鲁教版初中英语八年级上册
Unit
4
An
old
man
tried
to
move
the
mountains
Section
B
2a-2e
阅读课1
【教学目标】
知识目标：
1.
95%的学生能够运用拼读规律正确朗
( http: / / www.21cnjy.com )读、拼写、运用本课词汇stepmother,
wife,
husband,
whole,
scene,
moonlight,
shine,
bright,
ground,
lead,
voice,
brave；能正确使用连词as
soon
as,
unless,
not…until,
so…that以及短语in
the
moonlight,
along
the
way,
shine
bright,
lead
sb
to,
find
one’s
way
out,
be
lost,
an
old
woman’s
voice,
the
house
made
of
bread,
cake
and
candy等；
2.
90%以上的学生能够说出英文剧本的基本要素。
技能目标：
1.
绝大多数学生能够根据已有的阅读体验讲述英文童话故事；
2.
在限定的时间内，90%的学生能够借助首段或旁白了解英文剧本相关的背景信息;
3.
85%以上的学生能够准确捕捉图片关键信息，并能够根据剧本发展情节进行图片排序；
4.
80%以上的学生能够在阅读过程中形成正确的阅读策略，把握文章主旨，深入理解剧本内容，并能回答相关的细节信息；
5.
90%的学生能够通过英文戏剧的场景、对白等分析归纳人物性格。
情感目标：通过文本阅读和剧本表演，全体学生
( http: / / www.21cnjy.com )能够获得文学和艺术的熏陶，并自主地向所喜欢的剧本人物学习，形成在困境中积极向上、阳光乐观的生活态度。
【教学重点】
1.
训练学生在阅读过程中形成正确的阅读策略，深入理解阅读内容，提高阅读能力；
2.
明确英文剧本的写作要素。
【教学难点】
英文剧本的演绎和词汇的恰当使用。
【评价设计】
Talk
about
some
fairy
tales.
（检验技能目标1）
Find
out
the
text
type
(检验知识目标2)
Know
about
the
background.（检验技能目标2）
Put
the
pictures
in
the
right
order（检验技能目标3）
Read
and
match.（检验技能目标4）
Read
the
play
again
and
answer
the
questions（检验技能目标4）
Analysis
the
characters（检验技能目标5）
【教学设计】
Step
1
Warming-up.
Greet
each
other.
Step
2
Pre-reading.
1.
Enjoy
some
pictures
and
share
the
feelings.
T:
What
do
you
think
of
them
Where
are
they
from
2.
Talk
about
some
fairy
tales.
T:
As
we
know,
a
fair
( http: / / www.21cnjy.com )y
tale
is
an
old,
traditional
story.
When
we
were
little
kids,
our
parents
used
to
tell
us
some
interesting
and
educational
stories.
Actually,
most
of
them
were
fairy
tales.
So
let’s
open
our
memory.
Do
you
know
these
fairy
tales
What
are
they
about
Show
some
pic
( http: / / www.21cnjy.com )tures
about
Sleeping
Beauty,
Cinderella
and
Little
Red
Riding
Hood,
then
help
the
class
try
to
tell
the
stories
in
their
own
word.
(设计意图：针对农村学生英语文化
( http: / / www.21cnjy.com )素养较为薄弱的特点，通过播放大量耳熟能详的童话图片、尝试用英文讲述儿时所听童话故事等活动，有效地激起学生大脑中已有的图式知识,
尤其是文化图式知识,
从而增强参加后续阅读活动的积极性和主动性。)
Step
3
While-reading
1.
Lead-in.
T:
So
wonderful
( http: / / www.21cnjy.com )
fairy
tales!
Today
let’s
enjoy
another
one:
Hansel
and
Gretel.
It
is
told
on
Page
30
and
31.
2.
Find
out
the
text
type
.
Get
the
class
to
read
through
the
text
and
find
out:
Is
it
a
letter
Is
it
a
short
story
Is
it
a
play
(设计意图：考虑到我国学生，尤其是
( http: / / www.21cnjy.com )农村学生很少接触到英文剧本体裁，因此首先进行简单设问，旨在引领学生进行基于文本体裁的思考，帮助学生从Paragraph
by
paragraph和
Scene
by
scene方面，轻松地区分开Story和Play两种易混淆的文本类型，同时呈现词汇scene。)
3.
Introduce
something
about
a
play.
T:
Is
it
the
same
as
( http: / / www.21cnjy.com )
the
article
you
have
read
before
Yes,
it
is
very
different.
Remember,
a
p
( http: / / www.21cnjy.com )lay
usually
includes
scenes,
characters,
dialogues
and
so
on.
How
many
scenes
in
2b
How
many
characters
Who
are
they
(设计意图：在本环节，
( http: / / www.21cnjy.com )借助简单的思维导图帮助学生了解英文剧本通常包括场景、人物、对白等几个重要的元素，有助于学生进行简单的语篇结构分析，从而增强文本体裁意识。通过所设置的两个How
many问题引领学生在整体上把握文本信息，为下一阶段的深入阅读作好铺垫，并同时呈现词汇wife,
husband和stepmother。)
4.
Know
about
the
background.
(1)
Show
the
cla
( http: / / www.21cnjy.com )ss
a
reading
strategy:
Paragraph
1
in
a
play
often
shows
us
its
background,
such
as
time,
place,
characters,
events,
causes
and
so
on.
(2)
Read
the
fir
( http: / / www.21cnjy.com )st
paragraph
of
Hansel
and
Gretel,
and
know
about
the
fairy
tale’s
background.
( http: / / www.21cnjy.com )
(3)
Share
the
answers.
（设计意图：本环节实质为sk
( http: / / www.21cnjy.com )imming环节，鉴于学生缺乏英文剧本知识，因此在读前为学生提供一定的英文剧本阅读策略，并指导学生在阅读中运用这一策略，完成对该剧本基本信息的了解。分享答案时顺便解释the
whole
family,
呈现词汇whole。）
5.
Put
the
pictures
in
the
right
order.
Think
about
how
t
( http: / / www.21cnjy.com )he
fairy
tale
will
continue,
then
read
the
rest
and
put
the
pictures
in
the
right
order.
（设计意图：预测作为一项认知技能，在
( http: / / www.21cnjy.com )阅读中起着重要的作用。在本环节通过创造一个有助于学生形成预测的气氛，使阅读剧本变成一个积极主动的文本交际过程,
从而激发学生阅读兴趣，唤起阅读欲望。将图片进行排序实质为scanning环节，形式活泼生动，喜闻见的阅读评价必然会促使阅读质量大大提高。）
6.
Read
and
match.
Read
the
description
and
circle
some
key
words.
(2)
Read
carefully
and
match
each
description
with
the
correct
scene.
(3)
Get
the
class
t
( http: / / www.21cnjy.com )o
read
each
scene
in
pairs
and
then
check
the
answers
together.
7.
Answer
the
questions.
Why
does
the
wi
( http: / / www.21cnjy.com )fe
tell
her
husband
to
leave
the
children
in
the
forest
What
does
Hansel
go
out
to
get
Why
does
he
do
this
in
the
moonlight
How
do
Hansel
and
Gretel
find
their
way
home
Why
do
Hansel
and
Gretel
get
lost
the
second
time
(1)
Read
the
questions
and
make
sure
to
understand
all.
(2)
Read
carefully
( http: / / www.21cnjy.com )and
underline
some
key
sentences,
then
answer
the
questions.
(3)
Check
the
answers
together.
(If
necessary,
underl
( http: / / www.21cnjy.com )ine
the
key
sentences
and
explain
something
difficult
while
checking
the
answers.)
(设计意图：细读环
( http: / / www.21cnjy.com )节采用小步快走、循序渐进的方式，通过引领学生圈划关键词等方法有效降低了阅读获取信息的难度，帮助学生低台阶进入深入阅读，并由易到难，在引导学生掌握多种阅读技巧、达到剧本文本理解的全面化与深层化的同时，了解英语剧本的篇章结构和体裁特点。)
8.
Listen
and
follow.
Play
the
tape
and
g
( http: / / www.21cnjy.com )et
the
class
to
listen
and
follow,
paying
attention
to
their
own
intonation
and
tone.
（设计意图：语言的形成和语感的培
( http: / / www.21cnjy.com )养是形成言语习惯的必由之路，而语流和语感的形成是建立在大量朗读训练的基础上，本环节通过跟读录音帮助学生进一步熟悉语言材料；录音中惟妙惟肖的声音会让孩子们产生身临其境的感觉，在诱发模仿愿望和勇气的过程中也使孩子们更深刻地体味到剧本的语言特色。）
Step
4
Post-reading
1.
Act
out
the
play
in
the
group
of
four.
(1)
Have
three
minutes
to
prepare
it.
(2)
Act
out
the
play
group
by
group,
scene
by
scene.
If
necessary,
play
( http: / / www.21cnjy.com )
the
tape
again
and
help
the
class
imitate
the
intonation
and
tone.
2.
Summary
and
analysis
the
characters.
T:
What
key
information
does
a
play
usually
include
In
a
play,
different
s
( http: / / www.21cnjy.com )cenes
and
different
dialogues
shape
different
characters.
3.
Match
the
description
with
each
character.
selfish
stupid
clever
timidblind
calm
cruel
What
do
you
think
of
Hansel
What
do
you
think
of
Gretel
What
about
the
father
And
the
stepmother
Who
is
your
favori
( http: / / www.21cnjy.com )te
character
Why
What
are
you
supposed
to
learn
from
him
…
When
we
are
in
trou
( http: / / www.21cnjy.com )ble,
we
are
never
supposed
to
lose
courage
or
give
up.
Remember,
there
is
a
life,
there
is
a
hope.
(设计意图：小结回顾英文剧本基本要素后
( http: / / www.21cnjy.com )，引领学生进行性格描述词与剧本人物进行搭配，使剧本人物性格分析的过程简单化、容易化，从而帮助他们进一步地理解文本，把握剧本人物的性格特点；谈论对剧本人物的喜好有助于帮助学生形成正确的人生观和价值观，引导他们形成积极、乐观的生活态度。。)
【作业设计】
1.
Surf
the
Inter
( http: / / www.21cnjy.com )net
for
the
whole
play
and
find
out
what
will
happen
next.
2.
Act
out
the
whole
play
and
make
a
video
to
share
with
each
other.
(设计意图：通过剧本末尾里
( http: / / www.21cnjy.com )的恐怖声音激起学生对后续剧情的好奇，从而有效地将英语剧本阅读活动延伸至课外、延伸至网络。采用现代中学生喜欢的“做表演、拍视频”等方式，更能有助于激发他们参与英语学习的积极性和主动性。)(共58张PPT)
Unit
4
(Section
B
2a-2c)
鲁教版初中英语八年级上册
An
old
man
tried
to
move
the
mountains
Period
1
A
fairy
tale
is
an
old,
traditional
story.
Find
out
the
text
type.
A
letter
A
short
story
A
play
Read
through
the
text
and
find
out:
A
play
Scenes
（场景）
Characters
（人物）
Dialogues
（对白）
…
Paragraph
1
in
a
play
often
shows
us
its
background(背景）,
such
as
time,
place,
characters,
events,
causes
and
so
on.
Know
about
the
background.
The
Background
of
Hansel
and
Gretel
Time
Place
Characters
Causes
Read
the
first
paragraph
of
Hansel
and
Gretel,
and
know
about
the
fairy
tale’s
background.
One
year
In
a
forest
Hansel,
Gretel,
Father,
Stepmother
The
weather
was
so
dry
that
no
food
would
grow.
The
wife
told
her
husband
that
unless
he
left
the
children
to
die
in
the
forest,
the
whole
family
would
die.
Predict
the
play.
Think
about
how
the
fairy
tale
will
continue.
Then
read
the
rest
and
try
to
put
the
pictures
in
the
right
order.
Put
the
pictures
in
the
right
order.
B
A
F
E
D
C
drop
white
stones
drop
pieces
of
bread
go
home
get
home
surprise
parents
a
house
made
of
cake
and
candy
talk
problems
over
1
2
3
4
5
6
A.
The
children
get
lost.
B.
The
children
wake
up.
C.
The
children
can
not
find
the
pieces
of
bread.
D.
Gretel
learns
about
Hansel’s
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.
SCENE
1
SCENE
2
SCENE
3
SCENE
4
SCENE
5
SCENE
6
SCENE
7
Match
each
description
with
the
correct
scene.
Read
the
play
again
and
answer
the
questions.
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
moonlight
4.
How
do
Hansel
and
Gretel
find
their
way
home
Why
do
Hansel
and
Gretel
get
lost
the
second
time
(Just
underline
the
key
sentences.)
Read
the
play
again
and
answer
the
questions.
Why
does
the
wife
tell
her
husband
to
leave
the
children
in
the
forest
Read
the
play
again
and
answer
the
questions.
2.
What
does
Hansel
go
out
to
get
The
children
learn
that
something
bad
is
going
to
happen.
Gretel
learns
about
Hansel’s
plan.
He
goes
out
to
get
some
white
stones.
Read
the
play
again
and
answer
the
questions.
3.
Why
does
he
do
this
in
the
moonlight
Gretel
learns
about
Hansel’s
plan.
He
does
this
to
make
sure
that
when
the
moon
is
shining
bright,
they
will
be
able
to
see
the
stones.
Read
the
play
again
and
answer
the
questions.
4.
How
do
Hansel
and
Gretel
find
their
way
home
Gretel
learns
about
Hansel’s
plan.
They
followed
the
white
stones
home.
Read
the
play
again
and
answer
the
questions.
Why
do
Hansel
and
Gretel
get
lost
the
second
time
Hansel
has
to
change
his
plan.
The
children
cannot
find
the
pieces
of
bread.
Because
the
birds
may
have
eaten
the
bread.
Listen
and
follow,
paying
attention
to
your
intonation
and
tone(语调和语气）.
Act
out
the
play
in
groups
of
four.
Show
yourself!
Try
to
be
the
best
player.
Scene
1
Gretel:
Did
you
hear
our
stepmother
planning
to
kill
us
Hansel:
Don’t
worry!
I
have
a
plan
to
save
us.
Gretel:
How
can
you
save
us
Hansel:
Be
quiet!
I’m
going
outside
to
get
something
in
the
moonlight.
Now,
go
to
sleep.
Scene
2
Show
yourself!
Try
to
be
the
best
player.
Wife:
Get
up,
lazy
children!
Husband:
Yes,
dears.
You
must
come
with
me
to
the
forest
to
get
wood.
Wife:
Here’s
some
bread.
Don’t
eat
it
until
you
get
to
the
forest.
Scene
3
Show
yourself!
Try
to
be
the
best
player.
Gretel:
Hansel,
what
are
you
doing
Hansel:
I’m
dropping
white
stones
along
the
way.
Unless
I
do,
we’ll
be
lost.
Tonight,
when
the
moon
is
shining
bright,
we’ll
be
able
to
see
the
stones.
Scene
4
Show
yourself!
Try
to
be
the
best
player.
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
bed.
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
can’t
go
out
now.
Scene
5
Show
yourself!
Try
to
be
the
best
player.
Gretel:
What
can
we
do
You
have
no
more
stones.
Hansel:
I’ll
drop
pieces
of
bread.
As
soon
as
the
moon
rises,
we
can
follow
them
instead.
Scene
6
Show
yourself!
Try
to
be
the
best
player.
Gretel:
I
can’t
see
any
bread
on
the
ground.
Maybe
it
was
the
birds.
Hansel:
Never
mind!
Just
keep
walking.
Unless
we
do,
we
won’t
find
our
way
out.
Scene
7
Show
yourself!
Try
to
be
the
best
player.
Gretel:
Hansel,
we’re
really
lost!
Hansel:
Listen!
That
bird’s
song
is
so
beautiful
that
we
should
follow
it.
Gretel:
Look!
It’s
leading
us
to
that
wonderful
house
made
of
bread,
cake
and
candy.
Hansel:
Let’s
eat
part
of
the
house!
Analysis
the
characters.
Match
the
description
with
each
character.
selfish
stupid
clever
timid
blind
calm
cruel
Hansel
Gretel
Father
Stepmother
When
we
are
in
trouble,
we
should
never
lose
courage
or
give
up!
Remember:
While
there
is
life,
there
is
hope.鲁教版初中英语八年级上册
Unit
4
An
old
man
tried
to
move
the
mountains
Section
B
2a-2e
阅读课１
【课后反思】
本节课为Section
B阅读课第一课
( http: / / www.21cnjy.com )时，由“讲童话故事——判断文本体裁——明确体裁特点——了解剧本背景——排列剧情图片——阅读理解剧本——模仿表演剧本——分析剧本人物”等一系列活动构成。
在目标的设计与实施中，充分考虑了语言学习
( http: / / www.21cnjy.com )所涉及的多元目标（知识、技能、学习策略、情感态度价值观）和各目标所包含的各要素，如：知识目标方面包括词汇、句型、功能和话题，并充分运用了语言学、心理学等理论知识和现有的教学资源，结合学生实际，科学、合理地安排了每一个活动，将总目标分解成若干个小目标，促使教学实施做到有序、有理、有效。
本课例的一大靓点是开展了基于体裁教学法
( http: / / www.21cnjy.com )的阅读教学，通过和学生对话的形式，引导学生进行基于文本体裁的认真思考和深入阅读，帮助学生明确剧本要素，了解剧本阅读策略，从而有助于学生进行简单的语篇结构分析，增强文本体裁意识。
教学活动由讲述熟悉的英文故事开启，低台阶进入
( http: / / www.21cnjy.com )，由易到难，借助简单的思维导图帮助学生了解英文剧本通常包括场景、人物、对白等几个重要的元素，有助于学生进行简单的语篇结构分析，从而增强他们的文本体裁意识。
通过对文本细节的追问训练多种阅
( http: / / www.21cnjy.com )读技巧，并在阅读后引领学生进行性格描述词与剧本人物搭配，使剧本人物性格分析的过程简单化、容易化，从而帮助他们进一步地理解文本，把握剧本人物的性格特点，通过谈论对剧本人物的喜好有效地帮助学生形成正确的人生观和价值观，引导他们形成积极、乐观的生活态度的同时，也达到剧本文本理解的全面化与深层化。
本课的不足之处有两点：一是剧情表演
( http: / / www.21cnjy.com )时太过限制于课本文本，大多数同学对剧本人物的语言特点把握不够准确，不能极好地突出剧本主题，不够引人入胜；二是引领学生进行性格描述词与剧本人物搭配导致人物分析过分简单化，使人物形象不够丰满，也限制了学生对于剧本人物立体形象的建立。鲁教版初中英语八年级上册
Unit
4
An
old
man
tried
to
move
the
mountains
Section
B
2a-2e
阅读课１
【评测练习】
Find
out
the
text
type.（判断文本类型）
Know
about
the
background.（了解背景）
Read
the
fir
( http: / / www.21cnjy.com )st
paragraph
of
Hansel
and
Gretel,
and
know
about
the
fairy
tale’s
background.
The
Background
of
Hansel
and
Gretel
Time
Place
Characters
Causes
Read
the
rest
and
put
the
pictures
in
the
right
order
(1-6).
Match
each
description
with
the
correct
scene.
Read
the
play
again
and
answer
the
questions.
1.
Why
does
the
w
( http: / / www.21cnjy.com )ife
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
moonlight
_________________________________________________________.
4.
How
do
Hansel
and
Gretel
find
their
way
home
_________________________________________________________.
5.
Why
do
Hansel
and
Gretel
get
lost
the
second
time
_________________________________________________________.
Discuss
the
characters.
Match
the
description
with
each
character.
selfish
stupid
clever
timid
blind
calm
cruel
Who
is
your
favorite
character
Why
________________________________________________________
What
are
you
supposed
to
learn
from
him
________________________________________________________鲁教版初中英语八年级上册
Unit
4
An
old
man
tried
to
move
the
mountains
Section
B
2a-2e
阅读课1
【教材分析】
初三上册Unit
4
讨论的主题是“
( http: / / www.21cnjy.com )传说和故事”，其功能项目是讲故事。本单元以中国神话故事和西方经典童话为背景，展开多种形式的语言训练活动，帮助学生逐步学会在叙述故事中运用as
soon
as,
unless,
so…that等连词，并能借助how,
what,
who,
why等引导的疑问句完成故事叙述。本课时所在的Section
B为Section
A的延伸和拓展，话题主要涉及西方童话故事。本课时所进行的2a-2e内容为阅读部分，读前从学生的已有知识出发，要求学生列出所熟悉的童话故事，并就Sleeping
Beauty,
Cinderella,
Little
Red
Riding
Hood三个童话故事谈谈自己的认识，为2b的阅读活动做好铺垫。2b提供了《糖果屋》的部分剧本，帮助学生初步了解戏剧的形式。2c提供了各场景的描述，帮助学生进一步了解每个场景的主题。2d部分通过对文本细节的追问，引发学生的思考并运用所学语文表达自己的观点，有助于文本的理解和巩固，为之后的语言输出提供丰富的信息储备，并最终根据对剧本的理解，尝试运用所学语言进行戏剧表演。
