小学英语外研版 (一年级起点)四年级上册Unit 1 It didn’t become gold.教案及反思

这是一份小学英语外研版 (一年级起点)四年级上册Unit 1 It didn’t become gold.教案及反思，共6页。
 M6U1 It didn’t become gold.教学设计
教学
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) didn’t have food.
The bad man didn’t help people.
The magic paintbrush didn’t 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：
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 didn’t 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didn’t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
Greeting
T: Good morning, boys and girls.

Ss: ….

活跃课堂气氛，拉近师生间的距离
Warming-up
1. T:
Let’s sing a song.
T: What’s the song about?
Where did they go?
What did they see/do/eat?
How did they feel?
T: They had a lovely day. What does HAD mean?

2. T: Had is a magic word. Do you know? What does HAD mean in this movie? Let’s guess.
3.T: Miss Huang has got a book. I had this book 2 years ago.
I bought this book in Korea.
What does HAD mean in this sentence?
T:I like this book very much. Do you know why?
Let’s have a look.
T: Yes, it’s a magic book. It can do magic. Do you believe it?
1. Ss: It’s about Sam and Daming’s school trip.
2. Ss: They…




Ss:度过。


2.Watch M6U1 part1.
Ss: Had means 吃.
Ss:Had means 拥有。





Show magic with the book.
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，既活跃气氛，又让学生真正理解magic的意义。并进行操练。




Lead-in
1. 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 let’s learn to tell the story about Ma Liang in English.
So today let’s 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 book


























































































Practice
1.T：First, Let’s find Ma Liang in the story. Watch this famous Chinese 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 story say about Ma Liang? Please open your book and watch a 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 with her?


2. T: So, what did Ma Liang do? Let’s 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. Let’s see.
Who did Ma Liang help?
Show some pictures.
P1:This old man didn’t have a house.
P2:The children didn’t have shoes.
P3:The boy didn’t 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 paintbrush? Now, who can took my paintbrush?
3. T示范took 动作，板书，让学生明白take 过去式是took.
4. T: The bad man took Ma Liang’s magic paintbrush. What did he want to do? Let’s go and see.
5. T: Now, let’s go to the bad man’s house. Look, what did the bad man have?
6. T: Did he need help?
What did he want to do with the magic paintbrush?
Let’s watch a movie again.


图五：
1.T： Let’s see, what did he do with the magic paintbrush?
2.T: The bad man didn’t have gold. 出示gold 图片，教授，并板书。
3.What did the bad man do?
T: Yes. But it didn’t 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. Let’s read it with beautiful intonation and gestures.


6.Tell the story of Ma Liang.
T: Now it’s 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 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 let’s practice in group of 4.

3.T：Today we learned the story of Ma Liang.From this story, what can we learn from Ma Liang? Work in four, talk about your ideas.

• 4.T Helping others is helping ourselves.
• 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，我们的生活将会更美好！
5.Today’s homework.

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 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 didn’t 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，让学生明白real的意义。
学生感知real的含义，进行操练。

Ss:
___didn’t have__.
So Ma Liang___.
Then____ became real.




1.Ss: No.
2. Ss: He was a bad man.
He took Ma Liang’s magic paintbrush.


3.一个学生上前抢走老师手中的paintbrush.
Ss对took 进行操练。

Ss 看老师提供的图片，
He had a big /beautiful house.
He had lots of yummy/delicious food.
He had lots of clothes….




1. 认真听教师的讲述。
2. Ss看视频，The bad man didn’t have gold.
He painted gold with the magic paintbrush.
Ss: No, it became a snake.






3. Ss: No, he didn’t 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,..





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。










理出故事主要人物线索，有助于进一步理解故事。

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,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 Liang help people?








Ss在老师有效的教学手段帮助下理解课文，对主要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Ma Liang helped 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 Liang didn’t 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。
Homework




1． Retell 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：