1、1Unit2 Good habits( Revision )教案教案教学目标：教学目标：1.能熟练运用本单元所学知识来描述自己和他人的习惯。2.能听懂、会说、会读单词 fast, slowly, badly, well, early, late,并掌握这些副词的用法。3.能够分辨字母组合 or 的发音，并了解 or 还有其他的发音。4.能够理解小猪佩奇之习惯养成的故事，并完成相应的阅读任务。教学重点：教学重点：1.能听懂、会说、会读单词 fast, slowly, badly, well, early, late,并掌握这些副词的用法。2.能够分辨字母组合 or 的发音，并了解 or 还有其他
2、的发音。教学难点：教学难点：能熟练运用本单元所学知识来描述自己和他人的习惯，并知道以好的习惯来要求自己教学准备：教学准备：PPTExercise paper板书教学过程：教学过程：Step1Step1 Warm-upWarm-up1.GreetingsGood morning, boys and girls.Nice to see you!2.Learning aimsT: Look! These are your learning aims this class.(1)I know some good habits and bad habits.(2)I can use early , la
3、te ,etc.(3)I can understand and read the story.3.Free-talkT: Boys and girls, you all know my Chinese name Li Liang. But do youknow my English name? Do you want to know me well? Can you ask me anyquestions?【设计意图】通过向学生呈现我的个人信息，既能激发学生的兴趣想要更近一【设计意图】通过向学生呈现我的个人信息，既能激发学生的兴趣想要更近一步了解我，同时引导学生运用已学句型来提问，培养学生的问
4、题意识步了解我，同时引导学生运用已学句型来提问，培养学生的问题意识Eg: Whats your English name?Whats your favourite colour?Who is your best friend ?Whats your favourite animal?Whats your hobby ?(当学生问爱好时，顺势说出自己的爱好 singing，自然过渡到歌曲环节)T: Do you like singing? Lets sing a song ,ok?4.Sing a song T: Good job! You know washing our face is a
5、good habit, right?Ss: Yes!T: And Miss Li also has some good habits too. Do you want to know? I willgive you a video of my good habits.5.播放视频T: Now, after watching my video. Boys and girls, do you want to be a good2behavior student? Lets be the stars of habits?Ss: OK!T: But before this, you should fi
6、nish some tasks.【设计意图】学生通过老师的小视频，更能直观地了解到老师的日常习惯。同【设计意图】学生通过老师的小视频，更能直观地了解到老师的日常习惯。同时又为下面学生自己想要成为习惯良好的学生，埋下伏笔时又为下面学生自己想要成为习惯良好的学生，埋下伏笔Step2Step2 RevisionRevision andand practicepractice1.Task1Rules：如果你认为是对的，请大声说”Good habit!”;如果你认为是错的，请大声说“Bad habit!Eg: We wash our hands before dinner.I eat an apple
7、every day.My bedroom is messy and dirty.【设计意图【设计意图】以以“习惯习惯”这个大情景作为抓手这个大情景作为抓手，通过通过“习惯之星习惯之星”评比这一具评比这一具体活动将复习与拓展串联起来，让学生在一次次闯关中，获得成功的喜悦，从体活动将复习与拓展串联起来，让学生在一次次闯关中，获得成功的喜悦，从而成为而成为“习惯之星习惯之星”2.Task2a.课文再现T: Now, look ! This is my friend WB and his friend LT? Do you remembertheir habits?Please fill in the
8、 blanks.Eg1:Name: WBGood habits: gets up early in the morningnever goes to bed latebrushes his teeth in the morning and before bedtimeEg2:Name: LTGood habits: listens to his teachers at schoolkeeps his room clean and tidyBad habits:锦囊妙计：你能给 Liu Tao 一些合理的建议吗?You should/ You shouldtb. Ticking timeI kn
9、ow some good habits and bad habits.【设计意图【设计意图】通过通过“习惯之星显身手习惯之星显身手”这一活动这一活动，巧妙复习课文内容巧妙复习课文内容，并让学并让学生对于这一活动的表现进行自我评价生对于这一活动的表现进行自我评价3.Task3情景模拟(1)T: Look at these pictures, What habits do they have? Please take outyour exercise paper and finish Task3 .(2)Check up the answersTicking time3I can use earl
10、y late 【设计意图】此环节是对【设计意图】此环节是对 early,early, late,late, slowlyslowly等副词的运用，设计此环节等副词的运用，设计此环节时，我呈现了一些课外的图片，让学生填副词，考察学生是否真正会灵活运用时，我呈现了一些课外的图片，让学生填副词，考察学生是否真正会灵活运用4. Task 4 （1）Show some apples under the tree. Should we throw the apples fromthe tree? Is it a good habit? Lets help them to put apples into t
11、hebasket.(2)教师给出 Tip: 把字母组合 or 发/:/的苹果放进篮子里。(3)T: Look, there are four words left. Can you read them and tell methe pronunciation?Eg: doctor actorworkworld（4） T: You know my favorite animals are horses. Can you read thefollowing sentences?(呈现 Sound time 中的句子，让学生跟着节奏朗读)(5)T: 你能说出更多含有/:/音素的单词吗？Step3St
12、ep3 Post-readingPost-reading1. Show the picture T: oh, how messy is the room? Is it good habit? Can you guess whose roomis it?Ss: Its Peppa and Georges room.【设计意图【设计意图】小猪佩奇的故事小猪佩奇的故事，是学生非常喜欢并且熟知的是学生非常喜欢并且熟知的。我选用的片段我选用的片段是是TidyingTidying upup，讲述的是佩奇一家人整理房间的故事，正好契合我们今天的主题，讲述的是佩奇一家人整理房间的故事，正好契合我们今天的主题“
13、GoodGood habitshabits”2.Skim and judge (Tip:略读第一段，判断句子)PPT 呈现: Skim(快速略读):又称“跳读”或“浏览” ，要求以较快速度略读完文章，迅速获取文章的中心思想，即有选择地进行阅读，可跳过某些细节，抓住文章大意，从而加快阅读速度。T: What are they doing in the bedroom?What are mum and dad doing in the living room?(1) Peppa and George are playing with toys inthe bedroom. ()(2) They m
14、ake the room clean and tidy. ()(3) Mum and dadare watching TV in the living room. ()3.Read and circle（Tip:精读第二段，圈出答案）PPT 呈现：Intencive reading(精读):又称“细读” ，它要求按照文章的顺序，逐字、逐句、逐段地读下来，对每个词语、每个句子、每个段落和每个篇章进行深入的思考，弄清含义。T: When they hear the noise（噪音） ，what will mum and dad do?(1) How do mum and dad encourag
15、e（鼓励）their children to tidy up (整理)the room?a. Peppa tidies up the room.b.Have a race(比赛) between boys andgirlsc.George tidies up the room.(2) Where should Peppa put the Teddy bear(泰迪小熊)?a.In the toy basketb.On the sofac. Under the bed(3) Where should George put the dinosaur(恐龙) book?a.On the bedb.
16、On the bookshelfc.On the desk44.T: Who wins at last? Peppa and her mum or George and his dad?Ss: They all win.温馨提示: We should keep our bedroom clean and tidy.We should put our things in order.【设计意图】通过佩奇和乔治一开始不肯整理房间，到男女生比赛收拾房间【设计意图】通过佩奇和乔治一开始不肯整理房间，到男女生比赛收拾房间，到最后一家人把房间收拾的干净又整齐，正好借此对学生进行情感教育，水到到最后一家人把
17、房间收拾的干净又整齐，正好借此对学生进行情感教育，水到渠成。渠成。5.Ticking timeI can understand and read the story.Step4Step4 ShowShow timetime1.T: Well done! Boys and girls, you have finished all the tasks. Now,you are the stars of habits. Lets make a good habit proposal, ok?Eg: I early in the morning.III at night.2.Show time【设计意
18、图【设计意图】到此到此，学生已完成所有任务学生已完成所有任务，这时教师推出好习惯倡议书这时教师推出好习惯倡议书, , 鼓励鼓励学生完成自己的学生完成自己的“GoodGood habithabit proposalproposal”, ,然后在全班学生面前分享自己的好然后在全班学生面前分享自己的好习惯。此举最终落到学生身上，让学生进行语言的输出，培养口头表达能力习惯。此举最终落到学生身上，让学生进行语言的输出，培养口头表达能力3.T: Excellent! Boys and girls, I know you also do well at school. Lets enjoy some pic
19、tures of you.(播放学生在校的照片)【设计意图【设计意图】这一环节这一环节，我抓取了平时学生在校上课我抓取了平时学生在校上课、吃饭吃饭、排队排队、打扫卫生打扫卫生等镜头等镜头，做成了做成了 PPTPPT 的形式展现给学生的形式展现给学生，学生看到自己的表现后学生看到自己的表现后，以后能更加以后能更加地约束自己的行为，养成好习惯。地约束自己的行为，养成好习惯。4.情感教育：Good habits benefit for life.Step5Step5 TickingTicking timetimeT: Now, boys and girls. How many stars can y
20、ou get in this class?(评选出星星最多的同学，并授予“习惯之星”称号)Step6Step6 HomeworkHomework1. Give more advice on bad habits.2. Share your good habits with your classmates.板书设计板书设计：Unit2 Good habitsIearly in the morning.I.I.I.I.Iat night.These are my good habits.What about you?（Tips:把学生们完成好的习惯倡议书贴在板书上，呈现一张大的 Good habitproposal）
