英语人教版八年级下册Hansel and Gretel

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人教版（英语）八年级第六单元第二章《糖果屋的故事》教学设计 Teaching Plan for Book 8 Unit 6 Section B Hansel and Gretel

基本信息

学 科 课题名称

英语

年 级

八年级

姓 名

张贵宁

Book 8 Unit 6 Section B Hansel and Gretel

一、学情分析（Analysis of the Students）

本文是格林童话《糖果屋的故事》话剧版的节选，就课文内容而言，大部分学生在其童年时代已经听过这个故事，对故事的情节非常熟悉；就语言能力而言，八年级学生已经掌握了本课需要使用的基本词汇、短语、句型。 This text is excerpted from “Hansel and Gretel”, which is one of the Grimms' Fairy Tales. For the content, most students heard the story in their childhood, and they remember it well. For the language skills, students from Grade Eight have learned enough of the words, phrases and sentence patterns so that they can express their ideas freely.

二、教学目标（Teaching Aims）

1.知识与技能(Knowledge and Skills)：

1.1. 让学生理解课文内容；Help the students to understand the text;

1.2. 让学生在理解课文内容的基础上，总结出文章大意；Based on the understanding of the text, get the students to summarize the main idea of the play;

1.3. 让学生通过把故事情节补全的方式，培养他们的创造思维。Develop the students’ imagination through assigning them to give an end to the play. 2.过程与方法(Procedure and Methods)：

让学生对课本已有的语言信息进行分析筛选→提炼总结→发散创造，从而形成英语复述及创造的综合运用能力。

Develop students’ integrated applying abilities to deal with the language information such as the abilities of analysis, selection, summarization and creation, etc. 3.情感与态度(Feeling and Attitude)：

能最大限度地激发学生参与课堂活动的热情；让学生从被动的理解剧情到自主设计故事结尾的课堂活动能充分调动学生参与讨论、发表观点的积极性。

The ending design can greatly stimulate students’ enthusiasm of participating in the class activities such as discussion and idea expressions and help them successfully get rid of the situation of understanding the text passively.

三、教学重点与难点(Important Points & Difficult Points)

教学重点：让学生运用已掌握的英语语言知识技能去完成课文理解及复述故事内容和创造故事结局。

Important points: let students use the language skills to understand the text and retell the story with a creative ending.

教学难点：学生按照教学预设的任务进行讨论，准确地表达自己的想法，并有条理地记录下来。

Difficult points: students can discuss according to the tasks assigned by the teacher and express their ideas and write them down correctly.

四、教学环境及资源(Teaching Environment & Resources)



1. 教学理论：读写任务教学法。Teaching theory: Reading-to-write tasks.

2. 教学环境：多媒体教学平台及智慧课堂系统。Teaching Environment: Multimedia platform & Intelligent classroom system.

3. 教学资源：与教学内容相关的图片及视频、学生自拍的视频。Teaching resources: pictures and videos.


relative to the text & videos made by students themselves.

五、教学过程(Teaching Steps)

1. 导入 (Lead-in)

通过本单元第一章讨论过的故事导入本课的格林童话《糖果屋的故事》。

Lead in the topic of “Hansel and Gretel”, which is one of the Grimms' Fairy Tales. 设计意图：童话故事可以诱发学生美好的童年回忆，从而激发其学习英语的兴趣。 Design purpose: Fairy tales can easily arouse the good memories of students’ childhood

2. 浏览课文（Skimming）

让学生观看根据文章内容拍摄的录像，完成课本47页2c的练习，练习通过选择题的形式发送到每台学生机上，要求学生在指定时间内完成并提交。（此环节借助智慧课堂模式中的“考试”功能，帮助教师即时掌握每个学生的答题情况。）

Let students watch the video made according to the text, and finish 2c on Page47. 2c Match each description below with the correct scene. A. The children get lost. B. The children wake up.

C. The children cannot 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. 设计意图：让学生在视频及音频的刺激中大致理解文章大意。

Design purpose: let students understand the main idea of the passage roughly through the video and audio.

3. 阅读理解 (Reading Comprehension)

让学生仔细阅读并理解文章，回答47页2d的问题。

Let students carefully read and understand the passage. Then answer the questions in 2d on Page 47. 2d Read the play again and answer the questions.

1. 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? 5. Why do Hansel and Gretel get lost the second time?

设计意图：帮助学生进一步了解故事内容，为下一环节的故事总结做准备。

Design purpose: help students to understand the text in details, so that they can further understand the story and

get ready for the next step.



4. 小组活动 (Group Work)

根据话剧内容用三到四句话总结文章大意，并要求学生在完成总结后拍照并把图片传输回教师用机，然后可以现场选取个别组的总结进行分享学习。（此任务借助智慧课堂模式的“文件收集”功能，帮助教师及时收集学生的小组作业并进行现场分享。）

Get students to make a short summary of the play in 3~4 sentences. When they finish, ask them to take a photo of their summary and ask send it back to the teacher so that the teacher can choose any of the summaries to share with all the students.

设计意图：培养学生总结文章的能力的同时让他们意识到分工合作的重要性。

Design purpose: develop students’ abilities to summarize the story. Meanwhile, get them to know the importance of co-operation.

5. 5. 调查（Survey）


重播学生投票并评出最佳小视频（课前布置学生根据课文现有内容自主编排结局并拍制而成），并现场投票产生最佳演员。（此环节借助智慧课堂模式中的“调查”功能让学生进行投票，能实时反馈学生的投票结果。）

Replay the video selected by the class shot before according to the teacher’s assignment and vote for the best actor or actress.

Who is the best actor / actress?

设计意图：教师给予了学生选举的自由后，他们除了需要关注的内容视频中的词汇和语法结构外，还会留意某些非语言因素，如：语气、表情、动作等对语言表达尤其是话剧所产生的相应效果。

Design purpose: When the teacher gives the freedom of selection to the students, they will not only pay attention to the words and grammar, but also some non-linguistic factors, such as speakers’ tone, facial expressions, actions and so on, which relatively affect the language, especially the play.



6. 作业 (Homework)

在原故事情节的基础上，给故事添加一个精彩（意外/有趣……）的结尾，写一个完整的故事。（60~70字） Rewrite the whole story with a wonderful (surprising / funny etc. ) ending in your own words (about 60~70 w). 设计意图：写作是学生书面语言输出的一种形式，是检验学生学习成效的一个重要依据。

Design purpose: writing is a way of students’ output and an important foundation to test students’ learning in class.

六、教学反思(Teaching Reflection)



本课以学生的读写任务为教学设计的依据，教师借助多媒体教学设备和智慧课堂系统能迅时了解每个学生在相应的课堂活动中实际的学习情况，这更有利于教师实时调整教学过程中课堂活动的难度。但智慧课堂模式下的教学必须有稳定的信息技术设备及系统作为支持，否则它将会对教学的进度造成影响。

Based on reading-to-write tasks, the teacher can promptly grasp the situation of every student’s result of their class activities through the multimedia platform and the intelligent classroom system, which helps the teacher adjust the difficulty of the teaching during the class. But the teaching helped with the intelligent classroom system depends much on the steady computer and information technology. Otherwise, it will influence the procedures of teaching.

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