1、Lesson18:The Magic Stone 教学设计 一、教学目标 1.知识与技能目标: (1)学生能在图片和老师的帮助下,理解故事内容,读懂故事; (2)学生能在图片和老师的帮助下,正确的朗读故事; (3)学生能借助板书,图片等的帮助下,简单的表演故事。 2.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。 3.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,
2、大家共同克服困 难的快乐! 二、教学重难点: 1.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。 2.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。 三、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 四、教学过程: Step: Warming-up 1.Greetings: T:Hello,class. S:Hello,MissCui. T:How are you? S:Im fine, thanks. And you? T:Im very well, thank you. Nice to meet you .
3、 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) 2.Leading- in: T:Im 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 b ox. 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 s
4、tone. 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。) Step: Pre-Reading Activities T: Well done! I use the magic stone to open the box. You say magic stone, thre
5、e times, the box will open. Look, whats 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 ma
6、gic 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。) Step: While-Reading Activities 1.T:Today I bring you a story. This story is about another magic stone. What can this magic stone make? Lets listen to the story and answer the q
7、uestions. What does the magic sto ne make?图 3 T:Check out the answers. Look at picture1, Whats happening? How do the old man and woman f eel? Why? S: hungry and sad; There is no food. T: Who comes? Whats i n his hand? 2.T: What does the boy tell to the old woman? Lets listen picture3-4. (教师播放 3-4,让学
8、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: Whats a magic stone? It makes soup. May I use it? Sure. T: Now lets re ad in pairs. Boys are A. Girs are B.Read in pairs. 3.T: Lets have a look together. What do they do with the stone?
9、Read p icture 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 li
10、ke it? Lets 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) 4.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) Step:Post-Reading 1.Listen t
11、o 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 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
12、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) 讨论:What do you learn from the story? Lets 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) Step:Class closing 1.Homework (1)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。)