2021学年Section A教学设计

Unit 6 An old man tried to move the mountains.

The Fourth Period: Section B 2a--2e

Teaching aims（教学目标）

1．了解睡美人，小红帽等故事

2.  理解故事 ：糖果屋

Language points（语言点）

要求掌握以下句式：    One year, the weather was so dry that no food would grow.

                       Did you hear our stepmother planning to kill us?

                      You must come with me to the forest to get wood.

                      Unless I do, we’ll be lost.

                      When the moon is shining bright, we’ll be able to see the stones.

                       As soon as you wake up, you must go to the forest with your father.

2．要求掌握以下词汇：

(1) 动词：shine, lead

(2) 名词：stepmother, wife, husband, scene, moonlight, voice, ground(3) 形容词：bright, brave, whole

(4) 副词：bright

(5) 词组： in the moonlight, on the ground, lead … to …, 

（本节课的生词较少，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。）

Difficulties（难点）：用自已的语言讲述故事

Teaching steps（教学步骤）

1. Revision and Warm-up （课堂热身和复习）[CA1]

（1） Revision: 

A. Translate some phrases.

B. Make a dialogue about the story  --- The Emperor's New Clothes

(让学生以对话的形式进行表演。)

（2）Warming up

T: Which old, traditional stories do you know?

S1: Journey to the West

S2: Sleeping Beauty

S3: Cinderella

…

 (老师可以鼓励学生给出尽可能多的答案)

教学设计说明：为后面的阅读教学作铺垫。引发孩子们读英语故事的兴趣。

2. Presentation（呈现新知识）

T: Do you know what these fairy tales are about?

（教师用幻灯片讲解，学生朗读。这一步根据学生情况，如果学生基础不是太好，可以只选用其中一二个就行了。）

教学设计说明：

扩大学生视野，让学生用英语思维 。为后面的阅读作好铺垫。

3. Work on 2b

T: Look at the picture. It’s about Hansel and Gretel. Do you know the story? What is the story about? Let’s read together. Please read the first paragraph of Hansel and Gretel. Think about how the fairy tale will continue. Then read the rest of the story.

（教师可以四处走动，以帮助学生理解第一段。并对个别难懂对他们阅读有障碍的地方进行注解。）

教学设计说明：

让学生理解好第一段，学生才有兴趣往下读。

4. Work on 2c

T: Now let’s read each scene. Match each description below with the correct scene.

Have four Ss take the roles of the four characters in the play and encourage them to read out their lines in each scene. Teach them about facial expressions and how to use the appropriate tone. Offer support and boost Ss’ confidence.

After Ss have read out each scene, have Ss choose the correct description to match with the scene by writing the correct letter.

Continue with the rest of the scenes. 

(教师对这部分中的七个句子进行讲析，让学生注意每个句子中的动词或动词短语，鼓励他们找到答案。对每个场景中对学生有障碍的地方进行注解。)

教学设计说明：

指导学生注意理解每个场景，能对每个场景用一句话概述，同时要注意设悬念。学生兴趣大增。

5. Work on 2d

T: Look at 2d. I want one of you  to read the questions for us.

Have one student read out the questions. Make sure Ss understand the questions.

T: Now work in pairs. Take turns to ask and answer the questions.Write down your answers.

Allow enough time for Ss to practice asking and answering the questions in pairs.

T: Now, let’s check your answers.

Read out each question and have individual Ss answer the questions. Confirm their answers and explain where necessary.

(给学生阅读解答的时间)

教学设计说明：

指导学生进行细节阅读，加深对文章的理解。

6. Act out the play in groups of four (Work on 2e)

T: Let’s act out the play in groups of four. Before acting, let’s discuss: What do you think of their stepmother/father …?

（让学生四人一组表演）

教学设计说明：

让学生通过讨论后根据各个人物的性格特点进行表演，学生在学完本剧后，根据他们 的心理特点都有想表演的愿望，又能对剧本理解更深入透彻。

7. Homework

1. Read the story again after class.

2. Try to retell the story.

教学设计说明：

尽量鼓励学生能把剧本的形式转为讲故事的形式，运用英语。

[CA1]Please revise the Chinese phrase as per changes