（广东）粤人版五年级下册英语Unit 6 Good Habits-Lesson 1-ppt课件-(含教案+素材)--(编号：0060d).zip

1、brush wash finish pack clean up go to bed get up 根据上面的提示，说一说自己的习惯， What are they doing? eating ? 2.What are they talking about Gogo? A.Gogos plan B.Gogos habits C.Gogos vacation 1.Where are Tony and Ben? How many habits are they talking about Gogo? And What are they? 默读故事，然后数一数 书P66 How often does G

2、ogo pack his schoolbag? He packs his schoolbag every day. Thats a _ habit.good How often does Gogo eat? He eats six or seven times a day. Thats a _ habit.bad Does Gogo wash his face by himself（自己） ? Who washes the face for Gogo? Sometimes Tonys mother . angry helpless（无奈的） surprised（惊讶的 ） What happe

3、ns to Gogo? happy eating dirty toys everywhere angry helpless（无奈的） After eating, what should Gogo do? 小组讨论，吃完东西后Gogo该做什么 ？ After eating, wash the mouth with water wash his hands clean or wash his face After eating, Gogo should_, _ and _. wash his hands wash his mouth with water wash his face Retell

4、the story. Today, Tony and Ben are eating in the school lunch room. They are talking about Gogos _.Gogo is Tonys _. He _ his _ every day. And he _ about _ or _ times a day. But he doesnt _ his _. Mom _ washes for him. friend packs schoolbag eats six seven wash face sometimes habits Everybody has his

5、 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. sports（运动） everyday life（日常生活 ） food and drink（饮食） study（学习） personal hygiene 个人卫生 habits personal hygiene 个人卫生 Talk about talk your habits about How do you pack your schoolbag? How often

6、do you pack your schoolbag? First, Next, Next,姓名_ 班别_ 五年级下册 Unit6 Good Habits 故事文本 Tony &Ben 根据故事文本以及相应的思维导图复述故事。 Tony and Ben are in the school _. They are _ and talking about Gogos habits. Gogo _ his schoolbag _. He _ six or _ times a day. He doesnt _ his face. Sometimes Tonys _ helps him to wash

7、his face. lunch room talking about eating Gogos habits packs his schoolbageats wash face every day6or7/daymom helps doesnt 姓名_ 班别_ 五年级下册 Unit6 Good Habits 故事文本 _ _ _ _ _ 请根据故事内容，先绘制思维导图，然后根据文本内容和思维导图进行故事复述。五年级下册 Unit6 Good Habits 故事文本与思维导图(教师用) school lunch room talking about eating Gogos habits pac

8、ks his schoolbageats washes face every day6or7/daymom helps doesnt Tony &Ben Gogo face/dirty toys / everywhere food / too much Tony / helpless1 Unit6 Good Habits The Second Period 一、教学内容：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、二、教学流程图：教学流程图： While-Story Before-Story Step1 Greet Step2 Free Talk. Step1

9、Talk about two pictures of the story Step2 Listen and watch with two questions. Step3 Have the students read the story silently with question Step4 Talk about Gogos habits After-Story Step 6 Group work Step 2 Read the story in different ways Step5 Talk about the last picture Step 1 Retell the story

10、Step 3 Talk about the habit about personal hygiene Step 3 Homework 2 三、教学目标三、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

11、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

12、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。 3 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

13、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：六、教学过程： Step One: Before Story 1. 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 ta

14、lking. (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 story 1. Show two pictures of the story and raise some questions for the students. (1) Have the students look at the picture and then a

15、sk “What are they doing?” (2) Have the student observe another picture and then describe Gogo and Tonys 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.

16、 （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? 4 (2)What are the habits about Gogo according to the story? When the students answer the questions, the teacher will write some

17、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 Gogos habits in different kinds of way. (1) Pack his school bag every day. (2) Eat six or seven times a day (3) Wash his face When talking Gogos habits, the teacher will have th

18、e 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 about Ben says “Now I understand”. What does Ben understand? 6. Have the students look at the last picture of the stor

19、y 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 work Have 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 story 1. Have

20、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 education Everybody has his own habits. Some are good. Some are bad. Please insist on（坚持） the 5 good habits and get rid of （戒

21、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：七、教学板书： Unit 6 Good habits 八、教学检测安排：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

22、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，同时对学习辅导的某些内容进行评讲。 九、练习：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 Gogos habits. Gogo _ his schoolbag _. He _ six or _ times a day. He doesnt _ his face. Sometimes Tonys _ helps him to wash his face. Gogo face/dirty toys / everywhere food / too much Tony / helpless school lunch room talking about eating Gogos habits packs his schoolbageats washes face every day6or7/daymom helps doesnt Tony &Ben 6 （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）