Unit 6 An old man tried to move the mountains.教案

Unit 6 An old man tried to moved the mountains.

Section A 1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：remind, bit, silly, instead of

能掌握以下句型：

① How does the story begin?

② What happened next?

③ What do you think of the story of Yu Gong?

④ What could Yu Gong do instead of moving the mountains?

2) 能够用英语询问故事的开始、发展及后续等。能够对故事中的人物或情节发表一些简单的看法或观点。

2. 情感态度价值观目标：

学习愚公，要学习他“主动挖山”的精神。在我们生活工作中存在着很多的“山”。在这些山的面前我们应该采取怎样的态度对待它？是通过“搬家”来避开它或找领导请求帮助；还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢的克服困难。愚公不畏艰险，不怕困难，勇敢面对的精神，正是值得我们所学习的。

二、教学重难点

1. 教学重点：

1) 掌握本课时中出现的生词：remind, bit, silly, instead of；

2) 学会询问故事发展的基本句型：

How does the story begin?

What happened next?

3）学会表达故事中的人物或情节，并发表一些简单的看法或观点。

What do you think of / about the story of Yu Gong?

I think it’s a little bit silly.

I still don’t agree with you.

2. 教学难点：

学会表达故事中的人物或情节，并发表一些简单的看法或观点。

三、教学过程

Step 1 Lead in

1. 播放动画片《寓公移山》的视频，导入本单元主题。

T: What’s the name of the story?

S1：It’s Yu Gong moves a mountain.

S2: It’s a traditional Chinese story.

T: Do you know other traditional Chinese stories?

S1: Ne Zha Conquers the Dragon King

S2: Magic Brush Ma Lian

S3: Chang’e Flies to the Moon

…

Step 2 Presentation

1. 引导学生们学习生词。

让学生们看大屏幕来学习本课时的生词。

once upon a time, shoot, stone

2. Try to remember the new words.

Step 3 Writing

1. Look at the pictures in 1a, then read the names of the story in the box.

2. Ss discuss with their partners and match the names of the stories with the pictures.

Journey to the West b Yu Gong Moves a Mountain d

Hou Yi Shoots the Suns a Nu Wa Repairs the Sky c

Step 4 Listening

1. T: Tell Ss they will hear a great Chinese traditional story. Listen and see who know the name of the story.

2. Play the recording for the Ss to listen.

3. Ss who know the name of the story may hand up.

4. Play the recording again. Let Ss check the facts they hear.

5. Check the answers.

____ The two mountains were very high and big.

____ A very old man tried to move the mountains.

____ A man told Yu Gong that he could never do it.

Step 5 Pair work

1. Read the questions in the box in 1c.

2. Ss discuss the questions with their partners.

3. Let some pairs ask and answer the questions.

e.g. A: How does the story happen?

B: There were two very tall mountains in front of their house.

A: What happened next?

B: A very old man tried to move the mountains.

A: Where would they put all the earth and stone from the mountains?

B: They would put them into the sea.

Step 6 Listening

Work on 2a:

T: Let’s continue to listen to the story.

1. Look at the pictures in 2a. Discuss the things they are going to do. When you listen to the story, please number the pictures.

2. Play the recording for the Ss to listen and number the pictures.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Play the recording for the Ss to circle the correct words in the brackets.

1) A man saw Yu Gong and his (children / family) when they were working on moving the mountains.

2) He told Yu Gong he could never do it because he was old and (poor / weak).

3) As soon as the man finished (talking /speaking), Yu Gong said that his family could continue to move the mountains after he died.

4) Finally, a god was so moved by Yu Gong that he sent (two / three) gods to take the mountains away.

5) This story reminds us that you can nev er (know / see) what’s possible unless you try to make it happen.

3. Play the recording again to check the answers.

Answers: 1. children 2. weak 3. talking 4. two 5. know

Step 7 Pair work

1. Tell Ss to make a story chain. Ss tell the story one by one with the pictures in 2a.

2. Let some Ss tell the story to the class.

3. See which groups’ story is better.

Step 8 Role-play

1. Read the conversations and Let Ss read after the teacher.

2. Ask Ss to role-play the conversation in groups.

Some main points:

(1) 1. This story reminds us that you can never know what’s possible unless you try to make it happen.

remind v.提醒；使想起

remind sb. of/about sth. 提醒某人想起某事

e.g. The picture reminds him of his beautiful hometown.

这幅画让他想起了美丽的故乡。

remind sb. to do sth. 提醒某人去做某事

e.g. Please remind me to come back early.

请提醒我早点回来。

【运用】

根据汉语意思补全下列英语句子，每空一词。

①这个故事让我想起了我的童年。

This story ________ _____ ______ my childhood.

②今天晚上你能提醒我给汤姆打电话吗？

Could you please ________ ________ ____ _____ Tom up tonight?

(2) I think it’s a little bit silly.

bit n.有点；稍微

a little bit (= a little) + 形容词或副词或比较级时，表示“一点儿”

e.g. I’m a little bit tired. Let’s take a short rest.

我有点累了，让我们休息一会。

She is a little bit shy. 她有点害羞。

辨析：a bit of + 不可数名词“一点……”

e.g. She poured a bit of salt water in her mouth.

她往嘴里倒了一些盐水。

silly adj. 愚蠢的

通常指由于缺乏常识、判断力或稳健而作出令人可笑的行为和举止, 在句中可用作定语或表语。

e.g. I was silly to get out with a coat in a cold day.

在这样冷的天气里没有穿外套就出门，我真傻。

(3) But what could Yu Gong do instead of moving the mountains?

instead of 是复合介词，后接名词、代词、动词的-ing形式或介词短语等，意为“代替，作为……的替换”。

e.g. If you can’t go, he’ll go instead of you.

Jack went swimming yesterday instead of playing basketball.

The doctors went to Shanghai by train instead of by car.

I gave her some advice instead of money.

Will you go to the meeting instead of me?

instead与instead of 只有一词之差，但在用法上区别很大。instead是副词，意为“代替”，在句中只能用作状语。

e.g. We have no coffee. Would you like some water instead?

Donna never studies. Instead, she plays table tennis all day.

Exercise: If time is enough, do some more exercise.

1. Yu Gong found a good way ________ (solve) the problem.

2. You should kept _______ (try) and never give up.

3. Give me the green one ___________ the red one.

4. She’d like to stay at home instead of ______ (go) to movies.

5. Please remind him _______ (take) medicine on time.

6. Ted didn’t answer my question. ________, he asked me another question.

Answers: 1. to solve 2. trying 3. instead of 4. going 5. to take 6. Instead

Homework:

1. Recite the conversation in 2d after school.

2. Tell the story Yu Gong Moves a Mountain in English to your parents.

Once upon a time, there was a very old man…

Section A 2 (3a-3c)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：object, magic, stick, hide, tail, turn…into, excite, western

2）阅读短文，能按要求找到相应的信息。

3）通过阅读提高学生们的阅读能力。

4) 了解《西游记》中美猴王这一人物的大体情况。

2. 情感态度价值观目标：

多阅读中国传统文学名著，让学生们明白中国传统文化的博大、精深，并吸取中国传统文化中的精华。

二、教学重难点

1. 教学重点：

1) 掌握本部分出现的生词和词组，达到熟练运用的目标。

2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。

2. 教学难点：

1) 阅读短文，获得相关的信息的能力。

2) 理解并运用所学的词汇及表达方式。

三、教学过程

Step 1 Revision

Let some Ss tell the story of Yu Gong moves a mountain.

Step 2 New words

1. Look at the pictures and learn about the new words.

1. object n.物体

2. tail n.尾巴

3. stick n. 棍；条

4. excite v. 使激动；使兴奋

5. western adj.西方的

2. 学生们根据讲解，理解这些单词的用法，并试着强化记忆。

Step 3 Warming-up

1. Look at the pictures and answer the questions.

1. Who are they?

2. In which book are they the main characters?

3. Which character do you like best?

Keys: 1. They’re Zhu Bajie, Su Wukong, Sha Heshang and Tang Seng.

2. Journey to the West.

3. I like Monkey King best.

2. Watch a video about the Monkey King.

Step 4 Reading

Work on 3a:

1. Tell Ss to read the article in 3a quickly and try to find the answers to the questions:

① Which book is talked about?

② Who is the main character?

③ What is he like?

Ss read the article quickly and try to answer the questions:

2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。

3. 学生们按老师指导的方法进行阅读，并快速回答这三个问题。

4. 最后，教师让部分学生回答答案，并校对答案。

Keys: 1. Journey to the West.

2. The Monkey King.

3. He is not just any normal monkey. In fact, he sometimes does not even look like a monkey! Work on 3b:

1. 告诉学生们再次阅读短文内容，并完成3b表格中的内容。

2. 学生们带着这两个问题，仔细读短文，在短文的相关信息处划线。

3. 让学生们完成表格，并校对答案。

What he can do:

① He can make 72 changes to his shape and size, turning himself into different animals and objects

② He can make his magic stick small or large.

What he can’t do:

Unless he can hide his tail, he can’t turn himself into a person.

4. 让学生读一下自己的答案，并改正答案。

Step 5 Careful Reading

1. Read the passage again and judge the sentences below True or False.

1. Most pupils in England watch the TV program called Monkey in 1979 for the first time.

2. Journey to the West is a new Chinese book. It’s new to Chinese ch ildren

3. Monkey King is just a normal monkey.

4. Monkey King can make 72 changes to his shape and size.

5. If the Monkey King can hide his tail, he can turn himself into a person.

6. The Monkey King uses a magic stick to fight the bad people.

7. The Monk ey King’s magic stick is so long that he can’t hide it in his ear.

8. Western children like to read this book because the Monkey King keeps fighting to help the weak

and never give up.

Keys: 1: T 2: F 3: F 4: T 5: T 6: T 7: F 8: T

Work on 3c

1. 告诉学生们本学习活动的要求：用短文中的词组或短语来完成下列句子。

2. 让学生们读3d中的内容，理解每个句子的大体意思。

3. 根据短文的内容，并用恰当的词组或短语完成句子。

4. 如果不能直接填上，可以再去阅读短文，在相关的内容处，再仔细进行阅读，找到相关信息，

并完成句子。

5. Check the answers。

Keys: 1. traditional 2. came out, became interested in 3. make 72 changes, turn himself into 4.

is able to

Step 6 Language points

1. …turning himself into different animals and objects.

turn…into… 变成

e.g. I have a dream that I've turned into an elephant. 我梦见自己变成了大象。

2. But unless he can hide his tail, he cannot turn himself into a person.

unless conj.如果不；除非。引导条件状语从句，=if…not。

e.g. Unless I do, we’ll be lost.

如果我不这样做, 我们会迷路的。

hide v.隐藏；隐蔽。(hide-hid-hidden)

e.g. Where did you hide the money? 你把钱藏哪里了？

I hid the broken plate behind the table. 我把打碎的盘子藏在餐桌后面了。

3. …the Monkey King uses a magic stick.

magic adj.有魔力的；有神奇力量的

e.g. All the people heard of the magic carpet. 所有人听说过魔毯的故事。

Step7 Exercises

Ⅰ. Choose the correct words.

magic, birth, hide, tail, turn…into, western

1. Four years later, Laura gave _____ to a son.

2. They want to _____ the old house into a hotel.

3. England lies to the _______ part of Europe.

4. She broke her _______ mirror into pieces.

5. Dogs wag their_____ when they’re pleased.

6. Don’t ______behind the door. It’s not safe.

Keys: birth, turn, western, magic, tails, hide

Ⅱ. Fill in the blanks.

1. A neighbor ______ (call) Tony, helped me repair my fence yesterday.

2. The Monkey King can make 72________ (change) to his shape and size.

3. His uncle isn’t interested in _________ (play) chess at all.

4. The two boys kept ________ (skate) for one hour.

5. No one _______ (be) able to answer him at that time.

Keys: called, changes, playing, skating, was

Homework

Make sentences with these words.

be able to; make 72 changes, turn…into; so…that; came out; become interested in;

keep doing sth.

Section A 3 (Grammar focus-4c)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：stepsister, prince, couple, smile, marry , get married, fit, fall in love

2）进行一步复习巩固学习Section A 部分所学的生词和词组。

3）对询问故事的开始、发展、及故事人物、情节等语句进行归纳总结。

4) 掌握unless, as soon as, so…that的用法，并通过不同方式的练习，来熟练运用这些词汇的用法。

2. 情感态度价值观目标：

多阅读中国传统文学名著，让学生们明白中国传统文化的博大精深，并吸取中国传统文化中的精华。

二、教学重难点

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) unless, as soon as, so…that的用法。

2. 教学难点：

1) 动词的正确形式填空。

2) 掌握unless, as soon as, so…that的用法。

三、教学过程

Step 1 Revision

1. Have a dictation of the new words learned in the last class. Review some main phrases we learned in the last class.

一、按要求写出下列词汇或词组。

1. can (同义词) ___________

2. if… not (同义词) _______________

3. named (同义词) ______________

4. 会72变化(汉译英) ______________

5. 将……变成(汉译英) ______________

6. 如此……以至于(汉译英) _________

7. 一……就(汉译英) ________________

Answers: be able to, unless, called, make 72 changes, turn… into, so… that, as soon as

2. Let Ss tell something about the Monkey King. (见课件)

Step 2 Grammar focus

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

①故事是如何开始的？

______ does the story ________?

②从前，有一位老翁……

_____ ____ _____ _____ there was a very old man…

③接下来发生了什么事？

______ ________ next?

④那个人刚一说完，愚公就说在他死后，他的家人可以继续移山。

___ ______ ____ the man finished talking, Yu Gong said that his family could _______ ____ move the mountains after he _______.

⑤为什么愚公要移山呢？

_____ ____ Yu Gong trying to ______ the mountains?

⑥因为山太大了，到达山对面要花费他们很长的时间。

Because they were _____ _____ _____ it took a long time ____ ______the other side.

⑦美猴王是谁？

_______ is the Monkey ______ ?

⑧他是西游记里的主要人物。

He is the_______ ________ in ________ to the West.

⑨为什么美猴王不能将自己变成人？

Why _____ the Monkey King ____ _______ _____ a person?

⑩除非他能藏起自己的尾巴，否则他不能将自己变成人。He can’t _____ himself _____ a person ______ he can _____ his ______.

2. 学生们根据记忆，看大屏幕来完成填空练习。

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。Answers:1. How, begin 2.Once upon a time 3.What happened

4. As soon as, continue to, died

5. Why was, move

6. so big that, to walk

7. Who, King

8. main character, Journey 9. can’t tu rn, himself into 10. turn into, unless hide, tail

Step 3 Grammar

1. unless是连词，意为“除非；如果不”，引导条件状语从句，含有否定意义，相

当于if ... not 。

注意：unless引导条件状语从句时，如果主句是一般将来时，从句用一般现在时

表将来。如：

We’ll go to the concert unless it doesn’t rain.

2. as soon as是连词词组，引导时间状语从句，意为“一……就……”。

as soon as引导的时间状语从句中，若主句是一般将来时，从句用一般现在时表将来。如：

My brother will look for a job as soon as he leaves school.

3. so ... that表示“如此……以至于……”，常用于引导结果状语从句。常见结构为：“so +形容词/副词+ that从句”或“so +形容词+ a / an +单数名词+ that从句”。如：

He was so excited that he couldn’t say a word.

It is so interesting a book that many people want to buy it.

Step 4 New words

Look at the big screen and learn the new words and expressions:

1. stepsister n. 继姐（妹）

e.g. Jenny’s father remarried and she’s going to have a stepsister.

珍妮的父亲再婚了，她将有一个继妹。

2. prince n.王子

e.g. The witch changed the prince into a frog. 巫婆将王子变成了一只青蛙。

3. fit v. 适合；合身

e.g. The new shoes don’t fit, so she gave them back.

新鞋子不太合适，因此她将它退回了。

4. couple n.两人；两件事物

e.g. The new couple is moving in next week. 新婚夫妇下周迁入新居。

5. smile v.笑；微笑

e.g. Ms. Smith smiles at all the children. 史密斯老师向所有孩子们微笑。

6. marry v. 结婚

作及物动词时，后面必须跟宾语。常见错误表达方式：与某人结婚marry with sb.

e.g. He is going to marry Jane in May. 他将于五月与简结婚。

7. 常用词组：get married (to sb.)

e.g. My aunt got married to a lawyer last year. 去年我的姑姑嫁给了一位法官。

8. fall in love 爱上；喜欢上

e.g. They fell in love at first sight. 他们一见钟情。

Step 5 Practice

Work on 4a:

1. Tell Ss to read the sentences in 4a and try to fill in the blanks with unless, as soon as, so…that.

2. 方法指导：首先，先阅读所给的词组，明确每个词组的意思。其次，通读全句，理解大意；然

后，根据句意及句子中上下文意的提示来确定空格处的意思。

3.学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词组，在实际的运用中提高自己的阅读能力、分析能力及综合运用能力。

4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释，或做出合理的分析点拨。

示例：

1. ___________ her father died, the stepsisters made her do all the chores.

as soon as; 点拨：分析句子结构可知，后一句“继姐让她做所有的家务”是主句，上一句“她的父亲死后”应是句子的时间状语。因此，应用as soon as 来引导时间状语从句。as soon as 意为“一……就”，时态遵循“主将从现；主过从过”的原则。

2. She was ____ busy _____ she had no time to make a dress for the party.

so that; 点拨：分析句意可知“忙”所导致的结果是“没有时间为聚会做一件礼服”。

so… that… 意为“如此……以至于”，常用于结果状语从句，表示上文动作所产生的结果，故空格处应用so…that。前后句时态，要保持一致。

3. The mice knew that _______ they helped her make a dress, she would not be able to go to the party. unless; 点拨：句意“公主知道，除非他们帮她做一件礼服，她就会不能去参加那个晚会。”可知前一句是后一句的条件。

unless 意为“除非；如果不”，引导条件状语从句，相当于if条件状语从句的否定句；时态遵循“主将从现；主过从过”的原则。

4. ___________ the prince saw her, he fell in love with her.

as soon as;点拨：句意“王子一看到她，就爱上了她”，可知上一句应为一时间状语从句，故应用as soon as来引导，表示“一……就”之意。

5. The prince knew ______ the girl’s foot could fit the shoe, it was n ot the right girl.

unless; 点拨：句意“王子知道，除非女孩的脚与鞋子合适，否则就不是他要的女孩”，可知上下句之间存在条件关系故应用unless一词。

6. The new couple were _____ happy ______ they couldn’t stop smiling when they got married.

点拨：句意“这对新婚夫妇是如此的幸福，以至于他们不停地在笑。”，可知上下文之间存在因果关系，“高兴”的结果是“不停地在笑” ，故应用so…that句式。

Work on 4b:

1. 让学生们阅读短文，了解短文的大意，为进行填词做好准备。

2. 认真阅读每个句子，分析句子的时态，根据上下文确定括号中单词应该填的时态。

3. 逐句进行分析推敲，确定括号中单词的恰当时态。

4. 最后，通读一遍短文，进行综合理解，看短文内容是否通顺，合理。

5. Check the answers with the Ss.

Fill in the blanks with the correct forms of the verbs in brackets.

The Monkey King is the main character from the famous Chinese story Journey to the West. He is wonderful because he ________ (help) weak people. The Monkey King ______ (have) a magic stick. He ________ (use) it to fight bad people. He can ________ (make) the stick big or small. He can sometimes make the stick so small that he can put it in his ear. As soon as he ________ (see) bad people, he thinks of ways to fight them. He can _______ (turn) himself into different animals or objects. But unless he can hide his tail, he cannot make himself a human. Children all over the world _______ (love) the Monkey King.

Answers: helps, has, uses, make, sees, turn, love

Step 6 Telling stories

1. 让一名学生想一想自己最喜欢的句子。

2. 可以先让学生们自己试着用英语先编写一下故事大概。

3. 提示学生们运用正确的时态。

4. 让学生们以小组为单位分别自主发挥，用英语讲述自己最为熟悉的故事。

(老师及其他同学们不要随便打断学生们的讲述，可以在讲完故事后，对其出错的句子进行订正，）示例：My favorite story is The Story of Arfanti. It’s interesting because he is so wise that he can play the fool with the rich and the king and he always helps the weak and poor people.

Step 7 Homework

1. 复习Grammar Focus 中的内容。

2. 在网上搜你最喜欢的双语英语故事阅读，并试着讲给你的父母或朋友听。

示例：Three Craftsmen 三位工匠

A siege of the city of the enemy, the city residents to get together to discuss common fight against the enemy's approach.

一座大城被敌军围困了,城中的居民们聚在一起,共同商议对抗敌人的办法……

Section B 1 (1a-2e)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词和短语：gold, emperor, underwear, silk, stupid, cheat,

stepmother, wife, husband, whole, scene, stone, shine, bright, as soon as

2) 能掌握以下句型：

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

② We thought you were never coming back.

③It’s leading us to that wonderful house made of bread, cake and sugar.

④ The wife told her husband that unless he left the children to die in the forest, the whole family

would die.

⑤ As soon as you wake up, you must go to the forest with your father.

2. 情感态度价值观目标：

多阅读中外传统文学名著，让学生们明白中国传统文化的博大、精深，并吸取中国传统文化中的精华。了解外国的文化，开阔自己眼界。

二、教学重难点

1. 教学重点：

1) 掌握本课时出现的生词及用法。

2) 进行听力训练，提高综合听说能力。

3）阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点

1. 听力训练

2. 阅读2b部分的短文并完成相关要求。

三、教学过程

Step 1 Review

Let some Ss talk something about the Monkey King.

Step 2 Warm up

1. T: Show one picture of the story The Emperor’s New Clothes.

2. Ask some questions about it.

e.g.

1. Look at the picture. Do you know this story?

What’s the name of this s tory?

S1: The Emperor’s New Clothes.

2. Can you tell the story briefly?

S2: Once upon a time, an emperor loved new clothes very much. One two brothers came to the city and made a special clothes for the emperor. They asked for much gold and silk, but they kept them for themselves. They pretended to work for a long time every day. The at last, the special clothes was OK. But nobody could see it. But No one said it until one young boy shouted that the emperor

wore nothing.

Step 3 Presentation

1. Present the new words on the big screen and learn the new words together.

2. Ss read and try to remember the new words.

silk emperor underwear gold stupid cheat

Step 4 Matching

Work on 1a

1. Ask one student read words in 1a. Tell Ss to match the words with the letters in the pictures in 1b.

2. Let some Ss tell their answers. Then check together.

3. Try to remember the new words.

Step 5 Listening

Work on 1b:

1. Tell Ss to look at the pictures in 1c. Tell them these are the pictures from the story: The Emperor’s New Clothes. Listen to the tapes and number the pictures.

2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures.

3. Check the answers:

Work on 1c:

1. Let Ss read the sentences in 1c first. Tell Ss to listen again and fill in the blanks with the right words.

2. Play the recording again for the Ss to listen and write the words.

3. Ss listen to the recording carefully and try to write the right words.

3. Check the answers with the class.

Keys: clothes, brothers, give, kept, looked, saw, shouted, wearing

Exercise:

Listen and try to answer the questions?

1. What’s the name of the story?

2. Is it a traditional Chinese story?

3. What’s the emperor’s hobby?

4. Why were the new clothes special?

5. How do we know that the two brothers were really trying to cheat the emperor?

6. Why didn’t everyone say that the new clothes were really nice?

7. Who said that the emperor wasn’t wearing any clothes?

Keys: 1. It’s The Emperor’s New Clothes.

2. No, it isn’t. It’s from Europe.

3. He liked new clothes. He loved buying and looking at his new clothes.

4. Because people couldn’t see the new clothes unless they were clever.

5. Because they kept all the gold and silk for themselves.

6. Because they didn’t want other people to know that they were stupid.

7. A young boy.

Step 6 Telling the story

1. Work in groups. Tell the story of The Emperor’s New Clothes. Use the information in 1c and 1d.

2. Let some groups tell the story to the class.

Step 7 Presentation

1. Present the new words on the big screen and learn the new words together from 2a to 2e.

2. Ss read and try to remember the new words.

stepmother wife husband whole scene stone shine bright

ground lead brave voice

Step 8 Talking

1. Show some fairy tales. Tell Ss a fairy tale is an old, traditional story. Do you know what these fairy stories are about?

2. Now discuss them with your partner.

3. Ask some Ss say what they know about the fairy stories.

e.g. Sleeping Beauty:

A lovely princess had to sleep for 100 hundred years because of an evil magic. One hundred years

later, a young prince came and saved the princes. They got married and had a happy life.

Step 9 Reading

Tell Ss the following is a fairy tale. It’s name’s Hansel and Gretel.

Before Reading:

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.

Fast Reading:

1. T: Now let’s work on 2b. First, let’s read the questions and make sure we know the meanings of all the

questions. Then read the passage quickly and find the answers to the questions.

2. Ss read the letter quickly and try to find the answers to the two questions.

3. Check the answers with the class.

Careful Reading:

1. T: Now let’s read the play carefully and try to match each description below with the correct scene.

2. Ss read the play carefully and try to match each description.

3. Check the answers with the class.

Post reading: Work on 2d

1. Now let’s work on 2d. First read the questions below. Then try to read the play again and find the answers to the questions.

2. Ss read the play again and try to find the answers to the questions.

3. Let some Ss read their answers and correct their mistakes.

4. Ss check their answers with their partners.

Keys: 1. The weather was so dry that no food would grow. If they didn’t left the children to die in the forest the whole family would die.

2. He gets some stones.

3. Because they’ll be able to see the stones in the bright moon.

4. Because Hansel is dropping white stones along the way. When the moon is shining bright, they’ll

be able to see the stones and find their way home.

5. Because they can’t see any bread on the ground. Maybe the birds ate them.

Step 10 Language points

1. One year, the weather was so dry that no food would grow. 有一年，天气太干旱了，以至于粮食颗

粒不长。

so… that…是一个常见的句式结构，表示“如此……以至于……”, 副词so之后

接形容词或副词，that引导一个完整的句子，有时that还可省略。例如本单元

的这个句子：That bird’s song is so beautiful that we would follow it.

2. We thought you were never coming back. 我以为你们再也回不来了。

We thought…表示人们过去的某种想法，判断等，可以译作“我们原想……; 我们本以为……”。如：I thought he would come, but he didn’t.

3. It’s leading us to that wonderful house made of bread, cake and sugar.

它在把我们引向那座由面包，蛋糕和糖果做成的美妙小屋。

此句中made of bread, cake and sugar作定语，修饰名词house, 形容词wonderful也是house的定语。在英语中，大部分形容词作定语修饰名词时应前置，短语或句子作定语修饰名词时则后置。如：the young people in the room 屋子里的年轻人

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

妻子告诉丈夫，如果他不把孩子们扔到森林里让他们自生自灭，整个家庭就会灭亡。

unless的意思是“如果不，若非，除非”，它引导的是一个条件状语从句，相当于if…not。因此，上面的句子改写为: …if he didn’t leave the children to die in the fo rest, the whole family would die.

5. As soon as the moon rises, we can follow them instead.

月亮一升起来，我们就可以顺着它们走了。

as soon as 表示“一……就……”，再如本单元的这个句子：As soon as you wake up, you must go to the forest with your father. 你们一醒来就必须和爸爸去森林里。

Homework

1. Read the play again after school.

2. Try to act out the play in groups of four. One is Gretel, one is Hansel, one is Husband, one is Wife.

Section B2 (3a-Self check)

一、教学目标：

1. 语言知识目标：

1) 复习动词不定式的不同用法。掌握生词ground, lead, voice, brave

2) 能够用英语讲述一些自己熟悉的故事，并就伙伴所讲述的故事的相关人物或细节进行询问。

3) 能用就本单元所学习的寓言故事等语言材料，进行完型填空。

2. 情感态度价值观目标：

多阅读中外传统文学名著，让学生们明白中国传统文化的博大、精深，并吸取中国传统文化中的精华。了解外国的文化，开阔自己眼界。

二、教学重难点

1. 教学重点：

1) 能上节所学短文的内容，完成写段落关键词及短文填空的任务。

2）掌握本单元所学连词的用法，并能运用这些连词造句。

3）能用就本单元所学习的寓言故事等语言材料，进行完型填空。

2. 教学难点：

阅读短文，完成写段落关键词及短文填空的任务。

三、教学过程

Step 1 Revision

1. Have a dictation of the new words and expressions.

2. Review the main sentences in the play.

3. Let Ss act out the play in groups.

Step 2 Writing

Work on 3a:

1. Tell Ss what they should do.

2. The key words in a scene help you know the main meaning of the play. Read the story again and write some key words from each scene.

Scene 1: plan, kill, save, ________________

Scene 2: _____________________________

Scene 3: _____________________________

Scene 4: ______________________________

Scene 5: _____________________________

Scene 6: _____________________________