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1、Unit 3 Lesson 18 The Magic Stone教案“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非
2、具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。一、教材分析：这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗? The Magic Stone这个故事让孩子们初步以为有
3、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，故事的最后每个人都付出一点就可以做出一锅美味的汤，魔石不能真正的变出食物，真正有魔力的是人们自己。我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七
4、百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。 二、教学目标1
5、.知识与技能目标（1）通过对故事的学习，复习巩固本单元的食物词汇；（2）学生能理解故事内容，并在教师引导下讲述故事、表演故事；（3）学生能运用句型May I use it? We have . I have 。2.情感目标培养学生乐于助人的品德；培养学生的阅读兴趣。3.学习策略目标通过对故事的学习，渗透阅读策略培养，培养学生的阅读兴趣。三、教具和学具1.故事材料The Magic Stone；2.多媒体课件及图片、实物；四、教学过程1、导入 Greeting.T: Hello boys and girls.Ss: Hello Miss Wang.T: Are you ready for Eng
6、lish class?Ss: Yes.T: Ok, lets go.【设计意图】简单的问候拉近与学生之间的距离。2. ReviewT: Boys and girls, I have some food, do you want to know? Lets look at these cards. (Show the cards)T: Whats this?Ss: Chicken.T: Good, its chicken.T: What are they?Ss: Vegetables.T: Good, vegetables, they are vegetables. (Teacher uses
7、the same way to review other words)【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。T:Boys and girls, lets play a game, guess whats missing?Ss: (Chicken, noodles, dumplings, rice, meat, fish, soup , vegetables,)T: Whats missing?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。T: Today I want to make so
8、me soup, but I have no Vegetables, no chicken, no fish, I have nothing. Im sad. But a boy make soup with a stone. (Show the stone) whats this? Ok, 石头 Lets read. Stone, stone.Ss: Stone, stone.T: Very good.【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: This stone is a magic stone. W
9、hat is the meaning of magic?Look at the blackboard. Magic, 神奇的，有魔力的。The magic stone. 魔石.Read after me, the magic stone.Ss: The magic stone.T: The magic stone can make soup, do you believe?S: Yes/ No.3、lets come into our story. （Show the first picture and ask)1）Who is in the picture?Ss: An old woman
10、and an old man. (put the pictures on the blackboard) 2）Are they happy?Ss: No.T: Oh, they are sad. The next picture,3）Who is coming?Ss: A little boy.4）Whats in his hand? Ss: A stone.T: Good, the next one. What are they doing?Ss: They are talking.【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: Do you
11、 want to know what happen, and what are they talking? Lets listen. Open your book at page 44.T: why is the old woman sad?S1: Because she is hungry.S2: They have no food.T: Yes, they have no food.T: This picture, whats the boy saying?Ss: Magic stone，magic stone, I have a magic stone.T: Whats magic st
12、one? Magic stone makes soup.Lets look at the picture. three people and a stone, what will happen? What are they doing?Ss: They are making soup.T: What do they need when they are making soup, lets listen.Ok, first what do they need?Ss: Vegetables. Fish and noodles，chicken.And the little boy put the s
13、tone into the pot.T: Look at the last picture. All the people around the soup,what are they doing?Ss: They are eating and laughing.设计意图：通过提问，回答，深化主题。在故事中体现的互相帮助的深层含义。T: Ok the story is over, look at the blackboard if without the stone can you make delicious soup?(Put the hand on the stone)Ss: yes.T:
14、 Good if they dont have the food, only have the stone, Can make soup? so do you think the stone is magic?Ss: No.T: What is the magic in the story?S1: T: I think everyone is magic. They make the soup together and help each other. (Help each other. write on the blackboard).互相帮助。T: Do you like the story?Ss: YesT: After the class listen the story again, and tell the story to your father and mother. Can you?Ss: Yes.T: Ok class is over, thank you, 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。第 5 页