Section A 2d—3c国家优质课一等奖

unit6 Hansel and Gretel教学设计

本堂课是八下第六单元Section B 阅读泛读课内容。

一．就教学内容而言，本堂课是格林童话《糖果屋》节选，以戏剧的体裁出现，节选内容中心是韩赛尔通过机智与勇气两次尝试自救以求逃出森林的故事。通过对本部分教材的分析，首先将教学设计的着眼点放在两方面，一是泛读课范畴，了解大意，抓住细节，了解人物情节以及反映出人物的思想个性特点，其次是戏剧特点的层层渗透，从戏剧体裁的语言特点，到戏剧剧本的组成—不同场景设置的不同幕，人物对白为主，偶有旁白，常有背景的简单介绍等特点在一步步阅读活动中得以渗透，使学生不仅在获取语言知识和信息，提高阅读技巧和能力的同时，得到文学艺术的熏陶。

二．就学生而言，本堂课内容对学生有一定难度，学生对体裁基本没有接触，对故事内容不了解，这就使得教学设计必须关注到学生的接受能力。但同时，戏剧的体裁很新颖，学生对此很感兴趣，而节选内容出自格林童话，是非常吸引学生的部分，教学设计中可以充分利用这一优势，发挥13 岁孩子的优势，表演模仿，能很大程度调动积极性，但考虑到到学生生源，自身学***的局限性，在设计各项活动时，给予更多的引导，提示和鼓励，降低一定的难度，让学生能更多的参与到教学活动中来。

基于以上两点的总体考虑，我进行了以下教学活动的设计，通过阅读旨在让学生了解《糖果屋》节选剧情，感知人物在剧情中表现的性格特点，了解戏剧体裁的特点，最后能够简单模仿表演人物对话，简单讲述故事情节，能学习主人公优秀品质—勇敢机智。

Teaching material analysis: 1) The topic in this unit is to tell a story. It is really interesting. And it can

easily arouse students’ interests. The content in this class is the reading part in section B. It is a part of a fairy tale, but it is written in a form of play. 2) Students have never seen this kind of passage—play, especially the western play. So they have no idea of this literature form. At the same time, most of them don’t know the story well– Hansel and Gretel. Therefore, it is a little difficult for them to understand the whole tale and play. In order to make this class interesting and effective, I make the following teaching aims: Knowledge aims: 1. Be able to know the new words and phrases: stepmother. wife, husband, whole, scene, moonlight, ground, brave, shining bright 2.Be able to know the story of Hansel and Gretel. Ability aims: 1.

be able to use new words and phrases to express meanings or retell the story. 2.

be able to use the reading strategy to help get information they need:

1)before reading, students could find out the text type---a play.

2)during reading, students could skim the text to get the main idea by finding the key words in the context or guessing. 3) During reading, students could scan the text to find some details about the story. Emotional aims:

1)

be able to learn to cooperate with group members to finish a task and learn from each other 2)

be able to learn to be brave in face of difficulty, try and try until they succeed. Key points: be able to understand the story of Hansel and Gretel and the performing form of play.

Difficult points: 1.

Understand some difficult sentences in the story 2.

Use the information they learnt to role-play the story in a creative and proper way. Teaching methods: Communicative Approach, Groupwork, Task-based Teaching Method Teaching aid: Multi-media Teaching procedures: Before Class：

Show a play about “ Little Red Riding Hood”. Aims: to draw students’ attention and interests about the play, and lead them to feel the act of different characters. In Class Step One: Before reading Warm up: Show pictures and have a talk with the students about the traditional stories--fairy tales. And talk about the story according to the picture of Hansel and Gretel. Aims:To talk about the topic, and get students know something about fairy tales, then they can get ready for reading the story. At the same time, draw students’ attention to the story and let them take an interest in reading the part on the book.

Then, ask students to guess the text type after looking through it. Then tell them something about the play. Aims: Before reading, have students observe the text and find the difference between it and former text, help them to find out the text type and it can help them to understand the text better. Then, it comes to some brief introduction of the performing form of the play—performers dress up on a large stage with special light and sound. Step Two: While reading

Task 1: Look through the whole play and find out the scenes and the characters.

And have students know the aside(旁白) of the play.

Aims: Ask students to read and understand one of the feathers of the play---characters. We can often get them before the dialogues. But the other parts are also very helpful for students to get information—the aside. Students can find the fifth character---the old woman here. It can also help them to know there is always aside in a play—this is another feather of the paly. Task 2: Ask students to read the background before the play and answer the question.

What did the wife tell her husband ? Why? Aims: To have students pay attention to the beginning part of the play—the introduction of the background. From this part, students can understand why the characters in the play can talk like that---that’s why Hansel has plans to do something. The two tasks are to help students understand the structure of the play—it includes some background introduction, different scenes with dialogues between characters and the aside when necessary. Task 3: Ask students to read the whole scenes and answer: How many times do Hansel and Gretel go to the forest? And then divide the play into two parts according to the answer. Aims: To grasp the structure of the play with the help of the development of the story. Task 4: Ask students to read scenes 1-3 and match the scenes with the descriptions. A. The children wake up B. Gretel learns about Hansel’s plan

C. The children learn that something bad is going to happen

Aims: to skim the play and get the ideas of each scene quickly. Task 5

Read scene 1 to scene 3 and finish the sentences.

1. Hansel has a plan to save them so he is_________________in the moonlight. 2.The father asks them to go to the forest to___________and the stepmother gives them ________. 3.He is ____________________ along the way. When ________ is shining bright, they'll be able to see the stones.

Aims: To scan the play to get the details of the play and get to know how the story develops. Task 6

Read scene 4 to scene 7 and match the descriptions with them.

D. The children surprise their parents. E. The children get lost. F. The children cannot find the pieces of bread. G．Hansel has to change his plan. Aims: to skim the rest of the play and get each main idea of the other scenes quickly. Task 7

Read scene 4 to scene 7 and answer questions:

Who asks them to go to the forest again?

What’s his plan now?

Why can’t they find the bread?

What do they find at last? Aims: To get more information about Hansel’s second try and plan to save their lives. This is different from the first experience.

Task 8: Ask students to read and translate the following sentence. It’s leading us to that wonderful house made of bread, cake and candy. Aims: to deal with the difficult sentence with important phrases “lead…to”

and “made of” and attributive clauses which is new and difficult for students to understand. At the same time, this sentence is the description of the picture on the book, it tells us why they name the play – Candy house.

Task 9:Ask students to listen to the tape and read after it, after reading, students should find some sentences with special voice.

Aims: to have students notice different voices of different characters. Try to imitate them to get ready for the role-play part. Step Four: role play

1. Ask students to read the sentences with special voices. Aims: to have students try to focus on the words which can stand for different characters and show different feathers or characteristics. Then students can get good preparations for the role-play part. 2. Have students role-play the scenes in groups and then show to the class.

Aims: to act the scenes out, and perform the play in different ways. If students can be creative, they can use their own words to perform, if not, they can just read the lines on our book. It gives students a real stage to express their understanding of the story and the characters. Step Five: Think and share.

Have students try to answer the question: which character do you like?Why ? Aims: to have students find out what they can learn from the story and the character—Hansel. That is the courage. Be brave, try and try , then maybe you will be successful one day. Step Six: Homework 1. Try to remember the new words and the story. 2. Role-play the play.