初中英语-Unit 6,SA(2),8B教学设计学情分析教材分析课后反思

教学设计Step1RevisionLetsomeSstellthestoryofYuGongmovesamountain.S1:Onceuponatime,therewasaveryoldman.Thereweretwomountainsnearhishouse.Theyweresobigandhighthatittookalongwaytowalktotheotherside.S2:Theoldmantoldhisfamilythattheyshouldallhelpedhimtomovethemountains.S3:YuGongsaidtheycouldputthemintotheseabecauseit’sbigenoughtoholdeverything.S4:YuGongandhisfamilybegantomovesomeofthesoilandstoneintothesea..S5:OnedayamansawYuGongandhischildrenwhentheywereworkingonmovingthemountains.S6:HetoldYuGongthathecouldneverdoitbecausehewasoldandweak.S7:Assoonasthemanfinishedtalking,YuGongsaidthathisfamilycouldcontinuetomovethemountainsafterhedied.S8:Hisfamilywouldliveandgrow,butthemountainscouldnotgetbigger.SoYuGongandhisfamilykeptondiggingdayafterdayandyearafteryear.S9:Finally,agodwassomovedbyYuGongthathesenttwogodstotakethemountainsaway.S10:Thisstoryremindsusthatyoucanneverknowwhat’spossibleunlessyoutrytomakeithappen.Step2NewwordsLookatthepicturesandlearnaboutthenewwords.objectn.tailn.stickn.excitev.westernadj.Step3Warming-up1.Lookatthepicturesandanswerthequestions.1)Whoarethey?2)Inwhichbookaretheythemaincharacters?3)Whichcharacterdoyoulikebest?Keys:1)They’reZhuBajie,SuWukong,ShaHeshangandTangSeng.2)JourneytotheWest.3)IlikeMonkeyKingbest.2.WatchavideoabouttheMonkeyKing.Step4ReadingWorkon3a.1.TellSstoreadthearticlein3aquicklyandtrytofindtheanswerstothequestions:①Whichbookistalkedabout?②Whoisthemaincharacter?③Whatishelike?Ssreadthearticlequicklyandtrytoanswerthequestions:Keys:1.JourneytotheWest.2.TheMonkeyKing.3.Heisnotjustanynormalmonkey.Infact,hesometimesdoesnotevenlooklikeamonkey!Workon3b.Whathecando:Whathecan’tdo:Keys:Whathecando:make72changestohisshapeandsize,turninghimselfintodifferentanimalsandobjectsmakehismagicsticksosmallthathecankeepitinhisear,ormakehismagicstickbigandlong.Whathecan’tdo:turnhimselfintoaman(unlesshecanhidehistail)Step5CarefulReading1.ReadthepassageagainandjudgethesentencesbelowTrueorFalse.1)MostpupilsinEnglandwatchtheTVprogramcalledMonkeyin1979forthefirsttime.2)JourneytotheWestisanewChinesebook.It’snewtoChinesechildren3)MonkeyKingisjustanormalmonkey.4)MonkeyKingcanmake72changestohisshapeandsize.5)IftheMonkeyKingcanhidehistail,hecanturnhimselfintoaman.6)TheMonkeyKingusesamagicsticktofightthebadpeople.7)TheMonkeyKing’smagicstickissolongthathecan’thideitinhisear.8)WesternchildrenliketoreadthisbookbecausetheMonkeyKingkeepsfightingtohelptheweakandnevergiveup.Keys:1:T2:F3:F4:T5:T6:T7:F8:TWorkon3c.5Step6LanguagepointsExplainindetails.Step7ExercisesⅠ.Choosethecorrectwords.Ⅱ.Fillintheblanks.Step8HomeworkMakesentenceswiththesewords.beableto;make72changes,turn…into;so…that;cameout;becomeinterestedin;keepdoingsth.学情分析这单元所涉及的关于中国民间故事和古典名著的话题，非常适合学生阅读，也非常易于激发学生兴趣。而本课时是在学生学完第一课时后，呈现了西游记的一个简单介绍，尤其介绍了美猴王的故事以及在全国和世界的影响力，这将激发孩子们多阅读中国传统文学名著，让学生们明白中国传统文化的博大、精深，并吸取中国传统文化中的精华，同时了解了中国文化在世界的地位。整篇课文难度不是太大，适合学生学习。效果分析这节课我和孩子们顺利地完成了教学任务，孩子们对这节课的文章内容和英语知识都表现出了浓厚的兴趣，通过课后反馈测试来看，达成效果非常不错。达到了预设的既帮助孩子们了解中国传统文化、又提升英语语言素养能力的教学效果，也激发孩子们多阅读中国传统文学名著们明白中国传统文化的博大精深的目的。教材分析本单元主要通过介绍中国的古典故事已达到既帮助孩子们了解中国传统文化、又提升英语语言素养能力的效果。作为本单元第二课时，这是一篇阅读课。这一刻课的主要重难点是：I、Teachingkeypoints:1.Theuseof“todo”structure.2.theuseofnewwordsandphrases.II、Teachingdifficultpoints:Usethetargetlanguagetotalkaboutvolunteeringwork.评测练习Ⅰ.Choosethecorrectwords.magic,birth,hide,tail,turn…into,western1.Fouryearslater,Lauragave_____toason.2.Theywantto_____theoldhouseintoahotel.3.Englandliestothe_______partofEurope.4.Shebrokeher_______mirrorintopieces.5.Dogswagtheir_____whenthey’repleased.6.Don’t______behindthedoor.It’snotsafe.Keys:birth,turn,western,magic,tails,hideⅡ.Fillintheblanks.1.Aneighbor______(call)Tony,helpedmerepairmyfenceyesterday.2.TheMonkeyKingcanmake72________(change)tohisshapeandsize.3.Hisuncleisn’tinterestedin_________(play)chessatall.4.Thetwoboyskept________(skate)foronehour.5.Noone_______(be)abletoanswerhimatthattime.Keys:called,changes,playing,skating,was课后反思这节课我较为顺利地完成了教学任务，有很多收获，也有一些值得思考的地方。1.在教学过程中，我注意运用多媒体的教学手段，多媒体课件通过丰富的内容、多样的形式、生动的图像帮助孩子们更好地理解了课文。自始各种线索理解课文，另一方面，在做阅读练习时，学生能很快地把握主要内容，易于理解故事。2.注意保护学生的学习积极性和主动参与的热情，我扮演恰当的角色“帮助者”、“引导者”，设计的活动符合学生的年龄特点，借助结对练习、小组讨论、角色表演等教学环节，最大限度地调动、吸引学生的注意力，营造宽松，愉悦的学习气氛。减少教师的工作量，增加学生训练机会。3.队友的环节的处理还不够理想，一是时间把握还不够好，有点前松后紧的感觉。练习的设计也可以再改进。课标分析根据新课标知识性和人文性的原则，我为本课设计了一下目标：一、教学目标：1.语言知识目标：1)学习掌握下列词汇：object,magic,stick,hide,tail,t