江苏南京译林版六年级英语下册Project1全部教案(共3课时,区一等奖)

1、Project 1 Being a good student(第一课时 Part A）教学设计一、教学内容：Part A二、教学目标：1. 知识目标：（1）能熟练地听、说、读第一至第四单元出现的单词。（2）能够熟练地在情境中运用第一至第四单元出现的日常交际用语。（3）能理解关于Amy和John的短文2. 技能目标：（1）能在情境中运用所学的日常交际用语和句型与他人进行交流。（2）复习、总结自己学习和生活各方面的好习惯和坏习惯，并学会判断同伴的习惯的好坏。3. 情感目标：（1）培养学生良好的学习、生活习惯。（2）培养学生乐于参与、积极表达的学习情感。三、教学重点：通过交流与合作，能够运用Unit

2、 1-4所学的语言知识和语言技能进行交流，复习、总结学习及生活等方面的好习惯和坏习惯。四、教学难点：能在真实的环境中比较自如的运用所学的日常交际用语。五、课前准备： 1教师准备：多媒体课件，课前在黑板上写好课题。2学生准备：课本。六、教学过程：Step1 Warm- up1. Greeting2. Free talkDid you have breakfast this morning?What did you eat?What do you usually eat for your breakfast?What about lunch and dinner?【设计意图】在上课伊始通过谈论早午

3、餐都吃些什么，将学生的注意力吸引到课堂中来。话题不仅和学生日常生活息息相关而且和本单元复习内容有关，有 利于为下面的教学环节做好铺垫。Step 2 Lead- in1. Good memoryT: I know what you have in your meals? Do you remember what Mike and Yang Ling have in their meals?Ss : Mike /Yang Ling has a lot of / some / a few / a little T: Can you use“a lot of”“some”“a few”“a littl

4、e”correctly ?Ss : 【设计意图】 通过free talk里询问学生们早中晚吃些什么，引出Mike和Yang Ling早中晚分别吃了什么，并用“a lot of”“some”“a few”“a little”来归纳，复习第二课课文的同时还引发学生回忆如何正确使用“a lot of”“some”“a few”“a little”。2. Lets have nice food.【设计意图】承接刚刚复习“a lot of”“some”“a few”“a little”的用法，用“Lets have nice food.”这一游戏重点巩固“a few”“a little”的用法。检查学生

5、是否真正掌握。3. Lets discuss.T: Just now, we have known Mikes diets. Does Mike have a healthy diet?Ss: No. He has too many sweets. Thats a bad habit.T: What about Yang Ling?Ss: She eats a little at a time.T: Do you eat a lot of sweet food?Ss: Yes. /No. Thats a good / bad habit. 4. Pick and say.Pick one. O

6、K.Do you? Yes. / No.Thats a good / bad habit. 【设计意图】通过师生讨论，引出Mike吃太多糖的坏习惯，借机使用句子Do you?询问学生是否吃很多甜食，再使用Thats a good / bad habit.对此评价。为接下来的Pick and say.环节做铺垫,使学生在游戏中复习关于habits的日常交际用语并能分辨出好习惯和坏习惯。Step 3 Presentation Part A 1. the passage about Amy(1)Describe and judgeT: Look at the girl, Amy. What habi

7、ts does she have? Please describe in groups and then say “A good habit or a bad habit?”Amy gets up early and has breakfast every day.She goes to school early.She helps her classmates. She finishes her homework before dinner.She often eats too many sweets.(2)Read and writeRead the passage about Amy;

8、write down Amys good habits and bad habits.2. the passage about John(1)Ss read the passage about John freely.(2) Underline the key phrases with different colours , blue is for “good habits”, red is for “bad habits”. Ss write down Johns good habits and bad habits.3. Lets help Amy and John.T: Amy and

9、John have some bad habits. Can you give them some advice?Try to use “should” “shouldnt” “must” “mustnt” correctly .Ss: She / He should/ shouldnt / must / mustnt【设计意图】本课时的A部分是介绍Amy 和 John的习惯。先学习Amy的习惯时，我采用图片的方式引出，学生很感兴趣。学习John的习惯时，考虑到话题和句型学生都已经比较熟悉了，所以我完全放手让学生自学并完成练习,并告诉学生用蓝色和红色的笔分别划下表示好习惯和坏习惯的关键部分。既

10、有教师的示范引领，又有学生的自主学习，提升了学生自学能力，也向学生渗透了阅读策略。Step 4 ConsolidationTry to write about your habits.Step 5 SummaryT: What have we learned at this class?A good habit is a good fate.好习惯就是好命运。【设计意图】情感教育也是课堂必不可少的一部分。结合本课的学习内容，我与学生分享了暗含哲理的句子，有利于培养学生积极的人生观。Step 6 HomeworkMust do（必做）Write a passage about your frie

11、nds habits.写一段描述你的好朋友的生活习惯的短文。Choose to do（选做）Make a mind map about Amys and Johns habits. 根据Amy和John的习惯制作一张思维导图。 Project 1 Being a good student(第二课时 Part B）教学设计一、教学内容：Part B二、教学目标：1. 知识目标：（1）能熟练地听、说、读第一至第四单元出现的单词。（2）能够熟练地在情境中运用第一至第四单元出现的日常交际用语。2. 技能目标：（1）能在情境中运用所学的日常交际用语和句型与他人进行交流。（2）复习、总结学习、生活、饮食各

12、方面的好习惯和坏习惯，以及道路安全知识。3. 情感目标：（1）培养学生良好的学习、生活习惯和积极的学习情感，争做“一名优秀的学生”。（2）培养学生乐于参与、积极表达的学习情感。三、教学重点：通过交流与合作，能够运用Unit 1-4所学的语言知识和语言技能进行交流，复习、总结学习、生活、饮食各方面的好习惯和坏习惯，以及道路安全知识。四、教学难点：根据学习内容，了解“一名优秀学生”的标准，并能介绍自己的学习及生活习惯是否达到这一标准。五、课前准备： 1教师准备：多媒体课件，课前在黑板上写好课题。2学生准备：课本。六、教学过程：Step1 Warm- up1. Greeting2. Free tal

13、kDid you go to bed early last night?Do you usually go to bed early?A bad / good habit.I went to bed late last night.I read an animal fable.Do you like animal fables?【设计意图】在上课伊始通过询问学生昨晚是否晚睡，引出教师昨晚晚睡，原因是读动物寓言故事，为下面的教学环节做好铺垫。Step 2 Lead- in2. Do you know?T: Look at these animal fables? What are they ta

14、lking about? Which animal fable do you like best? Ss: T: I like the lion and the mouse. Can you tell the story?Ss : Yes .T: Lets tell the story together.There was a lion 3. Discuss and say. T: What can you learn from this story?Ss: T: The lion and the mouse are going to visit Dong hai and give us a

15、show next week. But they worry about the road safety.Can you help them ?4. Lets help.T: How can they cross the road safely?Ss: 【设计意图】 通过free talk引出狮子和老鼠的故事，达到复习第一单元单词句子的目的。又通过设置一个老鼠和狮子要来东海演出的情景，让孩子们来告诉他们关于道路安全的知识，达到复习第四单元重点内容句型的目的。Step 3 Presentation Part B 1. An invitation2. Who is a good student?I

16、s John a good student?Is Amy a good student?What makes a good student? Lets talk how to be a good student.4.Lets talkA good student should/ shouldnt.A good student must/ mustnt.【设计意图】B部分是讨论“如何成为一名好学生？”。教师先与学生讨论了“成为一名好学生”的组成部分，又与学生分类讨论了每个标准应该做的或不应该做的事情，提升学生口语交际能力和综合运用语言的能力。Step 4 Consolidation1. Talk

17、 more about “What makes a good student?”.2. Write a passage about “What makes a good student?”.Step 5 SummaryT: What have we learned at this class?Step 6 HomeworkMust do（必做）Write a passage about a good student in your class. 写一个短文描述你班级里的一个好学生。Choose to do（选做）Make a mind map about “What makes a good

18、student”. 制作一张关于如何成为好学生的思维导图。Project 1 Being a good student(第三课时 Part C）教学设计一、教学内容：Part C二、教学目标：1. 知识目标：（1）能熟练地听、说、读第一至第四单元出现的单词。（2）能够熟练地在情境中运用第一至第四单元出现的日常交际用语。2. 技能目标：（1）能理解和运用Unit1-4的语法知识：副词的特点和用法、量词的用法、 情态动词的用法。 （2）能熟练运用学过的句型进行日常交际 “How can you be a good student？”3. 情感目标：（1）培养学生良好的学习、生活习惯和积极的学习情感

19、，争做“一名优秀的学生”。（2）培养学生乐于参与、积极表达的学习情感。三、教学重点：（1）能理解和运用Unit1-4的语法知识：副词的特点和用法、量词的用法、 情态动词的用法。 （2）能熟练运用学过的句型进行日常交际 “How can you be a good student？”四、教学难点：能熟练运用学过的句型进行日常交际 “How can you be a good student？”。五、课前准备： 1教师准备：多媒体课件，课前在黑板上写好课题。2学生准备：教材内容、作业本、彩色画笔、书写用笔。六、教学过程：Step1 Warm- up1. Greeting2. Play a game

20、如果你也有图片中的习惯，请大胆站起来说 “Yes, I do.”Do you go to bed early and get up early?Do you brush your teeth in the morning and before bedtime?Do you think hard in class?Do you like reading?Do you eat a lot of fruit and vegetables every day?Do you wait for the green man before you cross the road?【设计意图】本课时是复习的三课时

21、，本身学生会觉得复习枯燥，所以通过游戏一起做一做，调动学生学习情绪，激发学生的学习热情。Step 2 Lead- in5. Lets thinkAre you a good student?6. Discuss and write.Write down your habits.Discuss and judge your habits in groups【设计意图】由上个环节中听、说、读入手，到本环节的写，一步步深入巩固旧知，全面复习前四个单元的重点知识，形成一定的学习体系。Step 3 Presentation Part C 1. Lets make a poster1)T: Do you

22、want to be a good student? Actions speak louder than words.Just do it. How can you be a good student? Lets make a poster. 1、 四人小组，讨论poster 。2、分工合作，完成poster。3、共同配合，展示poster (学习制作海报的步骤)【设计意图】先让学生清楚做海报的步骤，再让学生动手做一做，此环节可以培养学生的动手能力、合作能力以及审美能力。2) Show time T: Lets show your poster. Introduce like this: Hi, Im .I want to be a good student. I mustnt.I must .I have some bad habits and I m going to make changes.Im going to .I should .(展示做好的海报，口语表达出海报的内容)【设计意图】给学生更好的舞台展示自己，既是突出了本课时的重点，用学过的知识去交流，培养