初三英语上册
Unit4
An
old
man
tried
to
move
the
mountains.
教学内容分析
教材内容分析
一、教材的地位的作用
本单元讨论的主题是“传说和故
( http: / / www.21cnjy.com )事”
，其功能项目是讲故事（tell
a
story）
。语言目标是要求
学生用连词
unless,
as
soon
as,
以及
so…that
结构的用法。分为
Section
A,
Section
B,
Self
Check
三个部分。本单元内容与实际生活息息相关，是学生感兴趣的话题。本单元是围绕
story
来
展开话题的一个单元，分为五个课时。
Section
B的教学重点是了
( http: / / www.21cnjy.com )解西方童话故事的表现形式，尝试用表演或概括的形式进行语言输出。教学难点是剧本的演绎和词汇的恰当使用。阅读文本拓展了一些常用词汇和短语，这不仅是对单元语言目标的巩固，更为后面的书面表达提供了参考词汇，引发学生用英语进行表达。
我主讲的这节课是初中英语八年级上册的
( http: / / www.21cnjy.com )Unit4
阅读的第二课时。是第一课时基础上的拓展。在语言内容上，第二课时进一步综合训练、巩固了第一课时没有处理的重点语言内容；在问题设计上，第二课时更注重对戏剧人物内心活动与情感的体会感悟，为下一步角色扮演做了准备；在语言技能上，由听、说转向综合性地读、写的训练。
二、三维教学目标的设立
《英语课程标准》指出：激发和培养学生
( http: / / www.21cnjy.com )学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效地学习策略，
发展学生自主学习的能力和合作精神是中学英语教学的基
本任务。在认真分析教材的基础上，我又结合了学生实际，将本课时的教学目标确定如下：
A
.知识与能力：
1.
语言知识目标
（1）能正确使用下列词汇：wife，husband，stone，ground,
brave,
instead
of,
bright。
（2）学会在叙述故事中运用as
soon
as
,
unless,
so…that,
not
...until等连词。
（3）能借助how,
what,
who,
why等引导的疑问句完成故事的叙述。
2.
能力目标
（1）能根据人物对白准确总结故事情节要点，培养讲故事的能力。
（2）结合多媒体的帮助，能体味角色，表演戏剧,进行自我展示。
（3）能根据故事情节发展合理续写故事结局，掌握写故事的书写流程，提高写作能力。
3.
情感态度目标
（1）通过各项训练和学习，培养学生学会面对困难时勇敢、机智、永不放弃的精神品质。
（2）在小组合作中，培养学生团结协作精神。
4.
文化意识目标
了解中国民间神话传说，西方童话故事，并从故事中学到为人处事的良好精神品质。
B.
过程与方法：
1.
将《Hansel
and
G
( http: / / www.21cnjy.com )retel》以图片的形式展示出来，并配以“故事复述”形式的语音材料，简短回顾了整体的故事情节，并导入新课。
2.
为突破这堂课的重难点，我主要采
( http: / / www.21cnjy.com )取了以任务型教学模式为主，以活动，合作为主线，通过创设良好的语言环境和提供大量的语言实践机会，让学生运用所学目标语言去完成各个任务。
3.
本节课根据教学目标，灵活运用
( http: / / www.21cnjy.com )情境创设法，任务型教学法，鼓励鞭策评价，创设生活化的情景，为用而学，在用中学，学了就用；开展多种类型任务活动，促使学生为了完成任务和同学进行合作、探究学习。
C.
情感态度与价值观：
（1）通过各项训练和学习，培养学生学会面对困难时勇敢、机智、永不放弃的精神品质。
（2）在小组合作中，培养学生团结协作精神。
三、教学重点、难点
1.
教学重点
（1）识记并运用本课所学的短语、句型来更好地理解文章内容。
（2）根据人物对白总结情节要点。
2.
教学难点
（1）情景表演。
（2）故事结尾的续写。初三英语上册
Unit4
An
old
man
tried
to
move
the
mountains.
教学设计
Unit4 An
old
man
tried
to
move
the
mountains.教学设计
Section
B（Hansel
and
Gretel第二课时）
一、课标解读
1.
以学生的发展为基础，力求体现素质教育的思想，关注生活，关注成长。
2.
以能力为目标的分级课程体系，保证课程的整体性，灵活性，开放性。
3.
从学生的学习兴趣、生活经验和认知水平出发，运用体验、实践、参与、合作与交流的学习方式，发展学生的综合语言运用能力。
4.
倡导“任务型”的教学途径，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
5.
注重评价对学生的激励作用，建立形成性与终结性相结合的课程评价体系。
二、教学内容分析
我主讲的这节课是初中英语八年级上册的Unit4
阅读的第二课时。
Section
B的教学重点是了解西方童
( http: / / www.21cnjy.com )话故事的表现形式，尝试用表演或概括的形式进行语言输出。教学难点是剧本的演绎和词汇的恰当使用。阅读文本拓展了一些常用词汇和短语，这不仅是对单元语言目标的巩固，更为后面的书面表达提供了参考词汇，引发学生用英语进行表达。
第二课时是第一课时基础上的拓展。在语言内容
( http: / / www.21cnjy.com )上，第二课时进一步综合训练、巩固了第一课时没有处理的重点语言内容；在问题设计上，第二课时更注重对戏剧人物内心活动与情感的体会感悟，为下一步角色扮演做了准备；在语言技能上，由听、说转向综合性地读、写的训练。
三、学情分析
学生是学习的主体，对学生情况的分析是教学工
( http: / / www.21cnjy.com )作的关键环节。八年级学生的特点：八年级学生经过两年多系统的英语学习，具备了一定的听说基础，正逐步向读，写过渡。通过两年多新课程理念的熏陶和实践，有了初步自主合作，分析归纳的能力，并处于知识积累，前后知识衔接，培养良好的学习习惯的关键时期。大部分学生对英语有一定兴趣，但由于知识的安排由浅入深，有少数学生对这门学科产生了厌恶心理，消除学生厌学情绪，激发学习兴趣至关重要。
四、教学目标
1.
语言知识目标
（1）能正确使用下列词汇：wife，husband，stone，ground,
brave,
instead
of,
bright。
（2）学会在叙述故事中运用as
soon
as
,
unless,
so…that,
not
...until等连词。
（3）能借助how,
what,
who,
why等引导的疑问句完成故事的叙述。
2.
能力目标
（1）能根据人物对白准确总结故事情节要点，培养讲故事的能力。
（2）结合多媒体的帮助，能体味角色，表演戏剧,进行自我展示。
（3）能根据故事情节发展合理续写故事结局，掌握写故事的书写流程，提高写作能力。
3.
情感态度目标
（1）通过各项训练和学习，培养学生学会面对困难时勇敢、机智、永不放弃的精神品质。
（2）在小组合作中，培养学生团结协作精神。
4.
文化意识目标
了解中国民间神话传说，西方童话故事，并从故事中学到为人处事的良好精神品质。
五、教学重点、难点
1.
教学重点
（1）识记并运用本课所学的短语、句型来更好地理解文章内容。
（2）根据人物对白总结情节要点。
2.
教学难点
（1）情景表演。
（2）故事结尾的续写。
六、目标达成评价
目标1评价：
the
setting
目标2评价：
the
beginning
目标3评价：
the
development
目标4评价：
the
climax
目标5评价：
the
role-play
目标6评价：
The
ending
七、
教学策略
为了突破这堂课的重难点，我
( http: / / www.21cnjy.com )主要采取了以任务型教学模式为主，以活动，合作为主线，通过创设良好的语言环境和提供大量的语言实践机会，让学生运用所学目标语言去完成各个任务。学生在完成任务过程中，通过自己的体验，感知，实践，参与和交流，形成语感，提高语言运用能力。本节课根据教学目标，灵活运用情境创设法，任务型教学法，
鼓励鞭策评价，创设生活化的情景，为用而学，在用中学，学了就用;开展多种类型任务活动，促使学生为了完成任务和同学进行合作、探究学习。
八、教学资源
多媒体、课件、实物（头饰、围裙、斧头、白石子、面包）。
九、
教学过程
教学设计主线
本节课整体分为三大板块、八个环节。
三大板块：
1.
深层阅读，体会人物心情。
2.
情景表演，展现人物特点。
3.
续写结局，发挥想象空间。
八个环节：情景导入——戏剧背景----戏剧开端——戏剧发展---戏剧高潮----戏剧总结
---戏剧表演----戏剧续写。
(
三大板块，块块相接，紧密相连，八个环节环环紧扣，步步深入，将学生带入到戏剧情境中去。)
设计意图
1.
将戏剧分布的段落明确给出，能让学
( http: / / www.21cnjy.com )生清楚地了解戏剧的要素、语言特点，使学生获得文学和艺术的熏陶。更能让学生对文章的结构有更好的理解，在心中形成“Mind
map”,
明确本节课要掌握的内容。做到有章可循，有的放矢。
2.
同时，分段阅读，分别解决问题，是
“阅读课堂教学”的精髓所在。
各环节具体设计（教师可根据教学实际进行调整）
Step1
Warm-up
T:
Show
the
pictu
( http: / / www.21cnjy.com )res
of
《Hansel
and
Gretel》and
listen
to
the
material.
Last
class
,we
le
( http: / / www.21cnjy.com )arnt
a
fairy
tale
《Hansel
and
Gretel》.
As
we
know,
Hansel
and
Gretel’s
mother
died,
I
think
they
were
very
poor.
But
at
the
same
time,
I
think
they
were
very
clever.
Let’s
watch
some
pictures
and
listen
to
the
material
to
review
the
play.
Ok
设计意图
将《Hansel
and
Gretel》以图
( http: / / www.21cnjy.com )片的形式展示出来，并配以“故事复述”形式的语音材料，简短回顾了整体的故事情节，并导入新课。精彩的课堂开头，往往给学生带来新意的感觉，这样既能使学生迅速地兴奋起来，激发学生再次阅读的欲望，而且还会使学生把学习当成一种自我需要，自然地融入学习新知的情景，一举两得。
Step2
The
setting(背景)
想一想
1.
What’s
the
( http: / / www.21cnjy.com )
weather
like
The
weather
was
________dry
________no
food
would
grow
.
2.
Where
did
they
live
3.
Who
are
they
4.
What
happened
设计意图
通过四个问题的设计，将故
( http: / / www.21cnjy.com )事的背景进行简单的梳理回顾，并通过问题一和问题四来进行so
that,
unless语言点的解释，并配以适当的小练习，为学生扫清二次阅读时的语言障碍。
学一学
so
+
adj+
that
如此…
…以至于…
…
such
+n
+
that
如此…
…以至于…
…
想一想
If
you
were
their
f
( http: / / www.21cnjy.com )ather,
what
would
you
say
__________________________.
If
their
mother
did
( http: / / www.21cnjy.com )n’t
die
,
would
they
be
left
to
die
in
the
forest
________________________.
What
do
you
think
( http: / / www.21cnjy.com )
of
their
stepmother
_______________________________.
设计意图
这三个问题的设计重在让学生体会樵夫爸爸性
( http: / / www.21cnjy.com )格上的懦弱以及无良继母对兄妹俩的歹毒用心，并体会Gretel在偷听到消息时的害怕情绪，为后面的戏剧表演打基础。
学一学
unless除非、如果不
=
if
not
注意：unless引导的条件状语从句和if条件状语从句，可用一般现在时代替将来时。
练一练:
Exercise
如果你不当心，就会发生事故。
_______________________________=____________________________________.
设计意图
“想一想、学一学、练一练”这三个环节的设计是通过问题的思考、语言点的学习，练习的操练，来加深学生对故事背景中语言点的掌握及人物情绪的理解。
Step3
The
beginning（开端）
想一想
What
did
Hansel
do
( http: / / www.21cnjy.com )
that
night
______________________________________.
Can
you
understand
( http: / / www.21cnjy.com )his
mood
_______________________________________.
How
did
he
feel
( http: / / www.21cnjy.com )
at
that
moment
______________________________________.
设计意图
让学生体会Hansel在得知父母即将要
( http: / / www.21cnjy.com )抛弃兄妹二人时的悲伤与无助，并且体会Hansel在伤心之余想到对策时的聪明与机智，引导学生学会遇事冷静，积极想办法解决问题的生活态度。同时，为后面的戏剧表演打基础。
学一学
not
…
until…
直到…
…才…
…
我完成作业才睡觉。
__________________________________________.
总结
Hansel
______________
as
they
walked.
Later
that
night,
they______________
to
go
home
because
of
the
shining
moonlight.
Hansel
wanted
to
get
more
stones,
but
his
stepmother
did
not
______________________.
Hansel
had
no
stones,
so
he
dropped_________________________.
But
the
birds
ate
them,
so
Hansel
and
Gretel___________________
in
the
forest.
设计意图
让学生总结场景一、场景二，培养学生能根据人物对白准确总结故事情节要点的能力。
Step4
The
development（发展）
想一想
Do
you
know
wh
( http: / / www.21cnjy.com )at
those
stones
were
used
for
___________________________.
学一学
thought…
本以为…
…
我原想他会来的，但他却没有。
_______________________________________.
as
soon
as
一…
…就…
…
月亮一升起来，我们可以跟着走。
_____________________________________.
想一想
How
do
you
like
Hansel
_____________________________________.
Can
you
understand
( http: / / www.21cnjy.com )their
mood
now
_____________________________________.
设计意图
通过对问题的思考，让学生感受Hanse
( http: / / www.21cnjy.com )l
和Gretel在找不到面包屑而回不了家时的焦虑、恐惧，并体会两兄妹在被狠心父母两次抛弃后的心情，为后面的情景表演打基础。
总结
Hansel
_______________
as
they
walked.
Later
that
night,
they_____________
to
go
home
because
of
the
shining
moonlight.
Hansel
wanted
to
get
more
stones,
but
his
stepmother
did
not
_______________.
Hansel
had
no
stones,
so
he
dropped_______________.
But
the
birds
ate
them,
so
Hansel
and
Gretel_________________
in
the
forest.
设计意图
再次让学生总结场景三至场景六，培养学生能根据
( http: / / www.21cnjy.com )人物对白准确总结故事情节要点的能力。并允许小组讨论解决。这样，既训练学生的自主阅读能力，形成“独立阅读，合作交流，个性构建”的阅读教学模式，又体现出小组交流合作精神。不但能充分调动学生参入的积极性，活跃课堂气氛，还能让学体验到团结互助带来的成功。
Step5
The
step
Climax（高潮）
总结
They
followed
a
bi
( http: / / www.21cnjy.com )rd
to
walk
until
they
saw
________ ________ ________ Hansel
and
Gretel
was
so
________that
they
decided
to ___________________!
设计意图
重点让学生体会兄妹俩在经历重重磨难之后，看见了糖果屋时的喜悦，并体会他们在饥肠辘辘时想吃糖果屋的急切。为后面的情景表演打基础。
Step
6
Summary
设计意图
1.
小组合作进行小结，通过与同组同学
( http: / / www.21cnjy.com )的合作,对课本信息进行加工、储存。此时，教师巡视各组，做点拨指导，真正体现“学生是主体，教师为主导”。
2.
鼓励学生宣读讨论结果，让他们有展示自我，提高自信心的机会。
3.
再次形成“mind
map”,并利
( http: / / www.21cnjy.com )用Mind
map回顾总结，直观、简明的重现课文大体内容，再次将故事呈现给学生，达到巩固之目的。同时，为后面的情景表演打基础。
4.
通过what
do
you
( http: / / www.21cnjy.com )learn
from
the
story
的提问：引导学生学会遇事冷静，积极想办法解决问题的生活态度以及机智勇敢，无畏困难，永不放弃的良好精神品质。
Step
7
Role-play
Let
Ss
do
the
role
–play.
Choose
which
group
plays
the
best.
(教师提前准备道具：白色石子，面包碎片，头饰，围裙，斧头)
设计意图
1.
用实物作道具，真实而生动，这一
( http: / / www.21cnjy.com )步是让学生在真实的语言情境中运用本课所学语言知识去完成交际任务。这样有助于引导学生注意语言的交际意义，体验学习的乐趣，从而更好地理解课文内容。
2.
四人一组表演对话，有利于培养学生综合运用英语的能力和与他人沟通合作能力。
3.
小组PK，既能活跃课堂气氛，又能培养学生互不服输，不甘落后的竞争意识。
4.
激励表现好的同学，激发他们的表现欲，促使他们继续努力，争取更大进步。小组评比，是有效的激励机制。
Step
8
Writing
1.
Show
the
ending
of
the
play
2.
The
play
isn’t
over.
Can
you
imagine
what
happened
next
While
Hansel
and
Gr
( http: / / www.21cnjy.com )etel
was
eating
the
house
,
they
heard
an
old
woman’s
voice
from
inside
The
house.
Then……_____________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
设计意图
1.
通过观看录像来调动他们视觉、听觉和记忆力来参与语言活动。
2.
故事的后续写作，鼓励
( http: / / www.21cnjy.com )学生发挥自己的想象力和主观能动性，无限激活学生的思维，具有趣味性、挑战性和创新性，可以使学生的学习过程充满灵感和智慧。
Homework
Finish
the
writing
above
.
Share
more
fair
tales
with
your
classmates
and
make
role
plays.
课堂达标练习
save,
kill
,
stepmother,
house,
lost,
piece,
forest
eat,
bread,
moon,
woman,
drop,
bird,
stone
Gretel
heard
that
the
( http: / / www.21cnjy.com )ir
__________
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.
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.
设计意图
1.
语篇填空题既可以增强学生对课文的理解，又可以加强对词汇的认知、理解和运用。
2.
为与中考题型接轨，设计成选词填空的形式
( http: / / www.21cnjy.com )，这样也降低了题目难度，使绝大多数的学生都能做对，让他们都享受到学有所获的成就感，从而对以后的英语学习越来越有兴趣，越来越有信心。 初三英语上册
Unit4
An
old
man
tried
to
move
the
mountains.
课后反思
各位老师，大家好！
我讲的是八年级上册第四单元Section
( http: / / www.21cnjy.com )B的阅读课《Hansel
and
Gretel》第二课时。本节课的教学重点是让学生识记并运用本课所学的短语、句型来更好地理解文章内容，并且根据人物对白总结情节要点。教学难点是根据文章内容进行情景表演并对故事结尾的进行续写。明确教学目标后，这堂课我主要采取了以任务型教学模式为主，以戏剧要素和学生合作为主线，通过创设良好的语言环境和提供大量的语言实践机会，让学生运用所学目标语言去完成各个任务。学生在完成任务过程中，通过自己的体验，感知，实践，参与和交流，形成语感，提高语言运用能力。
本堂课我运用超链接安排了三大板块，八个环节。
( http: / / www.21cnjy.com )三大板块是：1、深层阅读、体会人物心情2、情景表演、展现人物特点3、续写结局，发挥想象空间；八个环节是：情景导入—戏剧背景----戏剧开端---戏剧发展---戏剧高潮----戏剧总结
---戏剧表演----戏剧续写。三大板块，块块相接，紧密相连，八个环节环环紧扣，步步深入，将学生带入到戏剧情境中去。这样的安排有利于学生更好的理解文章结构，在心中形成“Mind
map”,
明确本节课要掌握的内容，做到有章可循，有的放矢。
导入部分，我将《Hansel
( http: / / www.21cnjy.com )and
Gretel》以图片的形式展示出来，并配以“故事复述”形式的语音材料，简短回顾了整体的故事情节。在课堂中，学生因为这些图片和语音材料迅速地兴奋起来，激发了他们再次阅读的欲望。
课堂中，我安排了Role
play活动，学生
( http: / / www.21cnjy.com )在这个活动中表演起来很快乐，尤其是看到有些同学自己设计了一些手势、动作，其他同学也迫不及待的想要尝试一下，学生课后还在小组间热烈的讨论着，因为他们太喜欢了。所以，兴趣才是最好的老师！遗憾的是，我在这个环节没有引导学生增加一些他们自己的语言衔接，比如说：When
stepmother
said:
“Here
is
some
bread,
Don’t
eat
it
until
you
get
to
the
forest!”
我在课后想到：如果学生在这里加上一句：
I
see.相信效果会更好。再比如：When
the
mother
said:
No,
you
can’t
go
out
!学生这里应该自然的小声接上一句：Oh,
it’s
too
bad!
在课堂最后的部分，我播放了
( http: / / www.21cnjy.com )故事的后续视频，让学生根据视频内容进行故事的后续写作。视频的后续内容形象生动、学生看的很开心，都跃跃欲试的要进行写作。这个活动充分调动了他们的视觉、听觉和记忆力来参与写作，使学生的学习过程充满灵感和智慧。只是，由于时间限制，学生只是听了一遍，部分的语句学生没有充分的理解，造成了写作时语句的匮乏、空洞。
在今后的英语教学中，我会本
( http: / / www.21cnjy.com )着“以学为主，当堂达标”的课改理念，“不断地完善、不断地探索、不断地创新”，将英语新课改与英语教学更有效地结合起来，旨在做到“让学生动起来，让课堂活起来，让效果好起来”。(共32张PPT)
There
are
five
parts
in
the
play.
They
are
:
the
setting
,
the
beginning
,
the
development
,
the
climax
(背景)
（开始）
（发展）
（高潮）
and
the
ending.
（结局）
Now
let’s
begin
our
play.
The
beginning
Scene
One—Scene
Two
The
climax
Scene
Seven—the
last
paragraph
The
ending
(play)
The
development
Scene
Three---Scene
Six
The
setting
戏剧背景
Hansel
and
Gretel
1.Weather
The
weather
was
___dry
_____
no
food
would
grow
.
2.Where
3.Who
Near
a
forest
4.What
The
stepmother
wanted
to
_____
the
kids,
and
Hansel
planned
to
_____
themselves.
Hansel
,Gretel,
stepmother,
and
father
so
that
kill
save
so
+
adj+
that“如此...以至于...”
What
do
you
think
of
their
stepmother
If
their
mother
didn’t
die
,
would
they
be
left
to
die
in
the
forest
I
think
they
wouldn’t
.
坏心肠，恶毒的
If
you
were
their
father,
what
would
you
say
Unless
you
left
the
children
to
die
in
the
forest,
the
whole
family
would
die.
如果你不当心，就会发生事故。
unless除非、如果不
=
if
not
Unless
you
take
more
care,
you’ll
have
an
accident.
=
If
you
don’t
take
more
care,
you’ll
have
an
accident.
I
think
she
was
malicious.
Hansel
and
Gretel
The
beginning
Scene
One-
Scene
Two
Hansel
planned
to
save
himself
and
his
sister.
Gretel’s
stepmother
planned
to
kill
them.
their
stepmother’s
plan
What
did
Hansel
do
that
night
He
went
outside
to
get
some
stones
in
the
moonlight
.
Can
you
understand
his
mood
Yes
,
I
can
.
I
think
he
was
very
sad.
but
at
the
same
time
he
was
strong(坚强).
And
he
was
very
clever.
How
did
he
feel
at
that
moment
心情
Their
father
asked
them
to
the
forest
to
get
wood.
Their
stepmother
gave
them
some
bread
and
told
them
not
to
eat
it
until
they
got
to
the
forest.
我完成作业才睡觉。
I
won’t
go
to
bed
until
I
have
finished
my
homework.
直到。。才。。
stones
Hansel’s
stepmother
_________________Hansel
and
his
sister.
Gretel
heard
that,
and
told
it
to
Hansel
.
Hansel
went
to
get
_______
_________________
before
he
went
to
bed
that
night.
The
next
day,
Their
father
asked____________
____________________________________________
Their
mother
gave
them
_________.
planned
to
kill
some
stones
Hansel
and
Gretel
to
go
to
the
forest
to
get
wood.
some
bread
Hansel
and
Gretel
The
development
Scene
Three-
Scene
Six
Do
you
know
what
those
stones
were
used
for
The
stones
were
used
for
showing
the
way
home.
我原想他会来的，但他却没有。
I
thought
he
would
come,
but
he
didn’t.
as
soon
as
一…
就…
thought...
本以为……
As
soon
as
the
moon
rises,
we
can
follow
them
instead.
月亮一升起来，我们可以跟着走。
We
thought
you
were
never
coming
back.
As
soon
as
you
wake
up,
you
must
go
to
the
forest
with
your
father.
Why
was
the
father
surprised
when
he
saw
the
children
How
did
their
stepmother
feel
about
when
they
came
back
How
do
you
like
Hansel
I
think
he
was
clever.
Can
you
understand
their
mood
now
Gretel
was
so
scared
that
she
couldn’t
help
crying.
He
was
worried
,too.
But
he
pretended
to
be
brave.
Never
mind！
Is
it
real
Hansel
_______________
as
they
walked.
Later
that
night,
they_____________
to
go
home
because
of
the
shining
moonlight.
Hansel
wanted
to
get
more
stones,
but
his
stepmother
did
not
_______________.
Hansel
had
no
stones,
so
he
dropped_______________.
But
the
birds
ate
them,
so
Hansel
and
Gretel________
_________
in
the
forest.
dropped
the
stones
let
him
go
out
pieces
of
bread
were
lost
followed
the
stones
Hansel
and
Gretel
The
climax
Scene
Seven-Last
paragraph
They
followed
a
bird
to
walk
until
they
saw_____________
________________Hansel
and
Gretel
was
so
_______that
they
decided
to____
____________________!
a
house
made
of
food
and
candy.
hungry
eat
the
house
Hansel
and
Gretel
stepmother
plan
the
first
time
the
second
time
Think
What
do
you
learn
from
the
story
Gretel’s
stepmother
planned
to
kill
them.
Hansel
had
a
plan
to
save
himself
and
his
sister.
(get
some
stones)
Let
them
go
with
their
father
to
the
forest
to
get
wood.
Hansel
dropped
white
stones
along
the
way
and
went
home.
Made
them
go
to
the
forest
with
their
father
again.
Dropped
pieces
of
bread.
Were
lost
.
found
a
house
made
of
bread,
cake
and
candy.
Whatever
we
meet,
we
should
be
brave
and
smart.
We
should
never
give
up
and
take
care
of
ourselves!
Do
you
like
to
be
in
the
play
Please
join
us!
Hansel
and
Gretel
Role
–play
Scene
one---seven
The
best
group
(
最佳剧组）:
The
best
actor
（最佳男演员）:
The
best
actress（最佳女演员）:
Let’s
play
a
game,
please
try
your
best
to
act
out.
The
play
isn’t
over.
Can
you
imagine
what
happened
next
When
they
were
eating
the
house
,
they
heard
an
old
woman’s
voice
from
inside
the
house.
Voice:
Who
is
that
Who
is
brave
enough
to
eat
my
house
Hansel
and
Gretel
The
ending
1.
What
did
the
witch
（女巫）do
with
Gretel
and
Hansel
2.
What
is
the
ending
When
Where
Why
What
writing
Who
Hansel
and
Gretel
Witch
The
candy
house
When
whey
are
eating…
A
few
days
later…
At
last…
The
witch..
Hansel
…..
Gretel…..
The
witch
wanted…
The
children
wanted….
While
Hansel
and
Gretel
was
eating
the
house
,they
heard
an
old
woman’s
voice
from
inside
the
house.
Then……
The
Best
Writing
(最佳编剧奖)
Show
time
机智勇敢的人
处处能取得胜利
1.
Finish
the
writing
above
.
2.
Share
more
fairy
tales
with
your
classmates
and
make
role
plays.初三英语上册
Unit4 An
old
man
tried
to
move
the
mountains.
评测练习
评测练习
一、单选
(
)
1.
As
soon
as
Joan
saw
David,
she
___________
him.
A.
fall
in
( http: / / www.21cnjy.com )love
with
B.
falls
in
love
with
C.
fell
in
love
with
D.
falling
in
love
with
(
)
2.
What
could
she
do
_______
working
hard.
A.
instead
B.
instead
of
C.
include
D.
including
(
)3.
Ther
( http: / / www.21cnjy.com )e
are
many
_____
to
a
story
and
many
____
to
understand
it.
A.
ways,
( http: / / www.21cnjy.com )sides
B.
sides,
ways
C.
way,
sides
D.
sides,
way
(
)4.
My
sister
has
a
sweet
____
and
she
wants
to
be
a
singer.
A.
sound
B.
shout
C.
noise
D.
voice
(
)5.
We
wanted
to
( http: / / www.21cnjy.com )stop
to
have
a
rest.
But
the
coach
ordered
us
to
keep
__________.
A.
moved
B.
to
move
C.
move
D.
moving
(
)6.
There
is
_______
in
the
newspaper.
Do
you
want
to
know
it
A.
new
somet
( http: / / www.21cnjy.com )hing
B.
new
anything
C.
something
new
D.
anything
new
(
)7.
The
( http: / / www.21cnjy.com )
lady
is
so
_____
and
she
believes
the
man
who
always
tells
lies.
A.
clever
B.
smart
C.
stupid
D.
intelligent.
(
)8.
She
is
____
young
_____
she
can’t
go
to
school.
A.
so,
that
B.
as,
as
C.
as,
such
D.
such,
that
(
)9.
You
won’t
catch
up
with
your
classmates
_____
you
work
hard.
A.
and
B.
of
C.
unless
D.
if
(
)10.
The
photo
reminded
me
____
the
life
of
the
countryside.
A.to
B.
of
C.
with
D.
on
二、短文填空(10分)
save,
kill
,
stepmother,
house,
lost,
piece,
forest
eat,
bread,
moon,
woman,
drop,
bird,
stone
Gretel
heard
( http: / / www.21cnjy.com )
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.
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.
