译林英语6BUnit2Goodhabits教学案例

1、译林英语6B Unit 2 Good habits (story time)first period 课例连云港市赣榆区城南中心小学李利霞Teaching contents:(story time) first periodAnalysis of the contents and the students:本文围绕Good habits 这一话题展示两个学生的生活习惯，让学生通过实际人物的习惯学习相关词汇及句型。六年级译林英语是新教材，学生之前的知识储备不够扎实，一定要做好课前准备，为新授课做好充分的准备。学生开口能力差，尽量降低口语表达的难度，激发其上进心；为他们创设更多真实的口语交际情景，

2、让学生在学中感受英语的乐趣。Teaching aims and objectives:1 .知识目标：(1) .能正确理解、朗读课文并可以根据提示复述课文内容。(2) .能听懂、 会说、 会读、 会写单词:habit,never,late,finish,tidy,fast. 句型： He/Shegets up/goes to school early in the morning.He/She never goes to bedlate.2 .能力目标：能在现实生活中比较自如地运用本单元的句型和日常交际用语。3 .情感目标：能分清好坏习惯，并知道以好的习惯来要求自己，让自己拥有更多好的习惯。F

3、ocus of the lesson:1 .能正确理解、朗读课文并可以根据提示复述课文内容。2 .能听懂、会说、 会读、 会写单词：habit,never,late,finish,tidy,fast. 句型： He/She gets up/goes to school early in the morning.He/She never goes to bed late.Teaching difficulty:1 .能尝试根据所学短语和句型来描述自己的习惯。2 .能初步根据提示写出自己的好习惯。Teaching aids: PPT, pictures, word cards,envelopesT

4、eaching methods: group work, task-based method,create real situation.设计理念：英语新课标中提到：英语课程要面向全体学生，注重素质教育。以学生为主体，让学生成为课堂的 “主人” 是我这一节课设计的主要着眼点，我们要关注每个学生的情感，激发他们学习英语的兴趣，我就尽量降低口语表达的难度，尽量让学生们都参与进来，让他们在更真实的情景中表达出内心的想法。我应用多种教学方法，层层深入，让学生能自然的进入学习情境。让学困生也可以有表达空间，帮助他们建立学习的成就感和自信心，更重要的是让学生能分清好坏习惯，让自己拥有更多好的习惯。Teac

5、hing procedures:Step 1 Warm-up1 .Let s listen to a song.Use the part in 4B Unit 3(My day)song time: When do you get up?【设计意图】:以旧知来带新知，让学生通过听自己熟悉的歌曲来自然的过渡到问答环节。2 .Free talk【设计意图】：通过听歌老师就可以用Free talk的形式来呈现新词：early-late;good-bad 从而流畅得揭示出本课的标题：Good habits,同时让学生回顾一般 现在时中第三人称单数形式的用法。T: When does Peter get

6、 up?S1:He gets up at six thirty.T: Does he get up early?S1: Yes, he does.T: That s a good habit. When does Peter go to school?S1: He goes to school at seven thirty.T: Does he go to school early?S1: Yes, he does.T: That s a good habit, too. Is it a good habit to go to bed late?S1: No, it isn t.T: Yes

7、, it s a bad habit to go to bed late. So what are we talking about?Ss: Good habits.T:Yes. Let s learn more good habits in Unit 2.（ 带读标题）Step 2 presentationI.Show four pictures.【设计意图】：展示四幅图片，让学生看图片思考，老师相应引导，在情景中教授新词：tidy-messy; putin order;fast-slowly.学生可以很好的通过问答来理解新授词。T:Look at picture1. What can yo

8、u see in the picture?S:I can see the books and toys are everywhere. It looks dirty.T:Yes, this room is messy. Look at picture2, is it messy?S:No, it isn t.T:Very good. This room is clean and tidy. What should we do to make picturel clean and tidy?S:We should clean the room. We should sweep the floor

9、. We should butthe books and toys in the boxes.T:Well done! We should put things in order.Teach: clean and tidy.= not messy.T:Let s come to picture3. Look at the old man. Does he walk fast?S: No, he doesn t.T: Yes, he is walking slowly. How about the picture4?S: The boy is running fast.T:Good job! D

10、o you walk fast? I never walk fast after dinner.2.Listen to my chant carefully.【设计意图】：让学生初步感知课文中的知识点。教授新词：never; keep.clean and tidy; finish work before dinner. 通过 chant 的形式既活跃了课堂气氛， 又 是学生耳目一新，为下一步做好准备。Chant:I have some good habits.I get up early, never go to bed late.I keep my room clean and tidy.I

11、 often put my things in order.I finish my work before dinner.T: In my chant,when do I finish my work?S: You finish your work before dinner.Teach the new phrase.T: When do you always finish your homework?S: I finish my homework atStep 3 story time1 .Watch and predict.【设计意图】：让学生先观看没有声音的动画，通过看让学生自己预测一下

12、 Story time中将会涉及到王兵和刘涛的哪些习惯。目的是让学生主动思考，小组参与 讨论，合作学习，推进下一步的学习。T: You know a lot about my habits. Look, here comes Wang Bing and LiuTao. What habits do they have?Watch the cartoon of “Good habits ” , try to discuss in groups: What habits do Wang Bing and Liu Tao have?2 .Listen and underline.【设计意图】：（快读

13、-划）学生听录音，划出文中有关王兵以及刘涛习惯的短语，对照检查上一步的讨论预测，对于自己自我预测部分进行确认与补充， 加深其理 解记忆。最后以词句接龙的形式让学生说出王兵和刘涛的习惯， 激发学生的积极 参与度。T: First, what habits does Wang Bing have? Please say one by one.S: He brushes his teeth in the morning and before bedtime.T: Here “bedtime means he brushes teeth S: He brushes teeth before he go

14、es to bed.T: Good explanation.T:How about Liu Tao s habits?S:He listens to his teachers at school. He .T: We know Liu Tao often does his homework late at night and goes to bed late, so he often feels in the morning.S: So he often feels sleepy in the morning.T:We should finish our homework early and

15、go to bed early. It s goodhabits.Teach: bedtime; sleepy3.Read and match.【设计意图】:（跳读-找）通过跳读找出书后P18 的练习 Read and match 的答案， 让学生自我补充选项中没有出现的习惯。让学生自我发现，更深刻理解课文，分辨哪些是好习惯，哪些是坏习惯，最后让学生自己将这些习惯分类，以列表的形式出现，学生将词条贴于黑板上的表格中，为Retell the story 做准备。Read the text and try to finish the exercise on page 18.T:Can you fi

16、nd more habits in the text? Please skip the story time anddiscuss in group.Then say the answer.S:Wang Bing brushes his teeth in the morning and before bedtime.T: Good. They have a lot of habits here. But what are the good habits?And what are the bad habits?Talk about in groups. Put the word cards on

17、the blackboard.Students divide good habits from bad habits. Ask some students to stick the word cards on the blackboard.T:We know Liu Tao has three good habits, and two bad habits. He wants to do better. Can you help him to change the bad habits? Can you give him some advice?S:He should do his homew

18、ork early and go to bed early.Step 4 Reading time1 .Listen and repeat.【设计意图】:(细读-品)学生跟读录音，练习语音、语调，标出升降调以及重音，让学生细细品读课文，体会文中的好坏习惯。Students listen to the tape and repeat after it.T: Lets read the test please. Look at the signs here.(注意读音的降调符号，提示学生在肯定句和感叹句要用降调来读)2 .Let s read.【设计意图】:学生小组内读，组内选择一起读、每个学生读

19、一句、或者分角色扮演读。让学生有意识、有目的的读。T: Choose one to read in four. Here are the tips.(1) Read it together.(2) Each student reads a sentence.(3) Read in roles.Step 5 Retell the storyT: Time to retell the story. First, let s retell it together.T: You can choose one student to describe. Please pay attention to th

20、e pronunciation and intonation. You can use the chart on the blackboard. Ask some groups to retell it.【设计意图】:让学生感受学习的成就感，让他们展示自己的学习成果，充分印证学生渴望被赏识的心理，这是学生自我展示部分，留给学生自己去发挥。Step 6 Practicea. Talk about your own habitsT: Now let s talk about some habits. What good habits do you know?Let s discuss in gro

21、ups.S: I know.is a good habit. I know .is a bad habit.b. Try to write.T: You know a lot of good habits. Now let s make a video to let all of us have more good habits. First, let s open your envelope. Then, write the good habits on the card.At last, share your cards in class. Enjoy the video.【设计意图】:将

22、本课应用到真实情境中，让学生思考自己的好坏习惯，深刻反思自身的坏习惯,同学之间互相讨论、提意见，将展示环节交给学生。学生在学习之余，享受学习成果的乐趣。Homework:1 .Listen and read the story time for five times and retell the story.2 .Copy the new words or phrases.3 .Make a poster(海报) of the good habits or bad habits of yourselves.【设计意图】：巩固拓展是作业的目的，让学生在复习的基础之上，将听、说、读、写融合在一起，

23、最后再以制作一幅海报的形式，让学生动手、动脑，升华本 次课的内容，达到寓教于乐的目的。Blackboard design: A _A_ AUnit 2 Good habits ( story time)always 彳 often usuallysometimes never/ e/Early-late Good-bad Well-badly Tidy-messy Fast-slowlyNamesGood habits/ ?/Bad habitsWang BingGets up earlyNever goes to bed late Brushes his teeth twice a day Puts his things in