The magic pen

一、绘本分析

此绘本讲述了比格先生拥有一支神奇的魔法钢笔，写什么就能变出什么。比格先生先后用魔法钢笔写了Mouse，Mrs Big和Slide，其中借助Mrs Big 和Slide来引发学生思考并讨论如果自己也有一支魔法钢笔，最想拥有什么。此绘本以Magic为主题，故事情节有趣幽默，但蕴含深意，易于激发学生想象，启发学生深思，深受学生喜爱。

二、教学目标

1.能读懂文本内容，理解中心思想。

2.能掌握绘本故事的阅读技能和方法。

3.能根据图片环游，推测故事情节，并进行大胆提问和想象，培养学生的思维品质。

4.能积极用英语对What did Mr Big write? What would you write?进行交流表达。

5.能小组合作并能生动演绎。

6.树立积极向上的人生观和价值观。

三、教学重难点

1.能读懂文本内容，理解中心思想。

2.能对故事内容大胆想象并预测将要发生的事。

3.能积极用英语对What did Mr Big write? What would you write?进行交流表达。

四、教学过程

Step1 Pre-reading

一、 Lead in

1.Learn the title.

2.Introduce the writer and illustrator.

3.Let students ask the questions with “Who” “How” “What”.

4.Talk about the man in green.

【设计意图】让学生对故事质疑，为文本故事设悬念，激发学生的阅读兴趣。

Step2 While-reading

一、Picture tour (P2-P7)

1. talk about Mr Big

2. Know why did Mr Big need a big pen?

3. Guess“Could the big pen work?”

4. Imagine“What would Mr Big use to make the ink?”

5. Know Mr Big’s different ink material.

6. Act“How did Mr Big make the ink?”

【设计意图】通过The man in the shop didn’t get the ink这一情节引出下文Mr Big研制自己的墨水，让学生想象Mr Big 如何研发墨水，来突显墨水的特别之处，点题Magic.

二、Picture tour (P8-P11)

1. Read and find

Question1：Could Mr Big’s ink work? :

Rules:

（1）Read in groups.

（2）Read with emotions.

Question2：What did Mr Big write? Why?

【设计意图】学生自读文本，提高学生泛读解疑的能力和分析文本的能力。

2.Teach and act the word“cry”

  What does cried mean?

 How was Mr Big?（face、hands）

How did he feel? (surprised)

【设计意图】教师通过cried, face, hands三方面来帮助学生观察Mr Big人物当下的心情，引出 Much surprised，又一次紧扣Magic。

3. Talk about the magic to know what the pen wrote became real.

【设计意图】分析Magic pen的魔力之处，揭示Magic pen可以把所写变成现实，对文本关键词Magic的意义进行了形象地解答。

4. Try to act

Rules:

（1）Work and act in groups.

（2）Pay attention to emotions and actions.

【设计意图】通过让学生演一演，让学生感受人物情感，理解不同角色的特点，强化故事情节，有助于学生更好地理解文本。

三、Picture tour (P12-15)

1. Let Students experience the emotion of characters:  Surprised at first!        Excited then!

2. Question: What did the cat and the magic mouse want?

3. Talk about why Mr Big didn’t wrote Fish or cheese.

【设计意图】Mr Big不想要fish和cheese来体现墨水的珍贵，也为下文Mrs Big的出现埋下伏笔。

4. Talk about What Mr Big might think.

5. Listen to the tape and answer .

Question: What did Mr Big write finally?

6. Talk about Why Mr Big wrote Mrs Big.

7. Experience Mr Big’s emotion again: Surprised at first!     Excited then!     A bit shy!

【设计意图】又一次分析了Mr Big从excited到 shy的情感变化。

四、Picture tour (P16-21)

Question: What happened?

 1. Read and order.

【设计意图】图片排序是对上一环节学生自主阅读进行的一次检测，也是对文本内容进行了梳理，更有助于学生理解文本。

2. Let’s describe the four pictures.

Teach： First、Next、Then、Finally

【设计意图】用first、next、then、finally四个连接词让学生描述故事情节，不仅让学生内化文本主要内容，锻炼学生的语言表达，而且用finally直接过渡引出故事的结尾。

3. Talk about the questions.

Question1: Which one was magic, the pen or the ink? Why?

Question2: What was the last word he wrote? Why?

Question3: How was Mr Big?  Lead in the word“Greedy”

【设计意图】通过which one was magic?这一问题让学生用自己的语言逻辑来阐述个人观点，培养了学生的思维品质。此处进一步剖析了Mr Big的人物性格not greedy，引导学生树立正确的人生观和价值观。

Step3 Post-reading

1. Talk about “What to write?”

【设计意图】从故事主人公的角度延伸到学生自身，引人启发，大胆想象，将本节课上的问题视角转移到现实中的个体，有助于培养学生的思维能力和口语能力，也将本课推向了高潮。

2. Let’s read.

3. Let’s retell.

【设计意图】教师让学生读一读，演一演，又借助板书梳理了文本内容，强化了绘本记忆。

板书设计：

			Kindnot greedy

The  magic  pen