文档内容
Project 1 Being a good student
第一课时
一、教学内容：Project 1 Being a good student-A
二、教学目标：
1.能够综合运用前面单元所学的词汇、句型等语言知识展开活动。
2.通过交流与合作，能够运用1到4单元所学的语言知识和语言技能
进行交流，小组复习并总结学习和生活各方面的好习惯和坏习惯。
3. 提高举一反三的学习能力。
三、 教学重点和难点：
教学重点：能够运用1到4单元所学的语言知识和语言技能进行交流。
教学难点：能够用所学的知识比较自如地表达自己的好习惯和坏习惯。
四、教学过程：
Step 1 Free talk
T: Is your bedroom clean and tidy? Do you always put your things
in order? Is it a good habit? Do you always help your parents?
How? Is it a good habit? When do you usually get up in the
morning? Does he/she get up early? Is it a good habit?
…
Step 2 RevisionT: Do you still remember what habits Wang Bing have? (出示图片)
S: …
T: Does he have any bad habits? Is he a good student?
S: …
T: What about Liu Tao? What habits does he have? (出示图片)
S: …
T: Does he have any bad habits? What are his bad habits? Can
you give him any advise?
T: What about Mike? This time, please look at the pictures and
finish it. (出示练习纸)
Mike likes eating m______ sweet food at a time. So he sometimes has a
t_______. He has a f_____ eggs every week. He doesn’t like eating
v________. He only drinks a l____ water every day. But he always helps
his parents d__ the h________ at home.
T: Does Mike have any bad habits? What is it?
S: He doesn’t have a healthy diet.
T: (出示健康饮食金字塔并引导学生归纳，并练习a little 和a few)S: We should have a lot of rice, bread, and noodles. We should
have some meat, fish, vegetables and fruit. We should have a
little sweet food.
T: Mike doesn’t have a healthy diet, but Yang Ling does. What
other habits does she have? Please take out your exercise paper
and finish it.
Yang Ling has a ________ diet. She often has a ___of noodles ___
breakfast. But she eats a_____ rice. She also likes eating sweet food. But
she only eats a ____ sweets at a time. She also has a lot of _______. For
example (例如), she likes _______ and ______ the piano.
Step 3 Project 1 A
T: They all have many good habits. Everyone has many good
habits. Look, they are having a class meeting to vote for good
students. They are Amy and John. Who are you going to vote?
First, let’s see something about John. This time, please read
loudly by yourself and find out his good habits and bad habits.
Then tell us if you are going to vote for him. (分析他的好习惯
和坏习惯)
S: …T: This is Amy. This time, you need to remember her information
in 2 minutes. Then tell us her good habits and bad habit. Next
tell us if you are going to vote for her.
S: …
T: Now, let’s vote. Who are you going to vote?
Step 4 Sum up: What makes a good student?
T: Just now, you chose… as a good student. Now, let’s talk about
what makes a good student. (完成板书)
S: A good student should do well at home and school.
S: A good student should follow rules.
S: A good student should have a healthy diet.
T: What else should a good student do?
S:
Step 5 Expansion
T: Now, let’s have a class meeting in our class: Being a good
student. Now talk about your speech in your group, then
recommend one as your spokesman. (让学生现场模拟选举)
Step 6 ConclusionEveryone can try to be better. We should try to study harder, try to
read more and try to climb higher. Remember to have courage, be
confident and always try to be better!
Step 7 Homework
1. Review the key words and phrases in Units 1-4.
2. Review the grammar in Units 1-4.
五、板书设计：
Project 1 Being a good student
说课：
本课是期中复习单元的第一课时，要把前面各个单元所学重点有
机地融合，做到活动多样却有条不紊，巩固所学但不显得重复、枯燥。
因此本课一开始，安排学生自主回顾1至4单元所学主题，选取与本
单元紧密相关的内容进行师生互动问答，为下一环节热身。第二环节的头脑风暴激活了学生的发散性思维，学生在相互的启
发下运用多种方式表达同样的意思，语言输出丰富且有质量，教师对
学生的发言适当总结、拓展，体现了复习课的提升作用。
第三环节为四位学生投票的过程需要学生发挥阅读、造句、辨析
并陈述理由，是一个运用语言的过程。
接着回归教材，谈论Amy和John的习惯，反思自身，进行一系列
口头和书面表达。预设到学生可能出现的问题，辅以练习加以巩固并
总结规律。
最后的 Ticking time 和情感渗透意在让学生感受到复习课的学习
成果，明确努力方向。
