Unit6 Good Habits[1].doc

Unit6 Good HabitsThe Second Period刘月桃一、 教学内容：本课时是五年级下册第6单元第二课时story的教学二、 教学流程图：While-StoryBefore-StoryStep1 GreetStep2 Free Talk.Step1 Talk about two pictures of the storyStep2 Listen and watch with two questions.Step3 Have the students read the story silently with questionStep4 Talk about Gogo’s habitsAfter-StoryStep 6 Group workStep 2 Read the story in different waysStep5 Talk about the last pictureStep 1 Retell the storyStep 3 Talk about the habit about personal hygieneStep 3 Homework三、教学目标1、语言能力目标（1）学生能够听、说、认读主要单词或词组：how often, packs his school bag, wash his face等，以及主要句型How often does he __________?及其相应的回答。

2）学生能够准确有感情朗读故事2、学习能力目标（1）通过学习，学生能获取关键信息理解故事大意，从而提升故事阅读技能2）通过学习，学生能根据思维导图用自己的语言对故事进行复述3、思维品质目标（1）通过思维导图，培养学生思维的灵活性2）通过不同形式的拓展性问题，培养学生思维的敏捷性4、文化意识目标（1）引导学生养成良好的个人卫生习惯2）引导学生学会分析自己的习惯，坚持好习惯，摒除坏习惯四、教学重点和难点1、教学重点：(1)通过学习，学生能了解故事大意 (2)通过学习，学生能在思维导图的提示下进行故事复述2、教学难点：通过学习，学生能在思维导图的提示下进行故事复述五、教学策略基础教育阶段英语课的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯，掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力根据这一任务要求，按照“时间要短，容量要大，方法要活，气氛要好，效果要实”的思路，我采用的教学方法是：TPR（全身反应）教学法、活动教学法、情景教学法、任务型教学法等，而最主要的是采用任务型教学和情景教学法同时在教学过程中，注重培养学生思维的灵活性2、辅助手段：（1）制作多媒体课件来辅助教学。

CAI能够创造较为真实的模拟情景，同时CAI更能制作出色彩鲜艳的视角效果，能够更好地引吸学生的注意力相对传统教学手段来说，CAI产生的效果更加明显2）小组合作设计两三个活动以小组合作的形式进行，这样既能给机会每一个学生参与课堂，开口说英语，同时还能加强学生之间的合作意识3、准备材料： 视频，练习纸等六、教学过程：Step One: Before Story1. Greeting. (设计意图： 简单亲切的问候，不但帮助学生迅速进入英语学习的状态，而且拉近了师生之间的距离，营造轻松愉快的教学氛围)2. Free talk about their own habits. Have two or three students talk about their own habits and then raise some questions according to the students’ talking.(设计意图：俗语说：“良好的开端是成功的一半心理学家研究表明孩子的注意力是认真观察，良好记忆、正确思维的重要条件孩子们刚开始上课，注意力难免会比较分散，此时让几个学生就行习惯方面的表达，其他同学根据其内容进行问题回答，活跃课堂气氛的同时将学生的注意力从课外引导课内。

)Step Two: While story1. Show two pictures of the story and raise some questions for the students.(1) Have the students look at the picture and then ask “What are they doing?”(2) Have the student observe another picture and then describe Gogo and Tony’s feeling.(设计意图：利用小朋友好奇的心理，利用story最后一幅图，设下悬念)2. Have the students listen and watch with questions following:(1) Where are Tony and Ben?(2) What are they talking about？Then check the answers.（设计意图：任务型教学，给学生一个任务，让学生带着任务学习，这样就会产生自主学习的意识3. Have the students read the story silently with the questions following:(1)How many habits are they talking about Gogo?(2)What are the habits about Gogo according to the story?When the students answer the questions, the teacher will write some key words on the blackboard in the form of mind map.（设计意图：学生在回答Gogo三个习惯时，老师根据回答的内容绘制思维导图，为下一环节的故事复述铺垫。

4. Talk about Gogo’s habits in different kinds of way.(1) Pack his school bag every day.(2) Eat six or seven times a day(3) Wash his faceWhen talking Gogo’s habits, the teacher will have the students think whether these habit are good or not.（设计意图：让学生自主思考Gogo行为习惯的好与不好，从而培养学生独立思考的能力5. Have the students look at the last but one picture of the story and then think aboutBen says “Now I understand”. What does Ben understand?6. Have the students look at the last picture of the story and then think,(1) What is Gogo doing?(2) What is Gogo like?(3) What are the toys like?(4) And how is Tony?7. Group workHave the students discus in group : After eating, what should Gogo do?（设计意图：一节课接近尾声，学生也已经坐不住了，注意力分散，此时让学生进行小组讨论，既能活跃课堂气氛，同时还能培养学生思维的创造性。

Step Three: After story1. Have the students retell the story in two ways.2. Have the students read the story in different ways.（设计意图：让学生学以致用，根据思维导图的提示，用自己的语言复述故事，技能锻炼学生的口语表达能力，也能培养学生的思维能力3. Emotional educationEverybody has his own habits. Some are good. Some are bad. Please insist on（坚持） the good habits and get rid of （戒掉）the bad ones.（设计意图：文化意识目标的体现，让孩子发现和分析自己身上的习惯坚持好习惯，摒除坏习惯）4. Have students talk about their habits about personal hygiene.（设计意图：主题的升华，从故事中人物Gogo的餐后习惯，升华到个人卫生的养成5. Homework七、教学板书：Unit 6 Good habitsGogoface/dirtytoys / everywherefood / too muchTony / helplessschool lunch roomtalking abouteatingGogo’s habitspacks his schoolbageatswashes faceevery day6or7/daymomhelpsdoesn’tTony &Ben八、教学检测安排：本课时最主要是以两个男孩谈话的方式呈现Googo的三种习惯。

由于时间关系不能保证每个学生都能掌握所学内容以及能熟读故事每个班有两节10分钟的早读，老师利用早读时间对学生进行口头上的检测，同时对学习的某些内容进行评讲九、练习：（一）根据故事内容，在横线上填写正确的单词或词组基础类练习）Tony and Ben are in the school ______________. They are ________ and talking about Gogo’s habits. Gogo _______ his schoolbag _____________. He ________ six or _________ times a day. He doesn’t ________ his face. Sometimes Tony’s ________ helps him to wash his face.（二）根据故事内容，自己绘制思维导图然后进行故事复述选择性练习）。