(共38张PPT)
Unit 6 An old man tried to move the mountains.
人教新目标版 八年级下
Section B3a-Selfcheck
写作优质公开课课件
Learning objectives
1.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。
2.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。
3.能根据文字提示或图片提示讲述一个故事。
4.通过有关话题进行写作，训练巩固知识，锻炼发散思维， 提高输出能力。
How much do you know about fairy tales
Fairy tales are old, traditional stories, They usually have positive meanings and happy endings.
Let’s play a guessing game!Guess the name of the stories.
stepmother
a crystal shoe
pumpkin
carriage
Cinderella
a sleeping princess under a spell
a prince's kiss
woke up
Sleeping Beauty
red hood
grey wolf
grandmother
Little Red Riding Hood
stepmother
a witch
a house with candy and bread
Hansel and Gretel
What are these fairy tales about Can you tell these stories briefly
Sleeping Beauty is about a princess who falls asleep for a long time under a spell by a wicked fairy. She is awakened by a prince’s kiss years later.
Cinderella is about a girl who is treated badly by her mean stepmother but achieves happiness and marries a prince at last.
Little Red Riding Hood is about a young girl who meets with danger when she meets a big, bad wolf. While she is on her way to visit her grandmother, the wolf dresses up and pretends to be her grandmother waiting in her bed. The wolf hopes to catch and eat Little Red Riding Hood. She is saved by a woodcutter who kills the wolf.
We have learned Hansel and Gretel.
Can you retell the story
Gretel heard that their stepmother _________to ____ her and her brother. But Hansel had a plan to ________ himself and his sister. He went to get some white ______ before he went to bed that night.
planned
kill
save
stones
The next day, the wife sent the children to the ________.
forest
Hansel _________ the stones as they walked. Later that night, they could see the stones because of the shining _________.
dropped
moon
The stones ________them the way home. Hansel wanted to get more________, but his stepmother did not let him go out. The next morning, the wife _____the children to the forest again.
showed
stones
sent
Hansel had no stones, so he dropped _______ of _______.
pieces
bread
But the _______ ate them, so Hansel and Gretel were _______ in the forest.
birds
lost
They walked until they saw a _______ made of food. Hansel wanted to ______ the house, but
then they ______the voice of an old woman coming from the house.
house
eat
heard
Scene 1:___________________________________
Scene 2: __________________________________
Scene 3: __________________________________
Scene 4: ___________________________________
Scene 5: __________________________________
Scene 6: __________________________________
Scene 7:___________________________________
lazy, to the forest, get wood
white stones, drop,be lost, moon, bright
slept, back, forest again, moon, can’t
no more, drop,bread, moon rises, follow,instead
bread, ground, birds, walking, find
really lost, song, follow, house, eat
plan, kill, save...
outside, moonlight
策略：
1.确定每场剧中最重要人物活动。
2.找出这些与之相关的关键句子。
3.写出这些关键句中的动词或名词。
Write some key words from each scene. Then discuss your answers with your partner.
3a
Gretel heard that their ____________ planned to ____ her and her brother. But Hansel had a plan to ________ himself and his sister. He went to get some white ______ before he went to bed that night. The next day, the wife sent the children to the ________. Hansel _________ the stones as they walked. Later that night, they could see the stones because of the shining _________. The stones showed them the way home.
stepmother
kill
save
stones
forest
dropped
moon
Complete the summary of the play.
3b
as conj. 当……的时候
show sb. the way to… 给某人指明去……的路
Hansel wanted to get more stones, but his stepmother did not let him go out. The next morning, the wife sent the children to the forest again. Hansel had no stones, so he dropped _______ of _______. But the _______ ate them, so Hansel and Gretel were _______ in the forest. They walked until they saw a _______ made of food. Hansel wanted to ______ the house, but then they heard the voice of an old _______ coming from the house.
bread
birds
lost
house
eat
woman
pieces
Hansel
and Gretel
Complication
Situation
Answer
How to tell the story of Hansel and Gretel
Question
Who
When
Where
Why
What
How
What
How do they save themselves (twice)
Their stepmother planned to kill them.
The stones showed them the way home.
Hansel and Gretel were lost.
main character
one year
forest
Unless...,the whole..
本单元的话题是“传说与故事”。写作任务通常是根据文字提示或图片提示讲述一个故事。一般要有故事的内容(what)、人物(who)、时间(when)、地点(where)、起因(why)和情节发展(how)。写作时，通常按照故事的开头、经过和结果的顺序进行叙述。
Writing Instruction
1. 体裁：记叙文
2. 时态：一般过去时
3. 人称: 第三人称
4. 讲述故事时，可按照时间顺序展开。如可用表示时间的词语once upon a time, one day引入故事；用when, then, as soon as叙述故事的发展； 用in the end引出故事的结尾。可以使故事情节紧凑、脉络清晰。
寓言故事深受孩子们的喜爱，你读过“乌鸦喝水”的故事吗？请你根据图片提示，以“The Crow and the Pitcher”为题，用英语写一篇80词左右的童话故事。要求：1．语句通顺，没有语法错误；2．包含图片全部要点；3．从中你得到哪些启发，可适当发挥；4．80词左右。参考词汇： 乌鸦 crow；罐子 pitcher；口渴的 thirsty；鹅卵石pebble
[总体分析]①题材：本文是一篇寓言故事，属于看图作文；②时态：时态为“一般过去时”；③提示：按照图片顺序逐一阐述，图片上的细节元素不能漏掉，可以适当增加细节，并突出写作重点。
[写作步骤]第一步，根据第一幅图阐述天气情况以及乌鸦口渴的状态，描绘出乌鸦发现了容器但是喝不到水的情况，为后面做铺垫；第二步，根据第二幅图以及第三幅图展开想象，并进行描述，乌鸦想到了办法，喝到了水。第三步，书写结语，乌鸦很聪明，成功喝到水。
[亮点词汇]
①look for寻找 ②give up寻找 ③come up with想出 ④pick up捡起 ⑤be able to能够
[高分句型]
①A crow felt so thirsty that he looked for water everywhere. (结果状语从句)②When he wanted to give up, he came up with an idea.(时间状语从句)③How clever the crow was!(感叹句)
hot , thirsty
look for
drop, drop
couldn’t reach
stone
was able to drink
The Crow and the Pitcher
What do you think of the Crow
The Crow and the Pitcher
It was a hot day. A crow felt so thirsty that he looked for water everywhere.
Finally, he found a pitcher. But there wasn’t much water in it. His beak couldn’t reach it. He was very distressed.
When he wanted to give up, he came up with an idea. He picked up a small stone and dropped it into the pitcher. Then he took another and dropped it in.
Gradually, the water rose and he was able to drink the water.
How clever the crow was!
What do you think of the Crow
A possible version
Situation
Complication
Question(How)
Answer(What)
conjunctions
Peer-assessment (同伴互评)
总分 10分 Spelling （拼写） Grammar （语法） Logic (条理性) Handwriting
(书写)
Scores （得分）
Step 1，在小组内分享各自的作文，组员相互纠错，润色，修改。
Step 2，部分同学朗读自己的作文。
Step 3，组内选出优秀的作品张贴于墙报上。
1. We’ll be late unless _____________________________________
2. You won’t be successful unless_____________________________
3. As soon as I got to the bus stop_____________________________
4. Bill opened his book as soon as_____________________________
5. The movie was so touching that_____________________________
6. The boy was so excited that________________________________
we take a taxi at once.
1.Use your own ideas to complete the sentences.
it began to rain.
you study hard on all the subjects.
some girls couldn’t hold their tears.
Peter came into the classroom.
he could not say a word.
2 Fill in the blanks with the correct forms of the words in brackets.
Once upon a time, there ______ (be) an emperor. He _______ (love) buying and looking at clothes. One day, two brothers ______ (come) to the city. They ______ (tell) the emperor that they could make beautiful clothes for him, but he must ______ (give) them silk and gold. The brothers _____ (be) bad people. They ______ (keep) all the silk and gold for themselves. They told the emperor the clothes they made _____ (be) special because only clever people could _____ (see) them. When the emperor ______ (put) on the clothes, all he could see was his underwear. But he didn’t want people to _______ (think) he was stupid, so he _____ (say) the clothes were beautiful. Then he _______ (walk) around the city in his new clothes until one boy _______ (shout), “The emperor
isn’t wearing any clothes!”
was
loved
came
told
give
were
kept
were
see
put
think
said
walked
shouted
（济宁中考）假如你是李梅。你的美国笔友Tom在昨天的E-mail中告诉你，最近他对中国文化产生了浓厚的兴趣，希望你能给他介绍一些经典故事。请你根据下面所给图画，给Tom回复一封E-mail，向他讲述这一经典故事，并希望知道他对该故事及主人公的看法。
中考链接
要求：1. 文章需包括所有图画的内容，可以适当发挥，使全文连贯；
2. 文中不得出现可能透露考生真实身份的任何信息；
3. 100词左右（邮件的开头、结尾已给出，不计入总词数）。
play hide-and-seek(捉迷藏), full of water
fall into, be frightened(惊恐的), cry, run for help
think over, pick up, throw at
break, be saved
Sima Guang hit the tank（缸）
Dear Tom,
I’m very happy that you are interested in traditional Chinese stories. Well, let me tell you a famous one with the name “Sima Guang hit the tank”. _______________________________________
________________________________________________________________________________________________________________
I’m looking forward to hearing from you.
Li Mei
https://www.21cnjy.com/help/help_extract.php中小学教育资源及组卷应用平台
Unit6 An old man tried to move the mountains. Section B (3a-Self-Check)课时教学设计
课型 写作课 课时 1
教材分析
本课是一节写作课和复习课，主要复习和巩固一般过去时的用法，以及unless, as soon as, so...that的用法。3a和3b部分是对《糖果屋》故事的复习和巩固。本课的写作任务则是让学生在听、说、读、写的基础上，尝试简单的语言输出。在本课中，通过回顾复习部分故事内容，体悟故事主题，形成积极面对、不畏困难、坚持不懈的品格态度价值观，并通过了解中外经典文学、文化作品，提高跨文化交际能力及民族文化自信。
学情分析
在前面几课时的学习中，学生对于单元主题下的语篇理解及语言结构表达有了充分的积累学习，积累了本单元大量的写作素材，为本课时的开展做好准备。同时，通过前面有计划、有目的、系统的写作训练，学生逐渐对初中英语写作的方法和策略有所了解。在写作过程中，能够利用思维导图来构思写作框架。
课时教学目标
语言能力：能够围绕“传奇和故事”的话题，通过读、写等活动搜集、理解所需要的语言基础信息；能够正确使用一般过去时和unless, as soon as, so...that等连词讲述故事；能够用英语简单讲述中外故事传说，掌握抓重点的写作策略； 学习能力：能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作。思维品质：能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关“传奇和故事”的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性； 文化意识：能够通过故事讲述，形成积极面对、不畏困难、坚持不懈的品格态度价值观，并通过了解中外经典文学、文化作品，提高跨文化交际能力及民族文化自信；
教学重难点
教学重点：正确运用关于“传奇和故事”话题下的词汇和表达；进一步熟悉一般过去时和unless, as soon as, so...that等连词的用法；写作能力的训练，如能流畅且有逻辑性地组织句子，合理安排语篇结构。 教学难点：内化并正确运用所学语言知识，运用英语思维进行习作，并注意到语篇的整体性、结构性、逻辑性。
教学方法
情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 设计意图
Step1: Warming-up Greeting. T asks students to play a guessing game!Guess the name of the stories. T asks students to tell these stories briefly. Watch the video about Hansel and Gretel.Try to retell the story. Step2: Presentation Finish 3a:Write some key words from each scene. Then discuss your answers with your partner. Finish plete the summary of the play. Discussion:How to tell the story of Hansel and Gretel 实战演练 本单元的话题是“传说与故事”。写作任务通常是根据文字提示或图片提示讲述一个故事。一般要有故事的内容(what)、人物(who)、时间(when)、地点(where)、起因(why)和情节发展(how)。写作时，通常按照故事的开头、经过和结果的顺序进行叙述。 写作指导： 1). 体裁：记叙文 2). 时态：一般过去时 3). 人称: 第三人称 4). 讲述故事时，可按照时间顺序展开。如可用表示时间的词语once upon a time, one day引入故事；用when, then, as soon as叙述故事的发展； 用in the end引出故事的结尾。可以使故事情节紧凑、脉络清晰。 写作任务：寓言故事深受孩子们的喜爱，你读过“乌鸦喝水”的故事吗？请你根据图片提示，以“The Crow and the Pitcher”为题，用英语写一篇80词左右的童话故事。要求：1．语句通顺，没有语法错误；2．包含图片全部要点；3．从中你得到哪些启发，可适当发挥；4．80词左右。参考词汇： 乌鸦 crow；罐子 pitcher；口渴的 thirsty；鹅卵石pebble [总体分析]①题材：本文是一篇寓言故事，属于看图作文；②时态：时态为“一般过去时”；③提示：按照图片顺序逐一阐述，图片上的细节元素不能漏掉，可以适当增加细节，并突出写作重点。 [写作步骤]第一步，根据第一幅图阐述天气情况以及乌鸦口渴的状态，描绘出乌鸦发现了容器但是喝不到水的情况，为后面做铺垫；第二步，根据第二幅图以及第三幅图展开想象，并进行描述，乌鸦想到了办法，喝到了水。第三步，书写结语，乌鸦很聪明，成功喝到水。 [亮点词汇] ①look for寻找 ②give up寻找 ③come up with想出 ④pick up捡起 ⑤be able to能够 [高分句型] ①A crow felt so thirsty that he looked for water everywhere. (结果状语从句)②When he wanted to give up, he came up with an idea.(时间状语从句)③How clever the crow was!(感叹句) 参考范文： 3.Evaluate the passage。 Step3:Selfcheck Step4:Homework 中考链接（济宁中考）假如你是李梅。你的美国笔友Tom在昨天的E-mail中告诉你，最近他对中国文化产生了浓厚的兴趣，希望你能给他介绍一些经典故事。请你根据下面所给图画，给Tom回复一封E-mail，向他讲述这一经典故事，并希望知道他对该故事及主人公的看法。 要求：1. 文章需包括所有图画的内容，可以适当发挥，使全文连贯； 2. 文中不得出现可能透露考生真实身份的任何信息； 3. 100词左右（邮件的开头、结尾已给出，不计入总词数）。 创设情境：猜故事名字。 情景体验：讲故事大赛。 复习上节课所学故事内容。 完成书本3a任务。 完成书本3b任务。 了解讲故事的流程。 讨论总结。 总结本单元话题。 跟随老师一起用四宫格法组织文章结构，找出每段书写内容。 阅读作文要求并完成审题。 跟随老师一起组织文章结构，找出每段书写内容。 列出提纲，积累写作素材。 跟随老师明确每一段书写格式和内容。 研读范文。 开始书写文章。 摘抄好句。 根据老师出示的范文和评分标准进行自查和互评。 完成课本自我检查部分内容。 记录本课作业。 通过猜测童话故事名称的游戏，激活学生相关的背景知识，引发学生对本课写作话题的学习兴趣，从而激发其写作内动力，同时，不同句式的提供，也为下一步探讨做好铺垫。 开发新的学习资源，通过看、听、说等多种方式，利用视频所讲述的“糖果屋”的故事，以及后续相关的语言知识练习，复习巩固本单元语言知识，同时进行语料的积累。 培养学生审题意识，包括体裁、人称、时态。 提供部分句子结构，方便学生使用正确的句型将收集好的信息点加以表达，使学生在后面的写作训练中能自如地开展写作练习，为语言功能的运用做铺垫。 通过对现有习作的纠正美化，明确记叙文的文章架构和语言形式，为之后的写作环节做铺垫。 让学生在限定的时间内完成作文，教师提供文章结构及语言等方面的支持。 完成习作后，要求学生朗读自己的习作，自我欣赏，之后，学生交换习作，相互欣赏与评价。 在Self Check中复习本单元语法。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
课时教学板书设计
Unit 6 An old man tried to move the mountains. (Section B 3a-Self check)
课时作业设计
Level A: There are many traditional folk stories in our countries. And we can know many everlasting Chinese virtues in these old stories. Try to write about one of them and make a video about it. We can upload our videos and tell our stories to foreigners. Level B:Draw a mind map to sum up the knowledge of this unit.
课后反思（实施后填写）
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