英语下册Period1第1课时教案译林牛津版

Project 1 Being a good student
第一课时
一、教学内容：Project 1 Being a good student-A
二、教学目标：
1.能够综合运用前面单元所学的词汇、句型等语言知识展开活动。
2.通过交流与合作，能够运用1到4单元所学的语言知识和语言技能进行交流，小组复习并
总结学习和生活各方面的好习惯和坏习惯。
3. 提高举一反三的学习能力。
三、 教学重点和难点：
教学重点：能够运用1到4单元所学的语言知识和语言技能进行交流。
教学难点：能够用所学的知识比较自如地表达自己的好习惯和坏习惯。
四、教学过程：
Step 1 Free talk
T: Is your bedroom clean and tidy? Do you always put your things in order? Is it
a good habit? Do you always help your parents? How? Is it a good habit? When do
you usually get up in the morning? Does he/she get up early? Is it a good habit?
…
Step 2 Revision
T: Do you still remember what habits Wang Bing have? (出示图片)
S: …
T: Does he have any bad habits? Is he a good student?
S: …
T: What about Liu Tao? What habits does he have? (出示图片)
S: …
T: Does he have any bad habits? What are his bad habits? Can you give him any advise?
T: What about Mike? This time, please look at the pictures and finish it. (出示
练习纸)
Mike likes eating m______ sweet food at a time. So he sometimes has a t_______. He
has a f_____ eggs every week. He doesn’t like eating v________. He only drinks
a l____ water every day. But he always helps his parents d__ the h________ at home.
T: Does Mike have any bad habits? What is it?
S: He doesn’t have a healthy diet.
T: (出示健康饮食金字塔并引导学生归纳，并练习a little 和a few)
S: We should have a lot of rice, bread, and noodles. We should have some meat, fish,
vegetables and fruit. We should have a little sweet food.
T: Mike doesn’t have a healthy diet, but Yang Ling does. What other habits does
she have? Please take out your exercise paper and finish it.
Yang Ling has a ________ diet. She often has a ___of noodles ___ breakfast. But she
eats a_____ rice. She also likes eating sweet food. But she only eats a ____ sweets
at a time. She also has a lot of _______. For example (例如), she likes _______ and
______ the piano.
Step 3 Project 1 A
T: They all have many good habits. Everyone has many good habits. Look, they are
having a class meeting to vote for good students. They are Amy and John. Who are
you going to vote? First, let’s see something about John. This time, please read
loudly by yourself and find out his good habits and bad habits. Then tell us if
you are going to vote for him. (分析他的好习惯和坏习惯)
S: …
T: This is Amy. This time, you need to remember her information in 2 minutes. Then
tell us her good habits and bad habit. Next tell us if you are going to vote for
her.
S: …
T: Now, let’s vote. Who are you going to vote?
Step 4 Sum up: What makes a good student?
T: Just now, you chose… as a good student. Now, let’s talk about what makes a good
student. (完成板书)
S: A good student should do well at home and school.
S: A good student should follow rules.
S: A good student should have a healthy diet.
T: What else should a good student do?
S:
Step 5 Expansion
T: Now, let’s have a class meeting in our class: Being a good student. Now talk
about your speech in your group, then recommend one as your spokesman. (让学生
现场模拟选举)
Step 6 Conclusion
Everyone can try to be better. We should try to study harder, try to read more and
try to climb higher. Remember to have courage, be confident and always try to be
better!
Step 7 Homework
1. Review the key words and phrases in Units 1-4.
2. Review the grammar in Units 1-4.
五、板书设计：
Project 1 Being a good student

说课：
本课是期中复习单元的第一课时，要把前面各个单元所学重点有机地融合，做到活动多
样却有条不紊，巩固所学但不显得重复、枯燥。因此本课一开始，安排学生自主回顾1至4
单元所学主题，选取与本单元紧密相关的内容进行师生互动问答，为下一环节热身。
第二环节的头脑风暴激活了学生的发散性思维，学生在相互的启发下运用多种方式表达
同样的意思，语言输出丰富且有质量，教师对学生的发言适当总结、拓展，体现了复习课的
提升作用。
第三环节为四位学生投票的过程需要学生发挥阅读、造句、辨析并陈述理由，是一个运
用语言的过程。
接着回归教材，谈论Amy和John的习惯，反思自身，进行一系列口头和书面表达。预
设到学生可能出现的问题，辅以练习加以巩固并总结规律。
最后的Ticking time 和情感渗透意在让学生感受到复习课的学习成果，明确努力方
向。