2019年六年级英语下册 Unit 2 Good Health to You教案 冀教版.doc

2019年六年级英语下册 Unit 2 Good Health to You教案 冀教版单元教学内容Lesson 7 Always Eat Breakfast! Lesson 8 Always Brush Your Teeth!Lesson 9 Eat More Vegetables and FruitLesson10 Exercise Lesson11 Work Hard Lesson12 Halen Keller Again ,Please!单元教学目标1. 掌握本单元的四会单词，短语，句型。2. 能用本单元的单词句型进行会话练习。3. 培养学生实践，合作探究精神。4. 通过学习,培养学生学习英语的持久兴趣。单元教学重点1.掌握本单元的四会单词，短语，句型。2.能用本单元的单词句型进行会话练习。单元教学难点1.掌握本单元的四会单词，短语，句型。2.能用本单元的单词句型进行会话练习。课时安排 课时 教导处审核意见教 学 目 标1、能听说读写单词：healthy, strong, weak, sick, week,health.并且能灵活运用。2、会正确使用句型：How often did(do does)somebody do something? 3、能正确理解课文内容，培养学生养成良好的饮食习惯。教学重点1、能听说读写单词：healthy, strong, weak, sick, week,health.并且能区分 healthy strong weak sick 四个单词。2、会正确使用句型：How often did(do does)somebody do something?教学难点1、知道last和next的意思，明白它们用于什么时态。2、能正确理解课文内容，培养学生养成良好的饮食习惯。教具应用录音机、教学卡片、实物等教学过程二次备课一、Class opening and review ：1、 用“Never Never”游戏来复习频度副词和星期的名称。2、 复习时间短语的表示法at 7:00 ，at 7:15in the morning ，in the afternoon on Monday ，on Teachers Day tomorrow=next day yesterday=last day二、New Concepts.1、介绍healthy, strong, weak, sick,health让学生理解其意思，知道health是healthy的名词形式。 （1）师作出很强壮的样子，利用形体动作和表情让学生理解strong, healthy，并且说：I am healthy and strong.让学生跟着学，且跟读（I am healthy and strong.） （2）接着师做出咳嗽的样子并且说：I am sick and weak.让学生跟读。 （3）让学生根据刚才的句子再看看书上的两幅图自己说说是怎样理解healthy strong weak sick最后教师纠正。2、介绍good for you和bad for you用汉语直接告诉学生这两句话的意思，并且告诉学生good和bad是一对反义词。 3、介绍单词week X|k |B| 1 . c|O |m出示单词卡Monday Tuesday Wednesday Thursday Friday Saturday Sunday，把这些单词卡贴在黑板上说：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday make a week. 师：I sometimes wash dishes.并且在一周的两天下面画“”，然后自问自答：How often do I wash dishes?-Two times a week.把How often写在黑板上，师：I sometimes wash clothes.并且在一周的一天下面画“”，找一个学生与自己对话，让学生问自己回答，介绍once a week.4、Learn the text1、 注意本课的短语once a week.哪位学生找到它？我们要说once a week,而不能说one time a week.2、 注意教科书复习了早餐食物的名称。3、 跟录音机读课文，并理解课文内容。告诉学生怎样的生活习惯对自己的身体有好处。四、Practice. 1、同桌两读课文。其中一名学生strong and healthy，另一名扮作weak and sick，两人用上这四个词作对话练习，并且找两组同学演示。2、 想想以前学过的课文是怎样问早餐吃了什么编排对话的，在本课用上how often编排对话。最后也找两同学演示。 3、对于表演好的同学给予表扬。4、选择正确的答案( )1、I eat breakfast _7:30 _the morning.A. in, at B. at, in C. at, on D. on, at( )2、 breakfast is good for you.A. Eat B. Eats C. Eating D. Eatting( )3、- do you eat porridge -Every day.A. How much B. How many C. How about D. How often( )4、What do you eat supper?A. to B. on C. in D. for( )5、I dont know .A. how to learn English B. how do learn EnglishC. how learn English D. how English learnWarming-up and leading-inGreetings and Revision1、经过简短的问好之后，教师播放歌曲 “Are you strong?” 在轻松的氛围中展开本次教学，为新知识的教授进行铺垫。T: Are you ready for our class?Good morning! T：Lets enjoy a song, OK?2针对歌曲内容，转而提问学生“Are you strong?” Presentation and Practice1.New Words: strong, healthyA教师借助图片及肢体动作，帮助学生理解并掌握单词的意思，如教师拍拍胸膛，然后做出“strong man”的样子，同时说“strong” “healthy”B强调字母及字母组合发音 /s /tr / / :/,/h/ /el/ / /I /c. 调动学生利用肢体语言表现 strong and healthy,增加趣味性,并引导学生表达身高，体重。T: Can you show? T：Oh, yes. How tall are you?T: Whats2. Lets practice! Finish Lets do it part1.个别学生展示3.教师将话题引到吃早餐可以保持身体健康上。T: Everyone wants to be healthy and strong. But, what should you do first? Can you guess?Yes! Always have breakfast.3. Listen and answera. T： My friend Kim also wants to be healthy and strong. Lets listen how often Kim had breakfast last week.b. 出示表格，Let the students guess which day she didnt have breakfast. C. 观察图片回答When did she have breakfast?c. 教师以询问的方式了解学生们吃早饭情况,并为小组活动做示范。How often did you have breakfast last week？When did you have breakfast?d. pair work(小组活动，针对重点句型进行操练，了解对方吃早餐情况) 4.Watch and judgeT: Kim did good work, but what about Danny and Li Ming? Lets watch.a. ( F) Danny had breakfast twice last week.T: How often did Danny have breakfast?课件详解 one time =once two times =twice three times four times five times . timesb. ( F ) Danny had hamburgers for breakfast.What do you often have for breakfast?c. ( F ) Danny had breakfast at 6:15 on Tuesday morning.d.( T )Li Ming has breakfast every day.对always 加深理解Is Li Ming healthy and strong? 5. Talk and write. a.引导学生讨论除了经常吃早餐还有什么方法能保持身体健康。(出示图片提示)T: Everyone wants to be healthy and strong. We should always have breakfast. What else can we do? Discuss with your partner.b. Finish the dialogue.6. Read after the tape.Production 1.教师做示范引导学生谈论日常生活中做某事的频率，以及对身体的影响是好还是坏。Nameread books play puter games play sportsT: T: Good morning!How are you?How often do you ?.is/ are good for you.Be healthy and strong.2教师做情感教育，倡导健康的生活方式，帮助学生明白早餐的重要性，培养学生健康的早餐习惯。布置作业1、Write the words.2.Read the text .3、Finish the exercises .Make an interview about how often your family have breakfast and write it down. 板书设计Lesson 7: Always Have Breakfast ！ How often did(do does)somebody do something?教导处审核意见教 学 目 标1、能听说读写：after ,before , teeth, face, brush, b, wake up并 能熟练运用How often进行交际。2、理解课文内容，熟读课文。能简单地运用英语讲述自己一天。3、培养学生良好的卫生习惯：天天刷牙。教学重点能听说读写：after ,before , teeth, face, brush, b, wake up并能熟练运用How often进行交际。教学难点培养学生良好的卫生习惯：天天刷牙。教具应用录音机、教学卡片、实物等教学过程二次备课Step 1:Class opening and review1. Greeting.2. Sing a song. “In the bathroom”。3、Review the tenses。Step 2:New Concepts.1、学习单词：teeth, face, brush, b, wake up学生对单词：teeth, face, brush, b并不陌生，他们已经见到并且使用过这些单词，就在刚刚唱过的儿歌中也出现过这些单词。教师用自己的牙齿和脸来演示teeth, face.教师做出刷牙的动作让学生理解brush,再拿一个梳子演示b.虽然对于wake up有点陌生教师还可以用做动作的方法来教学这个词组。并且告诉学生它的近义词组是：get up反义词组是：go to bed2、 学习单词：before, after在黑板上方横排画三只表来演示before, after.三只表指向不同的时间。中间的表指向10:00图下写上，第一只表指向9:55图下写上before 10:00，第三只表指向10:05图下写上after 10:00，教师站在相应的表下面表演并说出如下的句子： At 10:00, I want to go to bed.Before I go to bed, I brush my teeth.After I go to bed, I go to sleep.让学生根据教师做的句子也做三个类似的句子。3、 讲解课文学生自读课文，理解课文内容。教师领读，检查学生理解课文内容的情况。培养学生良好的卫生习惯。4、Read the text with the tape .Step 3:学生根据自己不同的情况介绍自己一天的事情。找几个接受快的学生当堂读一读。Step 4:Class closing.T: Today we have learned something about a basketball game.What about it for you ？ Step One：Class Opening1.Greeting2. Look and guess.讨论图片（个别图片设有悬念）eat hamburgers /ride a bike / wash hands/ drink milkPresentation and Practice1.Listen and choose听音选择正确的图片) T: What is Li Ming doing? Can you guess?T: Yes. Li Ming has breakfast at 7 :00 in the morning. PPT出示breakfast和时间。T: Lets listen and find out what he does before breakfast and what he does after breakfast? T: What does he do before breakfast? 围绕这一问题，对before 进行讲解，操练，扩展a. T :How do you know?T: Do you wash your hands and brush your teeth everyday?T：Why？（教师引导学生了解饭前洗手刷牙是保持健康的好习惯。）T: How often do you brush your teeth?T: When do you brush your teeth?b.T： What does Li Ming do after breakfast? 通过对比，加深学生对after 的理解，进行操练，巩固 before 和after 的用法。T: What do you do after breakfast?T: What do you do after breakfast on Saturday? w W w .x K b 1.c o Mc. 以Danny晚饭后不刷牙的信息突破 bad.,帮助学生理解 never.T: What about Danny?Does he brush his teeth after dinner?T: Is it good for his teeth?引导学生观察两个图片，得出一定要将经常刷牙的结论。2. Talk and practice 通过谈论Steven的早上，进一步巩固练习before, after 的用法Group work: Talk about Stevens Monday morning.What does he have before/ after.? 3. Talk about your Monday morning.4. Read and order(听音排序) Talk about the pictures and write.理清故事思路. When does she get up? What does she do before breakfast?What does she do next ?First, Then, Next,5. Read again and write (完成课本Part3第2小题)ProductionTalk about your week with your partner and show.谈论自己的一周并展示。 布置作业1、介绍自己一周的活动，不少于50个单词，可以参照课文中的格式。2、Finish the exercises .Write your day or your week板书设计Lesson 8： Always Brush Your Teeth! after before teethbrush b wake up.Lesson 8 Always Brush Your Teeth!What do you do before/ after breakfast? First, Then, Next,教导处审核意见教 学 目 标1、 能听、说、读和写词汇：vegetables cabbage, fruit, month2、 恰当的使用How often?句型描述自己日常的饮食状况。3、在完成调查表的过程中，通过师生活动、学生互动等活动，使学生能够描述自己日常的饮食状况。4、通过学习,培养学生学习英语的持久兴趣和良好的饮食、生活习惯。教学重点词汇：vegetables cabbage, fruit, month使用How often?句型描述自己日常的饮食状况。教学难点使用How often?句型描述自己日常的饮食状况。教具应用教学过程二次备课Step1: Greeting T: Hello, everyone. How are you? S: Fine, thank you. And you ? T: I am fine,too.Step 2. New concepts 1. T: Now, please look at these pictures What are they?(出示蔬菜的幻灯片) S:vegetables T: Yes, You are right. T: Vegetables are good for us . lets watch a movie and answer my question.（出示其它蔬菜图片） 2. T: Do you know what they are? S: peas T: Ok . You are right . Who knows which kind of vegetables can make you cry ? S: Onions. T: Ok .lets look at this picture. What is this?S: This is cabbage. T: What colour is it ?S: green T: what else do you see?S: tomato、potato、carrot、bean 3. Student bookLets see Danny about eat vegetables. this is a chart for Danny .listen to the tape and fill the chart.How often does Danny dayweekmonthyearEat donutsEat cabbageEat peasEat onionsStep3: practice1.the following questions.下面是一个生活习惯的调查表，根据你的实际情况完成。How often do youdayweekmonthyearplay sportsBrush your teethtake a showerWash your faceb your hair2. 看看李明的饮食习惯是否健康下表是Li Ming一周中吃蔬菜状况的调查表，根据此表填空。A. Li Mings favourite vegetable is _ _.B. What vegetable does Li Ming eat nine times a week? _.C. Li Ming needs to eat more _.Step4 Summing up （小结） 步骤1：Warm-up 1.Greeting.2.Guessing game：有关美食，复习食物名词【设计意图】：用有关于美食的竞猜游戏使学生回忆起学过的食物名词，同时运用What do you like? Whats your favourite food? Do you like.? .与学生进行自然交流，为接下来的学习做铺垫。步骤2： Presentation 1.谈论Danny喜欢的食物，引出How often does Danny eat vegetables and fruit? 让学生听录音回答。 T: Look! This is our friend Danny. Whats his favourite food? Does Danny like.? How often does Danny eat vegetables and fruit? Lets listen. 【设计意图】：教师提问是小学英语课堂教学中最常用的教学技巧和手段，也是教师课堂话语的重要组成部分。尤其是那些同学们感兴趣的问题，不仅引起学生的兴趣，还引起学生积极的思维和想象。各种意想不到的、极具创意的答案纷纷出来。同时，学生听录音回答问题能够使学生的注意力集中，初步感知文本内容。2. 新授词汇: often因为often是上学期已经学过的内容，学生很容易理解，在此，以图示的形式出示always，sometimes，never频率副词，进行回顾，加深对often的理解。3.新授问句：How often do you eat? 4. 学生读本课第一部分，回答问题What does Danny eat more? Why? 【设计意图】： 读文本的目的是培养学生静心阅读的习惯，捕捉文本的细节信息，引领学生正确掌握文本内容，通过阅读后的相关问答，可以使学生全面透彻地理解文本内容。学生一边朗读一边模仿其中的人物的表情、动作，使学生对文本内容的理解更加容易，增加趣味性的同时加深对文本的理解。 5. 讨论本课第一部分的表格 What do you find out? How often does Danny eat.a year? Are they good for Danny? 【设计意图】： 通过讨论Danny一年中吃蔬菜、水果和面包圈的次数，以及这些食物对Danny的身体的好坏，学生们能自觉地意识到哪些食物对自己的身体有好处，而哪些食物对自己的身体没有好处，从而培养学生良好的饮食习惯。 6.利用书中的谚语 An apple a day keeps the doctor away.对学生进行良好的饮食教育。步骤3： Practice (5分钟)1.Read after the tape.2.Talk and write. 教师利用课本Part 2 Lets do it!的内容，让学生自由结组，完成小调查。之后，请学生根据调查结果来进行会话“What do you like to eat? Whats your favourite food? How often do you eat?”【设计意图】：通过调查自己身边的朋友和同学来操练新知，解决文本重难点，自主巩固所学。步骤4： Production 通过调查结果出示本班同学的饮食习惯，运用所学句型进行讨论，评出本班的健康饮食之星。【设计意图】：在学生掌握后，以讨论的形式来操练句子，和学生生活相关的问题会使他们很感兴趣，也能使小组之间更加了解同学的饮食喜好与习惯，从而积极的操练本句型。 布置作业完成本课的活动手册制作一张适合自己的健康饮食表，并与大家分享。没有情感教育的教育是不完整的。所以我们教师应充分挖掘、利用文本中的情感教育资源，提升课堂教学品质，深化对学生的情感教育。这样既提高了操练强度，又能培养学生的创造力。 板书设计Lesson9：Eat More Vegetables and FruitLesson 9 Eat More Vegetables and Fruit！How often do you eat ?Once/Twice/Three times a .教导处审核意见教 学 目 标1、学生能听、说、读和掌握单词minutes，hours，exercise2、通过情景教学，让学生在交际活动中学会使用简单的英语日常用语。3、使学生了解健康的生活方式应加强体育锻炼。教学重点能听、说、读和掌握单词minutes，hours，exercise能在现实语境中运用本单元句型进行对话练习。教学难点运用本课所学进行回话练习。教具应用教学过程二次备课Step 1 、Class Opening 1. Greeting ：“Hello！How are you ? Nice to meet you !”2.Lets watch a short movie. Then answer the questions: A.Does Coofy love sports? B.What sports does he play?设计意图 关于锻炼的卡通动画，提升学习英语兴趣，围绕本课“锻炼”这一主题展开，为后文的学习做铺垫。Step2 、 New Concepts 1.通过对观看卡通动画片，回答问题，引出关于运动、锻炼的相关词汇，自然地谈论到What is exercise？的话题。2句型操练：What is exercise？ ing is exercise.根据图片描述What is exercise? _ing is exercise.设计意图设计一系列的活动，目的就是为了让学生清楚地认识什么是锻炼，并能用英语正确的表达。3 情境中学习单词 minutes，hour ，及时间的转换。 T: Exercise can make our body strong and healthy. T:How much exercise do you need? About twenty minutes of exercise three times a week. 引出对时间：minutes，hour 的学习。设计意图 在轻松的氛围中学习本课的重点内容，学练结合，同时激发学生兴趣，使学生在学中玩，玩中学。Step3: practice1. 听课文完成表格2. 视频展示Look and listen.（1）.What sports does she do?（2）.How many minutes does she exercise every week?设计意图带着问题听音，增强学生注意力. Step4 Summing up （小结） . Preparation Step 1: Greetings. Step 2: Brain Storming What are they doing?教师通过幻灯片迅速呈现一些奥运会的运动项目，请学生认真观察并记忆，通过回答问题来完成复习。【设计意图】：利用头脑风暴的形式，将学生的注意力集中到教师呈现的图片上，学生的回答既复习了旧知，又能够为新知_ing is exercise.作铺垫。. Presentation (20 分钟)Step 1: 新授词汇：exercise1.音：教师通过之前呈现的图片告诉学生“Playing sports means exercise.”2.形：幻灯片呈现exercise, 教师进行分音节教授；3.义：借助幻灯片上的图片，教师初次输入“_ing is exercise.”句型，并询问学生“What else is exercise? What is not exercise?”学生进行小组讨论。4.问题：Why do you exercise?学生对于这个问题的回答一定是归于“Health”这个单元主题，所以教师可以适时的导入文本的主题“Exercise helps make your body healthy and strong.” 【设计意图】：通过音、形、义的过程完成新授词的讲解，学生在课堂准备环节的情绪得以保持，并且在放松的状态下自然习得; 进而情感上接受本课的主题。5.听读文本的第一部分。Step 2: 新授词汇：minute 1.音&形：教师先让学生观看第二部分的动画，提出问题“How often does Danny exercise?”，学生说出 “Twice a day.”，追问 “How many minutes does Danny exercise?”学生自读文本第二部分在文本中发现答案并学习理解词汇minute.2.义：教师通过幻灯片中制作好的钟表，来完成a minute的展示。【设计意图】：通过听的环节，完成文本的输入，让学生对之前的exercise得以复习，同时自然导入下一个新知的呈现。Step 3: 新授词汇：hour1.义&形：教师通过与学生共同数分钟来实现sixty minutes，进而得出an hour.2.音：教师在板书的过程中，告诉学生hour的发音规律。3. 抢答游戏 教师教授了minute和hour之后，通过幻灯片来呈现一些问题，如“How many hours make a day?”让学生以抢答的方式进行。【设计意图】：根据词汇教学的需要，教师有步骤的导入新授词汇，让学生理解并能够灵活运用。游戏以学生熟悉的生活概念，将数学知识与英语紧密的结合到一起，能够调动学生学习积极性。4. 提出问题 “How many hours of exercise does Danny need a day?”让学生再次读文本寻找答案。Step 4: 新授问答句 -How many minutes do you _? (4分钟)- About _ minutes a _.Step 5：根据文本内容进行判断。教师通过幻灯片呈现一些文本第二部分的内容，学生用自己习惯的方式来朗读并做出判断。【设计意图】：通过观看文本视频，能够将学生疲劳的感觉再次强化到课堂上来，并且教师设置的判断题中有的比较离谱，让学生在笑中感受文本的魅力，同时渗透每天坚持锻炼的情感意识。III. Practice 1. 教师利用Part 3 Lets do it!让学生自由结组阅读并进行会话“How often ? How many minutes ?”完成表格。之后，订正答案。2. 通过了解李明一周的锻炼情况，请同学们说一说自己的周锻炼情况，并写下来。【设计意图】：通过了解李明的周锻炼情况来操练新知，自主巩固所学。IVPresentation 以即将到来的春季运动会为情景，让学生自由会话, 实现新旧知识的整合。【设计意图】：教师通过学生熟悉的学校运动会为背景，加上背景音乐的衬托，完成课堂气氛的推动，通过师生的示范，让学生自由拓展并给与充分展示。 布置作业本单元单词句型背会Write an exercise plan after class and exercise from now on.板书设计Lesson10 Exercise What is exercise？ ing is exercise. How many minutes does . exercise ? Lesson 10: Exercise_ing is exercise.How many minutes do you _?About _ minutes. hour教导处审核意见课题:Lesson11Work Hard 教 学 目 标1. 能听说读写: high low homework reach bend 2. 复习句型: How many minutes do you. ?3. 培养学生爱学习，爱劳动，坚持锻炼身体的好习惯。 教学重点 high low homework reach bend 句型: How many minutes do you. ?教学难点运用本单元所学进行回话练习。教具应用教学过程二次备课Step 1 .Class Opening 1、师生间互相打招呼问好并自由对话。 Hello! Are you happy? Whats your name? Nice to meet you.(营造英语氛围，让学生进入学习英语的状态。 2、复习时间名词： minutes hours days weeks months years .开始的时候可以先提示一下例如： Sixty minutes make an hour. Twenty-four hours make a day.Step2 .New Concepts w W w .x K b 1.c o M 1.出示课件学习单词：high low。让学生观察课件上的物体或用动作来演示high 和low 的概念。利用学生们熟知的物体，将它们举高然后举低。 2. 直接告诉学生homework 和用做动作演示 reach bend 这些单词的意思。 3.学习第一部分。You can do it。放录音。让学生带着问题听录音。 What should we do at school? What should we do at sports? What should we do at home? Does Kim work hard? How many minutes a day dry the dishes? 4、 把全班学生分成四人一组讨论课文内容，最后全班订正。检查学生理解情况。 5、学习第二部分：Does kim work hard？放录音。让学生带着问题听录音。 Does Kim work hard? How many minutes a day dry the dishes? 检查学生理解情况。 Step3 .Practice（操练） 1. Play a game(游戏） 2. Lets chant（P29）（设计意图：通过以上活动，让学生对本课单词句型能够灵活创新运用）Step4 Summing up （小结） . Warming-up and Revision 1) Greetings. 2) Lets do sports! 学生伴随节奏跟着教师的指令做相应的运动动作。 (设计意图：课前热身运动，营造良好的英语学习氛围。使学生轻松、自信地投入英语学习中来，并为下一步的学习铺垫。）. Presentation and Practice 1.You can do it!1) Work hard at sportsT: Do you feel tired after we do sports?Ss: No, we dont.T: You are strong. I want to be strong to. What should I do?Ss: Eat good food, take baths, do sports.(复习本单元前几课的知识，为下面的教学做铺垫）T: What sports do you do?Ss: Play basketball.T: What sports does Jenny do?(图3 图4）教授reach high bend low, 以图片直观感受，重点讲解high low.及如何与其他动词搭配使用如，jump high, fly low2)Work hard at homeT: Do you play sports at school?Ss: Yes.T: Today, Jenny is at school. Lets listen what she does at school. (I always go to school on time. I always do my homework.) What do you do at school?Ss: I do my homework read a book.(播放学生平时活动的照片稍作讨论.)3)Work hard at homeT: You are so great! Now I know you work hard at sports. You work hard at school. What about at home? What do you do at home?Ss: I help my mother make the bedclean my bedroom.播放视频处理图5，图6。4）Tell a story请不同的学生，从图1到图6，逐一阅读每幅图的内容。提醒学生将为他们提供线索，以便记住每幅图是什么动作。2.Does Kim work hard?T: Today we have one more friend. Who is she?Ss: She is Kim.T: Where is she?Ss: She is in the classroom.T：What is she doing?Ss: She is talking with Mr. Wood.1) Listen and judge.1. Kim always washes the dishes.2. She makes her lunch.3. She never cleans her bedroom.2) Read by yourself. Talk about details about the text.What does Kim do at home？(设计意图：练习新的句型，达到初步的语言输出。适当加入对努力学习，帮父母分担家务的情感渗透。自由提问一方面借助学生的自主性强化了语言输出，丰富了课堂内容，同时也加强了师生之间的沟通为之后教学环节的进行做了铺垫。） . Production 1). Group work用Living picture的变化形式做此游戏。将全班分成若干个小组。要求每组学生构思一副在学校努力学习、在运动场上奋力拼搏、在家里多做家务活儿的生活画面。每组学生先给自己的画面设定一个恰当的背景，然后展示适当的动作。 布置作业本课单词句型背会板书设计Lesson11 Work Hard Lesson 11 Work Hard!Do you help your family?I always dry the dishes after dinner.I clean my bedrooms on Saturdays.I always make my lunch.教导处审核意见课题: Lesson12 Halen Keller 教 学 目 标1.学生能在图片和老师的帮助下听懂故事.2.学生能正确朗读故事.3. 学生能在图片和老师的帮助下复述故事。4. 对所进行的英语活动感兴趣，进一步提高学习英语的积极性。教学重点学生能在图片和老师的帮助下听懂故事.教学难点学生能在图片和老师的帮助下复述故事。教具应用教学过程二次备课Step 1 .Class Opening 1. 问候：T: How are you? Boys and girls! Ss: Fine, thanks. And you?T: Fine, thank you! T: Whats your name? (教师单独指一名学生提问.)S1: My name is _.T: Whats her/his name? （教师随意找一名学生对另一名学生提问)S2: Her/His name is _.T: Are you ready for a quiz?Ss: Yes!2、复习将书中的小测试用作复习，观察学生理解能力。Step 2. Learning（新知） “Halen Keller ”利用教科书和录音带1. 课堂导入greeting : Teacher: How are you ? Students: Fine , thank you. How are you? Teacher : Fine ,thanks. Are you ready to learn and have fun? Wele to our classroom.We all need a good friend .Do you have a friend?Lets meet a new . friend- Halen Keller2、教师可先提几个问题，学生初读课文讨论1.) Why did Halen often get angry?2) Was Halens teacher great ?3) Do you know the book The Story of My Life?4) What can you learn from Halen Keller?学生通过初读故事回答以上问题。3、阅读：师生再次阅读故事，解决故事中的新单词，让学生理解。让后让学生单独朗读。4、阅读后讨论：用几个问题帮助学生理解，也可以是学生自己提问题。对故事的大概意思理解就可以。不必为解决某个单词多用时间。Step4 Summing up步骤1：Warm-up 1.Greeting.2.Free talk ：How to be healthy? Do you work hard?【设计意图】：用free talk 来激活学生对本单元知识的系统回顾，并为接下来的教学做好铺垫。步骤2： Presentationl