人教版八下-Unit 6 An old man tried to move the mountains.-Section B 2a—3b Self check-ppt课件-(含教案+视频)-省级优课-(编号：b0dba).zip
If a woman is married to a man, the woman is the mans wife, the man is the womans husband. Mr. and Mrs. Green are a new couple. Mr. Green is Mrs. Greens _. Mrs. Green is Mr. Greens _. husband wife Mr. and Mrs. Green are husband and wife. Bob Green is Mr. Greens son, but Mrs. Green is not his mother. Who is Mrs. Green? She might be his stepmother. Once upon a time, there was a very old man called Yu Gong. There were two mountains near his house. They were so high and big that it took a long time to walk to the other side. Yu Gong told his family that they should all help him to move the mountains. And he said they could put the earth and stone into the sea because its big enough to hold everything. So they all started digging the next day. Yu Gong and his family began to move some of the earth and stone to the sea. One day, a man saw Yu Gong and his children when they were working on moving the mountains. He told Yu Gong that he could never do it because he was old and weak. As soon as the man finished talking, Yu Gong said that his family could continue to move the mountains after he died. His family would live and grow, but the mountains could not get bigger. So Yu Gong and his family kept on digging day after day and year after year. Finally, a god was so moved that he sent two gods to move the mountains away. A story A letter A poem ? A play Usually, a play has different scenes (场景，幕). Usually, a play has different dialogues. Usually, a play has directions (舞台指示语). Whats in a play? A play directions scenes dialogues There are four persons in the play. Hansel, Gretel, husband and wife. Hansel is Gretels _. Husband is Hansel and Gretels _. Wife is their _. father brother stepmother moon shine bright moonlight The moon is shining bright. You can see everything on the ground clearly in the moonlight. ground Match each description below with the correct scene. 2c Work in groups. SCENE ONE: The children learn that something bad is going to happen. SCENE ONE _ SCENE TWO _ SCENE THREE _ SCENE FOUR _ SCENE FIVE _ SCENE SIX _ SCENE SEVEN _ G E B F D A C Read the play again and answer the questions. 2d What does the wife tell her husband to do? Leave the children to die in the forest. Hansel and Gretel Hansel and Gretel lived near forest with their father and stepmother. One year, the weather was so dry that no food would grow. The wife told her husband that unless the left the children to die in the forest, the whole family would die. Gretel heard this, and Hansel made a plan to save himself and his sister. SCENE ONE: _ Gretel: Did you hear our stepmother planning to kill us? Hansel: Dont worry! I have a plan to save us. Gretel: How can you save us? Hansel: Be quiet! Im going outside to get something in the moonlight. Now, go to sleep. What does Hansel go out to get? He goes out to get some white stones. SCENE TWO: _ Wife: Get up, lazy children! Husband: Yes, dears. You must come with me to the forest to get wood. Wife: Heres some bread. Dont eat if until you get to the forest. Where will the children go? To the forest. SCENE THREE:_ Gretel: Hansel, what are you doing? Hansel: Im dropping white stones along the way. Unless I do, Well be lost. Tonight, when the moon is shining bright, well be able to see the stones. Why does Hansel drop stones along the way? When the moon is shining bright, theyll be able to see the stones and find their way home. SENE FOUR: _ Wife: You bad children! What a long time you slept in the forest! Husband: We thought you were never coming back. Wife: Now, go to bad. As soon as you wake up, you must go to the forest with your father. Hansel: What, again? I want to go out to look at the moon. Wife: No. You cant go out now. Does their stepmother let Hansel go out? Why? No. She doesnt want him to get any stones. SCENE FIVE: _ Gretel: What can we do? You have no more stones. Hansel: Ill drop pieces of bread. As soon as the moon rises, we can follow them instead. What will Hansel do this time? He will drop pieces of bread along the way. SCENE SIX: _ Gretel: I cant see any bread on the ground. Maybe it was the birds. Hansel: Never mind! Just keep walking. Unless we do, We wont find our way out. What happens on the way? They cant find the pieces of bread. SCENE SEVEN: _ Gretel: Hansel, were really lost! Hansel: Listen! That birds song is so beautiful that we should follow it. Gretel: Look! Its leading us to that wonderful house made of bread, cake and sugar. Hansel: Lets eat part of the house! Where are they now? They come to a house made of bread, cake and candy. (Then they heard an old womans voice from inside the house.) Voice: Who is that? Who is brave enough to eat my house? What will the woman do? Watch a video of the play Prepare to act out the play in groups of four. One is Gretel, one is Hansel, one is Husband, one is Wife. 人教版八年级下册人教版八年级下册 UnitUnit 6 6 SectionSection B B 2a-2e2a-2e 教学设计教学设计 一、教学分析一、教学分析 1. 教材分析 本节课是 Unit 6 Section B 2a-2d 的第一课时。Unit 6 Section B 共分三个板块：第 一板块为听说训练；第二板块为阅读板块；第三板块为写作板块。本节课教学内容为 Unit 6 Section B 的第二板块，即阅读板块。本板块通过开展阅读活动重点训练学生的阅读技能。 教材文本内容为短剧。剧中共有四个角色：Hansel、Gretel、他们的父亲和继母。因为 缺少食物，继母怂恿父亲把 Hansel 和 Gretel 兄妹俩留在森林里，让他们死在那里。Hansel 两次想办法带妹妹返回家，第一次成功了，第二次却失败了，最后他们来到一座糖果屋前。 义务教育英语课程标准（下称课程标准）要求，初中学生要能读懂相应水平的 常见体裁的读物。阅读材料的文体形式为戏剧剧本。剧本的特点是通过场景对白构成情节链 条，形成完整的故事。阅读戏剧剧本不是观看戏剧演出，阅读过程中，教师要引导学生通过 阅读文本开展有效思维，理解戏剧情节。这是本节课的教学重点。读前弄清文本材料的文体 形式是读懂文本的前提，也是本节课重点渗透的阅读策略。因而，使学生了解剧本这一文体 体裁，构建并激活学生相应的形式图式，是本节课的教学目标之一。标程标准指出，英 语课程承担着培养学生基本英语素养和发展学生思维能力的任务。本节课另一目标就是，通 过学生阅读过程中开展有效思维，促进学生思维能力的发展。 2. 学生分析 对于戏剧剧本这一文体体裁学生并不熟悉，无论汉语剧本还是英文剧本学生接触的都不 多。因此，掌握剧本文体的基本特征是学生顺利开展阅读的关键。也是本节课的教学难点。 学生们前面学习了 The Emperors New Clothes，对于童话已经有所了解。受课堂容量所限， 2a 中涉及的关于童话的内容，本课时不再处理。 八年级学生虽已具备一定的阅读基础，受文体体裁所限，学生阅读剧本时容易停留在文 本本身，这就需要教师巧妙设计问题，引发学生思考，调动学生思维，了解剧本各幕之间的 联系，从而形成完整故事链条，准确理解文本内容。 二、教学目标二、教学目标 基于教学内容分析和学生情况分析，确定本课时的教学目标如下： 1. 在语境中掌握下列词汇： husband，wife，stepmother，play，scene，shine，bright，ground，moonlight。 2. 通过阅读文本，把握剧本故事发展线索，理解文本内容。 3. 通过比较、观察、分析，了解剧本的文体特征，认识到阅读前要先弄清文体体裁。 4. 通过回答就文本内容提出的问题，培养学生的逻辑思维能力；通过预测剧本故事结 局，培养学生的创造思维能力。 三、教学重点与难点三、教学重点与难点 1. 教学重点：把握剧本故事发展线索，理解文本内容。 2. 教学难点：了解剧本的文体特征。 四、教学过程四、教学过程 1. Pre-reading Step 1：Lead in 通过回顾之前所学故事 Yu Gong Moves a Mountain 引出本节课的阅读内容 Hansel and Gretel，接触剧本中的两个人物 Hansel 和 Gretel。 设计意图Yu Gong Movies a Mountain 是一个故事，Hansel and Gretel 是一个剧本。 回顾前者，引出后者，为比较文体体裁做铺垫。 Step2：Learn some words 通过 PPT 呈现如下内容，在英语语境中学习、掌握单词 husband、wife 和 stepmother。 If a woman is married to a man, the woman is the mans wife, and the man is the womans husband. Mr. and Mrs. Green are a new couple. Mr. Green is Mrs. Greens _. Mrs. Green is Mr. Greens _. (husband, wife) Mr. and Mrs. Green are husband and wife. Bob Green is Mr. Greens son, but Mrs. Green is not his mother. Who is Mrs. Green? She might be his stepmother. 设计意图通过语境学习单词，加深学生对目标词汇的理解，增加学生的语言输入。 2While-reading Step 1 Read the play quickly 学生快速阅读文本，理清人物关系，对文本内容和剧本文体有初步了解。之后通过比较 a story, a letter, a poem 和 a play，分析、了解剧本的文体特征。接着结合文本内容，利用 PPT 呈现的图片学习单词 shine、bright、ground 和 moonlight。 设计意图通过比较可以凸显剧本的文体特征；通过图片学习单词，直观易懂；同时， 图片展现的是剧本中的一个场景，能够帮助更好地理解剧本内容。 Step 2 Skim the play 学生略读文本，完成教材 2c。 设计意图课程标准指出：学生要能从简单的文章中找出有关信息，理解大意。 通过略读理解文章大意是学生应该具备的一项重要阅读策略。本环节通过略读让学生了解剧 本的基本情节，理解文本大意。 Step 3 Read and answer 教师组织学生按幕细读剧本，并引导学生分别回答如下问题。 Direction: What does the wife tell her husband to do? Scene One: What does Hansel go out to get? Scene Two: Where will the children go? Scene Three: Why does Hansel drop stones along the way? Scene Four: Does their stepmother let Hansel go out? Why? Scene Five: What will Hansel do this time? Scene Six: What happens on the way? Scene Seven: Where are they now? 最后，就剧本结尾的旁白，提出问题，让学生预测故事的结局。问题是：What will the woman do? 设计意图巧妙设计问题，通过回答问题细读剧本，对剧本情节进行逻辑推理。例如： Scene Four: Does their stepmother let Hansel go out? Why? 通过回答问题引发学生思考，锻 炼学生的逻辑思维，加深学生对剧本的理解。最后的问题让学生预测故事的可能发展结局， 来培养学生的想像力，锻炼学生的创造思维。 3Post-reading Step 1 Watch a video 学生观看剧本视频。 设计意图通过观看视频加深对文本内容的理解。同时，通过观看视频激发学生的表 演欲望，为下节课表演剧本做好铺垫。 Step 2 Homework Prepare to act out the play in groups of four. One is Gretel, one is Hansel, one is Husband, and the other one is Wife. 设计意图做好读后拓展活动。通过表演剧本能加深学生对剧本内容的理解，让学生 进行语言输出练习，提升学生的英语学习兴趣。 五、教学反思 1. 寓思维能力培养于阅读教学过程之中 本节课以教材 2d 为基础，巧妙设计问题，引发学生思考，既加深了对文本内容的理解， 又促进了学生思维能力的发展，取得了很好的效果。 2. 用现代教育技术手段促教学效果提高 本节课通过精心设计教学课件，形象直观地呈现了教学内容，迅捷地达成了教学目标， 节约了课堂时间，增加了教学容量。这一点突出地体现在了解戏剧文本特征环节。 3. 在阅读过程之中渗透阅读策略培养 本节课学生经过三次文本阅读过程：初读识文体体裁；略读掌握剧本梗概；细读掌握剧 本细节，深入理解剧本情节。三个层次渗透了不同的阅读策略，促进了学生阅读能力的提高。 4. 本节课执教过程中的缺憾之处 由于是借班上课，本节课中教师和学生的配合还不够融洽。应努力使各个环节更加紧凑， 节约出更多的时间让学生有更多机会参与课堂活动。
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If a woman is married to a man, the woman is the mans wife, the man is the womans husband. Mr. and Mrs. Green are a new couple. Mr. Green is Mrs. Greens _. Mrs. Green is Mr. Greens _. husband wife Mr. and Mrs. Green are husband and wife. Bob Green is Mr. Greens son, but Mrs. Green is not his mother. Who is Mrs. Green? She might be his stepmother. Once upon a time, there was a very old man called Yu Gong. There were two mountains near his house. They were so high and big that it took a long time to walk to the other side. Yu Gong told his family that they should all help him to move the mountains. And he said they could put the earth and stone into the sea because its big enough to hold everything. So they all started digging the next day. Yu Gong and his family began to move some of the earth and stone to the sea. One day, a man saw Yu Gong and his children when they were working on moving the mountains. He told Yu Gong that he could never do it because he was old and weak. As soon as the man finished talking, Yu Gong said that his family could continue to move the mountains after he died. His family would live and grow, but the mountains could not get bigger. So Yu Gong and his family kept on digging day after day and year after year. Finally, a god was so moved that he sent two gods to move the mountains away. A story A letter A poem ? A play Usually, a play has different scenes (场景，幕). Usually, a play has different dialogues. Usually, a play has directions (舞台指示语). Whats in a play? A play directions scenes dialogues There are four persons in the play. Hansel, Gretel, husband and wife. Hansel is Gretels _. Husband is Hansel and Gretels _. Wife is their _. father brother stepmother moon shine bright moonlight The moon is shining bright. You can see everything on the ground clearly in the moonlight. ground Match each description below with the correct scene. 2c Work in groups. SCENE ONE: The children learn that something bad is going to happen. SCENE ONE _ SCENE TWO _ SCENE THREE _ SCENE FOUR _ SCENE FIVE _ SCENE SIX _ SCENE SEVEN _ G E B F D A C Read the play again and answer the questions. 2d What does the wife tell her husband to do? Leave the children to die in the forest. Hansel and Gretel Hansel and Gretel lived near forest with their father and stepmother. One year, the weather was so dry that no food would grow. The wife told her husband that unless the left the children to die in the forest, the whole family would die. Gretel heard this, and Hansel made a plan to save himself and his sister. SCENE ONE: _ Gretel: Did you hear our stepmother planning to kill us? Hansel: Dont worry! I have a plan to save us. Gretel: How can you save us? Hansel: Be quiet! Im going outside to get something in the moonlight. Now, go to sleep. What does Hansel go out to get? He goes out to get some white stones. SCENE TWO: _ Wife: Get up, lazy children! Husband: Yes, dears. You must come with me to the forest to get wood. Wife: Heres some bread. Dont eat if until you get to the forest. Where will the children go? To the forest. SCENE THREE:_ Gretel: Hansel, what are you doing? Hansel: Im dropping white stones along the way. Unless I do, Well be lost. Tonight, when the moon is shining bright, well be able to see the stones. Why does Hansel drop stones along the way? When the moon is shining bright, theyll be able to see the stones and find their way home. SENE FOUR: _ Wife: You bad children! What a long time you slept in the forest! Husband: We thought you were never coming back. Wife: Now, go to bad. As soon as you wake up, you must go to the forest with your father. Hansel: What, again? I want to go out to look at the moon. Wife: No. You cant go out now. Does their stepmother let Hansel go out? Why? No. She doesnt want him to get any stones. SCENE FIVE: _ Gretel: What can we do? You have no more stones. Hansel: Ill drop pieces of bread. As soon as the moon rises, we can follow them instead. What will Hansel do this time? He will drop pieces of bread along the way. SCENE SIX: _ Gretel: I cant see any bread on the ground. Maybe it was the birds. Hansel: Never mind! Just keep walking. Unless we do, We wont find our way out. What happens on the way? They cant find the pieces of bread. SCENE SEVEN: _ Gretel: Hansel, were really lost! Hansel: Listen! That birds song is so beautiful that we should follow it. Gretel: Look! Its leading us to that wonderful house made of bread, cake and sugar. Hansel: Lets eat part of the house! Where are they now? They come to a house made of bread, cake and candy. (Then they heard an old womans voice from inside the house.) Voice: Who is that? Who is brave enough to eat my house? What will the woman do? Watch a video of the play Prepare to act out the play in groups of four. One is Gretel, one is Hansel, one is Husband, one is Wife. 人教版八年级下册人教版八年级下册 UnitUnit 6 6 SectionSection B B 2a-2e2a-2e 教学设计教学设计 一、教学分析一、教学分析 1. 教材分析 本节课是 Unit 6 Section B 2a-2d 的第一课时。Unit 6 Section B 共分三个板块：第 一板块为听说训练；第二板块为阅读板块；第三板块为写作板块。本节课教学内容为 Unit 6 Section B 的第二板块，即阅读板块。本板块通过开展阅读活动重点训练学生的阅读技能。 教材文本内容为短剧。剧中共有四个角色：Hansel、Gretel、他们的父亲和继母。因为 缺少食物，继母怂恿父亲把 Hansel 和 Gretel 兄妹俩留在森林里，让他们死在那里。Hansel 两次想办法带妹妹返回家，第一次成功了，第二次却失败了，最后他们来到一座糖果屋前。 义务教育英语课程标准（下称课程标准）要求，初中学生要能读懂相应水平的 常见体裁的读物。阅读材料的文体形式为戏剧剧本。剧本的特点是通过场景对白构成情节链 条，形成完整的故事。阅读戏剧剧本不是观看戏剧演出，阅读过程中，教师要引导学生通过 阅读文本开展有效思维，理解戏剧情节。这是本节课的教学重点。读前弄清文本材料的文体 形式是读懂文本的前提，也是本节课重点渗透的阅读策略。因而，使学生了解剧本这一文体 体裁，构建并激活学生相应的形式图式，是本节课的教学目标之一。标程标准指出，英 语课程承担着培养学生基本英语素养和发展学生思维能力的任务。本节课另一目标就是，通 过学生阅读过程中开展有效思维，促进学生思维能力的发展。 2. 学生分析 对于戏剧剧本这一文体体裁学生并不熟悉，无论汉语剧本还是英文剧本学生接触的都不 多。因此，掌握剧本文体的基本特征是学生顺利开展阅读的关键。也是本节课的教学难点。 学生们前面学习了 The Emperors New Clothes，对于童话已经有所了解。受课堂容量所限， 2a 中涉及的关于童话的内容，本课时不再处理。 八年级学生虽已具备一定的阅读基础，受文体体裁所限，学生阅读剧本时容易停留在文 本本身，这就需要教师巧妙设计问题，引发学生思考，调动学生思维，了解剧本各幕之间的 联系，从而形成完整故事链条，准确理解文本内容。 二、教学目标二、教学目标 基于教学内容分析和学生情况分析，确定本课时的教学目标如下： 1. 在语境中掌握下列词汇： husband，wife，stepmother，play，scene，shine，bright，ground，moonlight。 2. 通过阅读文本，把握剧本故事发展线索，理解文本内容。 3. 通过比较、观察、分析，了解剧本的文体特征，认识到阅读前要先弄清文体体裁。 4. 通过回答就文本内容提出的问题，培养学生的逻辑思维能力；通过预测剧本故事结 局，培养学生的创造思维能力。 三、教学重点与难点三、教学重点与难点 1. 教学重点：把握剧本故事发展线索，理解文本内容。 2. 教学难点：了解剧本的文体特征。 四、教学过程四、教学过程 1. Pre-reading Step 1：Lead in 通过回顾之前所学故事 Yu Gong Moves a Mountain 引出本节课的阅读内容 Hansel and Gretel，接触剧本中的两个人物 Hansel 和 Gretel。 设计意图Yu Gong Movies a Mountain 是一个故事，Hansel and Gretel 是一个剧本。 回顾前者，引出后者，为比较文体体裁做铺垫。 Step2：Learn some words 通过 PPT 呈现如下内容，在英语语境中学习、掌握单词 husband、wife 和 stepmother。 If a woman is married to a man, the woman is the mans wife, and the man is the womans husband. Mr. and Mrs. Green are a new couple. Mr. Green is Mrs. Greens _. Mrs. Green is Mr. Greens _. (husband, wife) Mr. and Mrs. Green are husband and wife. Bob Green is Mr. Greens son, but Mrs. Green is not his mother. Who is Mrs. Green? She might be his stepmother. 设计意图通过语境学习单词，加深学生对目标词汇的理解，增加学生的语言输入。 2While-reading Step 1 Read the play quickly 学生快速阅读文本，理清人物关系，对文本内容和剧本文体有初步了解。之后通过比较 a story, a letter, a poem 和 a play，分析、了解剧本的文体特征。接着结合文本内容，利用 PPT 呈现的图片学习单词 shine、bright、ground 和 moonlight。 设计意图通过比较可以凸显剧本的文体特征；通过图片学习单词，直观易懂；同时， 图片展现的是剧本中的一个场景，能够帮助更好地理解剧本内容。 Step 2 Skim the play 学生略读文本，完成教材 2c。 设计意图课程标准指出：学生要能从简单的文章中找出有关信息，理解大意。 通过略读理解文章大意是学生应该具备的一项重要阅读策略。本环节通过略读让学生了解剧 本的基本情节，理解文本大意。 Step 3 Read and answer 教师组织学生按幕细读剧本，并引导学生分别回答如下问题。 Direction: What does the wife tell her husband to do? Scene One: What does Hansel go out to get? Scene Two: Where will the children go? Scene Three: Why does Hansel drop stones along the way? Scene Four: Does their stepmother let Hansel go out? Why? Scene Five: What will Hansel do this time? Scene Six: What happens on the way? Scene Seven: Where are they now? 最后，就剧本结尾的旁白，提出问题，让学生预测故事的结局。问题是：What will the woman do? 设计意图巧妙设计问题，通过回答问题细读剧本，对剧本情节进行逻辑推理。例如： Scene Four: Does their stepmother let Hansel go out? Why? 通过回答问题引发学生思考，锻 炼学生的逻辑思维，加深学生对剧本的理解。最后的问题让学生预测故事的可能发展结局， 来培养学生的想像力，锻炼学生的创造思维。 3Post-reading Step 1 Watch a video 学生观看剧本视频。 设计意图通过观看视频加深对文本内容的理解。同时，通过观看视频激发学生的表 演欲望，为下节课表演剧本做好铺垫。 Step 2 Homework Prepare to act out the play in groups of four. One is Gretel, one is Hansel, one is Husband, and the other one is Wife. 设计意图做好读后拓展活动。通过表演剧本能加深学生对剧本内容的理解，让学生 进行语言输出练习，提升学生的英语学习兴趣。 五、教学反思 1. 寓思维能力培养于阅读教学过程之中 本节课以教材 2d 为基础，巧妙设计问题，引发学生思考，既加深了对文本内容的理解， 又促进了学生思维能力的发展，取得了很好的效果。 2. 用现代教育技术手段促教学效果提高 本节课通过精心设计教学课件，形象直观地呈现了教学内容，迅捷地达成了教学目标， 节约了课堂时间，增加了教学容量。这一点突出地体现在了解戏剧文本特征环节。 3. 在阅读过程之中渗透阅读策略培养 本节课学生经过三次文本阅读过程：初读识文体体裁；略读掌握剧本梗概；细读掌握剧 本细节，深入理解剧本情节。三个层次渗透了不同的阅读策略，促进了学生阅读能力的提高。 4. 本节课执教过程中的缺憾之处 由于是借班上课，本节课中教师和学生的配合还不够融洽。应努力使各个环节更加紧凑， 节约出更多的时间让学生有更多机会参与课堂活动。
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