Lesson 18 The Magic Stone 教案

Lesson18：The?Magic?Stone
教学目标?
知识与技能目标：?
学生能在图片和老师的帮助下，理解故事内容，读懂故事；?
学生能在图片和老师的帮助下，正确的朗读故事；?
学生能借助板书，图片等的帮助下，简单的表演故事。?
过程与方法：?????
通过故事伊始预测的方式预测内容，吸引孩子们的兴趣。结合故事教学内容，通过让学生回答问题，填空，跟读和表演的方式学习故事内容。发展学生的寻读、细读等阅读策略，激发孩子们的阅读欲望。?
情感态度和价值观：?????
通过本课学习，进一步激发学生英语学习的浓厚兴趣，同时激发学生的阅读欲望。通过故事，让学生感受乐于助人，大家共同克服困难的快乐！?

教学重难点：?
教学重点：学生能在图片、板书及老师的帮助下，理解、读懂故事内容，并能用正确的语音语调朗读故事。?
教学难点：学会一定的阅读方法并在图片、老师的帮助下表演故事。
教学准备：?
多媒体课件，故事图片及人物头饰，故事相关的文字卡片?
教学过程：?
StepⅠ:?Warming-up?1、Greetings:?T：Hello，class.?S：Hello，MissCui.?T：How?are?you??S：I’m?fine,?thanks.?And?you??
T：I’m?very?well,?thank?you.?Nice?to?meet?you?.?
S：Nice?to?meet?you,?too.?
（设计意图：课前师生的亲切交流，既可以稳定学生的情绪，集中注意力，又能制造轻松愉悦的课堂氛围）?
Leading-?in：?T：I’m?hungry.?Are?you?hungry??
（教师做出饥饿状）?
S:?Yes.?T:?I?have?a?magic?box.?There?are?many?delicious?food?in?the?box.?Do?you?want?to?open?it??教师利用多媒体出示一个宝箱?
S:?Yes.?T:?If?we?want?to?open?the?box,?we?must?use?this?stone.?
S:?Stone.?
T:?It?has?magic.?We?call?it?“the?magic?stone”?
S:?The?magic?stone?
T:?Good!??The?magic?stone?（板书课题）?
（设计意图：抓住孩子们对于事物充满好奇的心理，告诉孩子打开盛满美味食物的宝箱必须用神奇的石头，很自然的、开门见山的引出课题，为下面的故事学习做好了铺垫。）?
StepⅡ:Pre-Reading?Activities?
T:?Well?done!?I?use?the?magic?stone?to?open?the?box.?You?say?magic?stone,?three?times,?the?box?will?open.?Look,?what’s?in?the?box??（课件出示各种以前学过的美味食物）?
Ss:?Magic?stone,?magic?stone,?magic?stone?
S：fish??noodles??chicken??vegetables??soup??fruit??dumplings??rice??egg??milk?(学生们依次快速说出学过的食物词汇)?
T:?Good！My?magic?stone?makes?fish,?noodles...??Read?after?me?“makes”(做)?
S：makes?T:?If?you?have?a?magic?stone,?what?can?it?make??
S1:?It?makes?rice.?......?
T：（设计意图：通过对已有知识的再现，及在较为真实的语境中对“makes”一词的处理，为下面的读中学习活动做好了铺垫，并扫除了文本障碍。）?
StepⅢ：While-Reading?Activities?
T：Today?I?bring?you?a?story.?This?story?is?about?another?magic?stone.?What?can?this?magic?stone?make???Let’s?listen?to?the?story?and?answer?the?questions.?What?does?the?magic?stone?make?图3?（设计意图：采用通读策略让学生快速的在短时间内获取文本关键信息。）?
T：Check?out?the?answers.?Look?at?picture1,?What’s?happening???How?do?the?old?man?and?woman?feel??Why??S:?hungry?and?sad;????There?is?no?food.?T:?Who?comes??What’s?in?his?hand??
T：?What?does?the?boy?tell?to?the?old?woman??Let’s?listen?picture3-4.?
（教师播放3-4，让学生跟读，注意语音语调，同时处理“use”）?
（设计意图：通过听录音，关注语音语调，体会人物的内心情感，并在语境中理解“use”扫除文本障碍）?
T:?Can?you?tell?me?what?do?they?say??
Ss：What’s?a?magic?stone??It?makes?soup.?May?I?use?it??Sure.
T:??Now?let’s?read?in?pairs.??Boys?are?A.?Girs?are?B.Read?in?pairs.?
T:?Let’s?have?a?look?together.?What?do?they?do?with?the?stone？?Read?picture?5-6,?then?try?to?match?and?fill?in?the?blanks.?
（设计意图：学生默读细读文本，找出邻居们拥有的食物，培养孩子们的阅读策略，同时通过填空方式检测孩子们对文本的理解程度）?
T:?If?you?are?their?friends,?what?do?you?have?to?make?the?soup??S；maybe?egg、meat?...?
T:?Wow，?so?many?delicious?food.?Now?the?soup?is?ready.?Ready(准备好了)?
S:?ready?T:?Do?they?like?it??Let’s?read?Picture7.??Who?can?read?it??(播放picture7)?
（设计意图:?在语境中感受ready，并跟读，再次感受人物情感，为下面的表演做准备）?
T：Now?they?are?not?hungry，they?are?full.?How?do?they?feel???Does?the?stone?really?have?magic??What?is?the?magic？Read?picture?8.?
（设计意图：通过问题的层层深入，最终让孩子们理解故事，达成本课的教学目标）?
StepⅣ：Post-Reading?
Listen?to?the?story?and?try?to?follow.?Pay?attention?to?the?pronunciation.?（设计意图：让学生整体感知故事内容，并正音跟读，为正确朗读、表演故事做准备打基础）?
Act?out?the?story?T:?First?read?or?act?the?story?in?groups.?Then?you?can?act?it?out?in?the?front.?
评价机制：勇于表演，语音语调优美创新小组得三张个笑脸?勇于表演，不看书表演小组得两张笑脸，勇于表演，看书朗读得一张笑脸?（设计意图：为学生搭建展示自我和本课所学的平台，设立分层次的奖励评价机制，让不同的孩子都有所收获和肯定，树立学习英语的自信心）?
What?do?you?learn?from?the?story??Let’s?help?and?share?to?each?other.?（设计意图：通过朗读，表演故事，最后深化主题，让孩子们真正理解互相帮助分享的真正含义）?
StepⅤ：Class?closing?
Homework?
Read?the?story?and?then?tell?it?to?your?parents?
（2）Use?your?magic?to?do?something?for?your?family?or?friends.?（设计意图：将所学延伸到课下，继续为学生搭建展示自我的舞台，并通过今天的故事学习布置学生利用自己的魔力帮助自己的亲人朋友做一些事情，从而让他们感受到帮助别人战胜困难的快乐。）?