新冀教版三起三年级下册《lesson 18 the magic stone》优秀教案重点资料doc.docx
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新冀教版三起三年级下册《lesson 18 the magic stone》优秀教案重点资料doc.docx
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新冀教版三起三年级下册《lesson18themagicstone》优秀教案重点资料doc
Lesson31:
TheMagicStone
冀教版小学英语三年级下册
石家庄市桥西区简良小学王召蕊
教案背景:
1.面向学生:
小学学科:
英语
2.课时:
1
3.学生准备:
预习故事,自己泛读故事。
教学课题:
TheMagicStone
教材分析:
本单元介绍的是快餐,这是北美文化中很引人注意的一种现象,尤其对孩子们更加如此。
本单元的主要内容还包括一些在餐馆里或商店里购买食物等相关的词汇和用语。
TheMagicStone这个故事让孩子们初步以为有魔力的石头可以变出很多食物,鼓励孩子们说出更多的食物,复习了整个单元的重点词汇,到故事的最后上升到一个高度,魔石不能真正的变出食物,真正有魔力的是人们自己。
教学方法:
问答法语篇教学法
Ⅰ.TeachingAims:
Aim1:
Thestudentscanspeakthetwosentences:
MayIborrow?
WeneedLet’sborrow.
Aim2:
Studentscanunderstandthestory“TheMagicStone”.
Ⅱ.TeachingDifficulty
Understandthestory“TheMagicStone”.
Ⅲ.Teachingresources:
computer,pictures,foodcards
Ⅳ.Teachingresources:
computer,pictures,foodcards.
Ⅴ.TeachingConcepts:
Step1:
Greetingandreview
1.Greeting.
T:
Helloboysandgirls.
Ss:
HelloMissWang.
T:
Nicetomeetyou.
Ss:
Nicetomeetyoutoo.
T:
AreyoureadyforEnglishclass?
Ss:
Yes.
T:
Ok,let’sgo.
【设计意图】简单的问候拉近与学生之间的距离。
Step2.Review
A:
T:
Boysandgirls,Ihavesomedeliciousfood,doyou
wanttoknow?
Let’slookatthesecards.(Showthe
cards)
T:
What’sthis?
Ss:
Chicken.
T:
Good,it’schicken.
【设计意图】通过出示卡片,复习本单元学习过的食物单词,为学习故事做好基础单词的铺垫工作。
T:
Whatarethey?
Ss:
Vegetables.
T:
Good,vegetables,theyarevegetables.
Ss:
Theyarevegetables.
(Teacherusesthesamewaytoreviewotherwords)
【设计意图】在复习单词的同时,深化上升到句子,在练习的过程中,深入对单词单数和复数的了解。
B:
T:
Boysandgirls,let’splayagame,guesswhat’s
missing?
12start!
【设计意图】游戏的设计更好的集中学生的注意力,进一步加强对基础单词的巩固。
Ss:
(Chicken,noodles,dumplings,rice,meat,salt,pepper,,vegetables,soup)
T:
Oknowguesswhat’smissing?
Ss:
T:
Let’ssee.Goodyouaresosmart.
T:
Thenext,whataboutthisgroup?
Let’sbegin.
Ss:
(Chicken,noodles,dumplings,rice,meat,salt,pepper,vegetables,fish)
T:
What’smissing?
Ss:
Soup.
【设计意图】在游戏的最后,让学生猜出“汤”这个单词,很自然的过度到下面要讲的内容。
C:
T:
Ok,Haveyouevermadesoup?
Ss:
Yes.
T:
Whatdoyouneedwhenyoumakesoup?
S1:
Chicken.
T:
Good,youneedchicken,youcansayasentence
“Ineedchicken”.(Write“Ineed”ontheblackboard)
T:
Anyothers?
S1:
Ineed.
T:
Whatdoyouneed?
S2……
T:
Sheneedschicken,heneedschicken,Ineedchicken
too,soweneedchickenforthesoup.(Write“we”on
theblackboard)
【设计意图】通过问学生的做汤情况,为本课的故事作铺垫。
并引出本课的句型,并实现从Ineed到Weneed的转化。
D:
T:
TodayIwanttomakesomesoup,butIhaveno
vegetablesnochicken,nofish,Ihavenothing.Letmeborrow.Ok,firstIneedvegetables,whohave?
S1:
Ihave.
T:
OkmayIborrowyourvegetables?
S1:
Yes.
T:
Thankyou.
S1:
Youarewelcome.
【设计意图】通过向学生借做汤的东西,让学生熟悉故事中出现的借东西的句型,为故事的学习作铺垫。
T:
OkIputthevegetablesintothepot.Pot,doyouknowpot?
Ss:
锅。
T:
Okpot,锅。
Pleasereadafterme.Pot,pot.
Ss:
Pot.
【设计意图】先引出故事中的生僻单词“锅”降低学习故事的难度。
T:
(Somestudentread)Let’sgoon.Ineedsomesalt,whohavesalt?
S2:
Ihave.
T:
Letmeborrowsomesalt.MayIborrowyoursalt?
S2:
Yes
T:
Thankyou.
S2:
Youarewelcome.
(Again)
E:
T:
Ihavesomefood,soIcanmakeapotofdelicioussoup.Butaboymakesoupwithastone.(Showthe
stone)what’sthis?
Ok石头Let’sread.Stone,stone.
Ss:
Stone,stone.
T:
Thislinereaditonebyone.
Ss:
T:
Verygood.
【设计意图】通过做汤需要食物,引出一个小男孩做汤需要石头,提前接触石头这个单词,通过操练,让学生熟悉,在进一步引出魔石—本课题目
T:
Thisstoneisnotacommonstone,it’samagicstone.Whatisthemeaningofmagic?
Ss:
T:
Youareright.Magic,神奇的,有魔力的。
T:
Lookattheblackboard.Themagicstone.魔石.Readafterme,themagicstone.
Ss:
Themagicstone.
Step3
T:
Themagicstonecanmakesoup,doyoubelieve?
S:
Yes/no.
T:
Someonesayyesandsomeonesayno.Iwilltellyouastory,andthenyouwillknow.BeforeItellyouthisstory,I’lldivideyouintotwoteams,Igiveeachteamapotandsomefood,ifthestudentsofyourteamgivearightanswertomyquestions,youcanputakindof
foodintoyourpot.IntheendI’llseewhichteamcan
getmorefood,andmakemoredelicioussoup.Ok?
(show3picturesonthescreen)let’scomeintoour
story.
【设计意图】讲故事之前先设计游戏,提高学生在学习故事过程中的积极性。
T:
Lookatthescreenfirst,I’llgiveyouthreepictures,thefirstone,(Showthefirstpictureandask)
1Whoisinthepicture?
Ss:
Anoldwomanandanoldman.
(putthepicturesontheblackboard)
2.Aretheyhappy?
Ss:
No.
T:
Oh,theyaresad.Thenextpicture,
2Whoiscoming?
Ss:
Alittleboy.
(puttheboyontheblackboard)
2.What’sinhishand?
Ss:
Astone.
T:
Good,thenextone.
1.Whataretheydoing?
Ss:
Theyaretalking.
【设计意图】通过张贴人物图片,让学生更好的了解故事中所出现的人物,并更容易通过人物对应情节。
T:
Doyouwanttoknowwhathappen,andwhataretheytalking?
Let’slisten.Openyourbookatpage69.
(Listen)(showanotherquestionsonthescreen)
T:
Stop.Let’slookatthescreenandanswertothe
questions.
T:
Youknowtheyarenothappy,why?
S1:
Becausetheyarehungry.
S2:
Theyhavenofood.
S3:
Theyarepoor.
T:
Yes,theyareverypoor,theyliveinasmallhouse,
andtheyhavenofood.
T:
Thispicture,what’stheboysinging?
Ss:
Magicstonemagicstone,Ihaveamagicstone.
T:
What’smagicstone?
Ss:
Magicstonecanmakedelicioussoup.
T:
Yes,youareright,threepeopleandastone,whatwillhappen?
Let’slookatthepicture.
(showthepictures)
T:
Whataretheydoing?
Ss:
Theyaremakingsoup.
T:
Whatdotheyneedwhentheyaremakingsoup,let’s
listen.
(Listen)
【设计意图】整个故事通过听,回答问题,的方式讲授,有助于学生理解文章。
T:
Ok,firstwhatdotheyneed?
Ss:
Abigpot.
T:
(Drawontheblackboard)Theyhavethepot.Andthe
littleboyputthestoneintothepot.
T:
Andthenwhatdotheyneed?
S1:
Somewater.
Drawsomewater.
T:
Anythingelse?
S2:
Saltandpepper.
TOk,theyhavesaltandpepper.(Putthesaltandpepper)
T:
Anyothers?
S3:
Vegetables.
T:
Dotheyhavevegetables?
Ss:
No.
【设计意图】提问做汤所需要的东西,更好的帮助学生理清故事的脉络。
T:
Theywanttomakesoup,buttheydon’thave
vegetables,Whatwilltheydo?
Ss:
Borrow.
T:
Yes,theoldwomansaid“let’sborrowsomevegetablesfromtheneighbour.(write“let’sborrow”onthe
blackboard)
T:
What’sneighbour?
Let’slookatthescreen.(show4
picturesonthescreen)
Thiswomanistheoldwoman’sneighbour,thismanisherneighbourtoo,theyaretheneighbours.Canyou
understand?
Ss:
邻居。
【设计意图】通过图片中人物关系,给学生讲清邻居这个词的概念。
T:
Good,Whatdotheyborrowfromtheirneighbours,let’s
lookatthescreen.
T:
Stop,firsttalkaboutthequestionswithyourpartners.
Youcycletheanswerstothesequestionsonyourbook.
(Discuss)
【设计意图】先让学生讨论,让每个学生都有练习,发言的机会。
T:
Whodotheyborrowfrom?
S1:
Mrs.Guo.
T:
WhatdotheyborrowfromMrs.Guo.(putthepicture)
S2:
Vegetables.
T:
(putthepicture)Let’sborrowsomevegetablesfrom
Mrs.Guo.(Letthestudentsread)
Ss:
Read
T:
Anotherperson?
Whodotheyborrowfrom?
S1:
Mr.Zhu.
T:
Whatdotheyborrow?
(putthepicture)
S2:
Chicken.
T:
(Putthepicture)Whocanspeakthissentence?
S1:
(Read)
T:
Good
T:
Atlast,Whodotheyborrowfrom.
Ss:
OldMrs.Yang.(putthepicture)
T:
Whatdotheyborrow?
Ss:
Fishandnoodles.(Putthepicturesontheblackboard)
T:
Whocanspeakthissentence?
S1:
Read.
T:
Good.Ithinktheycanmakedeliciousfood,yesorno?
Ss:
Yes.
【设计意图】张贴图片帮学生捋清楚故事的同时,增加学生的学习积极性,激发他们的兴趣。
Step4:
T:
Lookatthelastpicture.Allthepeoplearoundthesoup,whataretheydoing?
Ss:
Theyareeatingandlaughing.
T:
Let’slistenthelastpart.
(Listen)
【设计意图】通过提问,回答,深化主题。
上升到故事中体现的互相帮助的深层含义。
Step5:
T:
Okthestoryisover,lookattheblackboardifwithout
thestonecanyoumakedelicioussoup?
(Putthehand
onthestone)
Ss:
yes.
T:
Goodiftheydon’thavethefood,onlyhavethestone,thesoupisnotdelicious,sodoyouthinkthestoneis
magic?
Ss:
No.
T:
Whatisthemagicinthestory?
S1:
S2:
T:
Ithinkeveryoneismagic.Theymakethesouptogetherandhelpeachother.(Helpeachother.writeontheblackboard).互相帮助。
Weshouldhelpeachothertoo,Ifsomeoneneedhelp,weshouldhelpthem.
T:
Wefinishthisstoryandyoursoupisfinishtoo,letmecountthefood.
【设计意图】听和讲的过程中加深对故事的理解。
Step6:
T:
Areyouclear?
Ss:
Yes.
T:
Ok,let’spractice.
(showthemonthescreen)
Step7:
T:
Doyoulikethestory?
Ss:
Yes
T:
Aftertheclasslistenthestoryagain,andtellthestorytoyourfatherandmother.Canyou?
Ss:
Yes.
T:
Okclassisover,thankyou,bye.
Ss:
Bye.
【设计意图】通过练习,巩固所学故事。
通过向父母以及朋友叙述这个故事,加深学生对所学故事的印象,以及对故事内容的理解。
板书设计
Lesson15:
Let’sMakeSoup!
TheMagicStone
helpeachother
AnoldmanI/WeneedMrs.Guo
Anoldwoman
AlittleboyLet’sborrowfromMr.Zhu
oldMrs.Yang
【教学反思】故事主要讲述了一块有魔力的石头,在整个讲述过程中内容比较连贯,脉络清晰,让孩子们容易理解。
不足之处在于给学生们自读的时间比较少,如果能分角色朗读,会是学生们得到更多的锻炼。
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