(完整版)人教版八年级下册unit6.教案

Unit 6 An old man tried to move the mountains Section A 3a—3cTeaching planI. Teaching Goals1. Knowledge Goals：1) Key V ocabulary：object, magic, stick, hide, tail, turn…into, excite, western2) Target Language:The Monkey is the main character in the traditional Chinese bookJourney to the West.The Monkey King can turn himself into different animals and objects.He can not turn himself into a man unless he can hide his tail.2. Ability Goals：1). Be able to understand the passage and learn to talk about the Monkey King using the target language.2). Enable students to practice reading and writing with the target language.3). Train students' integrative and comprehensive abilities.3. Emotional Goals：Educate students to keep fighting against evils and bad deeds and never give up.II. Key points and difficult points1. Key Vocabulary：object, magic, stick, hide, tail, turn…into, excite, western2. Key Expressions:The Monkey is the main character in the traditional Chinese book Journey to the West.The Monkey King can turn himself into different animals and objects.He can not turn himself into a man unless he can hide his tail.3. Difficult Points:Be able to understand the fairy story and tell their favorite story with target language.III. Teaching steps.1. Greetings2. Review: Do you know these traditional stories of China?3. Watch a video4. Talk about the four main characters especially the Monkey King.5. How much do you know about the Monkey King?6. Teach the new words by showing some pictures.New words: hide—hid, turn…into, object, magic stick, tail, excite, western.7. While reading: Task 1: SkimmingRead the passage quickly and finish answering the question and matchthe main idea with each paragraph. They have two minutes. Question: Which book is talked about?Match the main idea.Paragraph 1 Western children are also becoming interested in thestories of the Monkey King.Paragraph 2 The Monkey King is new to pupils in England but notto Chinese children.Paragraph 3 The Monkey King is not just normal monkey. He can do magical things.8. Check the answer.9. While reading: Task 2: Careful reading.Read paragraph 1 and tell T or F in two minutes.1). In November 1978, pupils in England were able to watch a new TV program called Monkey. （）2). Most of them were hearing this story for the second time. （）3). The Monkey King is the main character in the traditional Chinese book Journey to the west. （）Ask three students to tell their answers. If it is true, move to the next one, if it is false, ask the students to tell the correct answer. Then read the three sentences together.10. Careful reading: Read paragraph 2 and finish the mind map. Time limit: 2 minutes.11. Check the answer.12. Read paragraph 3 and finish another mind map. Then check the answer.13. Finish 3c. Check the answer after they finish it. Read these sentences together.14. Game: House of card. (Optional)1). Tell the rules of the game: Choose a card. If you are lucky enough you can get into the house directly and get some points. If you choose a number and you are asked to answer a question, then you have to answer it correctly to get some points. If you don't give the right answer, there will be no points for you. And if you give up, no points either.2). Play the game.15. Read the passage while listening. Pay attention to the pronunciation.16. Discussion: What do you think of the Monkey King? What is he like? Ask Ss to talk about their own opinion freely.17. Summary: We talk about the main character the Monkey King from Journey to the West. He can do many things, but he cannot turn himself into a man unless he can hide his tail. His spirit should be learned by children both from China and Western countries.18. Homework: 1). Tell your family or classmates about the Monkey King in English. 2). Try to recite the passage.Remember: Never give up and be helpful. Where there is a will, there is away.19. Blackboard design.Unit 6 An old man tried to move the mountains. Section A 33cWords or expressions(Optional)Evaluation System。

1.教师引导学生对本节课所学知识进行总结，梳理一般过去时、过去进行时、被动语态等语法知识点。
2.学生分享自己在课堂上的收获和感悟，促进知识的内化。
3.教师强调本节课的重点，提醒学生课后加强复习，巩固所学知识。
4.布置课后作业，包括阅读理解、写作练习等，帮助学生进一步巩固所学，提高实际运用能力。
五、作业布置
人教版八年级下Unit6教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.掌握本章节的核心词汇和短语，如：rob, steal, arrest, victory, betray, confidence等，并能熟练运用这些词汇进行英语交流。
2.学会使用一般过去时和过去进行时描述过去发生的事情，以及运用过去时态讲述故事。
4.写作任务：根据本节课所学内容，编写一个小故事，要求运用一般过去时和过去进行时，以及适当的被动语态和定语从句。培养学生的写作技巧和创造力。
5.口语作业：学生分组进行角色扮演，根据课文内容编排对话，进行课堂表演，提高学生的口语表达能力和团队合作意识。
6.课后总结：要求学生撰写一篇关于本节课学习心得的短文，总结自己在学习过程中的收获和不足，为今后的学习制定目标。
2.通过提问方式，引导学生回顾已学过的一般过去时知识，为新课的学习做好铺垫。
3.利用多媒体展示与本节课相关的图片，让学生预测课文内容，激发他们的好奇心。
（二）讲授新知
1.教师带领学生阅读课文，讲解重点词汇和短语，如：rob, steal, arrest等，并举例说明它们在不同语境中的用法。
2.分析课文中的语法结构，如一般过去时和过去进行时，通过实例讲解，让学生理解其用法和区别。
3.能够理解和运用课文中的重点句型和语法结构，如：被动语态、定语从句等。

（三）学生小组讨论
1.教师将学生分成小组，让他们围绕以下问题进行讨论：
a. What volunteer activities have you participated in?
b. How did you feel when you were helping others?
c. What kind of volunteer activities would you like to organize in the future?
3.通过阅读课文，引导学生学会运用阅读策略，如：预测、扫描、精读等，提高阅读效率。
4.采用多媒体教学手段，如：视频、图片等，丰富教学资源，激发学生的学习兴趣。
5.注重过程性评价，关注学生在学习过程中的表现，鼓励学生自我反思、自我评价，提高学生的学习自主性。
（三）情感态度与价值观
在本章节的学习中，学生将形成以下情感态度与价值观：
-利用网络资源，拓展学生的学习视野，让他们了解更多国内外公益活动。
5.注重分层教学，关注每个学生的学习需求，提供个性化指导。
-根据学生的英语水平和学习能力，制定不同的教学目标和学习任务。
-通过个别辅导、小组辅导等方式，帮助不同层次的学生在原有基础上取得进步。
6.实施形成性评价，关注学生的学习过程，及时给予反馈和鼓励，激发学生的学习积极性。
3.结合小组合作学习，促进生生互动，培养学生的合作意识和团队精神。
-通过小组讨论、同伴互评等形式，让学生在互动中学习，提高学习效率。
-鼓励学生在小组内分享志愿经历，增进相互了解，提升口语表达能力。
4.运用多媒体教学资源，丰富教学手段，激发学生的学习兴趣。
-使用视频、图片等资源，为学生提供直观的学习材料，增强他们对语言知识的记忆。

人教版八年级英语下册第六单元教学设计Unit 6 An old man tried to move the mountains.Period 1 Section A (1a-2c)Knowledge aims:1. Words and phrases: shoot, remind, once upon a time, as soon as, so…that, weak, unless, god, stone, dig, keep doing s omething, continue to do something, remind somebody. of something., try to do something.2. Expressions:The story reminds us that you can never know what’s possible unless you try to make it happen. Once upon a time, there was / were…As soon as the man finished talking, Yu Gong said that his family could continue to move the mountains after he died.Ability aims:1. The students can get the general ideas of the story by listening.2.To improve the students’ listening and speaking abilities.3. To train the students’ ability of rete lling the story.Emotional aims: You can never know what’s possible unless you try to make it happen.Teaching important points: How to retell a story and how to use the conjunctions.Teaching difficult points: How to make the familiar Chinese story in English.Teaching aids: CAI , pptTeaching Steps:Step 1 warming up1. Show some pictures of the Chinese story.2. 1a. Students enjoy the pictures and say the names of the four pictures in 1a.Step 2 Presentation & talk1. Show on the screen some pictures about Yu Gong and play the song “愚公移山”.Students talk something about Yu Gong and then enjoy the song.Eg. Yu Gong was born in the Western Zhou Dynasty.2. The reason why Yu Gong wanted to move the mountains was that there were two big mountains near his house and they were so big and high that it took a long time to walk to the other side.Step 3 Listening (1b)1. Get the students to listen and check the facts they hear.2. Listen again and check the answer.Step 4 Discussion (1c)Discuss the questions in pairs first, then ask some pairs to make dialogues by asking and answering.Step 5 Listening1. (2a) Listen to the story about Yu Gong, and number the pictures 1-4 inorder to tell the story.2. (2b) Listen again and circle the words you hear.3. Check the answers.Step 6 Activity 2c1. Get students to retell the story of Y u Gong according to the information in 2b.Students should use the conjunctions like: as soon as.2. Ask several students to retell the story of Yu Gong Moves the Mountains in their own words.Step 7 HomeworkRetell the story of “Yu Gong Moves a Mountain”Blackboard Design教学反思：本课的教学内容以学生所知道的故事为话题，并运用图片、动画、声音媒体等手段进行教学，营造良好的语言学习情境，达到了预期目标。

3.关注学生的情感需求，鼓励学生积极参与课堂活动，增强自信心。
4.创设丰富的语境，让学生在实际语境中运用所学知识，提高语言实际运用能力。
三、教学重难点和教学设想
（一）教学重难点
1.教学重点：
-本节课的重点在于学生对一般现在时和一般过去时的被动语态的掌握。
-新词汇和句型的学习，如“offer”, “opportunity”, “achieve”, “take advantage of”, “make a difference”等。
5.写作任务：请学生撰写一篇关于“W短文，字数在100-120词左右。要求学生运用本节课所学的词汇和语法知识，表达自己的观点。
6.自主学习：推荐学生观看一部关于志愿者活动的英文电影或纪录片，拓展知识视野，提高跨文化交际能力。
作业布置注意事项：
-使用图表、例句等多种形式，帮助学生理解和记忆语法知识。
2.教学目标：
-使学生掌握本节课的重点词汇和句型。
-帮助学生理解并运用一般现在时和一般过去时的被动语态。
（三）学生小组讨论
1.教学活动设计：
-将学生分成小组，让他们围绕“Volunteering experiences”这一话题进行讨论。
-每个小组选择一位记录员，记录下组内成员的讨论内容。
3.课堂实践：组织学生进行小组讨论、角色扮演等实践活动，巩固所学知识。
4.课堂小结：对本节课所学内容进行总结，强调重点和难点。
5.课后作业：布置适量的课后作业，巩固课堂所学知识。
6.教学评价：通过课堂提问、小组讨论、作业批改等方式，了解学生的学习情况，及时给予反馈。
二、学情分析
针对人教版英语八年级下册Unit6 Section B(2a-2e)的教学内容，进行以下学情分析：

人教版八年级英语下册第六单元教案Unit 6: An Old Man Tried to Move the Mountainsn:The core topic of this unit is Chinese XXX stories。

students will be able to tell stories using appropriate ns。

in line with English language logic and n。

They will also be able to try their hand at acting out scripts。

which will help them XXX.Objectives:1.Vocabulary: shoot。

remind。

hide。

excite。

fit。

smile。

marry。

cheat。

shine。

lead。

god。

bit。

stick。

tail。

couple。

object。

etc.mon ns: once upon a time。

instead of。

turn…into…。

get married。

as soon as.3.Grammar: learn to use ns such as as soon as。

unless。

so…that in story XXX such as how。

what。

who。

and why.4.Ability: XXX.Process and Methods:XXX materials。

adjust and select the teaching content based on the actual level and language ability of the students。

reasonably arrange the number of hours for this unit。

and design the teaching content for each hour.Attitude and Values:1.XXX n。

八年级英语下册unit6教案（新版人教版）八年级英语下册unit6教案一、教学目标：1. 语言知识目标：1) 能掌握以下单词：remind, bit, silly, instead of能掌握以下句型：①How does the story begin?②What happened next?③What do you think of the story of Yu Gong?④What could Yu Gong do instead of moving the mountains?2) 能够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。

2. 情感态度价值观目标：学习愚公，要学习他“主动挖山”的精神。

在我们生活工作中存在着很多的“山”。

在这些山的面前我们应该采取怎样的态度对待它？是通过“搬家”来避开它或找领导请求帮助；还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢的克服困难。

愚公不畏艰险，不怕困难，勇敢面对的精神，正是值得我们所学习的。

二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词：remind, bit, silly, instead of；2) 学会询问故事发展的基本句型：How does the story begin?What happened next?3）学会表达故事中的人物或情节，并发表一些简单的看法或观点。

What do you think of / about the story of Yu Gong?I think it’s a little bit silly.I still don’t agree with you.2. 教学难点：学会表达故事中的人物或情节，并发表一些简单的看法或观点。

三、教学过程Step 1 Lead in1. 播放动画片《寓公移山》的视频，导入本单元主题。

T: What’s the name of the story?S1：It’s Yu Gong moves a mountain.S2: It’s a traditional Chinese story.T: Do you know other traditional Chinese stories?S1: Ne Zha Conquers the Dragon KingS2: Magic Brush Ma LianS3: Chang’e Flies to the Moon…Step 2 Presentation1. 引导学生们学习生词。

Unit 6An old man tried to move the mountains.本单元教材以“谈论故事情节”为中心话题，围绕着学生非常熟悉的故事进行，学习和运用几个常见的句型：Where would they put all the earth and stone from the mountains？/What do you think about the story of Yu Gong？/The story is trying to show us that anything is possible if you work hard！/—How does the story start？—Once upon a time，there was a very old man./—What happened next？—As soon as the man finished talking，Y u Gong said his family could continue to move the mountains after he died.等。

在学习过程中，学生在交流中，能促进师生之间的感情。

Section A 主要学习once upon a time，remind sb.of sth.，a little bit, instead of，turn… into，get married等几个常见的短语及怎样讲故事。

通过短文介绍了《西游记》在英国放映的事情，增加了学生的阅读量。

Section B 安排了听、说、读、写的任务，通过《皇帝的新装》来训练学生的听力，通过《韩赛尔与格雷特》训练学生的阅读能力。

教师在教学中应合理利用课本上的知识进行教学。

第一课时Section A(1a－2d)Teaching Key Points【教学重点】The vocabulary：shoot，stone，weak，god，silly，remind sb.of sth.，a little bit, instead ofTarget language：1.Where would they put all the earth and stone from the mountains?2．What do you think about the story of Yu Gong?3．The story is trying to show us that anything is possible if you work hard!Teaching Difficult Points【教学难点】Use the target language above to tell a story.Teaching Aids【教学工具】an English book，a tape recorder and CAITeaching Steps【教学过程】★Step 1Preview and perception【预习感知】Ask the students to read the vocabulary and target language.Ⅰ.根据句意及汉语或首字母提示写单词。

Unit 6 Period 5 Section B 2a-3b教案Knowledge aims:1.Words:stepmother, wife , huand, whole, scene, stone, shine, ground , lead, voice, inside, bravea fairy tale, inside the house, the rest of , make a plan, get wood, come back, never mind, inthe forest2. Sentences :One year, the weather was so dry that no food would grow.Unless we do , we won’t find our way ou t.When the moon is shining bright, we’ll be able to see the stones.As soon as the moon rises, we can follow them instead.Ability aims:1. Ss can make and talk about predictions2. Ss can summarize key parts of a story3. Ss can understand the whole article and rewrite the play.Emotional aims:Whatever you do Wherever you go ,Be independent and never give up!Teaching key points:1. To learn about the western fairy play, read and understand the whole play ,then try toperform2. To develop their reading skills such as skimming, scanning,summarizing language pointsTeaching difficult points:(1) It is the first time for students to read the text type –play. Understand the form of westernfairy tales and perform the play.(2) To acquaint Ss with the moral messages it contains.(3) Develop the ability of skimming and scanning.Teaching procedure:Step1 Warm-up and lead in .1.T: A fairy tale is an old ,traditional story.In this unit we have learned some fairy tales. Lookat the pictures, do you know these fairy tales?Tell Ss their English names and lead in reading aloud.2. Introduce the three fairy tales.3.Then tell them: Today we will continuelearning another fairy tale ---Hansel and Gretel.Step2 before reading.1. Look quickly through this text, answer the questions.2. How do you know that?3. Watch the video and answer the following questionsHow many members are there in the family? Who are they?Step 3 While reading.1.Read the first paragraph of Hansel and Gretel. Think about how the fairy tale willcontinue. Then read the rest of the story.2. Work on 2c.T: Now let’s read the play carefully and try to match each description below with the correct scene.Ss read the play quickly and try to match each description.3. Work on 2d Careful reading.Read the passage carefully and answer the following questions:Why does the wife tell her huand to leave the children in the forest?What does Hansel go out to get?Why does he do this in the moonlight?How do Hansel and Gretel find their way home?Why do Hansel and Gretel get lost the second time?4.At the same time write the key words from each scene and give the summary. Step 5 After reading.1.Guess what will happen and give the play an ending.Do you think they are in danger, why?What would happen when the old woman came out of the house?What will the brave children do?2. What do you think of Hansel and Gretel ?What can we learn form the fairy tale ?Step 6 Summarize and homework.。

-设计针对本节课重点知识的练习题，包括词汇填空、句型转换和阅读理解等。
-让学生独立完成练习题，检验他们对所学知识的掌握程度。
2.教学实施：
-发放练习题，要求学生在规定时间内完成。
-教师在学生做题过程中，提供个别辅导，解答疑惑。
3.目标达成：
-学生通过课堂练习，巩固所学知识，提高实际运用能力。
-教师通过练习结果，了解学生的学习情况，为后续教学提供参考。
-利用实物、图片和图表等辅助教学工具，帮助学生直观理解一般过去时的概念和用法。
四、教学内容与过程
（一）导入新课
1.教学活动设计：
-播放一段关于名人生日的视频，引导学生关注名人的成长经历。
-通过提问方式，让学生回顾一般过去时的概念和用法，为新课的学习做好铺垫。
2.教学实施：
-播放视频后，邀请学生分享他们对视频中名人成长经历的感受。
（五）总结归纳
1.教学活动设计：
-对本节课所学知识进行回顾和总结。
-邀请学生分享自己的学习心得，鼓励他们反思学习过程。
2.教学实施：
-教师引导学生回顾本节课的重点词汇、句型和一般过去时的用法。
-学生分享自己的学习收获，提出改进措施。
3.目标达成：
-学生能够明确本节课所学知识，形成完整的知识体系。
-学生通过反思，提高自我学习能力，为未来的学习奠定基础。
3.学生能够通过阅读理解文章，提取关键信息，提高阅读速度和理解能力。
4.学生能够运用所学知识进行简单的写作练习，如编写一段关于自己或他人过去经历的短文。
（二）过程与方法
1.通过小组合作、讨论等形式，培养学生合作学习的能力，激发学生的学习兴趣和积极性。
2.利用多媒体教学资源，创设情境，让学生在实际语境中学习和运用英语。

八年级英语下册unit6教案一、教学目标：1. 语言知识目标：1) 能掌握以下单词：remind, bit, silly, instead of能掌握以下句型：①How does the story begin?②What happened next?③What do you think of the story of Yu Gong?④What could Yu Gong do instead of moving the mountains?2) 能够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。

2. 情感态度价值观目标：学习愚公，要学习他“主动挖山”的精神。

在我们生活工作中存在着很多的“山”。

在这些山的面前我们应该采取怎样的态度对待它？是通过“搬家”来避开它或找领导请求帮助；还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢的克服困难。

愚公不畏艰险，不怕困难，勇敢面对的精神，正是值得我们所学习的。

二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词：remind, bit, silly, instead of；2) 学会询问故事发展的基本句型：How does the story begin?What happened next?3）学会表达故事中的人物或情节，并发表一些简单的看法或观点。

What do you think of / about the story of Yu Gong?I think it’s a little bit silly.I still don’t agree with you.2. 教学难点：学会表达故事中的人物或情节，并发表一些简单的看法或观点。

三、教学过程Step 1 Lead in1. 播放动画片《寓公移山》的视频，导入本单元主题。

T: What’s the name of the story?S1：It’s Yu Gong moves a mountain.S2: It’s a traditional Chinese story.T: Do you know other traditional Chinese stories?S1: Ne Zha Conquers the Dragon KingS2: Magic Brush Ma LianS3: Chang’e Flies to the Moon…Step 2 Presentation1. 引导学生们学习生词。

八年级下册英语人教版第六单元教案全文共3篇示例，供读者参考篇1Unit 6: The Story of My VillageTeaching Objectives:1. Enable students to learn new vocabulary related to village life.2. Help students understand the simple past tense and practice using it in sentences.3. Develop students' listening, speaking, reading, and writing skills through various activities.Teaching Procedures:1. Warm-up (10 minutes):- Show students pictures of different villages around the world and ask them to describe what they see.- Discuss with students what they know about village life and compare it to their own experiences.2. Vocabulary Building (15 minutes):- Introduce new vocabulary related to village life, such as "farmers," "crops," "harvest," "livestock," etc.- Have students match the words with their meanings and practice using them in sentences.3. Listening Activity (20 minutes):- Play a recording of a person talking about their village and ask students to listen for specific details.- Have students answer questions about the information they heard and discuss it in pairs.4. Reading Comprehension (20 minutes):- Provide students with a passage about a village and have them read it silently.- Ask students questions about the main idea, details, and inferences in the text.5. Grammar Practice (15 minutes):- Introduce the simple past tense and explain the rules for forming regular and irregular verbs.- Have students practice using the simple past tense in sentences about village life.6. Speaking Exercise (15 minutes):- Divide students into pairs and have them take turns talking about their own village or a village they have visited.- Encourage students to use the new vocabulary and simple past tense in their descriptions.7. Writing Assignment (20 minutes):- Ask students to write a short paragraph describing a village they would like to visit.- Remind students to use the vocabulary and grammar they have learned during the lesson.8. Recap and Review (10 minutes):- Review the new vocabulary and grammar points with the class.- Allow students to ask any questions or share their thoughts on village life.Homework:- Assign students to write a diary entry about a day in the life of someone living in a village.- Encourage students to use the simple past tense and include the new vocabulary they have learned.Assessment:- Evaluate students based on their participation in class activities, understanding of the new vocabulary and grammar, and the quality of their written assignments.篇2Unit 6: TravelLesson 1: Travel DestinationsObjectives:- Students will learn vocabulary related to travel destinations.- Students will practice using the present perfect tense to talk about travel experiences.- Students will improve their speaking and listening skills through group discussions and role plays.Warm-up:Start the lesson by asking students about their dream travel destination. Encourage them to describe why they would like to visit that place and what they hope to do there.Vocabulary:Introduce new vocabulary related to travel destinations such as beach, mountains, city, countryside, historical sites, and landmarks. Use pictures and realia to help students understand the meanings of these words.Grammar focus:Explain and review the present perfect tense with students, emphasizing its usage to talk about travel experiences. Provide examples and ask students to practice forming sentences using the present perfect tense.Speaking activity:Divide the class into pairs or small groups and have them discuss the following questions:- Have you ever traveled to a foreign country?- What was your favorite travel destination and why?- What is on your travel bucket list?Role play:In groups of three or four, have students role play a conversation between travelers discussing their past travel experiences. Encourage them to use the present perfect tense in their dialogue.Homework:Ask students to write a short paragraph about their dream travel destination, using the present perfect tense to talk about any travel experiences they have had.Lesson 2: Planning a TripObjectives:- Students will learn vocabulary related to planning a trip.- Students will practice using modal verbs to make suggestions and give advice.- Students will improve their reading and writing skills through a travel planning activity.Warm-up:Review the vocabulary from the previous lesson by asking students to brainstorm a list of items they would need for a trip.Encourage them to categorize the items into must-have, should-have, and nice-to-have.Vocabulary:Introduce new vocabulary related to planning a trip such as itinerary, accommodations, transportation, attractions, and activities. Provide examples and ask students to practice using the words in sentences.Grammar focus:Explain and review modal verbs such as should, could, and must for making suggestions and giving advice. Provide examples and ask students to practice using the modal verbs in context.Reading activity:Distribute a travel itinerary to each student and have them read the details carefully. Ask comprehension questions to check their understanding of the itinerary.Writing activity:In pairs or small groups, have students create their own travel itinerary for a trip to a fictional destination. Encouragethem to include details such as accommodations, transportation, attractions, and activities.Homework:Ask students to write a short essay about their dream trip, using modal verbs to make suggestions and give advice on what to do and see.Lesson 3: Travel StoriesObjectives:- Students will learn vocabulary related to travel experiences.- Students will practice using the past simple tense to narrate travel stories.- Students will improve their listening and speaking skills through storytelling activities.Warm-up:Start the lesson by asking students to share a memorable travel experience they have had in the past. Encourage them to describe the place they visited, what they did there, and how they felt.Vocabulary:Introduce new vocabulary related to travel experiences such as adventure, cultural exchange, cuisine, hospitality, and souvenirs. Use pictures and realia to help students understand the meanings of these words.Grammar focus:Explain and review the past simple tense with students, emphasizing its usage to narrate travel stories. Provide examples and ask students to practice forming sentences using the past simple tense.Listening activity:Play a recording of a travel story and have students listen carefully. Ask comprehension questions to check their understanding of the story.Speaking activity:In pairs or small groups, have students take turns narrating their own travel stories using the past simple tense. Encourage them to include details such as the setting, characters, events, and emotions.Homework:Ask students to write a short paragraph summarizing a travel story they have heard or read, using the past simple tense to narrate the events.Overall, this unit is designed to help students improve their English skills while learning about travel destinations, planning trips, and sharing travel stories. By the end of the unit, students should feel more confident in using vocabulary related to travel and expressing themselves fluently in English.篇3Unit 6: I'm watching TVPart one: Teaching goals1. Enable students to master the new words and phrases.2. Help students understand and use the present continuous tense.3. Encourage students to describe ongoing actions using the present continuous tense.Part two: Teaching key points1. Vocabulary: New words and phrases related to daily activities and actions.2. Grammar: Present continuous tense and its usage.3. Speaking: Encouraging students to use the present continuous tense to describe ongoing actions.Part three: Teaching difficult points1. Differentiating between the present simple tense and the present continuous tense.2. Encouraging students to form questions and negative sentences using the present continuous tense.3. Guiding students to express ongoing actions in a clear and concise manner using the present continuous tense.Part four: Teaching methods1. Task-based learning: Engaging students in various activities to practice using the present continuous tense.2. Group work: Encouraging students to work together to complete tasks and exercises related to the lesson.3. Role-playing: Providing scenarios for students to act out using the present continuous tense.4. Visual aids: Using pictures, videos, and realia to help students understand and remember new vocabulary and sentence structures.Part five: Teaching procedures1. Warm-up activity: Introducing the topic of daily activities and actions.2. Vocabulary introduction: Presenting new words and phrases related to daily activities.3. Grammar explanation: Introducing the present continuous tense and its formation.4. Practice activities: Engaging students in exercises to practice forming sentences using the present continuous tense.5. Group work: Dividing students into groups to complete tasks using the present continuous tense.6. Role-playing: Providing scenarios for students to act out using the present continuous tense.7. Review: Going over the key points of the lesson and providing additional practice exercises.8. Homework: Assigning tasks for students to practice using the present continuous tense in writing.Part six: Assessment1. Observing students' participation in class activities.2. Assessing students' understanding of the present continuous tense through exercises and tasks.3. Reviewing students' homework assignments to evaluate their use of the present continuous tense in writing.Part seven: ConclusionBy the end of this unit, students should be able to accurately use the present continuous tense to describe ongoing actions and activities. They should also be able to differentiate between the present simple tense and the present continuous tense. Through various activities and exercises, students will have the opportunity to practice using the present continuous tense in both spoken and written forms.。

3.听力训练方面，采用分层教学，由浅入深，逐步提高学生的听力水平。针对不同层次的学生，设计难易适度的练习，使每个学生都能在听力训练中收获成就感。
4.口语表达方面，采用角色扮演、小组讨论等形式，创设真实语境，让学生在实际交流中锻炼口语表达能力。同时，鼓励学生勇于表达，为每个学生提供展示自己的机会。
5.情感态度与价值观方面，结合旅行主题，引导学生树立正确的价值观，尊重不同文化，培养跨文化交际意识。同时，注重团队合作，培养学生的集体荣誉感和责任感。
3.教师巡回指导，解答学生在讨论过程中遇到的问题。
（四）课堂练习
1.教师设计多种练习，如填空、选择、改错等，让学生巩固一般过去时和现在完成时的用法。
2.教师组织学生进行角色扮演，模拟旅行中的场景，如机场办理登机、酒店入住等，让学生在实际语境中运用所学知识。
3.教师设置小组竞赛，鼓励学生积极参与，提高学生的课堂参与度。
4.教育学生遵守公共秩序，尊重他人，养成良好的行为习惯。
本章节的教学设计以人教版八年级下Unit6 Section B 2a-3a的内容为基础，紧密结合学科知识，注重实用性。在教学过程中，教师应关注学生的个体差异，创设生动、活泼的课堂氛围，激发学生的学习兴趣，提高学生的英语素养。
二、学情分析
八年级下学期的学生已经具备了一定的英语基础，对英语学习有了一定的认识和兴趣。在此基础上，他们对本章节旅行主题的内容有较高的期待。然而，学生在语法、词汇和听力方面仍存在一定的困难。部分学生对一般过去时和现在完成时的区别掌握不够牢固，需要教师在教学过程中进行针对性指导。此外，学生在口语表达方面存在自信心不足、词汇量有限等问题，需要教师通过多样化的教学活动，激发学生开口说英语的勇气和兴趣。在情感态度方面，部分学生对团队合作、遵守纪律等方面尚需引导和教育。因此，在本章节的教学过程中，教师应关注学生的个体差异，创设轻松、愉快的课堂氛围，鼓励学生积极参与，提高他们的英语综合运用能力。

八下英语人教unit 6教案教案标题：Unit 6: I'm going to study computer science.教学目标：1. 语言目标：学生能够掌握并正确运用本单元的词汇和短语，如computer science, astronaut, engineer, etc. 学生能够运用一般将来时表达自己的未来计划。

2. 情感目标：培养学生对未来职业的兴趣和探索，激发学生的职业理想和目标。

教学重点：1. 学习并正确运用本单元的词汇和短语。

2. 学习并正确运用一般将来时表达自己的未来计划。

教学难点：1. 运用一般将来时表达自己的未来计划。

2. 运用本单元的词汇和短语进行口语和写作表达。

教学准备：1. 教材：《人教版英语》八年级下册2. 多媒体设备3. 学生练习册教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and review the previous lesson's vocabulary related to future plans.2. Show pictures of different occupations and ask students what they want to bein the future. Encourage them to explain why they are interested in thoseoccupations.Step 2: Presentation (15 minutes)1. Introduce new vocabulary words related to future occupations, such as computer science, astronaut, engineer, etc. Use pictures, gestures, and real-life examples to help students understand the meanings.2. Present the structure of the future tense using "be going to." Explain the usage and form of this tense.3. Provide examples of sentences using the future tense and ask students to identify the structure and meaning.Step 3: Practice (20 minutes)1. Divide the class into pairs or small groups and give each group a list of future occupations.2. Students take turns asking and answering questions about their future plans using the future tense. Encourage them to use the new vocabulary words.3. Monitor the groups and provide assistance when needed.Step 4: Production (15 minutes)1. Ask students to write a short paragraph about their future plans using the future tense and the vocabulary words from the unit.2. Encourage students to be creative and explain why they are interested in their chosen occupation.3. Allow some students to share their paragraphs with the class if time permits. Step 5: Review and Closure (5 minutes)1. Review the key vocabulary words and the structure of the future tense withthe whole class.2. Summarize the main points of the lesson and ask students if they have any questions or need further clarification.教学延伸：可以邀请一些职业人士来学校，与学生分享他们的职业经历和对未来的展望，以激发学生对不同职业的兴趣和理解。

3.引导学生通过观察、模仿和实践，掌握正确的语音、语调，增强英语语感。
4.利用多媒体教学资源，创设生动、真实的语境，激发学生的学习兴趣，提高学习效果。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和信心，使其乐于参与英语实践活动。
2.培养学生的合作精神，学会在小组合作中相互帮助、共同进步。
3.引导学生关注日常生活中的英语应用，提高学生的跨文化交际意识。
难点：在实际情境中，灵活运用所学的核心句型和时态进行自然、流畅的对话。
2.重点：提高学生的听力技巧，如捕捉关键信息、归纳主旨等。
难点：在听力训练中，准确把握语速、语调，提高对日常交流对话的理解能力。
（二）教学设想
1.针对重点句型和时态的教授，采用以下教学策略：
a.利用多媒体资源，展示真实语境，让学生感知并模仿句型的正确使用。
1.作业难度适中，既要保证学生对所学知识的巩固，又要激发学生的学习兴趣。
2.鼓励学生发挥创造力，将所学知识运用到实际生活中。
3.注重培养学生的自主学习能力，提高作业的针对性和实效性。
4.教师应认真批改作业，及时给予反馈，指导学生改进学习方法，提高学习效果。
b.学生根据反馈，调整学习方法，提高学习效果。
（五）总结归纳
1.教师引导学生对本节课所学内容进行回顾和总结。
a.学生总结一般现在时和现在进行时的用法。
b.学生回顾并复述本节课所学的核心句型和词汇。
2.教师对本节课的教学内容进行梳理，强调重点和难点。
a.教师对本节课的教学目标进行回顾，确保学生明确所学知识。
c.定期进行听力测试，及时了解学生的听力水平，调整教学策略。
3.情境教学法的运用：
a.创设生动、真实的语境，让学生在情境中感知、体验英语。

初中英语Go For It! 教材八年级（下）Unit 6的教学设计一、教学内容分析本课时的内容是以慈善活动“滑冰马拉松”的新闻报道为主题，通过以读促说的教学目的展开话题。

二、教学目标1、语言目标词汇：skater raise several句型：How long have you been doing something?I have been doing something for/since….When did you start doing something?2、情感目标通过阅读使学生树立和加强积极参加慈善活动的意识，了解马拉松作为慈善活动之一的文化内涵。

3、能力目标以读促说，培养学生的读说能力。

通过对以滑冰马拉松这一慈善题材的阅读，促进学生在一定的语境中运用现在完成进行时和一般过去时进行语言的输出和交流。

阅读中渗透阅读策略，培养学生分析问题、解决问题的能力。

三、教学重、难点1、在特定的语境中正确运用现在完成进行时和一般过去时进行语言交流。

2、对发生的事情进行现场报道。

四、教学方法任务型教学法，情景教学法，交际法。

五、教学步骤------------------------------WorkSheet--------------------------A. It’s 2 pm. Read the passage and plete the following table.B.GroupworkDo a survey about what charity activities your classmates take part in.1.Show your survey.2.Give a news report.I’m talking to you from HuandongSchool. Here,students are making a survey….In m y group,...Thank you for joining us.课后反思遵循原则，解读文本，渗透策略，培养以读促说能力---2010省初中英语阅读教学展示与研讨活动有感这次有幸参加了某某省初中英语阅读教学展示与研讨活动，并亲自承担了展示课的任务。

Unit6An old man tried to move the mountains.第一课时Section A(1a2d)【学习目标】1.重点单词：shoot，begin，god，remind，bit，silly2．重点短语：Journey to the West，Yu Gong Moves a Mountain，Hou Yi shoots the Suns，Nu Wa Repairs the Sky，once upon a time，instead of，work on，a little bit3．重点句式：An old man tried to move the mountains.How does the story begin?Where would they put all the earth and stone from the mountains?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.It doesn't seem very possible to move a mountain.The story is trying to show us that anything is possible if you work hard.Yu Gong kept trying and didn't give up.I think we should try to find other ways to solve a problem.What could Yu Gong do instead of moving the mountains?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.【学习重点】1．重点短语和句型2．unless，so...that，as soon as...等的用法【学习难点】1.重点短语和句型2．unless，so...that，as soon as...等的用法【自学学习】一、预习课本P4142新单词并背诵，完成下面的汉译英。