1、The Three Little Pigs,Chapter 3 Fairy Tale,The Three Little Pigs,1) read and analysis “three little pigs”: 30 minutes 2) rewrite the story of “three little pigs”: 50 minutes 3) bilingual teaching project case study:50 minutes 4) teaching by using the story “three little pigs”: 70 minutes,Read and an
2、alysis “Three little pigs”:,possible new words:,fair展览会,市集 butter churn搅乳器.barrel roundabout. 旋转木马,Annotations,1. Three little pigs: This story uses the classic number three found in many fairy tales. Most variations of the tale also employ three animals. In this version, and most versions of the ta
3、le, the pigs are not named. One notable exception is the tale recorded by Andrew Lang in his Green Fairy Book. In his Three Little Pigs, the pigs have names and a birth order: “The eldest of the little pigs was called Browny, the second Whitey, and the youngest and best looking Blacky.“ In Langs ver
4、sion, the youngest pig is the smartest and most industrious indstris a. 勤劳的,勤奋的. This is in contrast to many modern interpretations which often portray the oldest pig as the smartest and most industrious.,The number and/or pattern of three often appear in fairy tales to provide rhythm and suspense n
5、. 悬疑,焦虑,悬念. The pattern adds drama and suspense while making the story easy to remember and follow. The third event often signals a change and/or ending for the listener/reader. A third time also disallows coincidence such as two repetitive events would suggest. The reasons and theories behind three
6、s popularity are numerous and diverse. The number has been considered powerful across history in different cultures and religions, but not all of them. considered three to be the perfect number because it represented everything: the beginning, middle, and end. Some cultures have different powerful n
7、umbers, often favoring seven, four and twelve.,Christians have the Trinity, the Chinese have the Great Triad (man, heaven, earth), and the Buddhists have the Triple Jewel (Buddha, Dharma戒条, Sanga). The Greeks had the Three Fates. Pythagoras毕达哥拉斯的哲学思想受到俄耳浦斯的影响，具有一些神秘主义因素。他认为社会中有三类人，而灵魂属于轮回的结果。 （但同时从毕
8、达哥拉斯开始，希腊哲学开始产生了数学的传统。毕达哥拉斯曾用数学研究乐律，而由此所产生的“和谐”的概念也对以后古希腊的哲学家有重大影响。毕达哥拉斯还是在西方第一个发现勾股定理（在西方又称毕达哥拉斯定理，Pythagoras Theorem）的人。 在宇宙论方面，毕达哥拉斯结合了米利都学派以及自己有关数的理论。他认为存在着许多但有限个世界，并坚持大地是圆形的，不过则抛弃了米利都学派的地心说。 毕达哥拉斯对数学的研究还产生了后来的理念论和共相论。即有了可理喻的东西与可感知的东西的区别，可理喻的东西是完美的、永恒的，而可感知的东西则是有缺陷的。这个思想被柏拉图发扬光大，并从此一直支配着哲学及神学思想。
9、）,2. Seek their fortune: Fairy tale characters, especially the male characters, leave home to seek their fortune at the beginning of fairy tales. In other words, the characters are leaving their families and homes behind in hopes of earning their own livings as adults for the first time. Many fairy
10、tales are coming of age stories. 3. A bundle of straw: Straw is a plant fiber, usually stalks of certain species of grain, used for making baskets and hats or as animal fodder (WordNet). In the past straw was also used to refer to nothing proverbially worthless; the least possible thing; a mere trif
11、le. Geoffrey Chaucer (ca.1343-1400) once wrote: “I set not a straw by thy dreamings.“ Straw is often a key ingredient ingri:dint n. 成分,因素in brick making, the substance which stands up against the wolfs attack.,4. To build a house: Shelter, along with food and clothing, is one of the basic needs for
12、survival. The pigs require adequate shelter from the elements and more importantly predators predt食肉动物as the story will show. 5. Wolf: The wolf is a common fairy tale villain viln坏人, perhaps most famous for this tale and Little Red Riding Hood. Other versions of the tale offer other animals as the p
13、redator with a fox as the second most popular choice.,While Disney has influenced the continuing popularity of several fairy tales, its influence on The Three Little Pigs is perhaps one of the strongest. While the pigs were not the stars of a feature length film, they were given their own cartoon sh
14、ort in 1933 as part of Disneys Silly Symphonies simfni. The cartoon predates在日期上早于 the earliest Disney full-length fairy tale film, Snow White, by a few years. The cartoon, which included the song “Whos Afraid of the Big Bad Wolf?,“ became a success during the Depression, inspired people to overcome
15、 the “wolves“ in their lives-poverty, starvation, unemployment, etc. The wolf also figures prominently显著地in other parts of British folklore民俗学, such as the traditional childrens game, “Whats the Time, Mr. Wolf?“,Whos Afraid of the Big Bad Wolf?,From: Three Little Pigs Music: Frank Churchill Lyrics:
16、Frank Churchill and Ann Ronell Whos afraid of the big bad wolf Big bad wolf, big bad wolf? Whos afraid of the big bad wolf? Tra la la la la Whos afraid of the big bad wolf Big bad wolf, big bad wolf? Whos afraid of the big bad wolf? Tra la la la la,6. Knocked at the door: The knocking at the door ad
17、ds a bit of comedy. The wolf is essentially knocking to be admitted to eat the pig in its own home. 7. Little pig, little pig, let me come in: The following dialogue between the wolf and the pigs is repeated three times and it is the most popular element of the story. The lines, or similar versions,
18、 have become part of popular culture in many societies, referenced in advertising, humor, and other mediums. The lines can be used to encourage audience participation.,8. No, no, by the hair of my chinny chin chin: The first two pigs may be foolish about their building materials, but they know a mor
19、tal致命的threat when they see it. They do not intend to become the wolfs next meal voluntarily. In the endnotes for this tale in English Fairy Tales, Joseph Jacobs writes: “As little pigs do not have hair on their chinny chin-chins, I suspect that they were originally kids, who have. This would bring t
20、he tale close to the Grimms Wolf and Seven Little Kids“ (Jacobs 1890). 9. Then Ill huff, and Ill puff, and Ill blow your house in: The modern classic, The True Story of the Three Little Pigs by Jon Scieszka explains the huffing and puffing as the wolfs affliction痛苦with a cold.,10. Ate up the little
21、pig: In the earliest versions of the tale, the pigs pay for their ignorance无知 and laziness with their lives. Later versions often spare the pigs lives. Either they run away to stay with the pig in t he brick house or they are cut from the belly of the wolf at the end of the story, similar to some ve
22、rsions of Little Red Riding Hood. In Andrew Langs version, the youngest pig rescues his brothers from where they are captured抓取 after defeating the wolf.,11. A bundle捆,束of furze: Furze金雀花is a “very spiny尽是尖刺的and dense密集的evergreen shrub with fragrant golden-yellow flowers; common throughout western E
23、urope,“ especially Great Britain (WordNet). Most modern versions of the tale replace furze with sticks or twigs. 12. A load of bricks: A brick is a “rectangular block of clay baked by the sun or in a kiln kiln窑; used as a building or paving material“,13. Well, he huffed, and he puffed, and he huffed
24、 and he puffed, and he puffed and huffed; but he could not get the house down: The wolfs huffing and puffing provides suspense and/or comedy depending on how the story is presented. This scene is usually comical in illustrated and animated versions of the tale. 14. Little pig, I know where there is
25、a nice field of turnips: Many later versions of the tale skip this section of the story. The story is then resumed摘要叙述with the wolf climbing down the chimney. Note that the wolf is using two of the pigs elemental needs for survival to try to catch him, first his home and then his food.,15. I have be
26、en and come back again, and got a nice potful for dinner: This pig is a trickster. He continually outsmarts the wolf and thus saves his own life. He continually outsmarts the wolf in their next encounters, mostly with ingenuity .indinju:iti智巧but with a little bit of luck added. 16. Apple tree: Pigs
27、are often cooked whole and served with an apple in their mouths. Perhaps the wolf has visions of a similar meal.,17. Shanklin: There is a small town of Shanklin on the Isle of Wight. The poets Henry Wadsworth Longfellow and John Keats both loved the town and found inspiration in its scenic setting.
28、We do not know why Shanklin is referenced in the story and if this particular Shanklin is the intended town. 18. This afternoon: Their previous two appointments have been in the early morning. Note the wolfs reluctance to wait yet another day for his meal. Perhaps he hopes moving their next meeting
29、to an earlier time will prevent the pig from outsmarting him.,19. A butter-churn: A butter churn is a vessel容器in which milk or cream is stirred, beaten, or otherwise agitated使.摇动 (as by a plunging倒转or revolving旋转的dasher搅拌装置) in order to separate the oily globulesglbju:l 小球体from the other parts, and
30、obtain butter (New Lexicon Websters Dictionary).,21 Get down the chimney: This wolf is not Santa Claus. He is not welcome in the pigs house and is not smart enough to anticipate预期,占先a warm reception of a different kind. 22 A blazing fire: In times past before stoves and central heating, fireplaces a
31、nd chimneys were used for cooking food in most homes, not just for warmth. 23. Ate him for supper: Pigs are not very discerning有见识的in their eating. The irony of this story is that the pig ends up eating the wolf. The prey eats the predator which is not the normal order of life. However, the story se
32、rves as inspiration to the underdog牺牲者,受害者,输家.24. Lived happy ever afterwards: Happily ever after belongs to the pig with wits and industry. The wolf and the other two pigs, however, are dead and will not be living happily ever after in fairy tale fashion.,Rewriting,Which parts of the story should b
33、e kept? Which parts of the story should be changed? How long do you think this story can be？,Bilingual teaching project case study,Day 1 Prior Knowledge: Present students with some real straw, a few sticks, and a real brick. Let students touch each material and discuss its texture结构,质地, weight, stur
34、diness强健,坚固 , etc. Encourage students to tell you what they already know about the story. New Story: Show the cover and talk about what the pigs are holding and where they appear to be; highlight some key words Read aloud for enjoyment and to see if this version of The Three Little Pigs is like the
35、one the students remember.,Day 2 Story: Review the story, having students work together to sequence pictures from the story to show what happened first, second, third, next, etc.; Introduce the retelling chart (below) showing the repetitive words that the pigs and the wolf used in the story;,Reread
36、the story- Shared Reading (letting students join in on the repetitive wording, pointing to the retelling chart); Generate a discussion regarding the characters, the problem , and the solution in this story by asking questions, such as the following. Why did the three pigs leave their mother? Why was
37、 the wolf able to blow down the first two pigs homes? How do you think the first two little pigs felt when the wolf came knocking on their doors? How would you have felt? How do you think the third little pig felt when the wolf came to his house? Why couldnt the wolf blow down the third little pigs
38、house? The wolf couldnt blow down the brick house, but the third little pig still had a problem. Who can tell us what that was? Why do you think the third pig was able to trick the wolf so many times? How would the story be different if the wolf was not a hungry wolf?play.doc How would the story be
39、different if all the little pigs had taken the time to build a brick house?,Day 3 Story: Reread-Shared Reading (letting students join in on the repetitive wording, pointing to the retelling chart.) Discuss aspects of both The Three Little Pigs that could be real and those that are fictional. Introdu
40、ce some facts about pigs (body parts, piglets, characteristics, sounds, eating habits, where they live, how they are used to help people),Day 4Have students state/review some of the facts that they learned about real pigs. Story: Encourage students to orally retell the story of The Three Little Pigs
41、, stressing the concept of first, second, etc.; Have students act out the story. You will need three pigs, one mother pig, one wolf, three peddlers, and one person to point to the retelling chart sentences containing the repetitive words.,Day 5 Companion Story: Introduce the companion nursery rhyme
42、To Market, To Market (discussing the term market); Read aloud; Reread (echo read). (pausing for the rhyming words jig and jog); Explain to students that you have pictures that rhyme with either pig and jig or hog and jog. Have students sort the word family -ig and -og picture cards; Story: Have a se
43、cond set of students act out the story (similar to yesterday).,To market, to market by Mother Goose To market, to market, to buy a fat pig, Home again, home again, dancing a jig;快步舞 To market, to market, to buy a fat hog;猪 Home again, home again, jiggety-jog;漫步 To market, to market, to buy a plum bu
44、n, Home again, home again, market is done.Alternate version: To market, to market, to buy a fat pig; Home again, home again, dancing a jig. To market, to market, to buy a fat hog; Home again, home again, jiggety-jog.,Five Little Pigs (Tune is “Five Little Ducks Went Out to Play“) Five little pigs ro
45、lled in the mud- Squishy, squashy felt so good. The farmer took one piggy out. “Oink, oink, oink“ the pig did shout! Count down until- No little pigs rolled in the mud. They all looked so clean and good. The farmer turned his back and then, Those pigs rolled in the mud again.,Possible Cross Curricul
46、ar Connections,Art: 1) Make pink paper pigs 2) Create play dough pigs 3) Experiment with straw paint blowing,Math: 1) Focus on ordinal positions (first, second, third, etc.) 2) Sing/act out Ten Pink Piglets or manipulate the pigs on the poem chart (below) Music/Movement http:/ Listen to the story at
47、 the listening center and use flannel法兰绒 characters to retell 2) Make stick or stand up puppets for retelling at home 3) Make a Three Little Pigs Mural壁画 with interactive writing,Science: 1) Perform blowing/air experiments 2) Learn about real pigs (characteristics, where live, what eat, etc.) Social
48、 Studies: 1) Learn about various types of homes/shelters 2) Make a collage of wants versus对抗 needs,assignment,Design and Perform the 5 days project. Design and Perform “Possible Cross Curricular Connections” Group 6day 1 Group 5day 2 Group 4day 3 Group 3day 4 Group 2day 5 Group 1Possible Cross Curricular Connections,Thank You,Bye-bye,
