（三起）冀教版三年级下册-Unit 3 Food and Meals-Lesson 18 The Magic Stone-ppt课件-(含教案)-部级优课-(编号：e0086).zip

冀教版 Book2 Unit3 There is no food for dinner. Im hungry. Im sad. Magic stone, magic stone. I have a magic stone. Little boy! Whats a magic stone? It makes soup. May I use it? Sure! We have a magic stone. It makes soup. Lets have a look. water salt (5)(4) (2)(3) (1) (6) a d cb fe No food, no food. There is . No food, no food. There is . Magic stone, magic stone. I have . No food, no food. There is . Magic stone, magic stone. I have . Some c , some f , some n and some v . We have some food. foodno stonemagica egetables oodles ishhicken Together, together. Lets make soup together. Whats the magic? Give a hand to others! 帮助别人！ Homework 1.Read or tell the story. 读一读或讲一讲这个故事 2.Try to draw or write the story. 试着画一画或写一写这个故事 Goodbye1 学习 者 分析 本次授课对象是他人班级的三年级学生，学生语言基础非常好， 学习积极性很高，表现欲也比较强。他们已经能够认读本单元 所学的食物单词。 教学 分析 学习 内容 分析 本课是小学英语冀教版第二册第三单元的故事课，主要通过这 个故事复习本单元的食物词汇。 知识 技能 1.学生能在图片和老师的帮助下读懂故事;了解故事的主要情节 和人物，掌握故事中心意思； 2.学生能够正确朗读以及表演故事片段。 情感 态度 学生能体会到英语学习的乐趣，并积极参与到课堂活动中。通 过学习故事，使学生学会帮助他人，心存友爱、积极向上。 学习 策略 遇到困难主动向老师或同学请教。 教学 目标 文化 意识 让学生了解英语习语 Give a hand. 预习 作业 预习故事并画出故事中食物单词。 教学 重难 点 重点：通过课堂引导使学生能够自主表演故事，全面激发学生的学习 兴趣。 难点：故事的表演。 教学 准备 教学光盘，幻灯片，故事人物卡片 板书 设计 Lesson 18: The Magic Stone 教学过程 教学板块及 所需时间 教师活动 设计意 图 Step I Greeting and Revision StepStep I I GreetingGreeting andand RevisionRevision T: Hello, boys and girls.Nice to see you again. S: Nice to see you again. magic stone 2 Step II New Concepts T: Lets begin our class,okay? S: Okay. T: First listen to a song. T: What food have you heard? S:meat/chicken/milk/juice/ T: There are so much food on the table. Look here. Is there any food on this table? S: No. T: There is no food on this table. So the old woman is sad. Oh who is coming? Look, what are they doing now? Lets share the story “The Magic Stone”. Look and listen. （设计意图：歌曲导入并复习食物单词；三幅故事 中的图片带领学生进入文本的同时激发学生学习英 语的兴趣。 ） StepStep IIII NewNew ConceptsConcepts Pre-readingPre-reading activitiesactivities 1. T:Boys and girls,do you remember what she says? S: no food S: Im hungry. S: Im sad. T: Right. She says“There is no food. Im hungry.Im sad.(学生跟读，个体读,提醒学生注 意语音语调。) T: Oh, a poor woman.Whos coming?(插入声音： Magic stone, magic stone. I have a magic stone.) S: A little boy. T: Yes, a little boy is coming. Look! Whats in his hand? S: A stone. T: Good. This is a stone.(出示实物)Follow me, stone. S: stone T: stone stone(升降调） S: stone stone(学生齐读，个体读） T: He says“A magic stone.” Do you 3 know“magic ”? S: T: Good. Lets write. m-a-g-i-c S: (齐读，个体读） T: “Magic stone, magic stone. I have a magic stone.”Can you? S: Magic stone, magic stone. I have a magic stone.(男生唱，女生唱） T: “Magic stone! Little boy! Whats a magic stone?” “It makes soup.” “Make soup? May I use it?” “Sure!” The old woman is happy.She says “Hi,neighbours. We have a magic stone. It makes soup.” “A magic stone? Lets have a look!” They all come. The little boys says “I have a magic stone.” “I have some fish and noodles.” “I have some vegetables” “I have some chicken” T: Can they make soup now? S: No. T: Why? S: T: Yes, they need a pot. “pot” （出示图片） S: pot T: Can they make soup now?(T: Dont they need some water?) S: No.他们需要水。 T: Perfect.They need some water. “water” （出 示图片） S: water T: Can they make soup now? S: T: I think they also need some salt. “salt” （出示图片） S：salt T: Can they make soup now? S: T: Good. They make fire.Can they make soup 4 now? S: Yes. T: Okay. Lets put the magic stone in the pot. And some fish,some S: Some noodles,vegetables,chicken. T: Some water and salt. Lets make soup. Mmm, the soup is ready.Lets eat. （设计意图：通过教师讲故事的形式，有意识地培 养学生的表演技能。做汤环节穿插学生对故事的猜 想这样的活动，引导学生完善这一活动所需物品。 ） While-readingWhile-reading activitiesactivities 1. T: Now everyone has soup. Everyone is happy. This is the story. Open your book and read by yourself. S: （设计意图：通过学生自读故事，加深对故事的理 解。通过单独辅导的方式帮助学生解决他们对故事 的疑惑。 ） 2. T: Try to read your favourite part loudly. Who wants to read? Others, listen and tell which picture she/he is reading. S: (T: She is sad. Im sad! Try again! 教师对学 生的语气语调进行指导。) S: . （设计意图：学生自选故事片段进行朗读，降低朗 读故事的难度。 ） 3. T: Now order the pictures. S: （设计意图：通过图片排序检查学生对故事理解程 度。 ） 4. T: Fill in the blanks. You can work with your partner. T: Lets check. Who wants to be the grandma /little boy/neighbours. S: T: Right T: Read together. Next. 5 StepIII Class Closing. （学生齐读，男生/女生读） Post-readingPost-reading activitiesactivities T: Lets act in groups. T: Lets show. (Sorry. We have no time.) T: Look. Can the stone make soup? Is the stone magic? Whats the magic? S: . T: Yes. If somebody is in trouble, give a hand. StepStep IIIIII ClassClass Closing.Closing. T: Give me a hand. OK? S: . T: Finish our homework. Dont forget to read or draw the story. Of course you can write. 家庭作业 1. Read or tell the story. 2. Try to draw or write the story. 反思： 课的前一天去见学生交流时，发现部分学生对故事内容已经比 较了解，学生们的语言表达也很清晰，因此临时决定调整教学过程， 将这节课的教学重点定位在了：“通过课堂引导使学生能够自主表 演故事，全面激发学生的学习兴趣”这一目标上。 在教学过程中，我刻意加强句子的语气语调教学，学生们惟妙 惟肖地表现出伤心时的语气语调，并在表演环节恰当运用。这一环 节的调整，达到了“使学生能够自主表演故事”的教学目标。 在时间分配上，我将更多的时间调整到学生练习表演故事的环 节，力求做到学以致用，全面激发学生主动学习的兴趣。整体来看， 本节课的目标顺利完成，并略有超常发挥。 在课堂上，我还耐心做到了兼顾每一位学生。例如在 “Fill 6 in the blanks”这一环节，尽管只有两三名学生未完成，我还是在 引导其他学生深挖课堂重点的同时又等待了这两位学生一会。马主 任曾对我们说过 “我们今天落下某个学生一点，明天又丢下一点， 久而久之这孩子可能会越学越吃力，甚至丧失了学习兴趣。 ”今天我 所面对是刚刚接触英语不久的三年级的孩子们，所以我想尽我最大 的努力带着更多的学生走更远的路，哪怕在路上多花一些时间，也 是值得的。 本节课还有部分环节需要进一步完善，比如在复习导入环节， 我的出发点是让孩子们听歌曲找出“食物”单词（这是 19 课中的歌 曲，学生们还没有正式学习。 ） ，但由于教师的课堂语言和指令学生 不太熟悉，学生没有完全理解老师的教学意图，再次上课时，我会 更简练清晰地给出 “Only listen!”这样的提示语，帮助学生养成 更好的课堂倾听习惯。