资源简介

Unit 6 An old man tried to move the mountains.
课时4　Section B(1a-1d)
课时教学目标
1. 能够根据图片预测听力内容。
2. 能够获取对话中的故事信息和关键词。
3. 能够借助图片及听力信息复述故事。
4. 能够理解直面现实、诚实做人的道理。
教学重点：
1.Key vocabulary:
gold, emperor, silk, underwear, nobody, stupid, cheat.
keep sth. for sb.
2.Key sentences:
a.This story is about an emperor who loved clothes.
b.They kept everything for themselves.
c.When the emperor look at himself, he only saw his underwear.
3. Structure
a.This story is about...
b. ...when/ ...
教学难点：
Learn to listen to and tell the story about the emperor.
教学过程
Step 1 Lead-in
Play a video of “The Emperor’s New Clothes” and let students watch it, and then answer the three
questions.
(1) Do you know the title of the story What is it
(2) Who is the main character in the story
(3) What is he wearing
Answers (1) Yes. The title is “The Emperor’s New Clothes”.
(2) The emperor. (3) Nothing.
Step 2 Work on 1a
1. Show students some pictures related to the 4 new words in 1a, teach the new words and ask students to read after the recording.
2. Ask students to look at the pictures in 1c and find the four letters (a—d).
3. Tell students to match the words in 1a with the letters in the pictures in 1c.
4. Check the answers with students.
Textbook Answers b—gold d—emperor c—silk a—underwear
Step 3 Work on 1b
1. Before listening, tell students to look at the pictures in 1c again and try to predict the content they will listen to.
2. Play the recording for students to number the pictures (1—5) in 1c.
3. Check the answers.
Textbook Answers 1. (bottom right) 2. (bottom left) 3. (middle left) 4. (top left) 5. (top right)
Step 4 Work on 1c
1. Ask students to look through the sentences in 1c, explain some phrases and help students to get a better understanding of these sentences.
2. Play the recording again, and let students fill in the blanks.
3. Let several students share the answers.
Textbook Answers looked; saw; shouted; wearing; give; kept; clothes; brothers
Key points（针对训练习题见上课课件PPT）
1. sound stupid 听起来愚蠢；sound 为感官动词，后加形容词作表语，类似用法的单词还有feel, taste, look, smell。
2. keep sth. for oneself 为某人自己保留……
3. cheat n. 骗子，two cheats 两个骗子；v. 欺骗，cheat sb. 欺骗某人
Step 5 Work on 1d
1. Show students the pictures in 1c in the right order.
2. Tell students to retell the story and pay attention to the procedures for telling a story (beginning, happening and ending) when they retell it.
3. Ask several students to retell the story with the help of the pictures in 1c.
4. Tell students we should be brave to face the reality and try to be an honest person.
教学效果评价
学生通过更加深入的听力练习，能够在获取关键信息的同时理解故事发展的顺序；通过复述故事，语言表达能力得到了提升，并理解了故事中所蕴含的人生哲理，提升了思维品质。
作业
完成UNIT 6 课时4 Section B (1a—1d) 的练习。
教学笔记
_________________________________________________________________________________________________________________________________________________________________________________________________________________
2Unit 6 An old man tried to move the mountains.
课时3　Section A(Grammar Focus-4c)
课时教学目标
1. 能借助how, what, who, why 等引导的特殊疑问句完成故事的叙述。
2. 能够对如何讲述故事（开始、发展、结束及启示）进行归纳总结。
3. 能正确使用as soon as, unless, so...that... 等连词和适合的时态讲故事，并学习故事中人物的优良品质。
教学重点：
1.Key vocabulary:
stepsister, prince, fit, couple, smile, marry.
once upon a time, fall in love, get married, couldn’t stop doing.
2.Key sentences:
a. Once upon a time, there was a very old man ...
b. As soon as her father died, the stepsisters made her do all the chores.
c. She was so busy that she had no time to make a dress for the party.
3.Structure
a. as soon as/ so...that.../...so that.../unless.../ ...until...
b. couldn’t/ can’t stop doing
教学难点：
Learn to master the adjective clause.
教学过程
Step 1 Lead-in
1. Play the music video The Monkey King, ask students “What do you think of the Monkey King What can’t the Monkey King do ” and help students express their ideas.
2. Play a short video about Yu Gong. Ask students “Who’s the old man ” After they get the answer, ask them “Can you tell the story about Yu Gong ” and ask one student to retell the story of Yu Gong.
Step 2 Work on Grammar Focus
1. Tell students to read the sentences in Grammar Focus loudly and find out the key sentences.
2. Help students to sum up the useful sentences to tell a story and tell them to pay attention to these steps when they are telling a story:
3. Ask students to read the sentences again and try to find out the conjunctions.
4. Present three conjunctions “unless, as soon as, so…that…” and explain how to use them in sentences.
(1) unless 意为“除非；如果不”，引导条件状语从句。unless 引导的条件状语从句表示否定意义，相当于if 引导的条件状语从句的否定形式，即“if... not...”；时态遵循“主将从现”的原则，从句位于主句之前时，常用逗号与主句隔开。
(2) as soon as 意为“一……就……”，引导时间状语从句，表示主句动作紧接着从句动作发生。时态遵循“主将从现”的原则，从句位于主句之前时，常用逗号与主句隔开。
(3) so... that... 意为“如此……以至于……”，引导结果状语从句。常见结构为“so + 形容词/副词+ that 从句”和“so + 形容词+ a / an + 单数可数名词+ that 从句”。
Key points
1. once upon a time 从前
2. It takes/took (sb.) some time to do sth. 做某事花费（某人）多长时间
Step 3 Work on 4a
1. Ask students to fill in the blanks with unless, as soon as or so… that.
2. When students finish, tell them the name of the story is Cinderella.
3. After checking the answers, ask students to prepare for three minutes and try to retell the story.
Textbook Answers 1. As soon as 2. so; that 3. unless 4. As soon as 5. unless 6. so; that
Key points（针对训练习题见上课课件PPT）
1. make sb. do sth. 让某人做某事
2. fall in love (with sth./sb.) 爱上( 某物/ 某人)
3. fit v. 适合; 合身
4. couple n. ( 尤指) 夫妻; 两人; 两件事物；a couple of 一对；几个
5. stop doing sth. 停止做某事；stop to do sth. 停下来去做某事
6. get married 结婚
Step 4 Work on 4b
1. Tell students this is a passage introducing the Monkey King. Ask them to fill in the blanks with the correct forms of the verbs in brackets by themselves. Remind them to pay more attention to the tense.
2. Check the answers.
Textbook Answers helps; has; uses; make; sees; turn; love
Key points
use sth. to do sth. 使用……做某事
Step 5 Work on 4c
1. Let students work in pairs. Ask students to write an outline of their favorite story first. Then try to tell the story to his /her partner.
2. Ask several students to tell their stories in class and the other students decide which is the best.
教学效果评价
通过观察、讨论、归纳等课堂活动，学生探究并总结出如何讲述故事，并能注意故事情节的逻辑性、语言衔接的连贯性、语言表达的准确性。学生在故事阅读与讲述中提升了思维品质。
作业
完成UNIT 6 课时3 Section A (Grammar Focus—4c) 的练习。
教学笔记
_________________________________________________________________________________________________________________________________________________________________________________________________________________Unit 6 An old man tried to move the mountains.
课时5　Section B(2a-2e)
课时教学目标
1. 能够熟练运用 “unless” “so...that” 和 “until” 引导的状语从句。
2. 能够熟练运用阅读策略提高阅读效率，理清故事的发展顺序，并总结故事情节要点。
3. 通过学习西方童话故事，理解与包容多元文化，开阔眼界，树立说英语的自信心。
4. 学会在面对困难时沉着冷静、坚持到底。
教学重点：
1.Key vocabulary:
stepmother, wife, husband, whole, scene, moonlight, shine, bright, ground, lead, voice, brave.
2.Key sentences:
a. The wife told her husband that unless he left the children to die in the forest, the whole family would die.
b. Don’t eat it until you get to the forest.
c. Unless I do, we’ll be lost.
d. What a long time you slept in the forest!
e. It’s leading us to that wonderful house made of bread, cake and candy.
f. Who is brave enough to eat my house
3.Structure
a. hear sb. doing sth. b.hear sb. do sth. c.lead to… d. What a/an + n. + 主语 + 谓语！
教学难点：
Learn to understand and act out the play.
教学过程
Step 1 Lead-in
Play a guessing game. Show the pictures of the glass slippers and the pumpkin carriage one by one as clues, and ask students to guess the name of the fairy tale—Cinderella.
Pre-reading
Step 2 Work on 2a
1. Tell students a fairy tale is an old, traditional story. Play three short videos of “Sleeping Beauty” “Cinderella” and “Little Red Riding Hood”, and ask students if they know what they are about.
2. Tell students, “Today we are going to learn a fairy tale called ‘Hansel and Gretel’.”
Textbook Answers Answers will vary. Suggested answers:
“Sleeping Beauty” is about a princess who is asleep for a long time under a spell by a wicked fairy. She is awakened by a prince’s kiss years later.
“Cinderella” is about a young woman who is bullied by her stepmother and stepsisters. Using magic, her fairy godmother gives her a beautiful dress and a carriage to attend a ball at the palace, but she must return home by midnight before the magic ends. Cinderella meets a handsome prince but has to leave the ball in a hurry and she loses a glass slipper. Th e prince finds it and tells everyone he will marry the person to whom the slipper belongs. Th e stepsisters each try on the slipper but it does not fit them. Cinderella tries on the slipper and it fits. She marries the prince and they live happily ever after.
“Little Red Riding Hood” is about a young girl who faces danger when she meets a big, bad wolf. While she is on her way to her grandmother’s house, the wolf dresses up and pretends to be her grandmother waiting in her bed. Th e wolf hopes to catch and eat Little Red Riding Hood. She is saved by a woodcutter who kills the wolf.
While-reading
Step 3 Work on 2b&2c
Fast reading
1. Ask students to read the text as quickly as they can and then try to answer the question. What kind of text is it
A. A letter. B. A play( 戏剧 ). C. A short story.
Answers B
2. Tell students the features of the play—scenes, dialogues.
3. Explain to students that the first paragraph is about background information of this play: when, where, who, what, why, how..., and then ask students to read the first paragraph and try to finish the mind map to know what it is mainly about.
Answers (1) One year (2) so (3)that (4)forest (5)stepmother (6) kill (7) save
4. Encourage students to predict what the author will tell next.
e.g. What was the plan Did the children die at last ...
5. Ask students to read the text quickly again and match the main ideas with the correct scenes.
Scene 1 A. The children get lost.
Scene 2 B. The children wake up.
Scene 3 C. The children cannot find the pieces of bread.
Scene 4 D. Gretel learns about Hansel’s plan.
Scene 5 E. The children surprise the parents.
Scene 6 F. Hansel has to change his plan.
Scene 7 G. The children learn that something bad is going to happen.
Answers Scene 1—G Scene 2—B Scene 3—D Scene 4—E Scene 5—F Scene 6—C Scene 7—A
6. Ask students to read Scenes 1—3. Find out how they save themselves and fill in the blanks.
(1) Hansel goes outside to _________some white_________ .
(2) The next day he_________ stones _________the way. When the moon is _________bright, they can see the_________ .
Answers (1) find; stones (2) drops; along; shining; stones
7. Tell students to read Scenes 4—6 and ask them to answer the two questions.
(1) How will Hansel and Gretel save themselves the second time
(2) Why do Hansel and Gretel get lost the second time
Answers (1) Hansel will drop pieces of bread. As soon as the moon rises, they can follow them.
(2) Because they cannot see any bread on the ground.
8. Tell students to read Scene 7. Then ask students to answer the two questions.
(1) Do they find the way to their home (2) What do they see
Answers (1)No, they don’t. (2) They see a wonderful house made of bread, cake and candy.
9. Ask students to predict what may happen next.
Careful reading（知识点讲解及针对训练详见上课课件PPT）
Hansel and Gretel
Hansel and Gretel lived near a forest with their father and stepmother. One year, the weather was so dry that no food would grow. The wife told her husband that unless he left the children to die in the forest, the whole family would die. Gretel heard this, and Hansel made a plan to save himself and his sister.
plan to do sth. 计划做某事 make a plan to do sth. 制订计划做某事
SCENE ONE:_____________________ Gretel: Did you hear our stepmother planning to kill us hear sb. doing sth. 听见某人正在做某事 Hansel: Don’t worry! I have a plan to save us. Gretel: How can you save us Hansel: Be quiet! I’m going outside to get something in the moonlight. Now, go to sleep.
SCENE TWO: _____________________ 起床 Wife: Get up, lazy children! Husband: Yes, dears. You must come with me to the forest to get wood. not...until 直到……才…… Wife: Here’s some bread. Don’t eat it until you get to the forest.
SCENE THREE: _____________________ Gretel: Hansel, what are you doing unless 除非+ 从句（一般现在时），主句（一般将来时） Hansel: I’m dropping white stones along the way. Unless I do, we’ll be lost. Tonight, 沿途 = get lost 迷路 when the moon is shining bright, we’ll be able to see the stones.
SCENE FOUR: _____________________ Wife: You bad children! What a long time you slept in the forest! 感叹句：What a/an+adj.+ 可数名词单数(+ 主语+ 谓语+ 其他) ！ Husband: We thought you were never coming e back 回来 Wife: Now, go to bed. As soon as you wake up, you must go to the forest with your father. 一……就…… 醒来 Hansel: What, again I want to go out to look at the moon. Wife: No. You can’t go out now.
SCENE FIVE: _____________________ Gretel: What can we do You have no more stones. Hansel: I’ll drop pieces of bread. As soon as the moon rises, we can follow them instead. instead adv. 代替，顶替，反而，却；instead of 代替，作为……的替换
SCENE SIX: _____________________ Gretel: I can’t see any bread on the ground. Maybe it was the birds. 在地上 Hansel: Never mind! Just keep walking. Unless we do, we won’t find our way out. keep doing...继续做…… find one’s way out找到某人的出路
SCENE SEVEN: _____________________ Gretel: Hansel, we’re really lost! Hansel: Listen! That bird’s song is so beautiful that we should follow it. lead sb. to sp. 带领某人去某地；lead sb. to do sth. 领导某人做某事 Gretel: Look! It’s leading us to that wonderful house made of bread, cake and candy. be made of... 由……制成（可以看出原材料） be made from...由……制成（不能看出原材料） be made in... 在……制作 Hansel: Let’s eat part of the house!
(Then they hear an old woman’s voice from inside the house.)
voice n. 声音（嗓音）
sound n. 声音（总称）
noise n. 噪音
Voice: Who is that Who is brave enough to eat my house
brave enough 足够勇敢；enough 修饰形容词或副词时应后置
Step 4 Work on 2d
1. Ask students to read the play again and try to answer the questions.
2. Choose some students to check the answers.
Textbook Answers Answers will vary. Suggested answers:
1. Unless he leaves the children to die in the forest, the whole family will die because they don’t have enough food.
2. He goes out to get some white stones.
3. He does this to make sure that when the moon is shining bright, they will be able to see the stones.
4. They follow the white stones home.
5. They can’t find any of the pieces of bread they dropped on the ground (because the birds may have eaten the bread).
Step 5 Work on 2e
1. Analyse the personality of the people in the play.
2. Divide the students in groups of four and ask them to recite the lines according to their roles.
3. Ask several groups to act out the play in front of the class.
Step 6 Extended exercise
Read the play again. Finish the mind map and retell the play.
Answers (1) In the forest (2) dry (3) followed the stones (4) The birds
教学效果评价
通过学习，学生了解了文本体裁，通过人物语言进一步体会人物情感，更好地理解了阅读素材。通过阅读策略的运用, 梳理出文本结构, 深入理解文本内容。通过对故事后续情节的预测，提升了学生的预判力和想象力，学生的阅读能力、分析能力和思维品质得到了提升。
作业
完成UNIT 6 课时5 Section B (2a—2e) 的练习。
教学笔记
_________________________________________________________________________________________________________________________________________________________________________________________________________________
6Unit 6 An old man tried to move the mountains.
课时1　Section A(1a-2d)
课时教学目标
1. 能够听懂关于神话故事的对话，能在听的过程中获取关键信息。
2. 能够用how、 what 、where 等疑问词询问故事的开始、发展及后续。
3. 能够对故事中的人物或情节发表简单的看法。
4. 学习不怕困难的精神，提升批判性思维的能力。
教学重点：
1. Key vocabulary:
shoot, stone, weak, god, remind, bit, silly
a little bit, instead of, give up doing, keep doing, neither of
2. Key sentences:
a. He told Yu Gong he could never do it because he was old and weak.
b. As soon as the man finished (talking / speaking), Yu Gong said that his family could continue to move the mountains after he died.
c. It doesn’t seem very possible to move a mountain.
d. the story is trying to show us that anything is possible if you work hard!
3. Structure:
a. ...so...that...
b. ...if/ because...
c. neither of
d. ...as soon as...
教学难点：
Learn to tell the story of Yu Gong.
教学过程
Step 1 Lead-in
Play a short video Nezha Conquers the Dragon King. Ask students if they know the story and tell students it’s a traditional Chinese story.
Step 2 Work on 1a
1. Show some pictures of traditional Chinese stories and encourage students to guess the names of the stories and say them in English.
2. Let students read the story titles and explain their meanings.
3. Ask students to match the titles with the pictures [a—d].
4. Check the answers.
Textbook Answers a. Hou Yi Shoots the Suns b. Journey to the West c. Nü Wa Repairs the Sky d. Yu Gong Moves the Mountains
Key points
shoot v. (shot) 射击，发射；shoot sb./sth. 射中某人/ 某物；shoot at sb./sth. 朝某人/ 某物射击。
Step 3 Work on 1b
1. Ask students to read the question and statements carefully in 1b before listening.
2. Play the recording for the first time and ask students to check the facts they hear.
3. Let students listen again and give the name of the story. (Yu Gong Moves the Mountains)
4. Check the answers.
Textbook Answers Anna and Wang Ming are talking about Yu Gong Moves the Mountains.
Checked: · The two mountains were very high and big. · A very old man tried to move the mountains.
Key points
try to do sth. 试图做某事；try doing sth. 试着做某事
Step 4 Work on 1c
1. Let students discuss the questions in 1c in groups of four.
2. Help them figure out the six elements of a story: time 时间；place 地点；people 人物；the beginning/reason 起因；the happening 经过；the ending 结果。
3. Choose some students to tell their results.
Step 5 Work on 2a
1. Ask students to observe the four pictures in 2a and ask them “What can you see in the pictures What are they doing ”
2. Play the recording for the first time and ask students to listen and number the pictures [1—4] in order to tell the story.
3. Check the answers.
Textbook Answers
1. Bottom left-hand picture (Yu Gong and his family began to move some of the earth and stone.)
2. Top right-hand picture (One day, a man saw Yu Gong and his children when they were working.)
3. Top left-hand picture (Yu Gong and his family kept on digging day after day and year after year.)
4. Bottom right-hand picture (A god was so moved by Yu Gong that he sent another two gods to help take the mountains away.)
Step 6 Work on 2b
1. Before listening, ask students to read the statements carefully in 2b and pay attention to the differences between the two words.
2. Play the recording again, and ask students to listen and circle the words they hear.
3. Check the answers.
Textbook Answers Circled: 1. children 2. weak 3. talking 4. two 5. know
Key points（针对训练习题见上课课件PPT）
1. work on doing sth. 从事( 做)……
2. weak adj. 虚弱的；无力的【拓展】weakness n. 懦弱；衰弱；弱点
3. as soon as... 一……就……
4. finish doing sth. 完成做某事
5. be moved by 被……感动
6. send sb. to do sth. 派遣某人去做某事
7. remind sb. + that 从句 提醒某人……
Step 7 Work on 2c
1. Show the eight expressions to students and tell them that these expressions can help them to retell the story better.
(1) Once upon a time, there was/were… (2) so…that…
(3) adj. + enough to do sth. (4) One day, …
(5) As soon as … (6) keep on doing sth.
(7) day after day and year after year (8) Finally…
2. Ask students to pay attention to the elements of a story and show the mind map to them.
3. Ask students to prepare in groups, and ask several students from different groups to retell the story.
Step 8 Work on 2d
1. Play the recording. Students listen and repeat it.
2. Ask students to read the conversation in 2d again and answer the following questions:
(1) What does Wang Ming think about the story of Yu Gong
(2) Why does Claudia think it is a little bit silly
(3) Does Claudia agree with Wang Ming
(4) In what other ways does Claudia think Yu Gong could do better
Answers (1) He thinks it’s really interesting.
(2) Because it doesn’t seem very possible to move a mountain.
(3) No, she doesn’t.
(4) He could build a road.
3. Let students work in groups to role-play the conversation.
4. Ask several groups to perform in front of the class.
Key points（针对训练习题见上课课件PPT）
1. What do you think about/of… 你认为……怎么样？
2. a little bit + adj. 有点儿/ 稍微……
3. It is/seems possible (for sb.) to do sth.（对某人来说）做某事是/ 看上去是可能的
4. keep doing sth. 一直做某事；持续做某事
5. instead of (doing) sth. 代替/ 而不是( 做) 某事
6. neither of sb. 两个人都不……
教学效果评价
通过听说中国民间神话故事，学生对了解、学习中国传统文化产生了兴趣；通过听取关键信息的训练，学生的听力技能得到了提升；通过复述故事，深化了学生对故事表达要素的理解与运用；通过角色扮演的对话练习引发思考，使学生形成批判性思维，以此提升思维品质。
作业
完成UNIT 6 课时1 Section A (1a—2d) 的练习。
教学笔记
_________________________________________________________________________________________________________________________________________________________________________________________________________________
4Unit 6 An old man tried to move the mountains.
课时2　Section A(3a-3c)
课时教学目标
1. 通过阅读技巧训练，提升学生的阅读能力。
2. 让学生通过阅读学习如何讲述故事及描写人物。
3. 通过对文章的深入理解，引导学生学习孙悟空的优秀品质。
4. 激发学生学习中国传统文化的兴趣，提升学生的思维品质。
教学重点：
1.Key vocabulary:
object, hide, tail, magic, stick, excite, Western
be able to, a program called..., become interested in doing，turn... into...
2.Key sentences:
a. Pupils in England were able to watch a new TV program called Monkey.
b. Unless he can hide his tail, he cannot turn himself into a person.
c. To fight bad people, the Monkey King uses a magic stick.
d. This is because he can make 72 changes to his shape and size, turning himself into different animals and objects.
e. Western children became interested in reading this story because the clever Monkey King keeps fighting to help the weak and never gives up.
3.Structures:
a. be able to do...
b. a program called....
c. to fight bad people, the ... do....
教学难点：
Learn to tell the story about Monkey.
教学过程
Pre-reading
Step 1 Lead-in
1. Play the theme song of the TV series Journey to the West. Ask students if they are familiar with the music and if they like the TV series.
2. Show a picture with the words Journey to the West in it. Ask students what they know about Journey to the West and which character they like best.
While-reading
Step 2 Work on 3a
Fast reading
1. Show the picture in 3a. Ask students if they know which chapter the picture is about and ask them to predict the main idea of the passage.
2. Ask students to read the passage quickly and find the answers to the three questions.
(1) Which book is talked about
(2) Who is the main character
(3) What is he like
Textbook Answers (1) Journey to the West.
(2) Th e Monkey King, Sun Wukong.
(3) Answers will vary. Suggested answer: He can change his shape and size, but he cannot turn himself into a man unless he can hide his tail. He is clever, and never gives up fighting to help the weak.
3. Tell students to read after the recording, and then match the main ideas with the paragraphs.
Para. 1 A. The abilities of the Monkey King.
Para. 2 B. The influence of the Monkey King.
Para. 3 C. The introduction about the Monkey King.
Answers Para. 1—C Para. 2—A Para. 3—B
4. Let students read Paragraph One and try to answer the questions:
(1) When were pupils in England able to watch the Monkey King
(2) What’s the name of the TV program
(3) Is the story new to Chinese children Why
Answers (1) In November 1979. (2) Monkey.
(3) No. Because the Monkey King is the main character in the traditional Chinese book Journey to the West.
5. Ask students to read the second paragraph and try to complete the mind map.
Answers (1) normal (2) monkey (3) changes (4) animals (5) objects (6) man (7) tail
(8) magic (9) ear (10) big and long
6. Let students read the last paragraph and try to answer the questions.
Is the Monkey King popular with Chinese and Western children Why
Answers Yes. Because the clever Monkey King keeps fighting to help the weak and never gives up.
Careful reading（知识点讲解及针对训练详见上课课件 PPT）
be able to do sth. 能够做某事
In November 1979, pupils in England were able to watch a new TV program called
第一次
Monkey . Most of them were hearing this story for the first time. However, this story is not new to Chinese children. The Monkey King or Sun Wukong is the main character in the traditional Chinese book Journey to the West .
事实上
The Monkey King is not just any normal monkey. In fact, he sometimes does not
看上去像…… 他有 72种外形和大小的变化
even look like a monkey! This is because he can make 72 changes to his shape and
=if...not除非，如果不……
size, turning himself into different animals and objects. But unless he can hide his
把……变成…… 动词不定式作目的状语
tail, he cannot turn himself into a man. To fight bad people, the Monkey King uses
如此……以至于……
a magic stick. Sometimes he can make the stick so small that he can keep it in his
存放；保持 keep healthy keep the window closed
ear. At other times, he is able to make it big and long.
v. 使激动，exciting 令人激动的；excite sb.使某人激动
③The Monkey King has excited the children of China for many years. And as soon as
出版，放映
the TV program came out more than 30 years ago, Western children became
become interested in (doing) sth. 对（做）某事产生兴趣
interested in reading this story because the clever Monkey King keeps fighting to help the weak and never gives up.
弱者 give up 放弃；give away 捐赠；give out分发
Post-reading
Step 3 Work on 3b
1. Make students read the second paragraph again, and complete the chart about the Monkey King.
2. Check the answers.
Textbook Answers
What he can do What he cannot do
· make 72 changes to his shape and size, turning himself into different animals and objects · make his magic stick so small that he can keep it in his ear or, make his magic stick big and long · turn himself into a man (unless he can hide his tail)
Step 4 Work on 3c
1. Ask students to look through the sentences quickly.
2. Let students complete the sentences with the words or phrases from the passage.
3. Check the answers.
Textbook Answers 1. traditional 2. came out; became interested in
3. make 72 changes; turn himself into 4. can/is able to
Key points
“one of the + 形容词最高级+ 可数名词复数”表示“最……的……之一”。
教学效果评价
学生能够运用适当的阅读策略获取目标信息，并加深对文章的理解。在精细阅读中结合思维导图理解了如何描述人物形象，并在阅读过程中注意到文章的整体性、逻辑性。学生的阅读能力、思维品质得到了提升。
作业
完成UNIT 6 课时2 Section A (3a—3c) 的练习。
教学笔记
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4Unit 6 An old man tried to move the mountains.
课时6　Section B(3a-Self Check)
课时教学目标
1. 复习并能够掌握as soon as, unless, so…that 引导状语从句时的用法。
2. 能够掌握讲故事的几个要素，能有逻辑地组织句子，运用英语思维讲述喜欢的故事。
3. 能够补充完成故事概要，汲取故事中蕴含的哲理，树立正确的人生观、价值观。
教学重点：
1.Key words：
plan to do, send ... to..., put on, let...do....
2.Key sentences:
a.He went to get some white stones before he went to bed that night.
b.Hansel dropped the stones as they walked.
c.They walked until they saw a house made of food.
d.They told the emperor the clothes they made were special because only clever people could see them.
3.Structures
a.plan to do b.send ... to... c. put on d. let...do .....
教学难点：
Rewrite a passage about The emperor’s new clothes
教学过程
Step 1 Lead-in
1. Play the nursery rhyme “The Wolf and the Lovely Bunny Buddy” and tell students it is also a fairy tale.
2. Ask students what other fairy tales they know. List the fairy tales they know, and show more fairy tales.
Step 2 Work on 3a
1. Ask students to look through the fairy story of “Hansel and Gretel”, and then write some key words from each scene.
2. Let students work in pairs and discuss their answers with their partners.
3. Ask several students to retell the scenes using the key words they have filled in the blanks.
Textbook Answers Answers will vary. Suggested answers:
Scene 1: plan, kill, save, moonlight
Scene 2: forest, wood, bread
Scene 3: drop, white stones, unless, lost, shine, bright
Scene 4: sleep, forest, wake up, moon, go out
Scene 5: drop, pieces of bread, moon, rise, follow, instead
Scene 6: keep walking, unless, find one’s way out
Scene 7: lost, song, beautiful, follow, wonderful, bread, cake, candy, part, house
Step 3 Work on 3b
1. Tell students to look through the summary of the play, and then fill in the blanks.
2. Let several students read parts of the summary and share their answers.
3. Ask students to look at the mind map, and review how to tell the whole story.
4. Ask several students to retell the story of “Hansel and Gretel” in front of the class.
Textbook Answers stepmother/parents; kill; save; stones; forest; dropped; moon;
pieces; bread; birds; lost; house; eat; woman
Key points
send sb./sth. to... 把……送到……
Step 4 Work on Self Check
Work on Self Check 1
1. Ask students to go through the six sentences, and tell them these sentences include conjunctions“unless”, “as soon as”, and “so… that”.
2. Ask several students to talk about the usage of the three conjunctions.
3. Tell students to use their own ideas to complete the sentences.
4. Ask several students to share their sentences.
Textbook Answers Answers will vary. Sample answers:
1. We will be late unless we take a taxi.
2. You won’t be successful unless you work hard.
3. As soon as I got to the bus stop, the bus came.
4. Bill opened his book as soon as he sat down.
5. The movie was so touching that everyone cried.
6. The boy was so excited that he jumped up and down.
Work on Self Check 2
1. Tell students to go through the short passage quickly and find out the main tense of the passage.
2. Ask students to read the passage carefully and fill in the blanks with the correct forms of the words in brackets.
3. Check the answers.
Textbook Answers was, loved, came, told, give, were, kept, were, see, put, think, said, walked, shouted
教学效果评价
学生通过复述童话故事，掌握了童话故事写作的几个关键要素，并在完成故事概要的任务中得以巩固，能正确运用时态以及unless, as soon as 和 so… that 引导的状语从句，提高了语言能力。
作业 完成UNIT 6 课时6 Section B (3a—Self Check) 的练习。
教学笔记
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