陕旅版五下《U8 Have a Good Habit!》第3课时教案(市优)

【内容来源】陕旅教育出版社五年级下册Unit8

【主 题】Let’s learn more, Let’s play, Look and write your advice 【课 时】第3课时 一、教学目标

1. 能用Don’t read in bed. It’s bad for your eyes. You’d better read at the desk. You shouldn’t 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。

2.能听、说、熟读对话，语音语调准确自然。

3.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。 4.通过小组活动，培养合作的意识。 二、教学准备

教师准备：

’slearn局部的词汇卡片以及Let’s play局部的短句卡片。 ’s learn more局部的教学挂图和人物头饰。 3.本课时的课件。

’ssing和Let’s learn more局部的教学音频。 三、教学方法建议 课程导入(Leading In)

(1)课前热身 1.Part B Let’s sing

教师播放上节课所学的Let’s sing局部的歌曲，和学生一起边做动作边演唱，活泼课堂气氛、激发学生的学习兴趣。

读出来，带着学生复习Let’slearn局部的词汇，比比谁读得又快又好！ (2)新课导人

以师生问答的形式导入新课，可参考如下： T: Do you often litter on the floor, S1 S1: No, I don’t.

T: Do you often wait in line when the light is red, S2 S2: Yes, I do.

T: Tom has a stomachache. What shouldn’t he do, S3 S3: He shouldn’t eat too many ice-creams. T: Amy has a toothache. What shouldn’t she do S4: She shouldn’t eat too many candies. ...

课程展示活动和过程的设计建议(presentation)

(1)新课展示Part B Let’s learn more 图呈现语言点。

(1) 教师出示Let’s learn more局部的教学挂图，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: Yes. He is reading in bed. Is it a good habit Ss: No. It’s a bad habit.

T: That’s true. It’s a bad habit. He shouldn’t do that. He’d 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 shouldn’t have the book so closetohiseyes.It’s badforhis eyes. He should take care of his eyes. Weshould take careofoureyes, 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: Don’t red in bed. It’s bad for your eyes.

板书、领读句型Don’t red in bed. It’s bad for your eyes.并讲解难点： a.Don’t red in bed.

Don’t...是祈使句的否认式，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：

Don’t write on the tree / wall. It’s a bad habit. Don’t talk loudly in the library. You should be quiet. b.It’s bad for your eyes.

It’s bad for ...“某种行为对……不好/有害处〞教师在这里还可以拓展相关句式It’s good for...“某种行为对……有好处〞。如：

Don’t write on the tree. It’s bad for the tree. Have some milk every day. It’s good for your health. Fruit is good for your health.

c.He shouldn’t do that. He’d better read at the desk. sb. shouldn’事的看法。如：

You shouldn’t make a loud noise in class. He shouldn’t tell lies.

You’d 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：

You’d better wear your coat. It’s cold outside. 其否认形式直接在better后面加not即可，如： We’d better not be late for school.

d.You shouldn’t have the book 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：

Don’t have the fire so close to the tree.

The man have the paper very close to his eyes. But he still can’t see anything. He should take care of his children. We should take care of the young trees. 2.Listen and answer

教师提出问题，然后播放Let’s talk局部的录音，让学生听录音感知完整的对话，并根据所听到的内容答复如下问题：

(1) What is Kevin doing (2) Should he read in bed Why (3) Should Kevin read at the desk (4) What does his mother’s 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 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)稳固活动

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。 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。

操练活动的设计与实施建议(Practice Activities)

(1)Part B Let’s play

’splay局部的短句卡片，让学生大声朗读出来。

2.本局部的各个表达前面根本都已经学习过，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局部，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，结合本局部的句子示范说一说。

假设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。

假设抽到的卡片是坏习惯，就套说句型：We shouldn’t ... / We’d better not ... It’s a bad habit.并将卡片贴到黑板上Bad Habit的下方。

型，假设是好习惯就在相应的短句上打勾，假设是坏习惯就在短句上打叉。 (2)Part C Look and write your advice

1.教师引导学生仔细观察本局部的图片，并说一说相应的词组或句子。 2.引导学生读一读各个小题中已有的句子，判断横线局部应写的内容，然后借助句型You’d better (not)... You should / shouldn’t... Don’t ... 写一句完整的表示建议的句子。

3.教师可以先说一个句子作为示范，随后让学生单独完成这局部的练习内容。

4.教师随机挑选几个学生，分别说一说完整的句子，核对答案。 参：

1.You d better see a doctor 2.You shouldn’t litter on the floor 3.You should come to school on time 4. You’d better take a bus there 【板书设计】 第二课时

【内容来源】陕旅教育出版社五年级下册Unit5

【主 题】Warming-up: Discuss and fill with ... , Let’s learn more, Let’s play, Listen and tick

【课 时】第3课时 一、教学目标

1. 能熟练掌握词汇：moon, star, weather report。

2. 能运用How is the weather tomorrow It will be sunny / rainy / snowy / windy / cloudy / warm / cool /... 就将来的天气状况进行问答。

自如地描述天气，并能运用You’d better wear your...句型根据天气状况向他人提出合理的衣着建议。 二、教学准备

教师准备：

’slearn局部的词汇卡片。 ’slearnmore局部的教学挂图。

3. 本课时的课件以及一把雨伞和一件大衣。 4. Let’slearnmore和Listen and tick局部的教学音频。 三、教学方法建议 课程导入(Leading In)

(1)课前复习

T: What can you see in the sky at night

S1: I can see stars.(教师注意确认这里要使用复数stars) T: How many stars can you see SI: I can see many many stars. T: What else can you see

S2: I can see the moon.(注意确认单词moon前面要加定冠词the )

T: Yes. You can see the moon in the sky. And there are millions of stars, too. But can you see any clouds in the sky at night

S3: ...

T: Did you look at the sky yesterday evening(引导学生作答) T&Ss: Yes. I saw ... / No.

(2)新课导入Part A Warming-up: Discuss and fill with ... 教师承接上一环节，继续询问：

T: Did you watch the weather report last night Please show me your records. 了解上一课时作业的完成情况，和学生对话：

T: The weather report says today is a sunny day here. It’s fine. You should take your glasses with you ... And what’s the weather like in these five cities today Please fill in the form with the marks..

课程展示活动和过程的设计建议(presentation)

(1)新课展示Part B Let’s learn more

1.教师承接上一环节，借助Warming-up: Discuss and fill with ...活动中所填充的表格进行新功能句的展示：

(1)教师就当时当地实际的天气状况问答：

T: Oh, I’m in Xi’an. I feel warm today. Look out of the window, please. What’s the weather like in Xi'an today(紧接着再问) How is the weather in Xi’an today

启发学生思考，了解句子How is the weather (in ...) 同What’s the weather like (in... ) 具有相同的意思，都是对天气状况的提问。并引导学生逐一说出这五个城市的天气状况：

T&Ss: It’s …in …It’s …in …And it’s …in …

(2)教师引导学生讨论这五个城市的天气状况，交替使用What’s the weather

like in ...和How is the weather in ... 与学生问答：

T: What’s the weather like / How is the weather in Beijing / Shanghai / Guangzhou / Lanzhou / Chengdu

Ss: It’s snowy / rainy / cloudy / windy / sunny.

(1)教师借助课件展示自己前一天搜集的全国一些城市的天气预报〔如台的48小时天气预报〕，选择的地点要有代表性，如：北京、 上海、拉萨、兰州、广州、成都、海门、沈阳等，然后根据这些城市的天气状况进行会话，引出新的功能句：How is the weather tomorrow It will be ...

教师播放对广州天气的预报片段： T: What’s the weather like in Guangzhou today Ss: It’s rainy.

T: You should take an umbrella / a raincoat with you. 接着看对明天的预报：

T: How is the weather in Guangzhou tomorrow(引导学生作答) T&Ss: It will be cloudy.

板书并领读功能句: How is the weather (in Guangzhou) tomorrow It will be cloudy.

(2)根据其他城市的预报继续会话： T: How is the weather in Haikou today Ss: It’s windy.

T: How is the weather tomorrow Ss: It will be sunny.

T: The Weather report says it will be sunny tomorrow. You’d better take your glasses with you.

板书并领读：The weather report says it will be sunny tomorrow. You’d better take your glasses with you.

(3)教师扮演天气预报员播报天气情况：

T: Tomorrow will be rainy and cool. You’d better take your umbrella. ...

教师装作收拾东西并说：

T: Tomorrow, I am going to the park with my friends. But the weather report says it will be rainy and cool.

教师引导学生说出建议：

T&Ss: You’d better take your umbrella.

T: Where is my umbrella(边说边拿出自己的雨伞) Ss: Oh! Here it is. 3. 重难点讲解

(1) How is the weather in Guangzhou tomorrow It will be sunny. Tomorrow will be rainy and cool. It will be rainy and cool.

对明天天气状况的提问可用一般现在时态，但对将来天气状况的预期是要用将来时态来描述的，即will be。如：

Tomorrow will be sunny. It will be warm next week. (2) You’d better ...

这是一个表示建议性的句子，You’d better后面须接动词原形，意为“你最好……〞。如：

You have a cold. You d better go to bed and have a rest. It is very dangerous. You’d better be careful.

It will be snowy tomorrow. You’d better wear your coat.

(3)在语境中讲授wear (动词)“穿〞，主要纠音及让学生了解该单词的意思。 ’s learn more局部的教学挂图或教学软件 T: Look at this picture. What can you see in the sky S1: I can see stars.(注意单复数的运用) S2:1 can see the moon.(注意定冠词the的运用) S3: I can see clouds.(注意单及数的运用)

5. 教师提出问题，然后播放Let’s learn more局部的录音或是课件，让学生带着问题听录音，之后答复下列问题，检测学生对课文的掌握情况。问题可参考如下：

(1) What’s the weather like now (2) What can you see in the sky!

(3) How is the weather tomorrow (4) What is Liu going to do tomorrow (5) What’s the weather like tomorrow (2)稳固活动

1. 教师再次播放Let’s learn more局部的录音，让学生整体感知对话并模仿 其语音语调逐句跟读。

2.学生齐读对话，教师纠正错误的语音语调。 3.将学生分成两大组，分角色齐读对话。 操练活动的设计与实施建议(Practice Activities)

(1)角色扮演

1. 学生两人一组分角色表演对话，要求语音语调尽量做到流畅自然。教师可以重放单句录音让学生模仿录音中的语音语调，也可以找出说得好的学生为大家示范。

。

3.抽取几组学生上台，借助教师所准备的大衣模拟表演课文中的对话。 4.小组表演完后，可以请其他同学做一个小小的点评，之后教师进行以肯定为主的评价。最后选出演得最好的小组，进行奖励。

：教师可引导学生根据已有的对话框架做替换，并且稍加修改，变成学生自己的对话进行表演。

(2)Part B Let’s play 图。

图标做对话示范：

T: What’s the weather like in Haikou / How’s the weather in Haikou S1: It’s cloudy.

温馨提示：教师在这里可提醒学生在问及某个地方天气如何时，该地名前面须用介词in。

间灵活运用What’s the weather like in ... / How is the weather in... 句型互相进行对话练习，要求城市不能重复，且假设一人用What’s ...句型，那么另一人反问时必须用How’s ...句型；反之亦然。如：

S1: What’s the weather like in Lhasa

S2: It’s rainy. How’s the weather in Harbin S1: It’s snowy.

4.学生熟练之后，教师让学生6-8人一组进行接力练习，要求同上。看哪组学生表演得最好，配合得最默契。

(3)part C Listen and tick

浏览表格，了解其中所涉及到的天气和城市。

2.教师播放录音，学生根据听到的内容在表格的相应位置打对勾。 3.教师再次播放录音，学生核对完成情况 4.教师抽取学生描述城市天气，核对答案、如： It will be ... in ... / ... will be ... 本局部的录音内容如下：

Good evening. Here is the weather report.

It will be sunny and warm in Chongqing. In Fuzhou it will be rainy andcool. You’d better take an umbrella. It will be windy in Dalian tomorrow. Itwill be cloudy in Hong Kong. Harbin will be snowy and cold. You’d better wear your coat. 教学小贴士 教师可提醒学生在做这类题时不要急于求成，听力一般会播放两到三遍，做题时，可采取三步法： 1. 播放录音前，先观察表格，根据文字信息推测大概内容； 2. 播放第一遍录音时，注意抓关键词，结介此前观察到的信息完成题目；如果没能及时完成，或信息比拟模糊，也不要纠结于该局部，而是要跟随录音继续往下进行； 3. 听第二遍录音时，查漏补缺。 【板书设计】