1、Good 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小学牛津英语六年级（下册）Unit2 Good habitsgrammar 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
2、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
3、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
4、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
5、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.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.An
6、d I think, habit is very important. Good habits can bring us healthy .Whatdo 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 Ha
7、bits 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 friendshabits.Who are they?S: They
8、 are Wang Bing and Liu Tao.T: What habit do they have?Read 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
9、tell me, how often does Wang Bing do it?S：He always puts 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 thistime. 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 hav
10、e?For example, we have five blanks, how does “always” 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
11、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 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
12、, late, early , fast, well.（1）T：Wang Bing has 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
13、 does it mean?S: It means adverb too.T: Great. 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 ou
14、t adverbs.T: We know beautifully, carefully, loudlyThey 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 for
15、ms.Read these sentences and tell me are 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 s
16、ome badhabit. He is trying to get out of 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 intro
17、duce our friendsgood habits.T: From the dialogue, I know you all have good habits. We can learn each other.Now, show us your friendsgood 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
