Unit 2 I often go swimming.教学内容概述

基本信息

外研社版小学英语六年级上册 Module8 Unit2 I often go 课题

swimming.

作者及工作单位

中卫市丰台小学——朱丽娜

教材分析

本节课是外研社版小学英语四年级下册第八模块，第二单元

Unit 2 I often go swimming.本课围绕always, often, sometimes, never来展开讲述学生的行为、习惯和爱好等，主要运用Do you always often sometimes never---? He She always often sometimes never ---. What do you do at the weekend? I always often sometimes never---.来训练学生听、说、写综合运用语言的能力，从而实现知识与技能、过程与方法、情感态度与价值观三维目标的实现。

教学目标

(1)Words: students must understand new words and remember always, never. (2) Sentences: students can use do you often---? To talk about others’ habits.

Students can use I always\ often \sometimes\ never---.

And She always \often\ sometimes\ never ---. (3) Grammar: students can understand always\ often\ sometimes\ never and the General tense. (4)Abilities : Students can use always\ often\ sometimes\ never.

Talk about own and other people’s habits.

(5)Emotion: know own and other people’s habits, to get on well with together.

教学重点和难点

1、重点：

(1)Words: always, often, sometimes, never (2)Sentences: Do you always\ often\ sometimes\ never---?

I always\ often\ sometimes\ never---.

He\ She always\ often\ sometimes\ never---. (3)Grammar: the general continue tense 2、难点：

(1)How to read always , never. (2)How to use always, often, sometimes, never. 教学过程

教学环节

教师活动

预设学生行为

设计意图

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Step 1. Warming up Step1 Warming-up

Say the chant and do actions.

(1)Show some pictures and say，which group can say most phrases. (2)T: I have lots of hobbies. Reading English books is my hobby. Look at this picture. What’s he doing?

Teach always. Then show write stories. T: What’s he doing?

T:I often write stories. Do you often write stories? Teach often. Show the picture of playing football. T: I like playing football. Do you like playing football? T: Do you sometimes play football? Teach sometimes. Show the picture of cleaning the blackboard. Step2 Presentation

T: What’s she doing?

T: I never clean the blackboard. Do you never clean the blackboard? Teach never. (3)Show some pictures, students practice in pairs, then show. (4)Make a press conference. Today we will meet four famous people. Guess it who they are .

First, introduce and say hello. Second, Amy says : today we have a press conference, if you have some questions, please ask. Third, teacher makes an example like this: T: Hello, Amy.Do you always watch TV? T: Thank you. Then students begin to ask. Which group asks more?

1、Students chant. 2、Students do actions.

开始chant，激发兴趣，接着做动作，使学生兴奋。

1、Students look at pictures and read the phrases. 2、Students answer teacher’s questions. S1: He’s reading English books. S2: Yes, I do. \Yes, of course.\ No, I don’t .\ Not really. S1: She is cleaning the blackboard. 1、学生自由举手发言，多说，培养学生独立学习的习惯，并且有助于培养学生的竞争意识。

2、自由举手回答为极富表现欲的学生提供了展示的舞台，更重要的是为他们创设了极大的发展空间，增强竞争意识。

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(1)Look at my activities in a week. Teacher says: I always\ often\ sometimes\ never---. Explain them , then do exercise. (2)Take out own charts, then say like this: I ---. (3)Listen to the tape and number the picture. Then show the pictures to check the answers. (4)Listen to the tape and fill in the blanks. Xiaoyu__________ reads English books. Step3 Listening

Heping __________ writes stories in English. Maomao ___________ plays football. Lili ______________ clean the blackboard. Lingling ___________ goes swimming. Daming ____________ eat with a knife and fork. Simon ______________ rides bikes to school , he ________ goes by bus. Check with listening material. (1)Take out the chart, we will have a survey. (2)Teacher make an example T: What do you do at the weekend? Step4 Production

T: Do you ----? (3)Students begin to serve. Then fill in the blanks. (4) Write a short passage, then give a report.

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1、

Students 把课文内容读准、读畅是look at

my activities and do 读好的前提，英语在这一exercises. 2、

Students say

环节的教学中，我舍得花out with 时间让学生English. 3、

Students

练读，耐心地listen to the tape 纠正学生读and number the 得不够到位的音，尽量关picture. Then 注到每一个check the 学生。在听的answers. 4、Students 部分，我尽量listen to the tape 让学生跟读，自由度，多种and fill in the 方式读，把课blanks. 5、Students

文内容读熟，甚至不看书check with 就能复述下listening 来。

material.

1、

Students do 我把学生放a survey. 在主体地位，让学生自己2、

S: I always\ 去观察，自己often \ 去体验，自己sometimes\ 去掌握写句never---. 子方法，重视了对学生写S: Yes, I always\ 字姿势的指often\ 导，培养了学sometimes---. 生良好的书No, I never---.

写习惯。

Step5 Homework

Ask your family, then write down. 板书设计

Module8

Unit2

I often go swimming. He always plays football. She often plays basketball.

He sometimes plays table tennis. He never plays.

学生学习活动评价设计

家庭作业复习学过的知识。

在第一环节warm-up中，学生能够积极开动脑筋，根据我的引导，对平时学过的知识畅所欲言，自由讨论，我就适时鼓励他“你真棒！”等。而在listening的环节里，经过我的引导，学生相互比赛读，给自己组内的同学加油鼓劲，一个比一个得好。这是我就顺势夸奖孩子们：“真是一名出色的读者”“你们真是好样子，都比老师读得好”，让学生心里乐开了花。更有趣的是在presentation环节，因为是提前布置预习了的，总是有一大帮小帮手出来帮助这位同学，大家积极踊跃地举手，都想和同学分享自己的答案，课堂氛围活跃。这时我让全班学生为自己鼓掌，并充分肯定了他们的积极踊跃，希望他们每堂课都有如此棒的表现。

教学反思

1．在情境化单词引入时，我感觉课堂流畅而自然，并且顺理成章的处理了课文中的难点，学生掌握得也挺好。

2．我觉得本课突出的亮点是：记者采访，自由调查，小组合作，形成性评价及循序渐进的教学风格，对学生学法进行了指导，学生的情感得到了教育。

总之，我结合教材和学生特点，在设计中主要依据新课标的精神，从学生的学习兴趣、生活经验、认知水平出发，科学安排教学内容，合理设计任务，让学生亲身体验、大胆实践、积极参与、共同合作和交流，发展综合语言运用能力，使语言学习过程成为学生形成积极的情感态度、主动思维和大胆实践，形成自主学习的过程。

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