牛津译林版六年级下册Project 1 Being a good student教案设计

               译林版牛津小学《英语》

     六下PROJECT1 Being a good student（第二课时）教学设计

一、 教学内容：

围绕being a good student展开，就：What habits do they have? What makes a good student?以及How can we be a good student？复习前四单元的知识点：程度副词与频度副词、一般现在时第三人称单数，以及情态动词的相关用法。并通过完成poster的形式来展现学生们对于好学生的不同定义。

二、课时安排：

第一课时：综合复习Unit1~4

第二课时：Part ABC

第三课时：写作指导

    本教学设计为第二课时。Project项目板块。第一课时为第二课时项目实施做好语言准备。第二课时实施后构思写作，第三课时写作指导，促进学生综合能力提高。

三、学情分析：

六年级的学生，逐渐具备一定的抽象思维能力及概括能力，对于世界的认知有自己的观点和角度。所以，在与学生共同完成project1的过程中，一方面是要能够在话题讨论和实践项目的过程中鼓励学生灵活、综合地运用所学语言进行表达。另一方面，也是要通过范例、实践操作等方式引导学生对于“什么是好学生”以及“如何成为好学生”形成正确、积极的认识，并通过“合作海报”的方式促进学生在任务完成中勇于尝试，积极向上。这也是我要传递给孩子们关于好学生的观点：没有统一的标准，但“always try to be better”。

四、教学目标：

   1. 能够准确熟练地运用一般现在时的第三人称单数形式描述他人的习惯、行为等。

   2. 能够恰当地使用程度副词：well, loudly, hard, happily以及频度副词always, usually, often, sometimes, never等对行为进行更准确地描述。

   3. 通过分析他人的好习惯与坏习惯，学会思辨和概括。

   4. 在讨论与合作的过程中，完成如何成为好学生的海报，并在互相的交流过程中，形成“trying to be better”的意识。

五、教学重难点：

  1.教学重点：能够综合运用所学语言合作完成关于“being a good student”的海报。

2.教学难点：引导学生综合运用所学语言开展project活动。

六、教学准备：

  PPT以及POSTER材料准备(彩笔、A3厚纸、贴图等）

七、教学过程设计

 Step1: Warming up

1. Try to sing :Try everything

   T: Hello everyone. Today, let’s start our lesson with a song.

   (Play the video. Students enjoy and sing the song.)

   T: What is the name of the song?

   Ss: Try everything.

   T: Right. And I hope you can try hard at this English lesson, OK?

   Ss: OK.

   T: What’s the topic today?

   Ss: Project 1 Being a good student.

   [设计意图] 从学生喜欢的电影Zootopia插曲入手，激发学生的学习兴趣，并且渗透本节课主旋律 try，激励学生勇于尝试用英语表达观点。

2. Try to challenge: 30’’ Non stop talking

   T: As a student, what do you usually do? And what do you like doing? Let’s share about your living habits.

   S1: I always... But I never... I like...

   S2: I usually... And I like...

   T: Sounds like you have so many different habits. Let’s play a game to share in groups. Four in a group, talk as many habits as you can. Let’s see, in 30’’, which group can say the most habits.

(Students play in 30’’, then choose two groups to PK.)

  [设计意图] 游戏能够帮助学生更加投入话题参与。这里采用30秒不停顿的方式，促使学生运用2~4单元的语言知识表达实际情况，激活语言背景、活跃学生思维，为下面谈论他人习惯做铺垫。

 Step2: Pre-project

1. Try to read: Habits of Amy and John

T: Wow, you know yourselves well. What about the others? What can you learn from their habits? Let’s try to read. Who are they?

Ss: They are Amy and John.

 Read and remember

T: They have different habits too. First, let’s read and remember Amy’s habits. You have 60 seconds to remember. Are you ready?

(After 60 seconds)

T: What habits does she have? Let’s share one by one.

S1: She gets up early.

T: Is it a good habit or not?

S2: It’s good.(Everyone thumbs up.)

(同样的方法核对Amy 的习惯)

T：So, Amy has some good habits and one...

Ss: bad habit.

T: What about John? Let’s read in 2

 Read in two

(Students read in two and discuss John’s habits. )

汇报： John... It is a good / bad habit.

 [设计意图] 通过不同形式的阅读任务，可以辅助学生应用不同的阅读策略，也是检验学生阅读效果的一种方式。文中对Amy和John的习惯介绍并无情境背景，学生阅读难免枯燥乏味；通过阅读记忆和合作阅读两种方式处理，不仅可以提升阅读的趣味，也促进学生在情境中反馈阅读信息，为下一步深入开展阅读思考奠定基础。

2. Try to think: What do you think of them?

T：From their habits, we can know them better. What do you think of the two new friends? Let’s take another look. For example,

Ss: Amy always waits for the green man.

T: What do you think of her?

S1: I think she follows the traffic rules.

T: Yes, I agree. What else can you see from their habits? Please share your opinions in groups.

(Students talk in four, share their opinions or give advices. )

T: I have two more questions about them. Does Amy eat healthily all the time?

S1: No, she eats breakfast every morning. But she eats too many sweets.

T: Eating too many sweets is bad...

Ss: For her teeth.

T: Good, you have sharp eyes. And John, does he always follow the rules?

S2:He... But he...

T: Good thinking. Remember, Keep thinking while reading, you can learn more.

[设计意图] 阅读一方面是获取信息，另一方面是促进学生思维的发展。通过阅读后的思考：What do you think of them?初步开展关于“好学生”的讨论。但是，关于一个人的讨论决不能如此简单粗暴。所以这里涉及读后思考的活动，鼓励学生透过现象看本质，从谈“习惯”到“对于他人的看法”，引导学生客观、理性地分析并合理给出建议。从而初步实现用英语做事情的目标。另外，渗透“读中思考”意识，鼓励学生开展深入阅读，提高英语阅读的深度。

3. Try to sum up：To be a good student

T: By the way, from reading their habits, where should a good student try to do well?

Ss: the school, at home , on the road, in the cinema...

[设计意图] 此处的总结承上启下，表明语言和话题背景已经准备完毕，接下来学生要通过项目实施的层层推进来用所学语言和已有经验来表达自己的观点了。

 Step3: While-project

1. Try to act: To be a good student

T: Yes, we should try to do well everywhere. But how? Let’s try to act and figue it out. Here are the rules. Please work and act in four and show what we should do or what we shouldn’t do.

(Students work in four and show what we should/shouldn’t do. Then, discuss.)

Play 1...

T: What does he do in the play?

S1: He...

T: Is it good or not?

S2: It’s not good. Because...

(引导学生观剧完进行小讨论，检测观剧效果，促进思维意识。)

[设计意图] 学生分组表演不同地点发生的各种文明或不文明行为，将语言联系学生的生活经历或经验。这是本语言项目中用语言做事情的第一步。在此过程中引导学生带着思考观剧，一方面促进思维发展，在就前文讨论个人习惯的基础上提升了思考和表达的综合性；另一方面也是为下一步海报内容的思考和构成积攒素材、拓宽思路。

2.Try to make：A poster about how to be a good student.

 T: Thank you for your sharing. I believe you must know how to try to be a good student. Let’s work together and make a poster to express your ideas.

(学生四人一组，分工合作，完成海报。由于课堂时间紧张，所以课前的准备过程中，请学生先完成版面的构思和设计，提高课堂任务的效率。在学生完成海报的过程中，分工明确、巡视指导。)

[设计意图] Project与综合复习版块不一样，它强调学生用英语做事情。前期的语言准备和话题准备都是为了学生能够在针对该话题制作海报时不会举足无措。而且，海报是学生思维过程的具象呈现，结合海报，学生的合作汇报可以有的放矢，提升学生用英语表达的自信和能力。

4. Try to show：Our advice

 T： If you have finished, please share with us.

 S1: We are going to talk about being a good student in...(地点)

 S2: Some people often... It’s not good.（不好的行为）

 S3: Some people always... It very good.（好的行为）

 S4: We should.../ We shouldn’t...（建议或忠告）

 Ss: Let’s try to be better.

[设计意图] 合作汇报Project海报，是学生综合运用语言的成果输出。也是Project实施的一个重要环节。学生用语言合作介绍本组的智慧结晶，介绍如何做一名好学生的心得，真正实现“用英语做事情”。没有这一步环节，前面的海报制作就缺乏了英语学科的特色；这一次的project项目也谈不上完整。

 Step4: Post-project

1. Conclude: Try to be better

  T: At this lesson, we tried a lot. In a word, we try...

  Ss: to be better.

2. Share: Everyone can try to be better.

T: In fact, everyone can try to be better. Some people try to study harder, some try to read more, some try to climb higher, some try to help more. Even the little baby. He is trying. So, have courage, be confident, and always try to be better. Let’s...

Ss: Try to be better.

[设计意图] 本话题讨论的意义何在？并不是让学生在讨论中得出一个关于好学生的定义。学生们在不断的尝试、努力中完成任务，这本身就是好学生的表现。没有贴标签，而是通过呈现各式各样的尝试和努力，激励学生积极向上的心态，并鼓励学生try to be better.

 Step5: Homework

1. Write: How can we be good students?

2. Draw: My plan to be better.

[设计意图] 家业的布置紧扣本节课的学习重点。写作本身就是一种综合性的语言输出，经过课堂的学习和讨论，加上project成果，学生肯定能够有话可写；而且通过英语写作，可以更加清晰地指导每一个孩子的语言运用。第2项作业则是延续project任务，从泛泛而谈到结合实际情况制定目标，将本课所学应用到个体自身，从而实现语言的循环，开启于学生的生活经验，最终又回到并丰富学生的个体经验。

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