2017-2018瀛﹀勾绉嬪唨鏁欑増鍒濅腑鑻辫��涔濆勾绾ц嫳璇�涓奤nit4鏁欏�︽�?- 鐧惧害鏂囧簱

问题导入新课,锻炼学生的口语交际能力,通过小组合作探究,找出本课的重点短语及重点句型,共同解决疑难。

教师在课前设计教学PPT,准备录音机和磁带,多媒体等。

StepⅠ.Leadin

Leadingin 【情景1】

T:Hello,boysandgirls.Pleaselookatthescreen.Thesearetwopicturesaboutastory.Doyouknowthisstory?(TheteachershowstwopicturesonPPT).

Ss:Yes.It’sabout“TheWoodcutterandtheAxe”.

T:OK.Todaywe’lllearnthisfable.Nowlet’sbeginourclass.

[设计意图] 教师通过展示两幅与本课有关的图片,直接导入本课话题,为下文的学习做好铺垫。 Leadingin 【情景2】

T:Goodmorning/afternoon,class.Todaywe’lllearnafable.Afableisashortstorythatusuallyhasanimalsascharactersorsomesortsofsupernatural(unreal)elementsthathaveamoral.Doyoulikereadingfairytales? Ss:Yes.

T:Doyouknowanyfamousfairytales?Whichones? S:Yes,Ido.Cinderella.

T:OK,todaywe’lllearnmoreaboutfairytales.

[设计意图] 教师通过询问学生感兴趣的问题导入新课,调动学生的学习积极性。

StepⅡ.Presentation

TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone.

[设计意图] 教师以PPT的形式呈现本课中出现的生词,很直观地展示给学生,为下面的课文学习做好充分准备。

StepⅢ.Reading

1.Readthetextaloud.

Letstudentsreadthetextafterthevideo.Monitorstudents’pronunciationandcomprehension. [设计意图] 让学生大声朗读课文,跟着录音模仿,培养学生的语感。 2.Scanreading.

21

T:Boysandgirls,it’sourreadingtime.Pleasereadquicklyandfindtheanswerstothefollowingquestions.Andthenyoucandiscussinyourgroups.Iwillgiveyouthreeminutes.(ShowLet’sDoIt!No.1onPPT) Readthelessonandanswerthequestions.

(1)Whathappenedtothewoodcutterwhenhewascuttingwoodbesidealake? (2)Whoappearedasthewoodcuttercried? (3)Howdidthewoodcuttergetbackhisoldaxe?

(4)Whydidthespiritgivethewoodcuttertheothertwoaxesaspresents? 【Keys】 (1)Helosthisaxeinthewater. (2)Aspiritappeared. (3)Thespiritdoveintothelakeandbroughtbackhisaxe.

(4)Becausethespiritwassohappywiththewoodcutter’shonesty.

[设计意图] 学生快速阅读课文提取文章大意,找出问题的答案。问题较简单,大部分同学都能回答出来,增强了学生的自信心。 3.Carefulreading.

T:Welldone!Boysandgirls!Nowthistime,I’llmaketheexercisealittlemoredifficult.

Readthelessonagain.Thinkaboutthespiritandthewoodcutter.Matcheachpersonwiththewordsthatdescribethem.

helpful clever honest foolish

warm-hearted dishonest kind poor 【Keys】 Thewoodcutter—honest,poor Thespirit—helpful,warm-hearted,kind [设计意图] 细读可以对课文的内容有更进一步的理解,加深对文章内容的把握。 4.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·makeone’sliving ·diveinto? ·getback ·feelsorryfor ·comeupwith ·bringback Mainsentences:

·Oneday,whenhewascuttingwoodbesidealake,helosthisaxeinthewater. ·Ashecried,aspiritappeared. ·Sheaskedthemanwhatwaswrong.

·Themanlookedatthegoldaxe,knowingitwasn’this.

·Becausehewashonest,headmittedtothespiritthatitwasn’thisaxe. ·Thespiritwentdownathirdtimeandreturnedwiththewoodcutter’soldaxe.

22

·Honestytrulyisthebestpolicy.

·Thespiritwassohappywiththewoodcutter’shonestythatshegavehimtheothertwoaxesaspresents.

☆教材解读☆ 1.Oneday,whenhewascuttingwoodbesidealake,helosthisaxeinthewater. 本句为过去进行时态,句子结构为“was/were+doing”,表示“过去某一时刻正在发生的事情”。 2.Thewaterwasdeep,andhecouldnotgethisaxeback. 本句中的get?back意为“找回,取回,恢复”,也可用getbacksth.结构。 3.Hehadonlyoneaxe,andheneededittomakehisliving. make/earnone’s/aliving意为“谋生”。 4.Ashecried,aspiritappeared. while和as引导的时间状语从句的谓语是延续性动词;when引导的时间状语从句的谓语既可以是延续性动词,也可以是非延续性动词。 5.Sheaskedthemanwhatwaswrong. asked后是what引导的宾语从句,作其宾语。 6.Shelistenedtothewoodcutterandfeltsorryforhim. feelsorryfor意为“对??感到抱歉、遗憾、后悔”,后加名词、代词、动名词作介词for的宾语。 7.Suddenlyshecameupwithagreatidea. comeupwith意为“找到,想出”,没有被动语态。 8.Thespiritdoveintothelakeandbroughtbackagoldaxe. ◆dove是dive的过去式。diveinto意为“投入,潜入”,dive意为“潜水,跳水”。 ◆bringback意为“带回,还回,使记起”。 9.Themanlookedatthegoldaxe,knowingitwasn’this. 本句中的knowingitwasn’this是现在分词短语作状语,表示伴随状况。 10.Becausehewashonest,headmittedtothespiritthatitwasn’thisaxe. admit意为“准许进入,承认”,其过去式为admitted。admittosb.that?意为“向某人承认??”。 11.Thespiritwentdownathirdtimeandreturnedwiththewoodcutter’soldaxe. athirdtime意为“又一次”,强调继前两次之后的“又一次”,不表示次序。 【注意】 (1)“不定冠词+序数词”表示相对前一个而言的“又一,再一”。 (2)“定冠词+序数词”表示按顺序排列的“第??”。 12.Thespiritwassohappywiththewoodcutter’shonestythatshegavehimtheothertwoaxesaspresents. 本句为“so?that”句型,意为“如此??以致??”,常引导结果状语从句。so后接形容词或副词,此句型可以转换成简单句,即可转换为“?enoughto?”或“too?to?”句型。 13.Honestytrulyisthebestpolicy. honesty是honest的名词形式,意为“诚实”;dishonest为honest的反义词,意为“不诚实的”。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,让学生能够抓住重点,善于归纳。

StepⅣ.Groupwork

1.ShowLet’sDoIt!No.4onPPT.

Workingroupstolearnmoreaboutfables.Youcandooneofthefollowingtasks: ·FindtherestofthefableontheInternet.Actitout.

·Findanotherfableandactitout.YoucansearchontheInternetorlookinbooks.Don’tforgettofindthemoralinyourfable.

23

2.StudentswillneedInternetaccessorresearchmaterialstocompletethistask.Dividetheclassintogroupstofindafabletheycanpresent.

3.Studentsshouldconsiderwhatelementsaboutthestorymakeitafable,discusswhatthemoralofthefableis,andpracticeactingoutthefableintheirownwords.

4.Askeachgrouptoactouttheirfablefortheclassandthenasktheclasstheirquestions. [设计意图] 培养学生的思考能力和表演能力。

StepⅤ.Practice

Ⅰ.ShowLet’sDoIt!No.3.

Fillintheblankswiththecorrectformsofthewordsorphrasesinthebox. silver,admit,makeone’sliving,comeupwith,diveinto 1.He tohisparentsthathebrokethewindow.Theywerehappywithhishonesty. 2.Thatoldladyisverypoor.She bysellingnewspapers. 3.I’mafraidto theswimmingpool. 4.He afunwaytolearnmaths. 5.Sheworea chainaroundherneck. Ⅱ.用所给词的适当形式填空

1.Studentslikereading (fable).

2.We (dive)intotherivertocooloffjustnow.

3.Icouldn’t (admit)tomyparentsthatIfoundthecoursedifficult. 4.The (spirit)wantstohelpthepoorman.

5.Sheisfollowingherusual (policy)ofignoringalloffersofhelp. Ⅲ.单项填空

1.Longago,they here.

A.live B.living C.lived D.tolive 2.Ifeltsorry hisbadcold. A.for B.to C.of D.from 3.Pleaseread secondtime. A.an B.a C.the D./

4.Scientistsaretryingtheirbestto waystotreattheterriblediseasecalledH7N9. A.comeupwith B.lookforwardto C.talkabout D.giveup

5.Itwas lovelyweather wedecidedtospendthedayonthebeach. A.sucha,that B.such,that C.such,as D.so,that

【Keys】 Ⅰ.1.admitted 2.makesherliving 3.diveinto 4.cameupwith 5.silver Ⅱ.1.fables 2.dived/dove 3.admit 4.spirit 5.policy Ⅲ.1.C 2.A 3.B 4.A 5.B

[设计意图] 掌握本课的重点短语和句子之后,做词汇与短语、句型练习,有效巩固本课所学知识。

StepⅥ.Summary

Inthisclass,we’velearntafableofthewoodcutter.Wehaveknownthatitisimportanttobehonest. [设计意图] 给学生以总结,让学生明确这节课的学习内容。

StepⅦ.Homework

24