第二課時SectionA(3a—4c)教學目標通過本課的學習,學生能夠:1.理解文本內容,了解中外文學名著中的人物形象,并在語境中掌握重點單詞、短語和句型,使用所學語言講述一個故事。(獲取信息)2.使用如掃讀、查讀等閱讀策略和思維方法,理解、分析與評價閱讀材料的內容、結構和思想,梳理文本結構,學習人物身上的優(yōu)秀品質。(梳理整合)3.根據(jù)所學復述美猴王的故事,并根據(jù)事件五要素提示用所學目標語言簡述小故事。(內化應用)4.閱讀中國傳統(tǒng)文學名著,感受傳統(tǒng)文化的博大精深,并在學習討論中逐步提升審辨性思維能力。(遷移創(chuàng)新)語篇研讀What:本課語篇是一篇議論文。主要簡述了中國神話中美猴王的故事,并講述了其對中英學生的深遠影響。Why:語篇通過講述美猴王的主要事跡及其對中英學生的影響,著重對青少年情感價值觀的教育和培養(yǎng)。讓青少年讀者們感受美猴王除惡揚善、永不放棄的精神,并鼓舞青少年向其學習。How:語篇段落分明,結構清晰。先提出美猴王備受學生喜愛的現(xiàn)狀,再簡述美猴王的事跡,最后敘述美猴王對學生的深遠影響。教學過程設計理念:以新課標核心素養(yǎng)為導向,以單元主題為引領,基于語篇的育人理念,體現(xiàn)新課標“學思用創(chuàng)”的英語學習活動觀和“教—學—評”一體化設計理念。

教學目標學生活動效果評價Lead-in通過展示美猴王的圖片導入新課,為新課程的學習做好引導和鋪墊ShowSsapictureoftheMonkeyKing.Q1:Whoishe?Q2:Whatdoyouknowabouthim?圖片導入本課主題,觀察學生的表現(xiàn),預判學生的能力并了解學生興趣設計意圖激發(fā)學生的好奇心,并為之后的閱讀做好鋪墊Activity1:Readthepassagequicklyandfindoutsomethingaboutthestory.通過快速閱讀,完成本環(huán)節(jié)的任務Readthepassagequicklyandanswerthequestions.Q1:Whichbookistalkedabout?Q2:Whoisthemaincharacter?Whatishelike?Q3:WhyhastheMonkeyKingexcitedsomanychildren?教師觀察學生能否運用已經(jīng)學過的閱讀技巧完成相關問題,并根據(jù)學生完成情況來判斷并引導學生進行更多的閱讀技巧訓練設計意圖快速閱讀文章,找出文章主要信息,培養(yǎng)學生快速抓取主要信息的能力【學習理解】Activity2:Readthepassageagainandfinishthetasks.通過細讀,學生對文本內容進行深度解析Finishthetaskin3b—CompletethechartabouttheMonkeyKing.Whathecando:Whathecannotdo:Finishtheexercises.觀察學生能否準確獲取并理解文章的細節(jié),能否在有限的時間內判斷正誤設計意圖訓練學生利用scanning的閱讀策略來獲取和理解關鍵信息【學習理解】Activity3:Languagepoints讓學生了解并掌握本課時的重要的語言點Showsomeimportantlanguagepointstostudents.引導學生在理解文章的基礎上對重難點進行深層理解續(xù)表教學目標學生活動效果評價設計意圖通過向學生講解文章中的重難點,加深學生對文章的理解,并能夠幫助學生將其內化為自己的語言【學習理解】Activity4:Exercise通過完成讀后練習任務,鞏固本課時的重難點Finishthetaskin3b—Completethesentencesbelowwithphrasesfromthepassage.觀察學生能否真正完成對文章的理解和知識點的把握設計意圖有層次的進行語言輸出,升華教學任務,檢驗學生是否真正理解文章內容和重難點【應用實踐】Activity5:Groupwork通過觀察GrammarFocus中的例句讓學生進一步感知狀語從句的相關的知識,通過小組合作探究其句式特點1.ReadthesentencesaloudinGrammarFocus.2.LetstudentsworkingroupsanddiscusstheimportantpointsinGrammarFocus.觀察學生能否正確朗讀重點句子,能否在小組探究中發(fā)現(xiàn)問題、相互探討設計意圖引導學生通過自己觀察和小組探究的方式,發(fā)現(xiàn)本單元重點語法——狀語從句,并在過程中發(fā)現(xiàn)問題、提出疑問,帶著目的去學習【學習理解】Activity6:GrammarLearning通過師生共同探究學習狀語從句Summarizeandexplaingrammarpoints:unless,assoonas,so…that…教師在小組合作探究后整理學生探究結果,幫助學生解決問題,同時講解語法點,觀察學生的理解程度設計意圖總結本單元的連詞用法及相關考點,在學生自主學習探究后再去點撥,加強學生的理解【學習理解】Activity7:Exercise讓學生體驗并嘗試使用unless、assoonas、so…that完成4a。4b提供了孫悟空的故事梗概,讓學生明確敘述故事的時態(tài),熟悉故事敘述的范例FinishExercise4aand4b.檢驗學生能否將語法知識運用起來完成練習設計意圖通過課本上的練習題檢驗學生對本課知識點的運用,鞏固所學知識【應用實踐】Activity8:Pairwork學生能夠在設置的情境中使用目標句型,講述自己最喜愛的故事Finishthetaskin4c.Tellyourpartneraboutyourfavoritestory.Myfavoritestoryis…Itisinterestingbecause…觀察學生能否將已學知識內化,完成語言輸出設計意圖以互相講故事的形式再次檢驗學生是否將所學知識內化,引導學生用所學語言完成實際任務,學以致用,進一步鞏固目標語言的運用【遷移創(chuàng)新】

板書設計作業(yè)設計基礎型作業(yè):Finishtheexercise.實踐型作業(yè):ReadandretellthepassageoftheMonkeyKing.拓展型作業(yè):Reviewthegrammarandmakeamindmap.綜合訓練第Ⅰ卷聽力部分Ⅰ.聽句子,選擇與其意思相符的圖片1.2.3.4.5.

Ⅱ.聽對話和問題,選擇正確答案。對話和問題讀兩遍6.A.At8:00.B.At8:15.C.At7:45.7.A.Somethingtodrink. B.Somefruit. C.Somefood.8.A.Wood. B.Stone. C.Neither.9.A.HouYiShootstheSuns.B.YuGongMovestheMountains.C.JourneytotheWest.10.A.Britain. B.Australia. C.TheUnitedStates.Ⅲ.聽短文,判斷正(T)誤(F)。短文讀兩遍11.BothChinaandtheWesterncountrieshavethesamedragoncultures.12.Chineseemperorsthoughtthedragonwasthesymbolofpower.13.TheDragonBoatFestivalisanimportantfestival.14.TheChinesethinkthatthedragoncanbringthemgoodluck.15.Dragonculturesarethesamearoundtheworld.第Ⅱ卷筆試部分Ⅳ.單項選擇16.Insummer,foodwillgobadquicklyweputitintoafridge.

A.if B.unless C.assoonas D.when17.—Whydoyouliketheoldphoto,Lisa?—Becauseitmeofmybestfriend.

A.reminds B.thinks C.leads D.remembers18.Theillnessleftmygrandpatootospeak.

A.silly B.weak C.strict D.crazy19.—Doesthatsweaterher?

—Sure.Sheisreallybeautifulinit.A.fit B.keep C.fix D.hit20.—Don’tgiveup.Thingswillbefinesoon.—Yes.Weshouldlearntobewhenweareintrouble.

A.brave B.quiet C.sad D.angryⅤ.完形填空Agroupoffrogsweretravelingthroughtheforests,butunluckilytwoofthemfellintoahole.Theotherfrogstriedtohelpthem.Whentheysawhow21theholewas,theycriedtothetwofrogsthattheycouldnotbesaved.Thetwofrogsdidn’t22andtriedtheirbesttojumpupoutofthehole.Theotherfrogs23sayingthattheytwoweresuretodie.24,oneofthetwofrogs,whoheardwhattheotherfrogsweresaying,25.Thenhefelldownanddied.

Theotherfrog,however,26tojumpashardashecould,andatlasthemadeitout.Whenhe27,theotherfrogsasked,“Didn’tyouhearus?”Thefrog,whohadapoor28,explained,“Ithoughtyouwereencouragingmeallthetime.”

Thestoryteachesusa29:Thereispower(力量)oflifeanddeathinthetongue.An30wordtothosewhoaredowncanhelpthemoutwhileadiscouragingwordcankillthem.

21.A.small B.deep C.big D.wide22.A.care B.refuse C.insist D.think23.A.kept B.finished C.practiced D.stopped24.A.Luckily B.Finally C.Suddenly D.Happily25.A.wenton B.ranaway C.jumpedout D.gaveup26.A.happened B.continued C.planned D.wanted27.A.gotout B.ranaway C.gotoff D.wokeup28.A.smelling B.eyesight C.hearing D.looking29.A.way B.skill C.sentence D.lesson30.A.interesting B.exciting C.excellent D.encouragingⅥ.閱讀理解Oneday,araven(渡鴉)happenedtoflypastalake.Lookingatthelake,hesawthemostbeautifulanimalhehadeverseen.Itwasaswan(天鵝)anditsfeathers(羽毛)wereaswhiteassnow.Theswanwasplayingwithotherbirdshappily,talkinganddancing.Anditseemedthattheotherbirdsalllikedtostaywithit.Whenhelookedathisownfeathers,theywereasblackascoal.Theravenwasveryangrywiththeswan.“Howcantheswanhavesuchwonderfulfeathers?”saidtheraven.Whatshouldhedowithhisfeathers?Hethoughtitoverandover.Then,theravendecidedthathealsowantedtohavewhitefeathersliketheswan’s.Fromthatdayon,theravenbegantoliveliketheswan.Hemovedhishomefromthewoodstothelake.Healsostartedtoeatwaterplantsliketheswan.Hetriedhisbesttotalkanddancewiththeotherbirds.Themostimportantwasthateachday,theravenwouldwashhisfeathers,hopingthattheywouldturnwhite.Heevenwenttothenearbyriversandpondstowashhisfeathersbecausehethoughtthewaterinthelakewasnotenoughforhimtowashthem.Butnomatterhowhardhewashedhisfeathers,theyremainedblack.Asheateonlywaterplants,hesoongrewthinnerandthinner.Notmanydayslater,theravendied.31.Theunderlinedword“it”inparagraph1refersto.

A.theraven B.theswan C.thefeather D.thewater32.Whywastheravenangrywiththeswan?A.Becausehisownfeatherswereaswhiteassnow.B.Becausetheswandidnothaveblackfeatherslikehim.C.Becausetheswanhadbeautifulwhitefeathers.D.Becausetheswanlivedinthelakewithotherbirds.33.Wherewastheraven’snaturalhome?A.Thelakes. B.Theponds. C.Thewoods. D.Therivers.34.Whydidtheravenwanttoliveliketheswan?A.Becausehewantedtomakefriendswiththeswan.B.Becausehewantedtoseetheswan’swhitefeathers.C.Becausehewantedtoeatwaterplants.D.Becausehewantedtobecomeaswan.35.Whydidtheravenwashhisfeatherseveryday?A.Becausehethoughthisfeatherswouldturnwhite.B.Becausehewantedtodrivetheotherbirdsaway.C.Becausehethoughthisfeathersweredirty.D.Becausehewantedtokeephisfeathersblack.Ⅶ.任務型閱讀Hereisashortstory.Onceuponatime,therewasadeer.Hehadlarge,strongantlers(鹿角).Theantlerscouldprotectthedeerfrombeinghurtbyotheranimals,sohewasalwayssafe.Oneday,thedeerwenttoarivertodrink.Thewaterwaslikeamirror.Whenthedeerlookedathisbigantlersinthewater,hesmiled.“Ilooklikeaking,”hesaid,“andthisforestismycountry.”Thenhenoticedsomethingelse.“Mylegsarethinandmyfeetaresmall,”hesaid.“Theylooksoweak.Ihatethem.”Whilethedeerwascomplaining(抱怨),atigerwashidingneartheriver.Whenthedeersawhim,herantothewoods.Thetigerquicklyranafterhim.Thedeerwasafastrunnerandreachedthewoodsfirst,butthenhislargeantlersgotstuckin(被困于)somesticksofthetrees.Whenthetigercaughthim,thedeercriedout.“Ilovemyantlers,buttheyleadtomytrouble.Mylegsandfeethelpedmerunfasterandjumpedoverstones,butIhatedthem.HowstupidIwas!Theyareallimportanttome!”Remembersomethingthatlooksgoodmaytroubleusandthatsomethingthatlooksbadmayhelpus.根據(jù)短文內容,回答下列問題。36.Whatcouldthedeer’santlersdo?37.Whydidthedeerhatehislegsandfeet?38.Howwasthedeercaughtbythetiger?39.Whatdidthedeerthinkofhimselfattheend?40.Whatcanwelearnfromthepassage?Ⅷ.書面表達同學們都讀過很多童話故事,你最喜歡的童話故事是哪個呢?請用英語在班會上與大家分享一下。故事內容應包括人物、事情的經(jīng)過及結果,詞數(shù)80左右。綜合訓練Ⅰ.1.D2.A3.B4.E5.CⅡ.6.B7.A8.B9.C10.AⅢ.11.F12.T13.T14.T15.FⅣ.1