you’ve learned a lot from Yu Gong Moves a Mountain . How about other Chinese fairy tale Please look at the pictures in 1a again . Try to tell other old stories in English to your classmates. Get the students to ask and answer in pairs . Ask the students to have a report . 学的活动7 Discuss . 活动意图说明： 通过调查采访活动，培养学生的英语表达能力，目的是让各个层次的学生参与课堂，体验成功的乐趣，既巩固了本课所学的目标语言，又巩固和拓展了听力材料的内容，进一步培养学生再实践中运用所学知识的能力。
板书设计 Unit 6 An old man tried to move the mountains . Section A 1a-2d shoot , dig , stone , unless , once upon a time , give up , keep on doing , continue to do sth , as soon as As soon as the man finished talking , Yu Gong said that his family could continue to move the mountains after he died . Finally , a god was so moved by Yu Gong that he sent two gods to take the mountains away . This story reminds us that you can never know what’s possible unless you try to make it happen .
分层作业设计 基础巩固： Remember the words and phrases in this lesson . 设计意图：熟记本课重点单词和短语。 能力提升： Try to retell the story of Yu Gong Moves a Mountain in English. 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 本课采用学生熟悉的古老的神话故事图片引入话题，能让学生产生共鸣，产生一种想说的愿望，在学生轻松好奇的氛围中自然引入本课的目标语言，听后活动的涉及凸显层次性，特别是2c复述故事，有图片既提示语言，既巩固了本课所学的目标语言，又开拓了学生的思维，使学生的思维跳出了课本。
21世纪教育网(www.21cnjy.com)(共21张PPT)
Unit 6
An old man tried to
move the mountains.
Section A (1a-2d)
Learning Objectives
1. To listen and learn to tell the story Yu Gong Moves a Mountain by using the words: once .upon a time, as soon as, so..that, finally.
2. To learn to express opinions on a story.
3. To learn some new words: shoot, stone, weak, god, remind, bit, silly…
Free talk
Do you like traditional Chinese stories
Do you know these stories
Which one do you like best
Magic Brush Ma Liang
Making Iron into a Needle
Carve the Boat for the Sword
Carrying Rods to Ask for Punishment
Do you know the names of the stories
_____________ to the West
Yu Gong_________ a Mountain
Hou Yi _______ the Suns
Nu Wa _________ the Sky
Journey
Moves
Shoots
Repairs
1a
Match the story titles with the pictures [a-d].
Yu Gong Moves a Mountain
Journey to the West
Nu Wa Repairs the Sky
Hou Yi Shoots the Sun
Listening I (1b,1c)
1b
Listen and check (√) the facts you hear. Which story are Anna and Wang Ming talking about
____ 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.
They are talking about Yu Gong Moves a Mountain.
Listen again and fill in the blanks.
Yu Gong Moves a Mountain
How does the story begin Once upon a time, there was a very old man. There were two mountains near the old man’s house. They were so high and big that it took a long time to ______ to the other side.
What happened next The old man told his________that they should help him to ______the mountains.
Where would they put all the earth and stone They could put it into the _____ because it's _______ enough to hold everything.
石头
so...that...如此……以至于……
walk
family
move
sea
big
从前
Pair work
Discuss the questions with your partner.
1. How does the story begin
2. What happened next
3. Where would they put all the earth
and stone from the mountains
Listening II (2a-2c)
Look through the four pictures and try to number them.
2a
Listen and number the pictures [1-4] in order to tell the story.
3
2
1
4
2b
Listen again and circle the words you hear.
1. A man saw Yu Gong and his (children / family) when they were working on moving the mountains.
2. He told Yu Gong he could never do it because he was old and (poor / weak).
3. As soon as the man finished (talking / speaking), Yu Gong said that his family could continue to move the mountains after he died.
4. Finally, a god was so moved by Yu Gong that he sent (two / three) gods to take the mountains away.
5. This story reminds us that you can never (know / see) what’s possible unless you try to make it happen.
虚弱的；无力的
一……就……
continue to do sth. 继续做某事
神
remind sb. that ...提醒某人……
remind sb. of sth. 提醒某人某事
2c
Look at the pictures in 2a and tell the story in your own words.
Yu Gong and...began to...
One day, a man saw.... He told...because....
Yu Gong and... kept on...
Finally, a god...
2d
Read the conversation and fill in the blanks.
What does ... think about the story of Yu Gong Wang Ming 1. It's really ___________.
2. Yu Gong found a good way to ________________.
3. Anything is possible if you ___________.
Claudia 1. It's a little bit _______.
2. It doesn't seem__________ to move a mountain.
3. We should try to find ____________ to solve a problem.
There are many sides to a story and many ways to understand it.
interesting
solve his problem
work hard
silly
possible
other ways
Role-play
So what do you think about the story of Yu Gong
I think it's really interesting.Yu Gong found a good way to solve his problem.
Really I think it's a little bit silly. It doesn't seem very possible to move a mountain.
But the story is trying to show us that anything is possible if you work hard! Yu Gong kept trying and didn't give up.
有点儿；稍微
愚蠢的
努力工作
Well, I still don't agree with you. I think we should try to find other ways to solve a problem.
But what could Yu Gong do instead of moving the mountains
Well, there are many other ways. For example, he could build a road.That's better and faster than moving a mountain!
You have different opinions about the story, and neither of you are wrong. There are many sides to a story and many ways to understand it.
instead of doing sth. 代替做某事
修路
你们（两人）中没有一个人
Thinking
work hard
the spirit of Yu Gong
find a way to solve a problem
keep trying and never give up
Gods help those who help themselves.
自助者，天助之。
Exercises
一、选词填空。
1.It was_____of you to go out in the hot weather without a hat.
2. She picked up the _______and threw it away into the river.
3.I felt a little_______nervous before the competition.
4. My parents often _______ me that I must take the medicine on time.
5. Don't________ the bird. It's not good to do that.
bit
silly
shoot
stone
remind
二、用括号内所给单词的适当形式填空。
1. Most Americans believe in_______ ( god).
2.Let's come up with a good way to ________(help) the sick kids in the hospital.
3. My brother kept __________( watch) TV after having dinner yesterday.
4. They went mountain climbing instead of _______ ( visit) the museum.
5. The mother was so ________(move) by the movie Wolf Warriors 2 that she couldn't stop crying.
gods
help
watching
visiting
moved
三、单项选择。
1.---The man is so __________.
---Yes. He can't even pick a small bag up.
A. silly B. popular C. weak D. smart
2. It's raining hard. We have to stay at home_________going fishing.
A. in front of B. because of C. in need of D. instead of
3. Alex and Tom are outgoing so________of them is afraid of speaking at the meeting.
A. neither B. none C. both D. all
4.---We can go to the park on foot.
---Oh,don't be ________. It is very far from here.
A. sad B. silly C. quick D. bored
5. ---Have you heard of the song Where Did the Time Go
---Yes. It often ________the old days and love of my family when I hear it.
A. puts me down B. reminds me of
C. shows me off D. helps me out
Homework
Try to retell the story of Yu Gong Moves a Mountain in English.
Once upon a time, there was a very old man …

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