1、课题名称课题名称Book 8 Unit 6 Section B Hansel and Gretel 一、学情分析（Analysis of the Students） 本文是格林童话糖果屋的故事话剧版的节选，就课文内容而言，大部分学生在其童年时代已经听过 这个故事，对故事的情节非常熟悉；就语言能力而言，八年级学生已经掌握了本课需要使用的基本词汇、短 语、句型。 This text is excerpted from “Hansel and Gretel”, which is one of the Grimms Fairy Tales. For the content, most students
2、 heard the story in their childhood, and they remember it well. For the language skills, students from Grade Eight have learned enough of the words, phrases and sentence patterns so that they can express their ideas freely. 二、教学目标（Teaching Aims） 1.知识与技能知识与技能(Knowledge and Skills)： 1.1. 让学生了解话剧的特点。He
3、lp the students to know about the characteristics of a play.; 1.2. 让学生了解如何把一个故事改为话剧。Help the students to learn how to change a story into a play; 1.3.让学生在理解课文内容的基础上，总结出文章大意；Based on the understanding of the text, get the students to summarize the main idea of the play; 1.4. 让学生小组创编故事结尾，并以话剧的形式展示出来，来
4、培养学生的创造性思维和小组的团队合作 意识。Get the students make up their own ending of the story, and change it into a play to act out in groups in order to develop the students imagination and make them know the importance of teamwork. 2.过程与方法过程与方法(Procedure and Methods)： 让学生对课本已有的语言信息进行分析筛选提炼总结发散创造，从而形成英语复述及创造的综合运 用能
5、力。 Develop students integrated applying abilities to deal with the language information such as the abilities of analysis, selection, summarization and creation, etc. 3.情感与态度情感与态度(Feeling and Attitude)： 能最大限度地激发学生参与课堂活动的热情；让学生从被动的理解剧情到自主设计故事结尾并以现场的 话剧展现的课堂活动能充分调动学生参与讨论的积极性以及体验角色情感，感受在真实情景中运用英语的魅 力，发
6、挥学生学习英语的积极性与主动性。 The ending design can greatly stimulate students enthusiasm of participating in the class activities such as discussion and acting out their own play, it can help them understand the text passively and help them have fun in using English in the real situations. 三、教学重点与难点(Important P
7、oints & Difficult Points) 教学重点：教学重点：让学生运用已掌握的英语语言知识技能去完成课文理解和创造故事结局并以话剧形式展示。 Important points: let students use the language skills to understand the text and make up a creative ending by acting out the play. 教学难点：教学难点：学生按照教学预设的任务进行讨论，准确地表达自己的想法，并有条理地记录下来。 D Difficultifficult points:points: students
8、 can discuss according to the tasks assigned by the teacher and express their ideas and write them down correctly. 四、教学过程(Teaching Steps) 1.导入导入 (Lead-in) 通过展示图片来诱发学生童年回忆的童话故事名称导入本课的糖果屋的故事 。 Lead in the topic of“Hansel and Gretel”by guessing the names of fairy tales. 设计意图：设计意图：童话故事可以诱发学生美好的童年回忆，从而激发
9、其学习英语的兴趣。 Design purpose: Fairy tales can easily arouse the good memories of students childhood 2.浏览课文（浏览课文（Skimming） 2.1. 让学生把握好文本的体裁，了解话剧的三要素：角色，场景和对话。 Let the students know about the type of the text and the three parts of a play: roles, scenes and dialogues. 2.2让学生快速阅读全文，完成课本 47 页 2c 的练习，练习通过选择题
10、的形式发送到每台学生机上，要 求学生在指定时间内完成并提交。 （此环节借助智慧课堂模式中的“考试”功能，帮助教师即时掌握每个学生 的答题情况。 ）Let students skim the whole text and finish 2c on Page47. 2cMatch each description below with the correct scene. A. The children get lost. B. The children wake up. C. The children cannot find the pieces of bread. D. Gretel lear
11、ns about Hansels plan. E. The children surprise the parents. F. Hansel has to change his plan. G. The children learn that something bad is going to happen. 设计意图：设计意图：让学生大致理解文章大意。 Design purpose: let students understand the main idea of the passage. 3.阅读理解阅读理解 (Reading Comprehension) 让学生仔细阅读并理解文章，回答
12、47 页 2d 的问题。 Let students carefully read and understand the passage. Then answer the questions in 2d on Page 47. 2dRead the play again and answer the questions. 1. Why does the wife tell her husband to leave the children in the forest? 2. What does Hansel go out to get? 3. Why does he do this in the
13、 moonlight? 4. How do Hansel and Gretel find their way home? 5. Why do Hansel and Gretel get lost the second time? 设计意图：设计意图：帮助学生进一步了解故事内容，为最后环节的故事总结做准备。 Design purpose: help students to understand the text detailedly, so that they can further understand the story and get ready for the last step. 4.
14、跟录音读课文，跟录音读课文， 注意角色的情感和语调。注意角色的情感和语调。 Read the whole play after the tape and pay attention to the different kinds of mood and intonation. 设计意图：设计意图：让学生感受话剧中的角色情感，感受如何用语言和声调来表达情感。 Design purpose: help students use languages and different intonations to show feelings, moods and characters. 5.小组活动小组活动(
15、Group Work) 在原故事情节的基础上，已经提前让学生小组合作给故事添加一个精彩（意外/有趣）的结尾。课堂上 让学生小组合作根据话剧的三要素，把自己设计的结尾整理好角色和用简单句子描述场景，并要求学生在完 成总结后拍照并把图片传输回教师用机，以便之后的话剧展示的理解， （此任务借助智慧课堂模式的“文件收 集”功能，帮助教师及时收集学生的小组作业并进行现场分享）然后小组现场表演其编好的话剧结尾。 Before class, the students have made up a wonderful (surprising / funny etc. ) ending to the play
16、in groups. Based on their own ending, let the students to summarize the roles and the scenes with key words or key sentences during the class. When they finish, ask them to take a photo of their summary and ask send it back to the teacher so that the whole class can understand their ending better. A
17、fter that, let the groups to act out their play. 设计意图：设计意图：让学生小组创编故事结尾，并以话剧的形式展示出来，来培养学生的创造性思维和小组的团队合 作意识。 Design purpose: Get the students make up their own ending of the story, and change it into a play to act out in groups in order to develop the students imagination and make them know the import
18、ance of co-operation. 6.6.调查（调查（Survey） 展示完毕，让学生投票并评出最佳话剧表演和最佳编剧（此环节借助智慧课堂模式中的“调查”功能让学 生进行投票，能实时反馈学生的投票结果。 ） After their plays, let students vote for the best show and the best playwright. Which group performs the best show?/Which group is the best playwright? 7.总结归纳总结归纳 （Summary） What do you learn
19、from the story? 回到课文，结合所学内容，让学生总结出从课文学到什么。 设计意图：设计意图：让学生总结和学习主人公勇于直面困难，迎接挑战的精神；遇事冷静，积极想办法解决问题的生 活态度。 Design purpose: Let the students learn that no matter what the difficulty is, calm down, be brave and try to deal with it! 8.作业作业 (Homework) 挑选一个你最喜爱的童话故事，小组合作一起改写故事，把它编成话剧并表演。 Choose one of your fav
20、orite fairy tales, rewrite it and make it a play to act out with your group mates. 设计意图：设计意图：激发学生的想象力，发挥学生学习语言的积极性与主动性，引导学生通过提炼和运用所学语言， 感受语言在实际情景中蕴藏的美。 Design purpose: Develop students imagination and encourage them to use English actively and to use English in real situations. Group Work Use key words and key sentences to summarize the roles and scenes of your play. A play roles scenes dialogues 1._ 2._ 3._ 4._ 5._ 6 _ _ _ _
