《Lesson21TheFableoftheWoodcutter课件》初中英语冀教版九年级全一册_1.pptVIP

《Lesson21TheFableoftheWoodcutter课件》初中英语冀教版九年级全一册_1.ppt

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《Lesson21TheFableoftheWoodcutter课件》初中英语冀教版九年级全一册_1

Show several pictures on PPT and ask the students to name them. * Lesson21 The Fable of the Woodcutter Appreciation of the Farmer and the Snake Do you know what a fable is? A fable is a fictional story about animals, plants, forces of nature, etc. It always has a moral lesson. What is a moral? A moral teaches about right and wrong and good and bad . 寓言 寓言,就是说把道理赋予一个故事, 用平实的语言表达深刻的道理寓言是什么? 照字面来解释,就是“寓意于言”。 一个人想要把自己认为正确的道理,说给别人听的时候, 就编一个具体形象的小故事,让听的人从故事里体会道理。 这故事就叫寓言。 寓言成为一种独立的文学体裁(样式),比小说剧本都早。 早在二千多年前,印度就有《五卷书》(有的学者认为它是最早的寓言集子), 希腊有《伊索寓言》,我国先秦诸子文集中都有丰富精湛的寓言。 Try to help the shoots grow by pulling the... self-controduction Leave well alone or glid the lily the wolf and the lamb carve a gunwale of a moving boat the crow drinks water the race between Hare and Tortoise be like a frog at the bottom of a well wait every day under the tree, in the hope... the boy who cried wolf Skimming. Part 1.Read the lesson and answer the questions. 1.What happened to the woodcutter when he was cutting wood beside a lake? 2.Who appeared as the woodcutter cried? 3.How did the woodcutter get back his old axe? 4.Why did the spirit give the woodcutter the other two axes as presents? Part2. Read the lesson again and write true(T) or false(F). 1. The woodcutter needed three axes to make a living.( ) 2. She listened to the woodcutter and felt sorry for him.( ) 3. She wanted to help the woodcutter. So she suddenly thought of a great idea.( ) 4. The spirit dove into the water and brought the woodcutter’s old axe back for the first time.( ) 5.Once again , the woodcutter said that was not his axe when the silver one was shown.( ) 6. Honesty truly is the best policy.( ) 设计意图:1.Train skill of skimming. 2. Get the students to read the whole text and get the general idea. 3.Enable the students to understand and grasp the important vocabulary by reading. Scanning. Read the lesson again .

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