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1、Unit 8 Have a Good Habit!Part B 教材分析教师启发学生思考：为什么Kevin会戴上这么大的眼镜，因为他没有养成良好的看书姿势和习惯，反问学生：Do you often do that? 并教导他们在平时的学习生活中要保持良好的读书习惯。教师也可以建议学生互相监督，看谁做得最好，看谁能一直将好习惯保持下去。最后教师以How to Take Care of Your Eyes引发学生的思考，得出结论：只有保持良好的看书和学习习惯才能保护自已的视力、保护自己的眼睛。 教学目标【知识与能力目标】能用Dont read in bed. Its bad for your ey
2、es. Youd better read at the desk. You shouldnt have the book so close to your eyes. You should take care of your eyes. 继续谈论习惯问题并向他人提出建议。【过程与方法目标】Warming-up: Talk in pairs and group the pictures, Lets talk, Lets sing【情感态度价值观目标】通过对对话的学习，养成正确的阅读习惯，形成关爱自己眼睛的意识. 教学重难点【教学重点】能听懂、理解Read and think中情节简单的小故事，并
3、且能流利地跟读录音，要求模仿正确，语音语调自然。【教学难点】鼓励学生能够运用学过的知识独立完成Read and complete部分内容。 课前准备 图片，PPT来源:学,科,网Z,X,X,K 教学过程(1)新课展示Part B Lets learn more1. 通过观察教学挂图呈现语言点。(1) 教师出示Lets learn more部分的教学挂图，引导学生仔细观察，引入新授内容：T: Look at this picture. Where is Kevin?T&Ss: He is in bed.T: What is he doing?Ss: He is reading a book.T:
4、 Yes. He is reading in bed. Is it a good habit?Ss: No. Its a bad habit.T: Thats true. Its a bad habit. He shouldnt do that. Hed better read at the desk.教师进一步引导学生观察Kevin拿的书和他的眼睛之间的距离很近。T: Look. He shouldnt have the book so close to his eyes. Its bad for his eyes. He should take care of his eyes. We s
5、houldtake care of our eyes, too.(2) 重难点讲解教师可借助肢体语言，指着自己的眼睛告诉孩子们：T: Dont red in bed. Its bad for your eyes.板书、领读句型Dont red in bed. Its bad for your eyes.并讲解难点：a. Dont red in bed.Dont . 是祈使句的否定式，用来表示对听话人的建议或要求。教师继续举例，引导学生练习运用。如：Dont write on the tree / wall. Its a bad habit.Dont talk loudly in the lib
6、rary. You should be quiet.b. Its bad for your eyes.Its bad for .“某种行为对不好/有坏处”教师在这里还可以拓展相关句式Its good for.“某种行为对有好处”。如：Dont write on the tree. Its bad for the tree.Have some milk every day. Its good for your health.Fruit is good for your health.c. He shouldnt do that. Hed better read at the desk.sb. s
7、houldnt do sth.常用来表示说话人的建议或对某事的看法。如：You shouldnt make a loud noise in class.He shouldnt tell lies.Youd better是You had better的缩略形式，better后面要接动词原形，常用来表示向某人提出建议或意见，意为“最好”。如：Youd better wear your coat. Its cold outside.其否定形式直接在better后面加not即可，如：Wed better not be late for school.d. You shouldnt have the b
8、ook so close to your eyes. You should take care of your eyes.have sth. close to .“使某物距近”，have在这里是“使、让”的意思；take care of sth. “照顾好”如：Dont have the fire so close to the tree.The man have the paper very close to his eyes. But he still cant see anything.He should take care of his children.We should take
9、care of the young trees.来源:Z_xx_k.Com2. Listen and answer教师提出问题，然后播放Lets talk部分的录音，让学生听录音感知完整的对话，并根据所听到的内容回答如下问题：(1) What is Kevin doing?(2) Should he read in bed? Why?(3) Should Kevin read at the desk?(4) What does his mothers tell him?教师启发学生思考：为什么Kevin会戴上这么大的眼镜，因为他没有养成良好的看书姿势和习惯，反问学生：Do you often
10、do that? 并教导他们在平时的学习生活中要保持良好的读书习惯。教师也可以建议学生互相监督，看谁做得最好，看谁能一直将好习惯保持下去。最后教师以How to Take Care of Your Eyes引发学生的思考，得出结论：只介保持良好的看书和学习习惯才能保护自已的视力、保护自己的眼睛。(2)巩固活动1. 教师再次播放录音，让学生模仿录音中人物的语音语调跟读对话。2. 学生两人一组练习对话，最后教师选出几组学生戴上人物头饰上台表演对话，要求体态自然，表演大方，语音语调准确。(1) Part B Lets play1. 教师出示所准备的Lets play部分的短句卡片，让学生大声朗读出来
11、。2. 本部分的各个表达前面基本都已经学习过，教师可以在学生读出短句之后，启发学生思考，仔细分辨出其中哪些是好的行为习惯(Good habit)、哪些是不好的行为习惯(Bad habit)。3. 教师将所有的短句卡片打乱扣放在讲桌上，并将黑板分为左右两个部分，分别写上Good Habit和Bad Habit。之后，一一选取学生上台，从讲桌上抽取卡片后，结合本部分的句子示范说一说。若抽到的卡片是好习惯，就套说句型：We should . We should have a good habit. 并将卡片贴到黑板上Good Habit的下方。若抽到的卡片是坏习惯，就套说句型：We shouldnt
12、 . / Wed better not . Its a bad habit.并将卡片贴到黑板上Bad Habit的下方。4. 教师也可以让学生两人一组看课本练习句型，若是好习惯就在相应的短句上打勾，若是坏习惯就在短句上打叉。来源:学.科.网(2)Part B Lets sing1. 教师播放Lets sing的读词部分，让学生感知本部分的歌词；然后让学生打开课本65页，读一读歌词。2. 教师对其中的生词稍作解说。(1) brush your teeth“刷牙”，其中的your可以根据主语的变换替换为其他的形容词性物主代词，如：He brushes his teeth. She brushes
13、her teeth. They brush their teeth.(2) tidy your room “打扫房间”，其中的your也可以根据主语的变换替换为其他的形容词性物主代词，如：We tidy our rooms. They tidy their rooms.3. 教师播放Lets sing的演唱部分，师生一起学唱歌曲。4. 教师播放配乐，让学生伴随音乐唱一唱歌曲。教师可鼓励学生加入相应的动作边唱边表演，也可以请几位同学上台做动作配合全班同学演唱。(1)Part B Read and think教师先引导学生一一观察本部分的各幅图片，大概推测一下故事内容之后，播放录音，让学生整体听一
14、遍录音，然后借助课件或教学挂图展示相应的图片，并提出问题，启发学生结合图片以及刚刚听到的录音内容思考作答。1. 教师出示本部分的第一幅图片，并提出问题：Whats the weather like in summer?Whats the weather like in the picture?What does Mom ask Alice to take?2. 教师出示本部分的第二幅图片，并提出问题：How is the weather in this picture?Does Alice have an umbrella?3. 教师出示第三幅图片，继续提问：Look! Whats wrong
15、 with Alice?What does Mr. Zhao say to Alice?4. 教师出示第四幅图片，并提问：来源:学科网Does Alice go to see a doctor?来源:Z_xx_k.ComWhat does the doctor tell her?5. 教师出示最后一幅图片，提问学生：Where is Alice now?What does she think?Do you often listen to your parents?6. 教师再次播放Read and think部分的录音，让学生模仿录音中人物的语音语调跟读对话。7. Show time：学生四人一组排练对话，教师可鼓励学生加入更多的相关句型充实故事内容。最后选出几组学生戴上本部分的人物头饰上台进行表演。学生排练之前，教师可以先与几名学生参考本部分的教学挂图或课件中的图片展开讨论、进行示范表演。 教学反思略。
