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1、1UnitUnit 6 6 AnAn oldold manman triedtried toto movemove thethe mountainsmountains第第 2 2 课时课时 SectionSection A A 3a-4c3a-4c 教学目标教学目标一、知识与技能一、知识与技能1. Improve the reading ability 2. 理解并掌握几个重点单词和短语：be able to do sth.，a new TV program called Monkey，for the first time，the main character，in fact，turn. in
2、toa magic stick，keep doing sth. 3. 熟练运用：as soon as ，unless，sothat来讲述故事二、过程与方法二、过程与方法应用图片，课件等导入调动学生的积极性和兴趣，并在此基础上设置一系列的问题， 使学生由浅入深、循序渐进地加深对文章的理解，继而达到提高阅读能力和扩展词汇的目 的。三、情感态度与价值观三、情感态度与价值观教育学生渗透合作精神并积极学习神话故事所蕴含的哲理。 教学重点教学重点1. Improve the reading ability. 2. 理解并掌握几个重点单词和短语：be able to do sth. ，a new TV pr
3、ogram called Monkey，for the first time，the main character，in fact，turn. intoa magic stick，keep doing sth. 3. 熟练运用：as soon as ，unless，sothat来讲述故事。 教学难点教学难点 熟练运用：as soon as，unless，sothat来讲述故事。 教法导航教法导航 创设情境，让学生自己总结规律，思考，讨论，最后得出结论。创设英语语言氛围， 使学生能较快地融入到英语语言学习的情景中来。 学法导航学法导航 自主学习，独立思考，小组讨论，同桌合作，完成学习任务。 教学
4、准备教学准备 视频，图片，多媒体。 教学过程教学过程Step 1 Greetings Greet the class as usual. Step 2 Lead in Ask the students to look at some pictures of the Monkey Kings and show some questions on the screen. Did you know him? Who is the Monkey King? What is he like? What adjectives will you use to describe him? (在和学生交流过程中
5、，呈现新词汇并让学生学习)Step 3 Reading 1. The teacher shows the following three questions on the screen and then 2let the students to match each paragraph with the three questions. 2. Then let the students read the passage one paragraph by one paragraph carefully (针对每一段设置如下问题) Paragraph 1：what happened in Nove
6、mber 1979? Paragraph 2：Fill in the formWhat he can doWhat he can not doParagraph 3：Why are children interested in reading about the Monkey King ?3. Then check the answers 4. Go through the sentences in 3c and try to fill in the blanks. 5. 让学生诵读整篇文章，目的是再次训练阅读能力并巩固掌握词汇Step 4 Grammar Focus 1. The teach
7、er show some questions on the screen (引导学生回顾“愚公移山” 的故事)Do you still remember the story we learned yesterday? How does the story Yu Gong Moves a Mountain begin? What happened next? Why was Yu Gong trying to move the mountains? (教师可引导学生使用一些过渡性的语言：once upon a time，there was，as soon as，because，sothat，un
8、less 等)2. Let the students go through the sentences in Grammar Focus and pay attention to the use of “as soon as，unless，because”.3. Show some other examples and let them read aloud. Step 5 Practice 4a-4b 1. First let the students go through the sentences in 4a （让学生说出描述的 是什么故事） 3a, Fill in the blanks
9、 with proper words and practice reading.(让学生再次 体会“as soon as，unless，because，”的用法，明确叙述故事的环节)Help the students deal with the difficult words and phrases. 2. Let the students read the sentences in 4b and try to get the general meaning of the passage and find the sentences using “as soon as， unless， bec
10、ause.” The students fill in the blanks. After checking the answers，get the students to read them aloud. （引导学生注意讲述故事时所使用的时态并明确讲述故事的步骤和环节）3. Get the students to think of a story they like best and remind them to use some expressions in 3a. Teacher goes around the classroom and help them if necessary. Then let them share the story in groups Then ask some students to report their results. 课堂作业课堂作业Practice telling your favorite story. 教学反思教学反思 本节课通过一系列问题的设置使得学生循序渐进地掌握文章并提高了阅读能力，同时通过 一系列的训练加强了学生讲述故事的能力，整节课在紧张高效有趣的氛围中进行，效果很3好。
