资源简介

(共49张PPT)
Unit 6 An old man tried to move the mountains.
人教新目标版 八年级下
SectionB 　
Hansel and Gretel
阅读公开课
Learning objectives
1.掌握重点词汇：wife, husband. whole, shine. bright, ground lead, voice, brave等。
2.能根据不同的阅读目的运用不同的阅读策略获取信息,如能通过预测fast reading, careful reading等找出文章中的主题,理解故事的情节,预测故事情节的发展和可能的结局。
3.能够了解并会通过了解每幕的标题会读英语play体裁的读物并用感情朗读课文，做到语音语调自然，感情丰富；
4. 通过学习Hansel and Gretel中的语言体会人物的勇敢、向上和机智的品质，培养孩子们遇到困难主动解决并冷静分析的能力。
Tell the story according to the pictures.
Once upon a time, there was an emperor…
Two brothers came to the city to ...
The emperor gave them silk and gold...
When the emperor looked at himself, he...
Nobody wanted to sound stupid. But suddenly...
Beginning
Development
Development
Development
Climax
Revision
Who is the
best actor
Do you know any other fairy tales
Fairy tales are old, traditional stories, They usually have positive meanings and happy endings.
Little Red
Riding Hood
Sleeping Beauty
Cinderella
Snow White
The Frog Prince
Hansel and Gretel
《韩塞尔与葛雷特》/《糖果屋》
These fairy tales are all from Grimm's Fairy Tales.
格林童话是德国民间故事集。由德国的雅各·格林和威廉·格林兄弟根据民间口述材料改写而成。
作品的主要内容是颂扬勤劳和诚实，鄙弃懒惰和自私，鼓励对暴力和邪恶的反抗，激发对被压迫者的同情和爱护。
Where were the two children
What did they see
They were in the forest.
They saw a house made of bread, chocolate and candy.
Gretel
Hansel
Prediction
Look at the picture and predict:
Do you know this fairy tale
Hansel and Gretel.
《韩塞尔与葛雷特》
又名：《糖果屋历险记》《糖果屋》
故事概况：
故事讲述的是一对可怜的兄妹Hansel和 Gretel遭到了继母的抛弃，流落荒林，最后来到了一座糖果屋，饥饿难忍的兄妹俩迫不及待的吃了起来。但是糖果屋的主人是一个吃人的女巫，她把兄妹俩抓了起来，想要把哥哥养得胖胖的，然后吃了哥哥。但兄妹俩凭借着自己的智慧战胜了女巫，并且找到了回家的路。
Background
What kind of text is it
scenes
场景，幕
dialogues
(对白)
background
故事背景
narratage 旁白
It’s a play
(戏剧，剧本).
Fast reading
A play is a piece of writing that is intended to be acted in a theatre or on radio or television.
How many scenes are there in the play
Seven scenes.
Skimming
How many characters are there in the play And who are they
Hansel
Gretel
their father
the old woman
witch
their
stepmother
brother
sister
wife
husband
characters
G. The children learn that
something bad is going to happen.
B. The children
wake up.
D.Gretel learns
about Hansel’s plan.
E. The children surprise the parents.
F. Hansel has to
change his plan.
C. The children cannot find
the pieces of bread.
A. The children get lost.
Scanning
2c: Match each description with the correct scene.
How many parts can we divide this play into
There are usually four parts in a play: the beginning, the development, the climax and the ending. Some may have a background.
Beginning
Scene 1—Scene 3
Climax
Scene 7
Ending
Hansel and Gretel
Development
Scene 4---Scene 6
The background
The setting
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.
The Setting
leave sb. to do sth. 让某人做某事
全部的;整体的
make a plan to do sth.
制订计划做某事
Careful reading
Read the background of the play and fill in the table.
Background Who
Where
When
What
Why
____________
Near the __________.
One year.
The stepmother told her husband to _______________
________________________________. Hansel planed to _______________________________.
The weather was so dry that _______________________.
__________________________________________________
Hansel and Gretel; father and stepmother
forest
leave the
children to die in the forest
save himself and his sister
no food would grow
The Beginning (Scene 1-3)
SCENE ONE :The children learn that something bad is
going to happen.
Gretel：Did you hear our stepmother planning to kill us
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.
The beginning
hear sb. doing sth. 听到某人正在做某事
在月光下
Careful reading
The beginning
SCENE TWO : The children wake up.
Wife: Get up, lazy children!
Husband: Yes, dears. You must come with me to the
forest to get wood.
Wife: Here’s some bread. Don’t eat it until you
get to the forest.
come with sb. to the forest 和某人一起去森林
The beginning
SCENE THREE: Gretel learns about Hansel’s plan.
Gretel: Hansel, what are you doing
Hansel: I’m dropping white stones along the way.
Unless I do, we’ll be lost. Tonight, when the
moon is shining bright, we’ll be able to see
the stones.
drop sth. along the way 沿路扔下某物
shine v. (shone) 发光；照耀
adv. 明亮地 adj. 明亮的
be/get lost 迷路
1.Hansel made a ______ to save themselves.
2.Hansel would go _____ to get _______ in the _______ .
plan
outside
something
moonlight
3.What did Hansel go outside to get
5.Why did he do that
4.What did he do with the stones
Some white stones.
He dropped white stones along the way.
When the moon is shining bright, they will be able to see the stones.
Read the beginning of the play(scene 1-3) and answer the questions.
The development (Scene 4-6)
SCENE FOUR :The children surprise the parents.
Wife: You bad children! What a long time you slept
in the forest!
Husband: We thought you were never coming back.
Wife: Now, go to bed. As soon as you wake up, you
must go to the forest with your father.
Hansel: What, again I want to go out to look at the moon.
Wife: No. You can’t go out now.
The development
Careful reading
The development
SCENE FIVE : Hansel has to change his plan.
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.
代替，“而是”
The development
SCENE SIX: The children cannot find the pieces of bread.
Gretel: I can’t see any bread on the ground. Maybe it
was the birds.
Hansel: Never mind! Just keep walking. Unless we do,
we won’t find our way out.
地；地面
不要紧，没关系
find one’s way out 找到出路
Read the development of the play(scene 4-6) and answer the questions.
1. Was their stepmother angry to see the children back home
2. Does Hansel really want to go out to look at the moon
If not, what does he want to do
Yes, she was.
No, he wants to get white stones.
4. Why do Hansel and Gretel get lost the second time
The birds ate pieces of bread.
3. What is Hansel's second plan
He will drop pieces of bread instead.
5. Why do they keep walking
Because they want to find their way out.
(Children’s plans to _____ themselves)
Plan A:
Dropping ______________ along the way to see them when the _____ is _______ bright. They _________ successfully.
Plan B:
__________some ______________on the ground _______ of the stones . But the ______eat them. So the children ________.
save
white stones
shining
get home
Dropping
pieces of bread
birds
get lost
instead
moon
Try to retell the development of the play.
The Climax(Scene 7)
SCENE SEVEN: The children get lost.
Gretel : Hansel, we’re really lost!
Hansel: Listen! That bird’s song is so beautiful that we
should follow it.
Gretel: Look! It’s leading us to that wonderful house
made of bread, cake and candy.
Hansel: Let’s eat part of the house!
The climax
lead sb. to + 地点：带某人去某地
be made of…用…做的(能看出原材料)
be made from…用…做的(不能看出原材料)
part of sth. 某物的一部分
(Then they hear an old woman's voice from inside the house. )
Voice: Who is that Who is brave enough to eat my house
Read the climax of the play(scene7) and answer the questions.
What new things appear
An old woman
A house
A bird
What happened to them
The bird sang and lead the kids to a house made of bread, cake and candy.
The kids ate part of the house.
The kids heard the voice of the old women .
1. Why does the wife tell her husband to leave the children in the forest
2. What does Hansel go out and get
Unless he leaves the children to die in the forest , the whole family will die because they don’t have enough food.
He goes out to get some white stones.
2d:Read the play again and answer the questions.
3. Why does he do this in the moonlight
4. How do Hansel and Gretel find their way home
5. Why do Hansel and Gretel get lost the second time
He does this to make sure that when the moon is shining bright, they will be able to see the stones.
They followed the white stones home.
They can’t find any of the pieces of bread they dropped on the ground (the birds may have eaten the bread).
The wife told her husband that unless he left the children to die in the forest, the whole family would die.
whole 全部的；整体的。位于冠词、物主代词等限定词之后，即“限定词 + whole + 名词”。
注意：whole 一般不用来修饰不可数名词或物质名词
all 全部的。位于冠词、物主代词等限定词之前，即“all + 限定词 + 名词”。
(1) 他工作了一晚上。
__________________________
(2) 三天整__________________________
He worked the whole night.
three whole days/all three days
Language points
Did you hear our stepmother planning to kill us
你听见我们的继母计划要杀死我们吗？
hear sb. doing sth.意为“听到某人正在做某事” , 强调动作正在进行，可能你听到的只是动作的一部分。
hear sb. do sth.意为“听到某人做了某事”或“经常听到某人做某事” , 强调动作的全过程, 表示动作已经完成或经常做。
(1) 昨天我路过商店时，听见他正在唱歌。__________________________
(2) 我经常听见她在晚上唱歌。__________________________
I heard him singing when I walked past the shop yesterday.
I often hear her sing in the evening.
What a long time you slept in the forest!
此句为what引导的感叹句，其结构为：What +a (an)+形容词+单数可数名词+主语+谓语！
how也可引导感叹句， 这种感叹句的中心词是形容词或副词。 其结构是： How+形容词/副词(+主语+谓语)!
what引导的感叹句与how引导的感叹句有时可以转换，转换后意义不变。
what修饰名词，how修饰形容词或副词
(1) 多么聪明的一个女孩！
__________________________
(2) 今天天气真好啊！
__________________________
What a clever girl she is!
What fine weather it is today!
=How clever the girl is!
=How fine it is today!
It's leading us to that wonderful house made of bread, cake and candy.
lead (过去式led)作及物动词，意为“带路；领路”。lead sb.to / into … 把某人带到或带进……
过去分词短语 made of … 表被动意义，作后置定语，意为“由……制成”。be made of “由……制成”，指制成成品后仍可看出原材料。be made from “由……制成”，指看不出原材料。
(1) 这条路指引你通往汽车站。__________________________
(2) All roads lead to Rome.
__________________________
The road leads you to the bus station.
条条大路通罗马。
Then they hear an old woman’s voice from inside the house.
voice n. 声音。指人的声音或说话、唱歌发出的声音。
sound 泛指自然界的各种声音。
noise 多指不悦耳的“噪声，喧闹声”。
(1) 她小声地说话。
__________________________
(2) 我听到了一种奇怪的声音。
__________________________
(3) 怎么回事？教室里那么大的喧闹声。
__________________________
She said in a low voice.
I heard a strange sound.
What’s up There’s such a loud noise in the classroom.
1. 听到某人在做某事
2.能够做某事
3. 如此……以至于
4. 计划，打算
5. 去睡觉
6. 到达
7. 沿着路
8. 醒来；唤醒
9. 迷路
10.带路
hear sb doing sth
be able to do stj
so...that
make a plan to do sth/plan to do sth
go to sleep
get to/arrive in/at
along the way
wake up
be lost/get lost/lost one's way
lead sb to...
Phrases summary
Try to retell the play.
Setting
Development
Climax
Ending
Beginning
Beginning
Gretel heard that their _________ planned to ___ her and her brother. He went to get some white _____ before he went to bed that night.
Development
The next day, the wife sent the children to the _____. Hansel ________ the stones as they walked.The stones showed them the way home.
Development
The next morning, Hansel had no enough stones, so he dropped _____ of _____. But the ____ ate them, so Hansel and Gretel were ___ in the forest.
Climax
They walked until they saw a ____ made of food. Hansel wanted to ___ the house, but then they heard the ______of an old woman coming from the house.
stepmother
kill
save
forest
dropped
pieces
birds
lost
house
eat
voice
bread
Can you come up with an ending for this play
The ending
SCENE EIGHT:__________________
The old woman:___________________
________________________________________________________________________________________________________________________________________________________________
The Ending
Act out the play in groups of six.
Everyone acts.
Speak loudly and clearly.
Show the feelings with the tone and gesture.
Use correct sentences.
Checklist
Checklist
What do you think of the five characters
Hansel
Gretel
their
stepmother
characters
witch
their father
coward(懦弱的) helpless, silly
mean
(刻薄的 )
cruel
(残忍的)
selfish
(自私的)
brave
smart
scared,
worried,
clever
evil ,
cruel
What can we learn form Hansel and Gretel
When we face difficulties, we should be ____________.
Hopeful
H
Eager
Responsible
Optimistic
E
R
O
Whatever we meet, we should be brave and smart. We should never give up and take care of ourselves!
Be your own hero!
https://www.21cnjy.com/help/help_extract.php中小学教育资源及组卷应用平台
Unit 6 An old man tried to move the mountains. SectionB 2a-2e课时教学设计
课型 阅读课 课时 1
教材分析
本课是阅读板块。主要围绕西方童话故事《糖果屋》的部分剧本展开读写活动。2a从学生熟知的三个童话故事出发，要求学生先谈谈自己的认识；2b提供了《糖果屋》的部分剧本，让学生初步了解戏剧的形式；2c提供了各场景的概述，帮助学生进一步了解各场景主题；2d通过对文本细节的追问，引发学生的思考并运用所学语言表达自己的观点，有助于文本的理解，尝试运用所学语言进行戏剧表演。
学情分析
学生在前几个课时的基础上，基本了解了故事的表现形式和方法，他们的表演积极性很强，并且对前几个故事比较熟悉，表演起来也很顺畅。但是对《糖果屋》这个童话不是很了解，所以在表演过程中有一定难度。
课时教学目标
语言能力：能够在故事分享会的情境中正确使用课文中的新词汇和部分连词，以读、说、写等方式理解故事剧本并尝试表演或概述《糖果屋》的故事； 学习能力：能够通过阅读《糖果屋》剧本片段，保持英语学习兴趣；通过阅读策略的感悟、体验和学习，提升阅读理解能力；通过小组合作，树立团队协作意识。 思维品质：能够在老师的帮助下，通过概括、角色扮演等活动，提高思维的逻辑性、批判性和创新性； 文化意识通过学习Hansel and Gretel中的语言体会人物的勇敢、向上和机智的品质，培养孩子们遇到困难主动解决并冷静分析的能力。
教学重难点
教学重点：掌握本课时词汇；了解西方童话故事的表现形式，读懂剧本，获得相关信息，并尝试用表演或内容概括进行输出； 教学难点：运用不同的阅读策略获取信息；角色扮演，演绎《糖果屋》的故事；
教学方法
情境式教学，任务型教学法:启发式教学
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 设计意图
Step1: Warming-up 1.Revision:Tell the story The Emperor’s New Clothes. according to the pictures. 2.Lead-in:Do you know other western fairy tales Have you ever read the following stories Can you say their English names T asks students to know about something about the fairy tales. Step2: Pre-reading 1.Look at the picture and predict. Do you know this fairy tale Where were the two children What did they see 2.Background 《韩塞尔与葛雷特》 又名：《糖果屋历险记》《糖果屋》 故事概况： 故事讲述的是一对可怜的兄妹Hansel和 Gretel遭到了继母的抛弃，流落荒林，最后来到了一座糖果屋，饥饿难忍的兄妹俩迫不及待的吃了起来。但是糖果屋的主人是一个吃人的女巫，她把兄妹俩抓了起来，想要把哥哥养得胖胖的，然后吃了哥哥。但兄妹俩凭借着自己的智慧战胜了女巫，并且找到了回家的路。 Step3: While-reading Task1:Fast reading: 1.What kind of text is it 2.How many scenes are there in the play How many characters are there in the play And who are they 3.Finish 2c.Match each description with the correct scene. 4.How many parts can we divide this play into Task2:Careful reading 1)Watch the video and read The Setting of the play (background) carefully and finish the task. 2.Watch the video and read The beginning of the play(scene 1-3)carefully and finish the task. 3.Watch the video and read the development of the play(scene 4-6) and answer the questions. 4.Read the climax of the play(scene7) and answer the questions. What new things appear What happened to them Step4:After reading Finish 2d:Read the play again and answer the questions. Language points 1）whole 全部的；整体的。位于冠词、物主代词等限定词之后，即“限定词 + whole + 名词”。 注意：whole 一般不用来修饰不可数名词或物质名词 all 全部的。位于冠词、物主代词等限定词之前，即“all + 限定词 + 名词”。 2）hear sb. doing sth.意为“听到某人正在做某事” , 强调动作正在进行，可能你听到的只是动作的一部分。 hear sb. do sth.意为“听到某人做了某事”或“经常听到某人做某事” , 强调动作的全过程, 表示动作已经完成或经常做。 3) 此句为what引导的感叹句，其结构为：What +a (an)+形容词+单数可数名词+主语+谓语！ how也可引导感叹句， 这种感叹句的中心词是形容词或副词。 其结构是： How+形容词/副词(+主语+谓语)! what引导的感叹句与how引导的感叹句有时可以转换，转换后意义不变。 what修饰名词，how修饰形容词或副词 4) lead (过去式led)作及物动词，意为“带路；领路”。lead sb.to / into … 把某人带到或带进…… 过去分词短语 made of … 表被动意义，作后置定语，意为“由……制成”。be made of “由……制成”，指制成成品后仍可看出原材料。be made from “由……制成”，指看不出原材料。 5)voice n. 声音。指人的声音或说话、唱歌发出的声音。 sound 泛指自然界的各种声音。 noise 多指不悦耳的“噪声，喧闹声”。 3.Phrases summary 4.Summarize the article and retell it. 5.Discussion:What’s the ending of the play Can you come up with an ending for this play Watch the video and know the ending.Try to role play. What do you think of the five characters What can we learn form Hansel and Gretel 6.Conclusion: Whatever we meet, we should be brave and smart. We should never give up and take care of ourselves! Be your own hero! 复习上节课内容，复述故事《皇帝的新装》。 了解童话故事。 根据图片和标题进行讨论和预测。 了解文章背景知识。 快速阅读文章， 完成跳读任务:辨认文章类型。 了解戏剧背景知识。 完成略读任务， 找出文章有几个场景、几个人物及人物名字等。 完成2c任务，理清文章段落大意，把握文章结构并分段。 看视频，阅读第一段并填空。 看视频，读1-3场景并填空回答问题。 看视频，读4-6场景并回答问题。 读7场景并回答问题。 完成书本2d任务。 将知识点做好笔记进行理解消化。 词汇总结。 跟随老师一起进行内容总结并绘制思维导图。 根据思维导图复述文章。 思考故事结局，分析人物性格,角色扮演戏剧，分享收获。 情感教育。 通过图片引导学生回顾上节课所学故事，拉进与本课距离，鼓励学生尝试用自己的话简单叙述童话故事，引导学生思考并头脑风暴，自然过度到本课所学故事上来。 养成读前感知预测的好习惯。 本课阅读语篇为戏剧题材。由于我国学生较少接触这种文体的语篇，故增加适当介绍帮助学生了解戏剧的要素、语言特点、表现手法等，减轻阅读中学生的陌生感。 利用略读策略，引导学生关注每段首句，找出文章段落大意，形成文章结构，帮助学生整体把握文章，并引出对细节阅读的期待。 通过抓取题目中的关键词到文中定位的方法，将要点与场景一一匹配，帮助学生整体把握文章，并引出对细节阅读的期待。 引导学生细读每一部分的内容，设计出不同类型的题目来帮助学生进一步理解课文，实施有效的分段阅读和阅读技巧、写作技能的指导，同时进行语言知识点的及时讲解，将词汇教学放于语境之中，帮助学生加深理解。 此部分是对本单元重点语言点的总结、训练和巩固。将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。 通过总结巩固本节课所学的重点词汇和语言知识，检测学生的掌握程度。 通过思维导图和缩写文章的完成和利用，提升思维的逻辑性，再次引领学生关注语境中的语言点；复述机会的创设，培养了学生从简单的单词输出过渡到语篇输出的能力。 学生进行角色扮演，即可沿用课本中的对白，也可自行发挥想象，灵活运用所学语言和句式。提醒学生在表演中要注意把握人物的性格特点以及特定的语言场景。学生表演过后，要给予适当评价。 总结升华，引导学生学习故事中人物勇敢面对困难、积极想法解决的优良品质。
课时教学板书设计
Unit 6 An old man tried to move the mountains. (Section B 2a-2e)
课时作业设计
Level A:Character Analysis: Read the rest part of the story. Then make a chart to analyze different characters in the story, including “What did he/she do ” “What did he/she say ” “How will you describe him/her ” Level B:Puppet Show ： Make some puppets of the characters in the story and try to act out the story with your friends. It is a good idea to make a video of your works.
课后反思（实施后填写）
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