小学新版-牛津译林版Unit 2 Good habits第4课时教案

这是一份小学新版-牛津译林版Unit 2 Good habits第4课时教案，共4页。教案主要包含了设计意图等内容，欢迎下载使用。
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, slwly, badly, well, early, late,并掌握这些副词的用法。
3.能够分辨字母组合r的发音，并了解r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：
1.能听懂、会说、会读单词fast, slwly, badly, well, early, late,并掌握这些副词的用法。
2.能够分辨字母组合r的发音，并了解r还有其他的发音。
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：PPT Exercise paper 板书
教学过程：
Step1 Warm-up
1.Greetings
Gd mrning, bys and girls.
Nice t see yu!
2.Learning aims
T: Lk! These are yur learning aims this class.
I knw sme gd habits and bad habits.
I can use" early " , " late " ,etc.
I can understand and read the stry.
3.Free-talk
T: Bys and girls, yu all knw my Chinese name –Li Liang. But d yu knw my English name? D yu want t knw me well? Can yu ask me any questins?
【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，培养学生的问题意识
Eg: What’s yur English name?
What’s yur favurite clur?
Wh is yur best friend ?
What’s yur favurite animal?
What’s yur hbby ?(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: D yu like singing? Let’s sing a sng ,k?
4.Sing a sng
T: Gd jb! Yu knw washing ur face is a gd habit, right?
Ss: Yes!
T: And Miss Li als has sme gd habits t. D yu want t knw? I will give yu a vide f my gd habits.
5.播放视频
T: Nw, after watching my vide. Bys and girls, d yu want t be a gd behavir student? Let’s be the stars f habits?
Ss: OK!
T: But befre this, yu shuld finish sme 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。同时又为下面学生自己想要成为习惯良好的学生，埋下伏笔
Step2 Revisin and practice
1.Task1
Rules：如果你认为是对的，请大声说”Gd habit!”;
如果你认为是错的，请大声说“Bad habit!
Eg: We wash ur hands befre dinner.
I eat an apple every day.
My bedrm is messy and dirty.
…
【设计意图】以“习惯”这个大情景作为抓手，通过“习惯之星”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，从而成为“习惯之星”
2.Task2
a.课文再现
T: Nw, lk ! This is my friend WB and his friend LT? D yu remember their habits?
Please fill in the blanks.
Eg1:
Name: WB
Gd habits: gets up early in the mrning
never ges t bed late
brushes his teeth in the mrning and befre bedtime
Eg2:
Name: LT
Gd habits: listens t his teachers at schl
keeps his rm clean and tidy
…
Bad habits:…
锦囊妙计：你能给Liu Ta一些合理的建议吗?
Yu shuld…/ Yu shuld’t…
b. Ticking time
I knw sme gd habits and bad habits.
【设计意图】通过“习惯之星显身手”这一活动，巧妙复习课文内容，并让学生对于这一活动的表现进行自我评价
3.Task3
情景模拟
(1)T: Lk at these pictures, What habits d they have? Please take ut yur exercise paper and finish Task3 .
(2)Check up the answers
Ticking time
I can use" early" " late " …
【设计意图】此环节是对early, late, slwly…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
4. Task 4
（1）Shw sme apples under the tree. Shuld we thrw the apples frm the tree? Is it a gd habit? Let’s help them t put apples int the basket.
(2)教师给出Tip: 把字母组合r发/ɔ:/的苹果放进篮子里。
(3)T: Lk, there are fur wrds left. Can yu read them and tell me the prnunciatin?
Eg: dctr actr
wrk wrld
（4）T: Yu knw my favrite animals are hrses. Can yu read the fllwing sentences?(呈现Sund time中的句子，让学生跟着节奏朗读)
(5)T: 你能说出更多含有/ɔ:/音素的单词吗？
Step3 Pst-reading
1. Shw the picture
T: h, hw messy is the rm? Is it gd habit? Can yu guess whse rm is it?
Ss: It’s Peppa and Gerge’s rm.
【设计意图】小猪佩奇的故事，是学生非常喜欢并且熟知的。我选用的片段是Tidying up，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“Gd habits”
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 ding in the bedrm?
What are mum and dad ding in the living rm?
(1) Peppa and Gerge are playing with tys in the bedrm. ( )
(2) They make the rm clean and tidy. ( )
(3) Mum and dad are watching TV in the living rm. ( )
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 nise（噪音），what will mum and dad d?
(1) Hw d mum and dad encurage（鼓励）their children t tidy up (整理)the rm?
a. Peppa tidies up the rm. b.Have a race(比赛) between bys and girls
c.Gerge tidies up the rm.
(2) Where shuld Peppa put the Teddy bear(泰迪小熊)?
a.In the ty basket b.On the sfa c. Under the bed
(3) Where shuld Gerge put the dinsaur(恐龙) bk?
a.On the bed b. On the bkshelf c.On the desk
4.T: Wh wins at last? Peppa and her mum r Gerge and his dad?
Ss: They all win.
温馨提示: We shuld keep ur bedrm clean and tidy.
We shuld put ur things in rder.
【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，水到渠成。
5.Ticking time
I can understand and read the stry.
Step4 Shw time
1.T: Well dne! Bys and girls, yu have finished all the tasks. Nw, yu are the stars f habits. Let’s make a gd habit prpsal, k?
Eg: I… early in the mrning.
I…
I…
I… at night.
2.Shw time
【设计意图】到此，学生已完成所有任务，这时教师推出好习惯倡议书, 鼓励学生完成自己的“Gd habit prpsal”,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
3.T: Excellent! Bys and girls, I knw yu als d well at schl. Let’s enjy sme pictures f yu.(播放学生在校的照片)
【设计意图】这一环节，我抓取了平时学生在校上课、吃饭、排队、打扫卫生等镜头，做成了PPT的形式展现给学生，学生看到自己的表现后，以后能更加地约束自己的行为，养成好习惯。
4.情感教育：Gd habits benefit fr life.
Step5 Ticking time
T: Nw, bys and girls. Hw many stars can yu get in this class?
(评选出星星最多的同学，并授予“习惯之星”称号)
板书设计： Unit2 Gd habits
I early in the mrning.
I .
I .
I .
I .
I at night.
These are my gd habits.
What abut yu?
（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Gd habit prpsal）