外研版（一起）四上Module 6-Unit 1 It didn’t become gold.-教案、教学设计-部级优课-(配套课件编号：f0091).docx

1、教学 目标 知识技能目标：知识技能目标： 1.能听、说、读新单词: paintbrush, gold , took, made, food 2.能听、说、读新句型: This (old woman) didnt have food. The bad man didnt help people. The magic paintbrush didnt become gold. It became a snake. 3.能在各种教学资源的帮助下，理解故事内容并能向他人简单地复述故事。 情感目标：情感目标： 通过马良的故事，让学生能够明白帮助他人是一种美德。 重点 难点 教学重点：1.在各种教学手段帮

2、助下，让学生能够理解故事含义，并能简单叙述故 事主要内容。 2.继续学习过去时态。 教学难点：使学生能够正确说出 become-became, take-took, paint-painted 的过 去式，并能用自己的语言复述故事。 教材 分析 本篇课文选自于小学新标准英语第七册第六模块第一单元 It didnt become gold.讲述的是一个在中国广为流传的民间神话故事神笔马良中的一部分内容。 本课为本单元第一课时，因此理解故事大意为本课时的重中之重，同时过去时态 didnt 的运用和动词过去式的学习也将贯穿于整篇故事之中。 学情 分析 本阶段的学生已经接触英语学习四年多，英语学习习惯

3、初步养成，也储备了一定的 语言基本功，加之本课以故事为主，学生对此故事很感兴趣且熟悉，因此在对把握 全文大意这个重点上会比较容易，也喜欢参与到课堂活动中去。 教学过程设计 教学环节教师活动学生活动设计意图 GreetingT: Good morning, boys and girls. Ss: .活跃课堂气氛，拉 近师生间的距离 Warming-up1. T: Lets sing a song. T: Whats the song about? Where did they go? What did they see/do/eat? How did they feel? T: They had

4、 a lovely day. What does HAD mean? 2. T: Had is a magic word. Do you know? What does HAD mean in this movie? Lets guess. 3.T: Miss Huang has got a book. I had this book 2 years ago. I bought this book in Korea. 1. Ss: Its about Sam and Damings school trip. 2. Ss: They Ss:度过。 2.Watch M6U1 part1. Ss:

5、Had means 吃. Ss:Had means 拥有。 巩固动词过去分词 形式，为继续学习 过去式做铺垫 从 magic had 一词 多义的学习，引导 学 生 初 步 领 会 magic 的含义，并 为接下来文中 had 的意义埋下伏笔。 老师用 magic book 变魔术，既活跃气 What does HAD mean in this sentence? T:I like this book very much. Do you know why? Lets have a look. T: Yes, its a magic book. It can do magic. Do you b

6、elieve it? Show magic with the book. 氛，又让学生真正 理解 magic 的意 义。并进行操练。 Lead-in1. T: I had a magic book 2 years ago. Look at this boy, what did he have? (Show the picture and paintbrush to the whole class). 2.What was his name? 3. T:I know all of you can tell the story of Ma Liang in Chinese. Today lets

7、learn to tell the story about Ma Liang in English. So today lets learn M6u1. 1.Ss: He had a paintbrush. 2. Ss: His name was Ma Liang. 引导学生初步感知 paintbrush 并操 练此单词。 Ss 通过教师的语 言和肢体感知教师 想要表达的东西。 在教师创设的情境 下，本课的任务逐 渐自然而然的被引 出。 Text book1.T：First, Lets find Ma Liang in the story. Watch this famous Chinese

8、story then tell me: How many main characters are there in the story? 2.T 放课件。 3.T：So how many main characters are there in the story? Who are they? 4.T 贴板书人物关系。 5. 点击课件，引出课文详细教 学，逐图分析重点单词和句型。 图一： T：Who was Ma Liang? Can you tell sth about Ma Liang? T: You know sth about Ma Liang. But how did the sto

9、ry say about Ma Liang? Please open your book and watch a 1.学生仔细听老师 的提问. 2.学生带着问题观 看动画并思考。 3. Ss: Three people. They are Ma Liang, an old woman and a bad Man. 5. Ss: He was a good boy. He helped people. Ss 跟着教师思路开 始详细的理解和学 习课文。 Ss: Long, long ago, there was a good boy. His name was 理出故事主要人物 线索，有助于进一

10、步理解故事。 新基础理念的大问 题推进的方式，让 学生学习本文。 第一个大问题： Q1 ： Who was Ma Liang？ 故事的一开始，引 导学生从主要人物 的介绍开始。先让 学生说说，自己脑 海中的 Ma Liang, movie. T: Now, can you tell Ma Liang like it? 图二： 1.T：Ma Liang was a good boy. He helped people. How did Ma Liang help people? 图三： 1.T：Who is she? Did she need help? What was the matter

11、with her? 2. T: So, what did Ma Liang do? Lets watch the movie again. So, What did Ma Liang do? Then what happened? 3. T: Then the food became real. 引出单词 real,教读 教授 real 单词。出示一些或真 或假的水果蔬菜等。问学生： Which one is real? Can you guess? 6.T:Ma Liang helped lots of people. Lets see. Who did Ma Liang help? Sho

12、w some pictures. P1:This old man didnt have a house. P2:The children didnt have shoes. P3:The boy didnt have a cow. 图四： 1. T：Ma Liang always help people. But did Ma Liang help everyone? 2. Look, who is he? What did he do with the magic paintbrush? T: took, what does it mean? Look, I have a paintbrus

13、h? Now, who can took my paintbrush? 3. T 示范 took 动作，板书， Ma Liang. He helped people. He had a magic paintbrush. Ss: She is an old woman. Yes.She needed help. Ss:This old woman was hungry. She didnt have food. Ss: So Ma Liang painted food. Then the food became real. 最后让学生来选择， 并找出真正的水果， 剥开那个橘子吃一 下， 让学生

14、明白 real 的意义。 学生感知 real 的含 义，进行操练。 Ss: _didnt have_. So Ma Liang_. Then_ became real. 1.Ss: No. 2. Ss: He was a bad man. He took Ma Liangs magic paintbrush. 3.一个学生上前抢 走老师手中的 paintbrush. Ss 对 took 进行操 练。 再进一步在课文中 得到更多关于 Ma Liang 的信息。 第二个大问题： Q2 ： How did Ma Lianghelp people? Ss 在老师有效的 教学手段帮助下理 解课文，对主要

15、知 识点逐一进行感知 和掌握。 实物展示，客观直 接的表达 real 意 思 新基础教育理念之 教结构用结构。这 个句式结构是本文 的重点内容。 因此， 教师提供多图让学 生用结构，同时， 也让孩子深刻理解 MaLianghelped people. 第三个大问题： Q3：Did Ma Liang help everyone? 教师创设情景示范 took 含义，更加直 Practice 让学生明白 take 过去式是 took. 4. T: The bad man took Ma Liangs magic paintbrush. What did he want to do? Lets go

16、and see. 5. T: Now, lets go to the bad mans house. Look, what did the bad man have? 6. T: Did he need help? What did he want to do with the magic paintbrush? Lets watch a movie again. 图五： 1.T： Lets see, what did he do with the magic paintbrush? 2.T: The bad man didnt have gold. 出示 gold 图片，教授， 并板书。 3

17、.What did the bad man do? T: Yes. But it didnt become gold.板书并教授此句。 So. 3. T: Did the gold become real? 4. So, Ma Liang helped helpless people, did he help the bad man? 5.T：I think this is an interesting story. Lets read it with beautiful intonation and gestures. 6.Tell the story of Ma Liang. T: Now

18、 its time for us to tell the story of Ma Liang. How can we tell the story? At the beginning of the story, we can talk about Yes, we can introduce Ma Liang. We can talk about who Ss看 老 师 提 供 的 图 片， He had a big /beautiful house. Hehadlotsof yummy/delicious food. He had lots of clothes. 1. 认真听教师的讲 述。

19、2. Ss 看视频，The bad man didnt have gold. He painted gold with the magic paintbrush. Ss: No, it became a snake. 3. Ss: No, he didnt help the bad man. 4.Ss: 翻书指读课 文，并注意模仿语音 语调语气，根据自己 的理解带着感情加 上动作读。 5. Ss: Long long ago,. 观的让 Ss 感知其 意。 让 学 生 理 解 bad man 衣食无忧，但 是贪得无厌，这种 人，不需要也不值 得帮助。 让 学 生 明 白 Ma Liangdid

20、nt help the bad man. 贪得无厌的人，最 终也不会有好下 场。 帮助学生梳理故 事，可以从 3 个方 面来说，既本课教 学过程中的 3 个大 was Ma Liang. Then, we can talk about: How did Ma liang help people? At last, we can talk about: Did Ma Liang help everyone? Now lets practice in group of 4. 3.T：Today we learned the story of Ma Liang.From this story, wh

21、at can we learn from Ma Liang? Work in four, talk about your ideas. 4.THelpingothersishelping ourselves. 帮助别人就是帮助自己。帮助别人就是帮助自己。 Wherever you go, whatever you do, Try to help people and show your kindness to your family, to your friend, to the society. Then our life will be magic. 乐于助人，奉献社会，我们的乐于助人，奉

22、献社会，我们的 生活将会更美好！生活将会更美好！ 5.Today5.Todays s homework.homework. Ss 根据老师提供的 一些图片，加上自己 想象的不同场景，小 组讲故事并向全班 展示。 Ss 畅所欲言说出自 己的观点。 Ss 观看真实的画面。 并从中得乐于助人 是一种优秀的品质。 帮助他人也是一种 快乐。 问题推进方式。让 学生带着主线讲述 故事。 拓展学生的想象 力，紧扣生活，增 加学习趣味性。 提升情感教育：乐 于助人是一种美 德。 Homework1Retell the story to your parents or your friends. 2. If you are Ma Liang, how did you help people? Please write down your opinions. 板书设计：