Unit 1 Do you often play with dolls?教学设计(第一课时)

教学基本信息

课题

学科

教材

教材内容

新标准小学英语(三年级起点)六年级上册

Module 8 Unit 1 Do you often play with dolls?

英语

年

级

六年级

教师

卢文君

书名：New Standard English 出版社：外研社

1.指导思想与理论依据

核心素养(Key Competencies)是学生在接受相应学段的教育过程中，逐步形成的适应个人终身发展和社会发展需要的必备品格和关键能力。英语学科核心素养构成：由四个核心要素构成，即语言能力，文化品格，思维品质和学习能力。

本节课在教学过程中重点关注学生良好品格的培养。依据“布卢姆认知分类学”的理论，本节课通过对话的学习，设计了关注学生低阶思维到高阶思维的不同层面的多元的问题，加强爱劳动的意识和逐步养成乐于读书的好习惯，帮助学生形成良好品格，为学生将来的自主发展奠定了良好的基础。

2.教学背景分析

本教材为外研社版新标准英语（三年级起始用）六年级上册第八模块。本课教学设计是Module 8 Unit 1 Do you often play with dolls?本节课的教学内容是外研社新标准英语（供三年级起始用）六上Module8 Unit1，本模块以习惯爱好为话题，Unit1呈现了Lingling 和Amy欣赏并谈论Amy的照片从而了解Amy的生活习惯和行为爱好的场景。本单元的语言功能是询问他人是否喜欢或经常做某件事。本功能的语用目的是谈论习惯爱好，以便与人交流自己和他人的生活习惯和行为爱好，增强彼

此之间的了解。

六年级的学生从三年级开始学习英语，每周四课时，经过三年多的英语学习，已经具备了一定的英语基础，课上能结合学习过的内容进行简单的讨论，根据图片获取信息，根据上下文猜测词义等。在日常的学习训练中学生课堂上能够有效地进行小组合作学习。

3.教学目标(含重、难点)

教学目标：

1、

文本目标：能够听懂、理解、朗读对话，并从中提取主要信息；

2、

语言知识目标:①能够听说、认读并理解以下单词和短语：long ago，I’d loved to, not really,stop,clean,camera,show.②能运用句型Do you often …?询问他人行为习惯，以及能够在恰当的语境中做出正确的应答。

3、情感目标：能够通过本课的学习，加强和逐步养成爱劳动和乐于读书的好习惯。

教学重点：能初步运用功能句来询问他人是否经常做某件事



Do you often …?



Yes, I do./ Not really./ Not very often. 教学难点：①频度副词often的运用。②正确问答他人是否喜欢或经常做某件事。

4、教学准备

PPT，词条，课堂练习和调查表，头饰，图片

5、教学过程

教学阶段

Warm up

教师活动

1.

Greeting T: Good morning, boys and girls. 2. Say a chant T: Boys and girls.This is our old friend Daming. What does Daming like doing?Let’s

watch and say a chant about him.

T: What does Daming like doing?

学生活动

Ss:Good morning, Ms Lu.

Ss watch the 设计意图

师生互相问候。

通过chant热身，活跃video ,clap hands 气氛，帮助学生尽快集and say the chant 中注意力，作好上课的togther.

心理准备，而且还可以复习与本课相关的知识，为下面的学习做好铺垫。

2.

Revision T:Daming likes swimming and running. I like running,too. So I often run. I often ride my bike. And I often read books. What do you often do?

S1: He likes

通过复习I like …句型，过渡到

I often…句型，为下面的学习Do you often …句型做好铺垫。

laughing. S2: He likes playing.

…

Ss: I often …

Pre-listening

1.Look and talk

T: Look. Who can you see in this picture? T: What are they doing?

T: Look at this photo. What’s in the photo? T: Yes,it’s a monkey. What do monkeys like?

T: Yes, the monkey is hanging up the tree. It’s naughty and cute.

2.Watch and answer T:Who took this photo? T: Maybe. T: Maybe Lingling took it. .Maybe Lingling’s Grandma. And how is the photo?Now let’s watch the video.

Ss look at the picture and talk.

S1: I can see Lingling and Amy. S2: They are looking at photos.

S3: It’s a monkey.

S4: Monkeys like bananas, S5: Monkeys like climbing trees,too.

S1: Lingling took it. S2: …

Ss watch the video then answer.

以聊天的形式带领学生读图，培养学生观察能力。

师生交谈，创设语境，提出问题，引导学生猜测是谁拍的照片.通过学生猜测是谁拍的照片锻炼学生的想象力, 此处运用联想策略，培养学生思维的开放性。

先引导学生猜一猜，旨在激发学生好奇心，培养学生发散思维能力，让他们带着探

究的欲望去认真倾听和观看对话。)

While-listening

T: Now let’s come to Part 2 to look at Ss scan the whole

Amy’s photos. How many photos are part and answer. there in the stories?

1.Watch and anwer Q: What are the photos about?

2.Listen to Paragragh 1 and answer. Q: 1. Does Lingling want to see Amy’s photos?

2. Does Amy often play with dolls? 3.Listen to Paragrgh 2 and answer. photos.

让学生学会快速读图

S:There are four 找答案。

S1:In Photo 1,Amy 从整体上感知和理解is playing with dolls. 本课课文

S2:In Photo 2,Amy

is reading a picture

book. is cleaning

her

S3: In Photo 3, Amy

room. S4: In Photo 4,Sam

and Amy are on the

Great Wall.

通过问答分段学习课文，进一步理解课文。

Ss underline the 通过听第一段，回答提anwers in the books 出的两个问题引导学生进一步理解课文第一段的内容，了解Amy在第一张照片中所做的事情以及她现在的行为习惯，借助文本所创设的语境学习not really、stop、stopped，then write the

Q:

Does Amy like reading books now?

answers to the Yes,________. She ____ read stories. questions in

the 4.Read Paragrgh 3 and answer. work sheet paper. Q:1.Does Amy often clean her room?

2. Does Lingling often clean her

room? 5.Read Paragrgh 4 and answer.

Q:1.Does Amy often take photos? 2. Who has got a good camera?

6.Listen and repeat. T: Let’s watch,listen and repeat.

7.Role-play. T: Now let’s do

pair works. First, read the text in roles, one is Lingling, the other one is Amy, and then exchange.

At last, be ready to show

渗透学生相关的阅读策略和拼读策略，比如根据上下文语境猜测词意，锻炼和提升自身的阅读能力和拼读能力。

学生阅读课文第二段，通过回答提出的两个问题引导学生进一步理解课文第二段的内容，了解Amy在第二张照片中所做的事情以及她现在的习惯爱好，锻炼和提升自身的阅读能力。

通过回答提出的两个问题引导学生进一步理解课文第四段的内容，了解Amy和大明现在的行为习惯，借助文本所创设的语境学习camera、show。渗透学生相关的阅读策略和拼读策略，比如根据上下文语境猜测词意，锻炼和提升自身的阅读能力和拼读能力。

通过听音跟读，进一步加深学生对课文内容的理解，并且通过听音模仿，培养学生形成良好的语音和语调。

锻炼学生的表达能力、表演能力和模仿跟读的能力，并培养学生的合作精神。

Post-listening

Group work.

1. Talk about Amy.

Does Amy often… ?

Yes, she does. Not really./Not very often.

小组内再一次就问题进行问答练习，巩固理解效果，加深对课文内容的把握。提高中等偏下后进生的学习效果，让他们在问答中感受到学习的成就感，提高对英语学习的兴趣。

小组合作，调查学生经T: You can use these pictures and sentence structures on your paper to make a survey and then complete the table on your paper. 提供给学生下面的图片和语言框架，引导学生明白如何调查和记录。

常做什么.帮助学生练习和运用本课主要句型。通过运用所学的词句进行并记录，在活动中巩固本课重点语句的同时拓展复习动词短语，锻炼、小组合作的能力和表现能力以及提高学生语言的综合运用能力。

Summary

T: What do you learn today?

…

Ss: I learn…

2. Make a survey调查小组成员经常做什

么？

运用句型：Do you ... ?

Yes, I do.

Not really./ Not very often.

T: Today we learn what Amy often does. S1: Amy often …

What does Amy do? Let’s look at the

picture and try to retell the text.（总结

培养学生的发散性思维和观察能力，使S2: Not very often. 各个层次的学生通过时，师借助板书。）

这一环节的学习都得T: Does Amy often clean her room?

到语言锻炼的机会，形T: Does Lingling often clean her room? S3: Yes,she does. 象深刻地掌握本课所S4: I often clean my T：Good. Lingling is a good girl. 学重点知识。

T:Do you often clean your room? room. T: You shoul often clean your room. You S5: I oten read

should often help your mum at home. books at home.... T:What do you often do at home?

这环节渗透情感教育，加强学生爱劳动的意识和逐步养成乐于读书的好习惯

T: Nice boys and girls. Good habits make your life better.

好习惯让生活更美好. And reading can make you happy and clever.读书使人聪慧。

So try to keep reading every day 所以坚持每天读书。

Homework

1.Listen and repeat the text, try to Ss listen to the T.

imitate .

2. Using “

I often ...”

to write down what you often do after school. （3 sentences）

听音跟读背诵课文的作业，有利于学生模仿标准的语音语调，用I often...写句子巩固已学知识。

板书

教学反思

本节课的授课内容是六年级上册第8 模块第1单元.

我在教授课文时由浅入深，突破重难点。我是这样安排的：

首先让学生快速浏览课文，回答第一个问题：How many photos are there in thestory?接下来观看CD-ROM，回答第一个概括性的问题What are the photos about?

帮助学生了解四张相片的内容；接下来通过听音和默读课文进行分段，画出三个问题的答案 What is Daming doing? Does Daming miss China? Can you tell me more about Chinatown? 通过三个主要问题学习新单词和功能句；听录音跟读，鼓励学生小组内练习读课文。在学习课文时根据具体内容进行适当的调整，这种由易到难的听读和阅读训练，长期坚持下去，学生就能养成良好的听读能力和阅读能力。最后在小组内做调查

课堂上，我以小组得分的方式贯穿整节课，采用了师评生、生评生、生自评等评价方式，紧紧抓住了学生好胜的心理特点，学生学习的积极性得到最大限度的激发。从整节课来看，大部分学生能很好地掌握和运用本节课的频度副词foten以及Do you often …?的句型结构来询问别人经常做什么。

本节课也存在一定的不足之处：1.学生书写不规范。学生在完成worksheet回答问题书写时，句子开头不用大写，Yes后没有逗号。如Yes she does.2.小组活动设计不够完善，没有让更多的学生参与到课堂中。建议至少要有3-5次小组活动。对于这些不足之处，我会努力改正，不断完善，争取创造高效课堂。

学生练习student worksheets photos

Questions 1.Does Lingling want to see Amy’s

photos?

Answer 2. Does Amy often play with dolls? A. Yes, she does. B. Not really.

2. Does Amy like reading books Yes, ________. now?

She _______ reads stories.

3. Does Amy often clean her room? ___________________

4. Does Lingling often clean her ___________________ room?

5.

Does Amy often take photos? _________________ 7.Who has got a camera(照相机)？

_________________

______ has got a camera. ________________ 学生调查表

Make a dialogue

A: Do you often …? B: Yes, I do./ Not really./ Not very often.

参考短语: fly kites play footbal take photos speak English read stories play with dolls help your mum clean your room eat fast food play computer games ride a bike Please tick(√

) in the table. Name Yes, I do . Not really. Not very often. speak English

clean your room read stories take photos