Unit 6 第2课时Section A(3a～3c)（教学设计） 2024-2025学年人教版英语八年级下册

授课教材 人教版八年级下册 授课题目 Unit 6 An old man tried to move the mountains. Section A (3a-3c) 课时 课型 第 2 课时 阅读课 主题情境 人与社会 教学目标Teaching Aims (基于英语学科核心素养) 1. Language Competence Consolidate and flexibly use vocabulary and sentence patterns learned from the text; analyze complex sentences and improve reading comprehension. 2. Cultural Awareness Deepen the understanding of traditional Chinese cultural values reflected in the story, and compare them with similar stories in other cultures. 3. Thinking Ability Critically analyze the characters' actions and motives; develop logical thinking in expressing personal opinions about the story. 4. Learning Ability Enhance the ability to summarize and extract key information from texts; improve self-evaluation and peer-evaluation skills in reading. 教学重点 Key Points In-depth understanding of the story's plot, characters, and cultural connotations. Mastery and application of important language points in the text. 教学难点 Difficult Points Analyze and express the profound cultural values and philosophical ideas in the story accurately. Use the learned language knowledge to discuss and debate related topics fluently. 教学方法 Teaching Methods PWP (Pre-reading,While-reading, Post-reading) Model, Communicative Approach, Task-based Language Teaching Method 教学工具 Teaching Aids Multimedia projector, blackboard, handouts 教学过程 Teaching Procedures 1. Lead-in (3 minutes): Review：Briefly review the main content of the story An Old Man Moves the Mountains from the previous lesson. Ask students to summarize the story in one or two sentences, and write some key vocabulary and sentence patterns on the blackboard for reinforcement. 2. Pre-reading(10 minutes): Language Points Presentation： Select some difficult vocabulary (e.g., “continue,” “possible,” “seem”) and sentence structures (e.g., “It doesn't seem very possible to move a mountain.”) from the text. Explain their meanings and usages through examples, and let students guess the meanings in context first. Character Analysis Presentation： Introduce the method of analyzing characters in a story, such as from their words, actions, and the reactions of others. Take the old man and his family members as examples to show how to analyze their characteristics. 3. While-reading(15 minutes): Language Practice： Assign exercises like filling in the blanks, choosing the correct form of words, and rewriting sentences. For example, “He ______ (continue) working until he finished the task.” Let students practice individually and then check the answers in groups. Character Analysis Practice： Divide students into groups. Each group is assigned to analyze one character in the story. They need to find evidence from the text to support their analysis and present it in front of the class. 4. Post-reading (10 minutes): Debate Activity： Set up a debate topic, such as “Should we always follow the example of the old man when facing difficulties?” Students are divided into two sides, the affirmative side and the negative side. They use the knowledge and understanding of the story to support their views, and conduct a debate. Writing Task： After the debate, ask students to write a short essay about their own opinions on the topic. Encourage them to use the vocabulary and sentence patterns learned in the text, and at least three reasons should be provided to support their viewpoints. 5. Summary (2 minutes): Summarize the important language points and character-analysis methods learned in this class. Review the key points of the debate and writing, and emphasize the importance of thinking critically and expressing opinions clearly. 作业设计 Homework Design Review all the language points and key sentences in the text, and make a mind map to summarize them. Read another traditional Chinese myth story, and write a comparison essay between it and An Old Man Moves the Mountains in terms of plot, characters, and cultural values. 板书设计 Blackboard Design 教学反思 Teaching Reflection In this class, some students had difficulty expressing their ideas fluently during the debate due to limited language skills. Also, in the group character-analysis activity, some groups didn't fully understand the requirements and deviated from the main point. In the writing task, some students failed to organize their thoughts clearly. In future classes, more language-output training, detailed task instructions, and writing-structure guidance should be provided. 教学评价 Teaching Evaluation Classroom Observation： Observe students' participation in language practice, group activities, and the debate. Evaluate their understanding of language points, ability to analyze characters, and communication skills. Homework Assessment： Check students' mind maps for the comprehensiveness of language-point summary, and evaluate the essays for the accuracy of language use, the clarity of thinking, and the depth of cultural comparison. 学科网（北京）股份有限公司 $$