Story time教学创新设计

六下Unit 2 Good habits

执教者：无锡市东亭实验小学

刘海涛

一、教学内容：Story time

二、教学目标：

1. 知识与能力

1）能听、说、读、写单词：habit、never、finish、tidy、fast.并能在情境中运用。

2）能听、说、读、写句型He gets up early in the morning. He never goes to bed late. He also does well at home. 3）通过学习本课时，让学生能分清好习惯和坏习惯。

4）能朗读和理解小故事，并能够复述课文中主人公的习惯。

2. 过程与方法

情景对话法，游戏法，任务驱动法，多媒体演示法等。

3. 情感态度与价值观

通过学习本课时，让学生能分清好习惯和坏习惯，并让学生培养好的学习和生活习惯。同时，提高学生的语言运用能力和思维能力。

三、教学重难点：

1. 能听、说、读、写单词：habit、never、finish、tidy、fast.并能在情境中运用。

2. 能听、说、读、写句型He gets up early in the morning. He never goes to bed late. He also does well at home. 3. 通过学习本课时，让学生能分清好习惯和坏习惯。

4. 能朗读和理解小故事，并能够复述课文中主人公的习惯。

5. 懂得好习惯的重要性。

四、教学准备：

教师准备：多媒体课件、教材、人物头饰、便签纸、愿望树。

学生准备：学生用书（复印的课文）、便签纸。

板书准备：预先写好板书。

五、教学过程：

Step 1 Warm up 1. Greetings 2. Game: Read and judge. Rules: If you think it’s reasonable, please say “Good, good, good”. If you think it’s unreasonable, please say “Bad, bad, bad”. These groups read，and those groups judge. Teach: fast, tidy (not messy) 设计意图：通过师生之间的greeting，彼此拉近距离。通过游戏，既可以消除学生紧张的心理，游戏中出现的动词短语也可以让学生提前感受本课时的主要内容。此外还可以为揭题服务。

3. T: You think these are reasonable. I think so. Are they good habits?

S: Yes, they are. T: So they are … (引导学生说出good habits) Teach: habit → habits 4. T: Today, we’ll talk about good habits. Read the title: Unit2 Good habits. Step 2 New Presentations 1. Watch and answer T: Everyone has some habits. Some habits are good. Maybe some are bad. Let’s watch a cartoon and answer: Whose habits are mentioned in the story? Ss: Wang Bing’s and Liu Tao’s habits. (贴头像在黑板上) 2. Look and say T: The story is about Wang Bing’s and Liu Tao’s habits, and here are some of their habits. Let’s look and read them. (Ask students to read them one by one, and teach: finish, put…

in order) 3. Listen and match

T: What habits do Wang Bing and Liu Tao have? Turn to Page 18 and try to listen and match Let’s check: T: First, let’s look at Wang Bing. What does he do? S:…

(学生边说，教师边把板书贴在黑板上) T: Really? Please read it. T: Can you say something about Wang Bing’s habits? （带领学生根据板书说一说）

同法处理刘涛的习惯。

设计意图：通过watch和listen环节，让整体感知故事的主要内容：王兵和刘涛两个人的习惯，同时在match环节让学生对主人公的习惯有了初步的认识和了解。体现了“总”的感知和把握，并为接下来细节理解打下基础。

4. Read and underline T: You can find some of their habits correctly. What other habits do they have? Read and underline them.

T: Look at Wang Bing, what other habits did you find? How do you know?

S: He never goes to bed late.

(Teach: never. 引导学生说出He always goes to bed early.来帮助学生理解never。) S: He brushes his teeth in the morning and before bedtime.（边说边贴板书）

同法处理刘涛的习惯。

T: Liu Tao listens to teachers at school. What does he do at home? S: He keeps his room clean and tidy, and he helps his parents too. T: So does he do well at home? (引导学会说出：he does well at home ) 5. Try to retell their habits together. (教师带领学生根据板书整体复述一遍。) T: We know that Wang Bing has many habits. Are these habits good?

S: Yes, they are. T: Wang Bing has many good habits and he is a good boy. Is Liu Tao a good boy too?

S: Yes, he is. T: Because he has many good habits too. But look here, he also has some bad habits.

What are they? (学生读出刘涛的坏习惯) T: He has the bad habits, so sometimes does he feel well? (出示图片) 引导学生说出he feels sleepy. (Teach: sleepy.) 设计意图：在整体感知故事的前提下，设置read and underline/ look and say 等任务，让学生在细节上进行理解和把握，并在此环节上让学生来评价判断王兵和刘涛的习惯，分清好坏习惯，与预设目标相呼应。）

6. Imagine

T: Yes, Liu Tao feels sleepy. He feels sleepy, what will happen? S:…

T:: Are you right? Let’s watch. 7. Read and think T: Liu Tao hit himself. Wang Bing says “You shouldn’t go to bed late.”

8. Read together 9. Try to act the dialogue. T: If you were Wang Bing, what other advice can you give?

“Liu Tao, you should/shouldn’t…”

学生给出各种意见，教师同时可以进行点评，也可以让学生之间互评。

T: You have so many good ideas, and I think I’ve got your ideas: Liu Tao should arrange his time properly. 带领学生齐读此句话。同时渗透：Helping others is a good habit too.

设计意图：通过设置imagine 环节让学生自己去理解坏习惯带来的结果，并让学生给出改正意见。既可以总体理解课文，也可以让学生达到情感价值观的共鸣和升华。

10. Listen and repeat. 11. Read together.

Step 3 Consolidation 1. Think and write T: They have many good habits. Would like to learn good habits form them? Turn to Page18, and try to think and write T: Good habits are important for us. Look, there are some good habits, please complete them. 2. Try to say T: You learned a lot from them, and I think you have many other good habits. Let’s learn from each other. What other good habits do you have? Ss: I have many good habits. I... 设计意图：通过让学生学习总结文中主人公的好习惯，可以再次巩固学生对课文的理解和把握。另外，学生之间的好习惯的分享，也检验了学生运用所学语言知识进行简单交流的能力和习惯。

3. Make a New Year plan T: New Year is coming, do you want to keep good habits and form more good habits? Let’s make a New Year plan. (出示PPT) For me, I am going to… and look, I have written it down. This is my plan, and I stick it on the Wishing Tree. (拿出准备好的愿望树，贴在黑板上) What about yours? Please write it down. T: Let’s share and stick. (学生起来分享并把便签纸贴在黑板上。) T: Well done. You have so many New Year plans, and I wish all of your plans will come true. So, boys and girls, remember to keep and form good habits. Good habits lead to successful life! 设计意图：在解读和理解完Story time之后，通过设计新年愿望树的小活动，让学生进行语言知识的再运用，既可以巩固本次课时的语言知识和故事，还可以复习旧知be going to…同时，对学生进行培养好习惯的价值观渗透。

Step 4 Homework

1. Read and try to retell the story. 2. Find good habits of your friends’ and try to learn from them. 3. Preview Grammar time and Fun time. 六、

板书设计

Unit 2 Good habits

What habits do they have?

Wang Bing

Liu Tao get up early

listen to his teachers brush his teeth

keep his room clean and tidy

do well put his things in order

help his parents never go to bed late

do not go to bed early

feel sleepy finish his homework early

do his homework late 七、

教学反思

1. 通过本课时的学***部分学生不仅明白和辨别了常见的好坏习惯，还能够为自己树立养成一些好习惯制定目标。

2. 学生参与积极，虽然有些回答不是很好，但是学生能够积极思考，主动融入课堂。体现了学生积极主动参与课堂活动的意识提升。

3. 执教者在设计问题和活动环节时，有些要求或问题不是很明晰，学生可能产生了误解。因此，教师应该注意设计简单明了的问题，同时活动要求要让学生一目了然，该做什么，怎么做等等。

4. 执教者在对学生的预设上面应该更充分和全面，从而会避免出现教师对学生的一些回答和反应无所应对的情况。

5. 充分体现课堂评价的多元性。对于学生的理答和评价应该及时和到位，还可以让学生对同伴的回答表现进行互评。