Unit 6 Section B 2a - 2e 教学设计 2024-2025学年人教版英语八年级下册

新目标人教版Unit 6 Section B 2a - 2e教学设计 I. Teaching Aims 1. Knowledge Aims Students can master new words and phrases: stepmother, wife, husband, whole, scene, moonlight, shine, bright, ground, lead, voice, brave, shine bright, find one's way out, lead sb. to sp. For example, they can pronounce “stepmother” / stepm (r)/ correctly and use “lead sb. to sp.” in a sentence like “The guide led us to the beautiful garden.” Students can understand and use sentence structures: “As soon as you wake up, you must go to the forest with your father.” “Unless I do, we'll be lost.” “That bird’s song is so beautiful that we should follow it.” 2. Ability Aims Develop students' reading skills, such as skimming for the main idea, scanning for details, and inferring the characters' personalities from their words and actions. Enable students to retell the story of “Hansel and Gretel” in their own words and write a proper ending for the story. Improve students' acting skills by acting out a part of the play. 3. Emotional Aims Foster students' interest in Western fairy tales and cultures. Cultivate students' awareness of courage, wisdom, and calmness when facing difficulties. II. Teaching Key Points New vocabulary and expressions. Understanding the story of “Hansel and Gretel” and analyzing the detailed plots and characters' personalities. Using reading strategies to improve reading comprehension. III. Teaching Difficult Points Comprehending complex sentences related to the story, especially those with conjunctions like “as soon as”, “unless”, and “so... that...”. Writing a creative and reasonable ending for the story and acting out the play vividly. IV. Teaching Methods Communicative Teaching Method Task - based Teaching Method Cooperative Learning Method V. Teaching Aids Multimedia courseware Blackboard and chalk Props for acting (optional, like some fake bread and stones) VI. Teaching Procedures 1. Warming - up (5 minutes) Greet the students and start a conversation: “We have learned some Chinese legends. Now, do you know any famous Western fairy tales?” Invite several students to share the Western fairy tales they know, such as “Snow White” or “Cinderella”. Then, show a short video clip about a Western fairy tale (not “Hansel and Gretel” to keep the mystery) to arouse students' interest in fairy tales and lead to the following teaching steps smoothly. 2. Pre - reading (8 minutes) New words teaching: Show the word cards of “stepmother”, “wife”, “husband” etc. Pronounce them clearly and explain the meanings. For “stepmother”, say “A stepmother is the wife of one's father and not one's biological mother.” Let students repeat the words and make sentences with them. Do a word - guessing game. The teacher describes the meaning of a word, and students guess which word it is. 2a activity: Let students look at the pictures in 2a. Read the instructions to them: “Look at the pictures. Discuss with your partner what you think the story is about.” Give students a few minutes to discuss. Then ask some pairs to share their ideas. This activity helps students predict the story and get ready for reading. 3. While - reading (18 minutes) Fast - reading (Skimming) Give students 3 minutes to read the play “Hansel and Gretel” quickly. Then ask them to answer the question: “What is the main idea of the story?” Students may answer that it's about two children, Hansel and Gretel, who are in danger in the forest and try to find their way out. Check the answer and explain how to get the main idea by looking at the title, the first and last scenes, and the characters' names. Careful - reading (Scanning) Do 2b. Ask students to read the play again carefully and answer the questions. For example, “Why did the wife tell her husband to leave the children in the forest?” “What did Hansel do to find their way back?” After they finish, check the answers. Explain some difficult sentences, such as “As soon as you wake up, you must go to the forest with your father.” Analyze the usage of “as soon as” (indicating two actions happening one after another immediately). Do 2c. Students read the play and fill in the chart about the steps of Hansel and Gretel's plan. Then check the answers and let students explain how they found the information, which helps them practice the scanning strategy. 4. Post - reading (10 minutes) Group discussion: Divide students into groups of four. Pose the question: “What do you think of Hansel and Gretel? What can we learn from them?” Give each group 5 minutes to discuss. Group report: Each group selects a representative to report their discussion results to the class. Encourage other groups to ask questions or make comments. This activity can enhance students' speaking and thinking abilities. 5. Language points explanation (10 minutes) Write some important language points on the blackboard: “as soon as”引导时间状语从句,表示“一……就……”。例如,“As soon as I get home, I will do my homework.” “unless”引导条件状语从句,相当于“if... not”,表示“除非;如果不”。“You won't pass the exam unless you study hard.” “so... that...”引导结果状语从句,表示“如此……以至于……”。“He is so tired that he can't walk anymore.” Do some exercises on the PPT to help students practice these language points. For example: I will call you as soon as I _ (arrive) there. (arrive) You can't go out to play _ (unless) you finish your homework. The book is so interesting _ (that) I can't put it down. 6. Writing (10 minutes) Guide students to write a possible ending for the story of “Hansel and Gretel”. First, show them some tips on the PPT: Think about what might happen when they meet the old woman in the house. Consider how they can get out of danger. Use the new words and sentence structures we have learned. Give students 8 minutes to write. Walk around and offer help with grammar, spelling, or ideas. After students finish writing, ask them to exchange their writings with their partners and give each other some suggestions. Then each student can revise their own writing according to the suggestions. 7. Acting (10 minutes) Divide students into groups of 4 - 5. Each group selects a scene from the play to act out. They can use simple props if they like. Give students 5 minutes to practice. Walk around to offer acting advice, such as how to use body language and voices to show the characters' emotions. Then, each group takes turns to act out their scenes in front of the class. Other students watch and can give comments on their performances, like how well they showed the characters and how clearly they spoke the lines. 8. Summary (3 minutes) Summarize the new words, phrases, key sentences, and the main content of the story. Write important points on the blackboard, such as the new words, the usage of conjunctions, the main plot of the story, and the key points of writing and acting. Ask students if they have any questions. Answer their questions and clarify misunderstandings. 9. Homework (2 minutes) Ask students to rewrite their endings neatly and hand them in next class. Let students find another Western fairy tale and prepare to share its main idea in the next class. VII. Teaching Reflection After this class, students should have a better understanding of the story, master relevant vocabulary and sentence patterns, and improve their reading, writing, and acting abilities. However, some students may still have trouble using conjunctions correctly, writing creative endings, and acting vividly. In future teaching, more targeted exercises and real - life examples should be provided. During group activities, some students may not be actively involved. Teachers need to encourage them to participate more and create a more cooperative learning environment. 1 学科网(北京)股份有限公司 $$