Unit 2 Reviewppt课件教学实录

冀教版《小学英语》Book 8

Lesson 16: Again, Please!

教学设计

石家庄市桥西区维明路小学

陈

新

1

学习者分析：

本课学习者是六年级学生，具备了一定知识储备，尤其对本单元知识点已有所学习，对单元中心话题“健康”有自己独到见解，能够在教师引导下对所学知识进行判断与总结。可随着年龄的增长，学生们的参与课堂活动的积极性及表演欲有所减退，需要教师创设情境，积极引导以推动课堂高效、有序、生动、活跃地进行。

学习内容分析：

本单元围绕健康话题展开了几个不同角度的小课题。本课是复习课，复习课的知识容量较大，应该避免面面俱到的简单知识罗列。在对课本知识提炼、总结的基础上进行拓展，加强语言功能性的体现。此外，对英语语言内在的规律性即语法进行潜移默化的引导，为学生即将面临的初中语法系统学习做一个过度引导。

教法分析：

引用四个卡通人物，创设不同情境引导有关健康的四个小话题，同时结合多媒体教学、愉快教学等多种手段，利用鲜活的画面吸引学生参与课堂活动。语言知识目标：

1、从音、形、义及词性等全面掌握单元重点词汇:face, teeth, skin, muscle, bone, cabbage, pea, onion, homework, minute, hour, day, week, month, exercise, brush, comb, healthy, weak, strong, high, low, after and before。

2、掌握有关频率的问答句型: How often do you ______? Once/ Twice/ ____ times a day/ week… . Always/ Usually/ Sometimes/ Never.

2

3、掌握有关健康话题句型：For (a) strong ____, we need (to)_____. What do you usually eat for breakfast? I usually eat _____ for breakfast. 4、拓展有关健康的口语素材，如：prescription, junk foods, No wonder!等，加强交际能力。

语言技能目标：

1、结合拓展知识进一步提高学生听、说、读、写综合能力；使学生能够结合生活实际，自由表达健康话题，解决相关问题。

2、通过教师示范引导，使学生对单元知识进行概括、总结，形成整体概念，并不断提高对知识整体把握、驾驭的能力。

情感态度：

创设情境，利用卡通人物吸引学生参与课堂活动，并对这些人物进行评判；设置具有梯次性难度的问题，使不同程度的学生都有表现的机会，在学习过程中体验成功，感受快乐，树立自信，培养学习兴趣。

学习策略：

利用板画、课件画面吸引学生注意力，培养其观察能力；在教学活动中注意引导、启发学生进行探究式学习，自由结组，通过观察人物特点编排人物对话。鼓励师生、生生相互配合，共同完成教学任务。

教学重、难点：

1、掌握有关健康话题的句型：

How often do you eat breakfast? What do you usually eat for breakfast? For a strong and healthy body, you need (to)_________?

3

2、除了像以往教学那样指导学生掌握常规性的语言知识外，本课重在对原有知识点进行系统归类学习，集中、整合单元健康话题并讨论。这样有利于学生对所学知识的整体把握，使学生对简单的词法、句法等语言规律有一种破茧而出的感觉，从而能够更加熟练、准确、自如地表达相关话题。

教学准备：

多媒体、医生服装、听诊器、盆花等。

评价方式：

语言评价为主，辅以学生自评、物质奖励等

板书设计：

Lesson 16: Again, Please!

Always brush your teeth. Always eat breakfast. Eat good foods.

Do more exercise.

教学过程： StepⅠ Class Opening

4

Part 1. Greetings

T: Morning class.

S: Good morning, Miss Chen. T: How are you today? S: Fine, thank you. And you? T:

I’m pretty well. Thank you.

Part 2. Lead-in

T: Look at the screen. Are these flowers weak or strong?

S: They are strong.

T: Do you like them?

S: Yes, I do.

T: Work hard! Then you will get some flowers. OK? S: OK! 【设计意图：利用课件中可爱仙人球的卡通图片吸引学生，激励学生，同时结合选择疑问句考查学生对词汇strong、

weak的掌握。】

StepⅡ Revision Part 1. Words for this unit T: Here are the words of Unit 2. Read them together, please! T: Well done, my kids. But these words are not happy today. Because they are lost.

Let’s help them find their homes.

【设计意图：课件出示句子They are lost! 对上一单元词汇lose 的拓展学习内容重现，并由此引出对词汇的归类复习。】

T: Which words should go into Time House?

5

S: Month. S: Day. …

T: Which words should be in Vegetable House? S: Cabbage. …

T: Which words should go into Body House? S: Face. …

T: We have some words left. Don’t worry. We have a big house for all the words of

unit 2. Let’s see how. Before I brush my teeth, I comb my hair. After I brush my teeth, I wash my face. For a healthy and strong body, reach up high. What’s the name of this house? S: Health. 【设计意图：词汇是语言学习的基础。单元复习首先呈现本单元整体词汇，进一步将词汇分类，为词汇的词性学习打下基础。最后将词汇全部归入Health House, 体现单元中心话题—健康。】

Part 2. Always Brush Your Teeth

T: Today I want to introduce some of my friends to you. They have some health

problems. First, let’s welcome my friend Mike.

【设计意图：介绍朋友给同学们认识，每一位朋友都有一个健康问题，以此做引子，将单元几个关于健康的子话题集中。】

T: Is Mike happy? What’s wrong with him? Listen! Then answer these questions.

6

【Play the dialogue between the doctor and Mike with two questions. And then ask the students answer these two questions.

Q1. What’s wrong with Mike? Q2. How often does Mike brush his teeth?

】

T: No wonder! What does No wonder mean?

S: 怪不得。

T: Wonderful! Follow me. No wonder! No wonder! No wonder! 【设计意图：拓展学习。课件出示三个卡通人物，分别带有羡慕、生气、惊喜的表情，借她们来演示No wonder! 的不同语气所表达的不同语义。】

T: What does Prescription mean?

S: 处方。

T: You are so clever. Now practice this dialogue with your partners. Get to work!

【Students’ practice and show time.】

T: Well done. If you are the doctor, what’s your prescription for Mike? S: Always brush your teeth. 【Write down the prescription for Mike on the blackboard— Always brush your teeth.

】

【设计意图：利用Mike引出健康话题之一：坚持每天刷牙。在学生已掌握的

知识的基础上将单元知识提炼并进行拓展，利用拓展知识prescription“处方”作为一条主线，层层引出健康子话题。】

Part 3. Always Eat Breakfast

T: Next let’s welcome my friend Winnie.

T: What’s this?

S: It’s a clock.

7

T: What time is it?

S: It’s 7:00. 【设计意图：课件出示一个闹表，时间指向7：30。一方面引导学生进行常规对话练习，一方面将话题自然过渡到早饭的相关话题，进而将整个课堂过渡到坚持每天吃早饭的健康子话题中来。

】

T: Time for breakfast. Let’s have a look! Does Winnie eat breakfast on Sunday?

S: No, he doesn’t. T: Does Winnie eat breakfast on Monday? S: No, he doesn’t. T: When does he eat breakfast? S: On Wednesday. T: How often does Winnie eat breakfast? S: Once a week. T: What about you? How often do you eat breakfast? 【Students’ practice time.

】

T: What’s your prescription for Winnie. S: Always eat breakfast. 【Write down the prescription on the blackboard—

Always eat breakfast.

】

【设计意图：利用Winnie引出健康话题之二：坚持每天吃早饭。How often do

you eat breakfast?句型操练由教师引导后将课堂教给学生，由学生自问自答，完成课堂主导与主体角色的转换。】

Part 4. Eat Good Foods.

8

T: Always eat breakfast. But what do you usually eat for breakfast? 【Students’ practice time.

】

【设计意图：承上启下，结合课件画面做提示，将学生操练话题由坚持吃早饭转移到三餐内容,为下一个健康话题作好铺垫。】

T: For me, I like vegetables for breakfast. I like fish and meat for lunch and I like fruit for supper. Have a look! What are these?

S: They are vegetables. T: Can you name some vegetables? S: Carrot. …

T: What’s this? What’s your favorite fruit? S: My favorite fruit is melon. …

T: Me, too. What’s this? I like fish best. Foods are delicious! But for my friend Peter—NO!

If you were the doctor, what will you say to Peter? Make a dialogue between the doctor and Peter. Get to work now. 【Students’ practice and show time.

】

【设计意图：利用鲜活的卡通人物吸引学生参与课堂活动，引导学生进行探究式的合作学习，充分发挥想象力及表演能力，推动课堂生动、有序进行。】

T: What’s your prescription for Peter? S: Always eat good foods. 【Write down the prescription on the blackboard—Always eat foods.

】【设计意图：板书书写有意将good

空出，为拓展内容埋下伏笔。】

9

T: Am I right? 【

Point to the blackboard.

】

S:

No. T: Look at this picture. Do you like these? 【Show the students a picture of junk foods.

】

S: Yes, I do.

T: They are delicious. But they are junk foods. Keep away from these. They are bad for you. So always eat good food. 【Finish the sentence on the blackboard—Always eat good foods.

】【设计意图：由Peter引出健康话题三：健康饮食。在此拓展垃圾食物junk

foods，增加学生生活口语素材，同时对健康食物加以强调。】

Part 5. Do More Exercise

T: Now it’s Tom’s turn. Let’s welcome Tom. Tom? Tom? Where is Tom? Oh my God. He’s still in bed. T: What does a couch potato mean? S: 经常泡在电视机前的人。

T: Does Tom like sports?

S: No, he doesn’t. T: What does Tom want to do? S: He wants to be a coach potato. T: What’s your prescription for Tom? S: Do more exercise. 【Write down the prescription on the blackboard—Do more exercise.】

T: What is exercise?

10

Together with the students:

Running is exercise. Playing football is exercise. Skipping is exercise, too. 【设计意图：利用Tom引出健康话题之四：锻炼身体。在进行简笔画演示的同时，结合上一单元知识对exercise进行练习。】

Part 6. Writing--What else do we do for a healthy and strong body?

T: Here is a prescription for a strong and healthy body. But that’s not enough. For a strong and healthy body, What else do we do? Please write down your prescription. S: For a strong and healthy body, we need to get up early and go to bed early. S: For a strong and healthy body, we need to take a shower. S: For a strong and healthy body, we need to clean our room. T: That ’s very important for us. Thank you. 【设计意图：将板书内容作为一个整体处方小结，引导学生总结其他有关健康的习惯，将知识延展到课外，并进行书写、口语展示。】

StepⅢ Class Closing

T: You did a good job today. Here are some gifts for you.

【Give the students some real flowers.

】

T: Watch it, water it and put them in the sun when you are free. Then it will grow up like these flowers. 【Point to the flowers on the screen.

】

T: Homework for today: 1. Make a chart about how do you take care of these flowers. How often do you water them? How often do you watch them? And how often do you put them in the sun?

11

2. Make a plan about how to keep a healthy and strong body. T: Time’s up! Class’s over. Bye! S: Bye, Miss Chen. 【设计意图：对学生本节课表现进行简单评价，奖给准备好的盆花，与课的开头首尾呼应。并让学生结合How often 句型，对这些花养殖情况做一个监测表。作业二：通过单元复习，制定本人健康计划。将书本知识迁移，指导生活实际，完成知识向能力的转化。】

教学反思：

本节课我从培养学生兴趣入手，在轻松、欢快的氛围中与学生共同完成教学任务。根据学生的课堂反馈，本课教学目标基本实现。通过复习，学生能够针对健康话题如How often do you eat breakfast? How often do you brush you teeth? What do you usually eat for supper? 等表达自己真实想法，用所学知识指导生活实际，制定有效健康计划，完成了知识向能力的转化。

教学设计整体构思较为巧妙，通过引入几位朋友将单元话题集中，框架比较清晰，层次鲜明，各环节比较流畅，且都有不同程度的拓展。如在坚持刷牙这一健康话题中拓展了No wonder！并在教授过程中引导学生体验不同语音、语调带来的不同表意效果。此外本课在提炼单元语言知识点的基础上提炼了单元整体知识框架，为学生自主学习打下了良好基础，较为有效地完成了知识与能力的整合。

在对学生评价方面较为及时，能够结合教学进展给予不同形式的评价，有效进行师生互动。在学生进行医生与病患的对话练习结束时能够及时给予肯定：You are so helpful. You are a good doctor.等。这样结合学生的即兴表演

12

给予的评价，能够调动其他学生的表演欲望，使后面的学生因此得到启发与鼓励，进行表演时会更加惟妙惟肖。这时学生情感得以淋漓尽致的发挥，课堂出现了一个小高潮，师生关系得到有效调节，有助于促进学生有效学习，达到了情感与知识的结合。

本课作业设计是一个亮点，与课的开头首尾呼应。课的开头利用鲜活的盆花画面吸引学生投入课堂，结束时又用

real flowers对学生整堂课的表现进行物质奖励，且将其延展到课外。要求学生对其进行跟进调研，制作与本单元重点句型相关的调查表。这样的评价方式及意义颇有新意。

反思这节课也有不尽人意的地方。教师在表达指令时语速应再放慢些，结合肢体语言让不同程度的学生都能充分理解指令，更加完满地完成教学任务。 以上教学过程中表现出的不足，要在今后的教学过程中不断改进。

13