Section A 2d—3c教学目标设计

Unit6 Hansel and Gretel教学设计

木城初级中学

贾玲利

一．教学内容分析

本单元以“传说和故事（Legends and stories）”为话题，围绕传奇式的童话故事这一话题展开谈论讲故事，语言知识和语言技能都是围绕传说和故事这一中心话题设计的。通过本单元的学习，要求学生能够用过去时态讲故事，激发和培养学生的学习兴趣，引导学生去体会传说和故事中的教育意义。Section B在话题上，以童话故事为主线，注重学生个人表达能力的训练，培养学生的语言能力发展。在语言上，进一步丰富与讲故事相关的话题词汇。在技能上，将听说能力综合，学会表演童话剧，突出阅读训练，针对阅读内容的归纳总结能力的训练，由读促写。在教学策略上，要引导学生根据人物对白总结故事情节要点，并根据故事情节发展合理续写故事结局。在情感上，培养并鼓励学生敢于面对生活中的困难，遇事冷静、积极想办法解决困的生活态度及不怕困难、锲而不舍的奋斗精神。让学生充分运用讲故事的句型讲述童话故事，以培养学生的学习英语的乐趣。

Section B 2a-2e是Reading部分。这一部分内容以童话故事Hansel and Gretel展开阅读训练。

2a为读前热身活动，要求学生根据所提供的几个童话的标题，正确预测故事的内容，围绕童话故事展开阅读，可以采取以小组讨论的方式学习了解相关的童话故事的背景知识，为导入2b以及后面的阅读做准备。

2b是针对话题和语言功能项目的阅读练习《糖果屋》部分剧本，了解戏剧形式。2b读前Find Out the Text Type训练阅读的Skimming and Scanning策略，需要学生快速阅读语篇第一段，想象这个神话故事将会如何发展，然后再让学生阅读故事的剩余部分，对阅读材料拓展联想, 培养学生的发散思维。并在教师的帮助下，阅读这个童话，理解故事每一个场景的内容。

2c针对语言项目的阅读和配对练习。用总结性的句子写出正确的场景，了解主题，需要学生进行Reading for details。

2d要求学生自主阅读戏剧，进行口语练习，表达观点。

1 / 7

2e是读后拓展口语交流活动，小组形式表演这个童话剧，训练学生的语言综合运用能力。

二.教学目标分析

（一）Knowledge goals知识目标

1. Key Words and Chunks

（1）For applying:

wife, husband, whole, shine, bright, ground, lead, voice, brave live near a forest, make a plan, save himself and his sister, don’t worry, be quiet, along the way, be lost, shine bright, be able to, wake up, go out, pieces of bread, on the ground, never mind, keep walking, lead us to, house made of bread, brave enough, get lost, learn about, something bad, in the moonlight, find the way home （2）For comprehending: stepmother,

scene, moonlight

2. Sentence Structure

（1）One year, the weather was so dry that no food would grow.

（2）The wife told her husband that unless he left the children to die in the forest, the whole family would die.

（3）Be quiet !

（4）Don’t eat it until you get to the forest.

（5）I’m dropping white stones along the way.

（6）Unless I do, we’ll be lost.

（7）Tonight, when the moon is shinning bright, we’ll be able to see the stones.

（8）I’ll drop pieces of bread.

（9）As soon as the moon rises, we can follow them instead.

（10）Never mind !

（11）It’s leading us to that wonderful house made of bread, cake and candy.

（12）Gretel learns about Hansel’s plan.

（13）The children learn that something bad is going to happen.

3．Grammar Focus

2 / 7

（1）

The wife told her husband that unless he left the children to die in the forest, the whole family would die.

whole此处作形容词，意为“全部的”，常用结构为“限定词+whole+名词”，与all同义。

all的常用结构为“all+限定词+名词”。

（2）

Did you hear our stepmother planning to kill us?

hear-heard-heard, 常用短语有：hear sb.doing sth.“听到某人正在做某事”，强调动作正在进行。hear sb. do sth. “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，表示动作经常发生或动作已经完成。

（3）What a long time you slept in the forest! 此句为what引导的感叹句，感叹句一般由what/how来引导。what与how引导的感叹句可以进行同义句转换，其结构为：

What+a/an+形容词+单数可数名词（+主语+谓语）!What an outgoing girl she is!

What+形容词+复数名词/不可数名词（+主语+谓语）! What delicious beef it is!

How+形容词/副词（+主语+谓语）! How fast the plane flies! （二）Ability goals 能力目标

1.To enable Ss to learn some of the key words and expressions in the reading passage. 2.To acquaint Ss with some famous Western fairy tales . 3.To have Ss read a story for deeper comprehension. （三）Emotional goals 情感目标

1. Guide Ss to read more famous works to open their mind. 2. Build the confidence of speaking English. 3. Guide Ss to be a kind person. 三．Key and difficult teaching points 教学重难点

1. Enable Ss to learn and apply the sentence patterns. 2. Make Ss act out the story. 3. Guide Ss to love the Chinese or Western famous works.

四．学情分析Student analysis

3 / 7

1. Fundamental State基本情况

通过本单元前面几种课型的学习，学生的学习热情高涨，因为每学一个神话故事他们都会表演出来。学生们幽默的语言，搞笑的动作都让他们乐开了花。所以他们都很期待本节课的学习。在本单元的学习中，所有的学生在快乐中学习，英语学习是十分的投入。同时，通过小组合作学习、表演，学生的小组凝聚力也得到了提高，学生都想自己小组的表演能得到大家的肯定。学生的学习积极性及语言储备都为本节课的学习打下了良好的基础。

2. Knowledge Reserve知识储备

本单元前面几个课型以中西方的传统神话及经典童话为依托，学生在具体语境中学习了用Once upon a time, there was…/ This story reminds us that …的句型来讲述故事，并且在讲故事的过程中注重连词as soon as / unless / so…that的运用。通过了解中国传统的神话故事，学生掌握了故事讲述的思路，并从中升华了情感目标。为本课时的学习做好了充足的知识铺垫。Section B第一课时讲述了西方童话故事The Emperor’s New Clothes，通过中西方故事的对比，让学生感受到了中西方的不同文化。

3. Class data本班实际

本班学生活泼开朗，英语课堂上积极参与各种表演。对于英语成绩差一点的学生，有时举手发言，但在流利度方面有待提高，充分利用小组学习来带动他们进步。本节课的阅读是一篇戏剧，是学生第一次接触，教师要做好引导。课文内容简单，就要求学生用更精准的语言及表情表现出戏剧情节。在表演过程当中，教师要引导学生充分注意语音语调和感情色彩，加强学生对文本输出的理解和吸收。

五．

Teaching methods教法建议

1. Content-based instruction teaching基于内容的教学法

2. Task-based language teaching 任务型教学法

六．教学辅助

blackboard and chalk, computer, projector 七．教学过程

1. Pre-reading

Show some fairy tales on the PPT.

Tell Ss fairy tales are old, traditional stories. They usually have positive messages in

4 / 7

them. They are meant to teach people important lessons, not just entertain and amuse. They always have happier endings and less frightening characters. Then show some fairy tales on the PPT. Guess what these fairy stories are about?

e.g. Look at the picture. Do you know this story?

Ss:Yes. What’s the name of this story?

S1: Cinderella.

Can you tell the story briefly?

S2:Cinderella was a lovely girl. Her old mother died. Her father married a wife, and the stepmother had brought two elder sisters. Cinderella did a lot of housework every day. Her stepmother treated her badly. With the help of a fairy godmother, Cinderella attended the dance party but left one glass shoe. That glass shoe made the Prince and Cinderella fall in love with each other. They married and lived happily forever. 2. While-reading 读中理解

（1）

Skimming. Ask Ss to read through the passage and decide what kind of text it is. Is it a letter, a play, a short story or something else?

Ss may find out that it’s a play.

（2）Fast reading. Then read the passage quickly and answer the two questions. (1) How many scenes and characters are in the play? (2) Who are the characters? Answers: 1.Seven scenes and four characters.

2.Hansel, Gretel, Husband and Wife. （3）

Careful reading. ①Guide Ss to read the sentences in 2c to make sure everyone can read them. Then ask Ss to read the play carefully and try to match each description below with the correct scene. Finally, check the answers.

Answers:

A. Scene Seven.

B. Scene Two.

C.Scene Six.

D.Scene Three.

5 / 7

E. Scene Four.

F.Scene Five.

G.Scene One. ②Understand the four elememts of a play. They are characters, beginning, development, and ending. Characters: stepmother, father, Hansel, Gretel, and the old woman. Beginning: Where: leave the children to die_____________ Why: the _______ was so _________ that no ________would grow

the whole family would die _____ the two children ___________ Development (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 _____ the stones. But the ___ eat them.

So the children ____ . Ending:

Hansel and Gretel…

keep walking , ________ the bird’s song,

the bird _____ them ___a house made

of

bread, cake and candy , _______ part of the house, ________ the _______ of an old woman

4. Post-reading 读后提升

①

Summarize the personality of each character in the play. T: What do you think of those four characters in the Play? stepmother: Father: Hansel: Gretel: Ss: ②show time T: Can you act the play out? Ss: Yes…….

③

Divide the play into four parts. And ask the Ss to think about these two questions. A: Do you think it the best way to find their way home by dropping stones along the way? What if the stones are kicked away or picked up by others? B: Can you think of other ways to protect the two children from being killed?…….

6 / 7

T: Suggest the students be the person who are Hopeful, Eager, Responsible and Optimistic. Play a piece of music of Hero. 5．Homework 课后作业

1. Retell the play according to the mind map. 2. Give an ending to the play. 八．Prediction预期效果

本篇阅读训练文章的阅读教学任务分为Pre-reading、While-reading、Post-reading的任务活动链。首先，将

2a、2d整合到Pre-reading环节，完成读前准备和解读生词在上下文中的含义。其次，Section B 2b、2c整合到While-reading环节，训练学生Skimming、scanning、close reading以及summarizing的阅读技巧，培养学生把握整体结构，理解具体信息的阅读理解能力。Section B 2e是Post-reading的读后交流活动以及语言的输出。通过任务型教学法和以内容为基础的教学法，在学生完成语言吸收之后的互动环节讨论和表演中加深对戏剧的理解。理论而言，基础差不多的学生都能够理解本节课的重难点和话剧的形式及意义。程度稍弱的可能在文章划分层次上有所迷惑，可是通过本节课的学习，学生们都会对如何面对生活中的问题进行深思，从而为以后学习当中遇到困难如何应对做出铺垫，成为一个有勇有谋，敢作敢当的人。

7 / 7