资源简介

Unit 6 An old man tried to move the mountains.
Section B 2a-2e 教学设计
Hansel and Gretel
教学基本信息
单元主题 Unit6 An Old Man Tried to Move the Mountains
教材版本 人教版Go for it. 授课人
教材内容 Hansel and Gretel 课时 1
指导思想与理论依据
《义务教育英语课程标准》（2022年版）明确指出：义务教育英语课程体现工具性和人文性的统一，具有基础性、实践性和综合性特征。学习和运用英语有助于学生形成正确的世界观、人生观和价值观，为学生终身学习、适应未来社会发展奠定基础。大单元教学旨在以学生为中心，更加注重教学过程中学生的角色转换和思维能力的提高，教学方式更加灵活多样，有利于学生主动探究，为提高学生的学习效果和整体素质提供了良好的途径。开展大单元整体教学，教师要以单元目标为统领，组织各语篇教学内容，规划教学活动，实施单元持续性评价，引导学生在学习过程中逐步构建对单元主题的认知，发展能力，形成素养。主要有以下四个步骤：第一，依据课程标准，分析单元内容，梳理各语篇主题意义。第二，基于单元学习内容和语篇主题意义，构建大观念。第三，基于单元大小观念和学情，制定单元和课时教学目标。第四，践行英语学习活动观，推进“教-学-评”一体化设计。
单元分析
【单元教学内容分析】The topic of this unit is legends and stories, which are very important elements of our traditional Chinese culture. Our moral values are based on this ancient and excellent culture. Therefore, in the whole book, this unit plays an important role. Everything belongs to human and society. It is divided into two sections.Section A deals mainly with ancient Chinese legends, while Section B deals mainly with Western fairy tales. The stories of the first four lessons are presented to the students in four different forms so that the students can practise listening, speaking, reading and writing while learning the stories. The content of this unit is a topic of students' interest, which can encourage their active participation in class. The four stories are relatively independent and interrelated. However, they all aim at developing the students' thinking quality. The content of this unit is also closely related to real life, so it's easier for the teacher to encourage the students to express their opinions in English about each of the stories. After a thorough interpretation, analysis, integration and reorganisation of teaching resources, a blueprint for the unit has been created. This unit is divided into six lessons.This lesson is the fifth and it is a reading lesson.
学情分析
Know:Students have already known some traditional Chinese stories such as Yu Gong Moves the Mountains and some western fairy tales. Students have already known how to tell a story in Chinese.Want:Some vocabularies and sentence patterns about stories.How to tell a story in a logical way.Learn:Some sentence patterns about telling a story and tell a story in a logical way;How to summarizing plots and analyze characters from the textsLearn about the good qualities from the main characters in the story.
单元教学设计思路
This unit adopts the task-based language teaching approach, and adopts the activities of listening, speaking, reading and writing as well as the activities of independent learning, peer discussion and group cooperation to teach, so that students can acquire the language while completing the tasks.In the first lesson, students are mainly allowed to understand and preliminary experience the topic language objectives through listening and speaking activities. They can ask about the beginning, development and follow-up of the story in English, tell the story completely in English, and express some simple views or opinions on the characters or plots in the story, so as to lay the vocabulary and target language foundation for the reading and speaking learning of the following classes.In the second lesson, students can further understand the target language by reading the application of the target language in the passage and the picture description of the situation, while improving their reading ability and writing ability with the target language, and making students understand the broad and profound traditional Chinese culture. In the third lesson, students review and consolidate the target language through listening and speaking activities, and then output the language in the form of telling stories with the help of picture information. In the fourth lesson, by inquiring into the details of the text, students are prompted to think and express their views with the language they have learned, and try to use the language to perform a drama. The fifth lesson is review and writing. Through the learning of the top four lessons, students have accumulated a large number of writing materials for this unit and tried to output language, so that students have new improvement in writing. Then, the important and difficult points of this unit are tested and consolidated to promote students' mastery of language points.The teaching design of this unit starts from the understanding of the topic target language, initial experience, initial application, then consolidation and application, and finally comprehensive application to form the ability. From simple to complex, from a single goal to a comprehensive goal, from basic to improve, step by step.The design of each lesson is based on the unit topic as the starting point, and the character personalities as the main line. In addition, according to the characteristics of the learning content of each class, different activities such as debate, storytelling, continuation and rewriting are designed to consolidate the target language, carry out language output, cultivate students' comprehensive language application ability, and cultivate students' emotional attitude while analyzing the personalities of characters.
单元教学目标
本单元学习结束后，学生能够：Language ability:1. Students can use pictures to express the beginning, development and ending of a story;2. Students can understand the basic narrative structure of the story text through discourse analysis;3. Students can use the language they have learned to tell stories in a logical way;4. Students can use the conjunctions they have learned.Learning ability:1. Through story reading, students can understand the tenses and structural expressions commonly used in stories;2. Students can retell the story with pictures;3. Through the practice of synonyms, students can understand the use of conjunctions in stories.Thinking quality:In different times, students can think critically about the characters as well as the spirit in the story.Cultural awareness:Students can understand and pass on the excellent culture and spirit of traditional culture.
课时文本分析
What: The text is from the Grimm's fairy tales. The content is very intriguing and interesting. This lesson's discourse is a partial script of a play. It mainly tells the story of Hansel and Gretel making a plan to save themselves. The play includes background, beginning, development and climax. However, there isn't an ending in this play. In the background, it tells us who, where, when and what would happened. In the beginning, Hansel made the first plan to save himself and his sister. They came back home successfully. In the development, Hansel made the second plan. However, the birds ate the bread. In the climax, the children got lost, but they saw a wonderful house made of bread cake and candy.Why: The passage aims to get students to learn about the form of a play and the expression of Western fairy tales. At the same time, it inspires students to be calm, brave and not to give up easily. Be brave in face of difficulties and be smart to find ways to solve the problems. So it's necessary for the teachers to inform the students about some basic knowledge about the play and guide the students to act out.How: The discourse is presented in the form of a play. It has seven scenes with a clear structure and layered progression of the story, which is highly attractive and triggers emotional resonance among readers. According to the play, it shows main characters’ personalities. For readers, they are supposed to be like Hansel.
课时教学目标
【教学目标】在本课时学习结束后，学生能够：Ss can grasp new words and target language through a variety of teaching activities. They can also learn about the elements of a play.Ss will be able to fully understand a play according to its characters' lines and act out the whole play vividly in groups.Ss will be able to realize the importance of courage, wisdom and calmness when they are in a dangerous or difficult situation and know how to be a strong-minded person.
教学重难点
【教学重点】The understanding of some detailed plots of the play.The understanding of the characters' personalities according to the lines.【教学难点】How to act out a part of the play vividly.
课时教学过程
教学活动 设计意图 活动层次 效果评价
Lead in (2 mins)Show the pictures from the Internet which are about the Red May Art Festival in Yangguang Middle School last year.Guide students to describe the pictures with the teacher together.Introduce the main task today, which is to learn how to act out a fairy tale and try to act it out on the Art Festival this year.Pre-reading (3 mins)Activity 1: Prediction before readingGet students to see the picture about the fairy tale.Ask students two questions and guide students to predict what the fairy tale may be about.Q1：What can you see in the picture Q2：Why are they in front of the house？While-reading (15 mins)Activity 2: Read for Text TypeAsk students to go through the passage quickly and find the text type.Show students the main features of a play and explain the what lines are.Explain three necessary learning steps before going on stage to perform a play.Script Roundup--Actor Training--TryoutActivity 3: Read for the BeginningGet students to read the setting part of the play.Guide students to find out the background information and find out how the story started.Q1: Who are in the play Q2: Where did they live Q3: What did they do and why Activity 4: Read for the PlotsAsk students to read Scene 1 and fill in the blanks.Play the record of Scene 1 and ask students to go through it again to experience the feelings of the main character.Ask students to read in groups and finish the tasks on the worksheet.Read from Scene 2 to Scene 4 and finish the tasks. Q: How did the stepmother feel Read from Scene 5 to Scene 7 and finish the tasks. Q: How did Hansel and Gretel feel Q: What happened then Check the answers with the help of the animation on the PPT to make the development of the story clear and make use of the audio recording to help with feeling analysis.Post-reading (16 mins)Activity 5: Read for ThinkingGet students to talk in groups and share what they think of the characters and find out the lines(台词) that make them think so.Q1: What do you think of Hansel Why Q2: What do you think of the stepmother Why Activity 6: Read for ActingTell students how to role-play and the requirements while practicing.Show the checklist.Play a video of the story and guide students to pay attention the characters’ feelings,tones and actions.Get students to work in groups to act out the play in front of the class.Summary (3 mins)Get students to think and talk about their own opinions about what they can learn from Hansel.Q: What can we learn from Hansel Show some pictures of traditional Chinese stories and western fairy tales respectively and guide students to find out that what the main characters of each story have in common: They are all calm, persistent, composed and positive. This is the key to success.Self-evaluation(自我评价)Homework(1 mins) Attract students’ interest in learning and make them curious about the main task in today’s class.Encourage students to express their thoughts in English.Form reading expectations Lay the foundation for reading.Leads to learning a new text type, prepares for performance, and allows students to understand the task more quickly.Improve students' ability to analyse the function and logical relationships of texts.By listening to audio recordings of the text, students are given a more graphic sense of the text, which leads to a better understanding of the text and an increased sense of engagement.Using tables to help students make sense of the development of an article.Use the character's feeling analysis and audio recording to help lay the foundation for the students' language expression in later performance.The animation function of the slideshow helps students to deepen their impression.Consolidate what they have learned about Hansel and Gretel.Allow students to complete character analyses using the key information they have already obtained and practice their ability to summarize.Have students perform a show to increase students’ engagement while enhancing their listening and reading skills. Through the performance, they will further understand the charm of the play and the spirit of "Hansel".The theme of the article is promoted so that students can understand the spirit of the article: deep difficulties need to be treated calmly, wisely and with courage. *创新导入*学习理解*学习理解*应用实践*应用实践*应用实践*应用实践*迁移创新*迁移创新 Pay attention to the students’ situation as well as their facial expression to find out if they are interested in the pictures on the screen.Students can predict some of the content based on the title and pictures.Student can understand what genre the passage is and answer the questions correctly through the presentation.Students can read carefully, make marks, and find the correct answers.They can also answer the questions using the correct tense.Students can fill in the blanks and guess the feeling the main characters. Students can actively participate in group communica-tion and problem solving.They can also find out that the play has no ending.Focus on whether students can find accurate adjectives to describe the main characters and accurately express the reasons for that.Students are able to understand the performance format and act positively, creatively and say the lines fluently.Focus on whether students are able to understand and respond positively to the spirit conveyed by the text based on the teacher's summary.
Homework 1. Read the rest of story and act it out in groups.2. Read another fairy tale draw a mind map.
板书设计 教学反思
In this lesson, the activities and the blackboard design are closely related to the theme. And all the target objectives are finished on the whole. However, not all of the students get involved in the activities. So in the future, I will give my students more opportunities to express themselves. Besides, my evaluate language should be more diverse.

展开更多......

收起↑