1、冀教版小学英语六年级下册冀教版小学英语六年级下册 Lesson 8 Always Brush Your Teeth教学设计教学设计 一、 教学目标 A.知识目标 1 Review and use the keywords : before , after ,bad, next. 2 Students can read ,listen , say and write the vocabulary: brush your teeth ,wash your face , comb your hair, have breakfast,go to school 3.Important sentences
2、:Whatdoyoudobefore after_? I_. Thats bad for his teeth. B.能力目标 1、学生能够正确运用短语 brushteeth , washface ,combhair ,并知道人 称的变化。 2.能够掌握 before ,after,be bad for 的用法。 C. 情感目标 通过学习，学生能对本课内容产生兴趣，主动参与教学活动，认真理解短文内容， 并养成讲究卫生的好习惯。 二、教学重难点 1. 掌握 before ,after,be bad for 的用法。 2. 通过学习，学生能对本课内容产生兴趣，主动参与教学活动，认真理解短文内 容，并
3、养成讲究卫生的好习惯。 三、教学过程 (一)Class Opening and Review 1.Greeting :Good morning ,class !How are you ?Hows the weather today ? 2.Do actions to play a guessing-word game. A student do some actions and ask What do I do in the morning,other students say out this sentence with these phrases. 设计意图：边做边说复习已经学过的动词短语
4、，避免枯燥乏味的单纯记忆，让学生自己 主动的记忆。 T:What does do in the morning? S: He_. Its about our daily activities in the morning.(Show the ppt.) T:What do you do in the morning? S:I_. (二)New concepts Step 1: New words :before ,after T：Did you have breakfast this morning? S: Yes,I did. T:How often do you have breakfas
5、t? S: Every day.Seven times a day. T:Why? S:I want to be healthy and strong. T:You look healthy and strong. Wonderful ! T: How often do you brush your teeth? S: I brush my teeth twice a day. T: Good work! Yes. Always brush your teeth!Your teeth can be healthy and strong. (show the topic and lets cha
6、nt) Teeth, teeth, teeth, I brush my teeth. After getting up, I brush my teeth. After eating a meal, I brush my teeth. Before going to bed, I brush my teeth. Teeth, teeth, teeth, I always brush my teeth. T: When do you brush your teeth? S: I always brush my teeth before breakfast.(板书 before) Talk in
7、pairs: A:What do you do before breakfast? B: I _. Thentalk in pairs: A:What do you do after breakfast? (板书 after) B: I _. T: What class do you have after English? S: Math class. Lets look at Stevens Monday morning. Talk about Stevens Monday morning to make a sentence with Before and After. 1._Englis
8、h class,Steven has music class. 2._Chinese class,Steven has math class. 3._music class,Steven has English class. 设计意图：通过小组中的互相练说，克服学生一个人怕说错的思想，在集思广义中 说出自己能想到的句子， 同时不限定于一个句型， 培养学生的发散思维。 在小组练习中， 提高了学生发言的积极性，说的机会也增多了，加上教师或基础好的学生的及时指导， 学生的表达能力也会有所提高。 Step 2 Listening, reading ,speaking and writing. I.Lo
9、ok at Li Ming s,Dannys morning,please listen to Part 1 and answer the questions: 1.What time does Li Ming have breakfast in the morning? 2.What does he do before breakfast? 3.What does he do after breakfast? 4. Does Danny always brush his teeth? 5.Is that good or bad for his teeth?（板书 bad,be bad for
10、） Show the ppt and check the answers.Then lets chant. Danny never brushes his teeth. Thats bad for his teeth. I always brush my teeth. Thats good for my teeth. II Sing a song together. Listen to the boys morning .What does he do in the morning? 通过听唱歌曲，激发学生的兴趣，吸引学生的注意力。 III.Look at Jennys week. 1.Lis
11、ten and judge 2.Listen again and read Part 2 freely. 3. Read the text again to deep understanding of the text. According to the thinking map and retell the text.(ppt) 1）What does Jenny do firstnextthen? 2) Does Jenny go to school on Saturday and Sunday? 4.Group Work Divide four students into a group
12、 to retell the text,then retell it to the class. 设计意图： 在听的过程中为孩子预留了任务，符合英语课标中提倡的任务型教学， 并且能引导学生注意听得重点内容， 为他的学习提供了方向。 利用思维导图的形式让学 生感知文本，通过小组合作探究讨论 寻找答案，培养合作精神。 Step 3.Consolidation and extention Use the sentences we have learned to talk about “My Week”with your own chart,then work in groups. Step 4 Ho
13、mework 1.Retell part2. 2.Finish Part 3(2). 3.Write down “My Week”. 六、六、BlackboardBlackboardDesignDesign LessonLesson8 8AlwaysAlways BrushBrush YourYour TeethTeeth！ Whatdoyoudobefore after_? I_. Thats bad for his teeth. 本节课最大的亮点是借助思维导图这一学习策略学习 Jennys Week。通过图和关键词引导同学们感知文本，然后 小组合作探究、讨论、寻找答案，最后，借助思维导图复述文本。激发学生学习英语的兴趣，培养良好的学习习惯， 形成有效的学习策略，发展学生自主学习的意识和合作精神，形成综合运用语言的能力，科学、高效的完成语言的 输入到输出；教师亲切自然，循循善诱，课堂气氛和谐融洽，张弛有度，教学目标逐步达成。 缺点： 本节课学生的参与度还是不够高，教师可以在激励形式上更丰富地调动学生的积极性。
