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二、教学重难点：?
1.教学重点：学生能在图片、板书及老师的帮助下，理解、读懂故事内容，并能用正确的语音语调朗读故事。
? 2.教学难点：学会一定的阅读方法并在图片、老师的帮助下表演故事。?
三、教学准备：?
多媒体课件，故事图片及人物头饰，故事相关的文字卡片?
四、教学过程：
?StepⅠ:?Warming-up?
1.Greetings:?
T：Hello，class.?S：Hello，MissCui.?T：How?are?you??
S：I’m?fine,?thanks.?And?you??
T：I’m?very?well,?thank?you.?Nice?to?meet?you?.
?S：Nice?to?meet?you,?too.?（设计意图：课前师生的亲切交流，既可以稳定学生的情绪，集中注意力，又能制造轻松愉悦的课堂氛围）
?2.Leading-?in：?T：I’m?hungry.?Are?you?hungry??（教师做出饥饿状）?S:?Yes.?T:?I?have?a?magic?box.?There?are?many?delicious?food?in?the?box.?Do?you?want?to?open?it??教师利用多媒体出示一个宝箱?S:?Yes.?T:?If?we?want?to?open?the?box,?we?must?use?this?stone.?S:?Stone.?T:?It?has?magic.?We?call?it?“the?magic?stone”?S:?The?magic?stone?T:?Good!??The?magic?stone?（板书课题）?（设计意图：抓住孩子们对于事物充满好奇的心理，告诉孩子打开盛满美味食物的宝箱必须用神奇的石头，很自然的、开门见山的引出课题，为下面的故事学习做好了铺垫。）?
StepⅡ:
Pre-Reading?Activities?
T:?Well?done!?I?use?the?magic?stone?to?open?the?box.?You?say?magic?stone,?three?times,?the?box?will?open.?Look,?what’s?in?the?box??（课件出示各种以前学过的美味食物）?Ss:?Magic?stone,?magic?stone,?magic?stone?S：fish??noodles??chicken??vegetables??soup??fruit??dumplings??rice??egg?milk?(学生们依次快速说出学过的食物词汇)?
T:?Good，My?magic?stone?makes?fish,?noodles...??Read?after?me?“makes”(做)?S：makes?T:?If?you?have?a?magic?stone,?what?can?it?make??S1:?It?makes?rice.?......?T：（设计意图：通过对已有知识的再现，及在较为真实的语境中对“makes”一词的处理，为下面的读中学习活动做好了铺垫，并扫除了文本障碍。）
?StepⅢ：
While-Reading?Activities?
1.T：Today?I?bring?you?a?story.?
This?story?is?about?another?magic?stone.?What?can?this?magic?stone?makeLet’s?listen?to?the?story?and?answer?the?questions.?What?does?the?magic?stone?make?图3?
T：Check?out?the?answers.
?Look?at?picture1,?What’s?happeningHow?do?the?old?man?and?woman?feel??Why??S:?hungry?and?sad;?There?is?no?food.?T:?Who?comes??What’s?in?his?hand??
2.T：?What?does?the?boy?tell?to?the?old?woman??Let’s?listen?picture3-4.?（教师播放3-4，让学生跟读，注意语音语调，同时处理“use”）?（设计意图：通过听录音，关注语音语调，体会人物的内心情感，并在语境中理解“use”扫除文本障碍）?T:?Can?you?tell?me?what?do?they?say??Ss：What’s?a?magic?stone??It?makes?soup.?May?I?use?it??Sure.T:??Now?let’s?read?in?pairs.??Boys?are?A.?Girs?are?B.Read?in?pairs.?
3.T:?Let’s?have?a?look?together.?What?do?they?do?with?the?stone？?Read?picture?5-6,?then?try?to?match?and?fill?in?the?blanks.?（设计意图：学生默读细读文本，找出邻居们拥有的食物，培养孩子们的阅读策略，同时通过填空方式检测孩子们对文本的理解程度）?T:?If?you?are?their?friends,?what?do?you?have?to?make?the?soup??S；maybe?egg、meat?...?T:?Wow，?so?many?delicious?food.?Now?the?soup?is?ready.?Ready(准备好了)?S:?ready?T:?Do?they?like?it??Let’s?read?Picture7.??Who?can?read?it??(播放picture7)?（设计意图:?在语境中感受ready，并跟读，再次感受人物情感，为下面的表演做准备）
?4.T：Now?they?are?not?hungry，they?are?full.?How?do?they?feel?
??Does?the?stone?really?have?magic??What?is?the?magic？Read?picture?8.?
（设计意图：通过问题的层层深入，最终让孩子们理解故事，达成本课的教学目标）?
StepⅣ：Post-Reading?
1.Listen?to?the?story?and?try?to?follow.?Pay?attention?to?the?pronunciation.?（设计意图：让学生整体感知故事内容，并正音跟读，为正确朗读、表演故事做准备打基础）?