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1、Unit 3 Lesson 18 The Magic Stone教案“教書先生”恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學堂，“教書先生”那一行當怎么說也算是讓國人景仰甚或敬畏的一種社會職業(yè)。只是更早的“先生”概念并非源于教書，最初出現(xiàn)的“先生”一詞也并非有傳授知識那般的含義。孟子中的“先生何為出此言也？”；論語中的“有酒食，先生饌”；國策中的“先生坐，何至于此？”等等，均指“先生”為父兄或有學問、有德行的長輩。其實國策中本身就有“先生長者，有德之稱”的說法?？梢姟跋壬敝夥钦嬲摹敖處煛敝?，倒是與當今“先生”的稱呼更接近?？磥?，“先生”之本源含義在于禮貌和尊稱，并非

2、具學問者的專稱。稱“老師”為“先生”的記載，首見于禮記?曲禮，有“從于先生，不越禮而與人言”，其中之“先生”意為“年長、資深之傳授知識者”，與教師、老師之意基本一致。一、教材分析：這個工作可讓學生分組負責收集整理,登在小黑板上,每周一換。要求學生抽空抄錄并且閱讀成誦。其目的在于擴大學生的知識面,引導學生關注社會,熱愛生活,所以內容要盡量廣泛一些,可以分為人生、價值、理想、學習、成長、責任、友誼、愛心、探索、環(huán)保等多方面。如此下去,除假期外,一年便可以積累40多則材料。如果學生的腦海里有了眾多的鮮活生動的材料,寫起文章來還用亂翻參考書嗎? The Magic Stone這個故事讓孩子們初步以為有

3、魔力的石頭可以變出很多食物，鼓勵孩子們說出更多的食物，復習了整個單元的重點詞匯，故事的最后每個人都付出一點就可以做出一鍋美味的湯，魔石不能真正的變出食物，真正有魔力的是人們自己。我國古代的讀書人,從上學之日起,就日誦不輟,一般在幾年內就能識記幾千個漢字,熟記幾百篇文章,寫出的詩文也是字斟句酌,瑯瑯上口,成為滿腹經綸的文人。為什么在現(xiàn)代化教學的今天,我們念了十幾年書的高中畢業(yè)生甚至大學生,竟提起作文就頭疼,寫不出像樣的文章呢?呂叔湘先生早在1978年就尖銳地提出:“中小學語文教學效果差,中學語文畢業(yè)生語文水平低,十幾年上課總時數(shù)是9160課時,語文是2749課時,恰好是30%,十年的時間,二千七

4、百多課時,用來學本國語文,卻是大多數(shù)不過關,豈非咄咄怪事!”尋根究底,其主要原因就是腹中無物。特別是寫議論文,初中水平以上的學生都知道議論文的“三要素”是論點、論據(jù)、論證,也通曉議論文的基本結構:提出問題分析問題解決問題,但真正動起筆來就犯難了。知道“是這樣”,就是講不出“為什么”。根本原因還是無“米”下“鍋”。于是便翻開作文集錦之類的書大段抄起來,抄人家的名言警句,抄人家的事例,不參考作文書就很難寫出像樣的文章。所以,詞匯貧乏、內容空洞、千篇一律便成了中學生作文的通病。要解決這個問題,不能單在布局謀篇等寫作技方面下功夫,必須認識到“死記硬背”的重要性,讓學生積累足夠的“米”。 二、教學目標1

5、.知識與技能目標（1）通過對故事的學習，復習鞏固本單元的食物詞匯；（2）學生能理解故事內容，并在教師引導下講述故事、表演故事；（3）學生能運用句型May I use it? We have . I have 。2.情感目標培養(yǎng)學生樂于助人的品德；培養(yǎng)學生的閱讀興趣。3.學習策略目標通過對故事的學習，滲透閱讀策略培養(yǎng)，培養(yǎng)學生的閱讀興趣。三、教具和學具1.故事材料The Magic Stone；2.多媒體課件及圖片、實物；四、教學過程1、導入 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.【設計意圖】簡單的問候拉近與學生之間的距離。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)【設計意圖】在復習單詞的同時，深化上升到句子，在練習的過程中，深入對單詞單數(shù)和復數(shù)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.【設計意圖】在游戲的最后，讓學生猜出“湯”這個單詞，很自然的過度到下面要講的內容。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, 石頭 Lets read. Stone, stone.Ss: Stone, stone.T: Very good.【設計意圖】通過做湯需要食物，引出一個小男孩做湯需要石頭，提前接觸石頭這個單詞，通過操練，讓學生熟悉，在進一步引出魔石本課題目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.【設計意圖】通過張貼人物圖片，讓學生更好的了解故事中所出現(xiàn)的人物，并更容易通過人物對應情節(jié)。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.設計意圖：通過提問，回答，深化主題。在故事中體現(xiàn)的互相幫助的深層含義。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).互相幫助。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.【設計意圖】通過練習，鞏固所學故事。通過向父母以及朋友敘述這個故事，加深學生對所學故事的印象，以及對故事內容的理解。第 4 頁