1、Unit2Unit2Good habitsGood habitsadverbadverbadverbadverbFrequency adverb(频率副词)always,usually,often,sometimes,neveradverb(程度副词)alsoThe form of adverb(副词的形式)adjective+ly: loudly,happilyadjective=adverbwell,fast,earlyGrammer time & Fun timeGood habitsFun time &Grammar time 教学设计教学设计 学情分析:学情分析:本课教学内容是译林版
2、小学牛津英语六年级(下册)Unit2 Good habits grammar time& Fun time 板块的综合内容。本节课的教学对象虽然是六年级的学生,但是教学的知识点对他们而言却是第一次接触并且较为抽象-在复习一般副词的基础上重点认知、学习频率副词的概念及使用。同时,理解程度副词。总体而言,对于副词,了解其名称和分类、辨别其在句型中的位置,并且能够在语境中正确运用。语法对于小学生而言本身存在着一定的抽象性,低、中年级时倾向于句型的输出,鼓励学生敢说、多说,对于语法并没有实质性的要求。高年级则提出了在创设的情境中,通过学生句型的不断运用,探析语言的语法点。并强调基于学生自主活动,例如通
3、过比较、对比等方式发现归纳语言点。鉴于语法课有着一定的抽象性和单一性,用力不均很容易演变成练习课。因此,情境的创设显得十分重要。本课以 Good habits 为主到情境,整节课以“如何养成好习惯”为主线。由开放性的问题“好的习惯可以给我们带来什么帮助?”引发学生对于好习惯的思考。通过交流,认识到好习惯对于我们的重要性。因此,我们需要养成好习惯。第一步通过课文中学生熟悉的人物 Wang Bing 和 Liu Tao 的一些习惯复习,激发学生的知识储备量,复习如何表达习惯用语。并在语言的复述中引导发现频率副词 always,usually, often, sometimes,never 在句型中
4、的位置和用法。紧接着通过对两人习惯的陈述归纳程度副词的用法。 (虽然此部分在语法版块并没有出现,但是作为副词常见用法,并且出现在了课文中,因此笔者认为学生有必要掌握,因此此处也做了讲解和教授。 )在复述 Liu Tao 的习惯之后,引导学生对于形副同型的单词 fast,well,early,late.四个副词的运用。接下来我们进入 Funtime 的对话练习,将所学的副词的语法点在对话中运用。考察学生掌握的程度。最后,通过小组间的相互交流,来介绍自己朋友的好习惯。最终形成文本性的输出。本节课定位为语法板块的教授,因此每个语法点之后都设有一定量的笔头小练习去让学生操练。这也是语法教学中必不可少的
5、环节。教学重难点教学重难点重点:1.通过学习,能准确认知、使用频率副词,never,always,usually, often, sometimes. 2.通过学习,能将副词在句型中的灵活运用句: (1.) I walk fast in the street.(2.) He She get up earlylate (3.) We always do well at home. 3.通过本课的练习,能够对自己和他人的习惯进行描述,并能形成正确的价值观。尝试着养成好习惯,改掉坏习惯。难点:1.副词的概念(修饰动词) 、分类(频率副词、程度副词, )及形式(形容词+ly、形副同形等)和用法。 2.
6、能够运用所学句型描述自己或他人的习惯。教学过程教学过程一、一、Warming up1. GreetingsT: Hello, everyone. Today we will talk about habit. Do you know “What is habit?”S: We often do it.T: Yes. Habit means something you do regularly, often without thinking about it. And I think, habit is very important. Good habits can bring us healt
7、hy .What do you think it? S: We have good habits. People will like us.T: Yes, People like to make friends who has some good habits. S: We have good habits, we will do well in studying. T: Thats right. Good good study, day day up. T: Good Habits can bring us a lot of good things. 设计意图:培养高年级的孩子英语思维,对于
8、单词能够有用英文解释的意识。同时通过交流习惯,让学生了解并认同好习惯可以给我们带来很多美好的事情。增强对好习惯的认同感。为下一步如何养成好习惯铺垫。二、二、Preparation1. Teach Frequency verb, never, always, usually, often.(1)T: How to get into a good habit? First, lets talk about our friends habits.Who are they? S: They are Wang Bing and Liu Tao.T: What habit do they have? Re
9、ad page16-17 (work in pairs)S1: Wang Bing gets up early and never go to bed late.S2: He always puts his things in order.S3: He usually finishes his homework before bedtime.T: Than you. Wang Bing has a lot of habits.Lets read the sentences. Then tell me, how often does Wang Bing do it?S:He always put
10、s his things in order and never go to bed late.S: He usuallyT: Look at these words. They mean how often times does Wang Bing do in this time. We call them “Frequency adverb”. 设计意图:有效回收学生的回答,引导他们发现频率副词。(2)T: Do you know how often do these words have? For example, we have five blanks, how does “always
11、” chose? S: All of blanks. T: Yes, thats right. Now, please tick the blanks. (work in pairs) TS check the answers and make some new sentences.S: I always go to school by e-bike.S: I often play football at weekends.设计意图:引入频率副词的概念,并通过具体的形式理解每个副词的大概频率。以便学生在交流时能够灵活运用。依据自己的情况用频率副词造句检验学生的理解和运用情况。(3) T: We
12、 know how to use these words.Could you find that where are they in the sentence? S: They are before the verbs. T: You see them carefully. Lets read and digest these sentences.设计意图:输入语法点频率副词的概念、位置、用法。对学生今后的进一步学习奠定扎实的基础和准确的第一印象。2. Teach adverbs, well, also, late, early , fast, well.(1)T:Wang Bing has
13、some good habits. What about Liu Tao?S: He listens to the teachers and he also does well at home.S: He also helps his parents.S: He does not go to bed early.T: Liu Tao does well at school. He also does well at home. Pay attention about this word-also. What does it mean?S: It means adverb too.T: Grea
14、t. You know a lot of adverbs. 设计意图:程度副词在本单元也出现了,虽然没有作为掌握的语言点。但是有必要让学生了解。(2)T: From Liu Taos habits, we also learn some adverbs. Please, find them, and try to read these words by yourself.设计意图:在教师的引导下,通过学生的自主朗读发现程度副词和形副同型的副词。(3)Read the sentences then find out adverbs.T: We know beautifully, carefull
15、y, loudly They all end “ly”. What about well, fast,?S:They are without ly. But, they are also adverbs. 设计意图:从学生上一个单元的对于副词的学习着手,前一个单元的副词的形式都以 ly 结尾。引发学生对于本节课的位于动词之后的副词的思考,副词的形式是否固定。T:These words accord to adjective, they also accord to adverb. They have same forms.Read these sentences and tell me are
16、 they adj or adv?(work in pairs)设计意图:通过句型的对比,让学生在理解的基础上整体认知形容词和副词的不同用法。三、三、Consolidation1. Talk about our good habits.T:From Wang Bings and Liu Taos habits. We know Wang Bing has some goodhabits. He is a good boy. Liu Tao also has some good habits, but he has some badhabit. He is trying to get out o
17、f the bad habits. What about your good habits? (work in pairs)S: Hello, do you?S: Yes. I do.S: What time do you?S:S:Thats a good habit.设计意图:通过自己生活真实情境,运用本节课所学的语法点表达自己的一些好习惯。语言的知识点在创设的情境中用对话的方式表达,增添学生之间交流的同时,也考察了语言点的掌握情况。避免单一练习的枯燥。2. Work in groups. Try to introduce our friends good habits.T: From th
18、e dialogue, I know you all have good habits. We can learn each other. Now, show us your friends good habits. Lets learn something from them.S: T: Lets guess who is heshe? 设计意图:由组内第一二人称的对话转向为第三人称的描述,提高了学生的应用能力。通过介绍自己朋友的好习惯,综合运用本节课语言点的同时,也增强了学生对于好习惯的肯定和认同感。激发内心的情感去养成好习惯。它使我们受益匪浅。先描述,在进行点评和猜测是谁的顺序,锻炼学生开口能力的同时也锻炼了听的能力。输入和输出交互生成。在猜测中学生也能感受到语言的乐趣。3.Try to get into good habits.四、四、Homework五、五、Design
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