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視頻標簽：Being a,good student
所屬欄目：小學英語優質課視頻
視頻課題：譯林版小學英語六年級下冊6B Project 1 Being a good student江蘇省 - 揚州
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Project 1 Being a good student教學設計
Teaching contents教學內容： Project 1 Being a good student
Teaching aims and learning objectives教學目標： 知識技能：
1. 學生能通過閱讀A部分兩段短文，歸納好習慣和壞習慣； 2. 學生能根據短文中兩位人物的壞習慣提出合理建議；
3. 學生能將各種習慣進行分類，并通過游戲、競賽等活動，進一步就話題“What makes a good student?”進行思考、鞏固和拓展；
4. 學生能制作海報，并倡議“Being a good student”；
5. 學生能聯系自身實際，思考并書寫“How to be a good student?”，關注自身的好習慣、壞習慣，并對自己提出期望和改進措施。 過程與方法：
本節課為復習課，根據教材內容和學生的認知特點，設計了課本知識的復習與歸納活動。同時，以單元話題“Being a good student”為主線，通過“I know what makes a good student.”, “I propose to be a good student. ”，“I promise to be a good student. ”三個大環節，將課本第二、三、四單元重點知識融合為多種形式的操練及拓展活動，采用游戲和競賽等活動，讓課堂變得更有趣味性，寓教于樂。
情感態度與價值觀：
1. 教會學生關心他人，根據不同的問題給他人提出合理的建議； 2. 教會學生關注自身，養成良好的習慣，改掉不好的習慣；
3. 教會學生正確地對待自己的優缺點，自信但不自負，謙虛但不自卑。
Focus of the lesson and predicted area of difficulty教學重難點： 教學重點：
1. 學生能通過閱讀A部分兩段短文，歸納好習慣和壞習慣；
2. 學生能將各種習慣進行分類，并通過游戲、競賽等活動，進一步就話題“What makes a good student?”進行思考、鞏固和拓展。
3. 學生能聯系自身實際，思考并書寫“How to be a good student?”，關注自身的好習慣、壞習慣，并對自己提出期望和改進措施。 教學難點：
學生能綜合運用課本第二、三、四單元所學內容，聯系生活實際，制作海報，并倡議“Being a good student”。
Preparation教學準備： Textbook, PPT, work sheet
Teaching procedures教學過程：
Step 1 Greetings
T: Good morning / afternoon, boys and girls. Ss: Good morning / afternoon, teacher.
Step 2 I know what makes a good student. 1. Read and underline.
Read the passages on P46, underline Amy’s and John’s habits. 2. Read and judge.
Read Amy’s and John’s habits, judge whether they are good habits or bad habits. 3. Read and write.
Read and write their good habits and bad habits on P46. 4. Read and think
T: What do you think of them? Are they good students or not? Why?
S1: I think Amy is a good student. Because she has a lot of good habits. S2: I think John is not a good student. Because he has a lot of bad habits. T: A good student should have more good habits, less bad habits.
（設計意圖：通過將課本P46頁A部分的練習分解成Read and underline， Read and judge和Read and write三個環節，更方便學生完成。判斷好壞習慣后讓學生思考問題“Are they good students or not? Why? ”讓學生表達自己的想法，同時，引出觀點“A good student should have more good habits, less bad habits. ”） 5. Share your opinions.
Try to give Amy and John some advice and make them better.
T: Amy eats too many sweets. It is bad for her teeth. I think she should eat only a few sweets at a time.
S1: John is sometimes late for school. So I think he should get up early and go to school early. S2: …
6. Read and group
T: What aspects do these habits talk about? For example, getting up early is a living habit. S1: “finishes her homework before dinner”, learning habits.
S2: “eats too many sweets”, eating habits. S3: “waits for the green man”, safety habits.
T: A good student should do well in different aspects.（在各方面）
（設計意圖：通過指導學生觀察Amy和John兩人的習慣，分類歸納出Living habits, Learning habits, Safety habits, Eating habits四個方面的習慣，引出觀點 “A good student should do well in different aspects. ”，深化了學生對“Being a good student”的理解，對學生如何做一名好學生更具有實際指導意義。） 7. Look and say
Look at the pictures and tell some good living habits. We brush our teeth _______ . We keep our room _______ . We go to bed _______ . We _______ at home. We do not _______ . We _______ smoke.
We do not use _______ plastic. We _______ water.
We can not _______ food. 8. Have a competition
a. Tic-tac-toe
Use the phrases to tell some good learning habits. b. Think and say (On the road)
Boy 1: A good student should(n’t) / must(n’t) … Girl 1: A good student should(n’t) / must(n’t) … c. Think and say (at home)
Boy 1: A good student should / must …
Girl 1: A good student should(n’t) / must(n’t) … d. Look and choose (at school)
T: Please look at the picture and tell us what a good student should(n’t) / must(n’t) do at school. A. eat or drink B. keep quiet
C. play in the classroom D. chase（追趕）each other E. be late for school F. draw on the desks
G. listen to our teachers in class
T: Now we know “A good student should do well at anytime and anywhere.”
（設計意圖：通過字棋游戲等三輪男女生競賽，引導學生重點關注作為一位好學生“在家”、“在馬路上”和“在學校”應該做什么，不應該做什么，從而引出觀點 “A good student should do well in different aspects. ”，繼續深化學生對“Being a good student”的理解，對學生如何做一名好學生做出更具體的指導。）
Step 3 I propose to be a good student.
T: It’s time for you to propose to be a good student. Please bring your poster to the front and tell us your opinion. Make sure to be confident. And other student should listen carefully. S1: To be a good student, we should … We shouldn’t …
（設計意圖：為了節省課堂時間，課前讓學生做好了“Being a good student”的海報，課堂上讓學生進行展示。經過課堂前半部分的學習，學生對“What makes a good student?”有了更深的認識。這一環節重點在給學生創造機會，向全班同學發出倡議 “Being a good student”，增強了學生的主人翁意識和責任意識。）
Step 4 I promise to be a good student. 1. Think and write
T: You list so many good habits here. Can you do all of them? S: No.
T: We all have good habits and bad habits. No one is perfect（完美）. Get rid of（改掉）your bad habits. You can be a good student. Please think about how to get rid of your habits and write down your plans.
2. Show your plans.
T: Please come to the front and show us your plan.
S1: I want to be a good student. I have many good habits. … I also have some bad habits. … I should … （設計意圖：經過前兩個板塊的學習和實踐，學生已經知道了做一名好學生應該具備的好習慣，這里讓學生聯系自身實際情況，思考總結自己所具備的好習慣，以及需要改正的壞習慣，并制訂改進計劃，以此作為自己努力的方向，實現了“以學促行”。 ）
Step 5. Homework
1. Show your poster to your friends or other students, and tell them how to be a good student. 2. Try to be a good student.
Blackboard design板書設計：
Teaching reflection教學反思：
本節課通過對教材的分析，結合本課時的教學主題“Being a good student”，以此為主線，將話題分解為“I know what makes a good student.”“I propose to be a good student.”和“I promise to be a good student.”三部分。依次引導學生通過閱讀、游戲、競賽等活動，逐步明確“What makes a good student?”，并在此基礎上思考和作出“Being a good student”的倡議，以及對照好學生的標準改正自身缺點的計劃。整節課主線清晰，活動設計豐富，兼顧聽、說、讀、寫四方面語言素養的提升，關注課本內容和生活實際的聯系，通過拓展活動，發散學生的思維，倡導聯系實際，學以促進。
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