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《Module 8——Unit 1 Do you often play with dolls 》教學(xué)設(shè)計(jì)—外研社版英語六年級(jí)上冊(cè)
一、教學(xué)目標(biāo)
知識(shí)與技能目標(biāo)
學(xué)生能夠聽懂、會(huì)說、認(rèn)讀并拼寫單詞：“often, clean, always, sometimes, never” 等頻率副詞，以及 “toy, camera, photo, take photos” 等與興趣愛好相關(guān)的詞匯。
熟練掌握句型 “Do you often... Yes, I do. / No, I don't.” 及其相應(yīng)的第三人稱單數(shù)形式 “Does he/she often... Yes, he/she does. / No, he/she doesn't.” 并能在實(shí)際情境中準(zhǔn)確運(yùn)用，詢問和描述日常活動(dòng)的頻率。
能夠理解課文內(nèi)容，獲取關(guān)于人物興趣愛好和日?；顒?dòng)頻率的信息，并能仿照課文進(jìn)行簡(jiǎn)單的口語表達(dá)和書面寫作。
過程與方法目標(biāo)
通過情境創(chuàng)設(shè)、小組討論、角色扮演、游戲互動(dòng)等多種教學(xué)活動(dòng)，激發(fā)學(xué)生的學(xué)習(xí)興趣，培養(yǎng)學(xué)生的觀察力、想象力、合作能力和語言運(yùn)用能力。
引導(dǎo)學(xué)生在實(shí)際情境中自主探究、歸納總結(jié)頻率副詞的用法和句型結(jié)構(gòu)，提高學(xué)生的自主學(xué)習(xí)能力和邏輯思維能力。
情感態(tài)度與價(jià)值觀目標(biāo)
鼓勵(lì)學(xué)生分享自己的興趣愛好，增進(jìn)同學(xué)之間的了解和友誼，培養(yǎng)學(xué)生積極向上的生活態(tài)度。
在教學(xué)過程中，關(guān)注學(xué)生的情感體驗(yàn)，營造輕松、愉快、和諧的課堂氛圍，尊重學(xué)生的個(gè)性差異，對(duì)學(xué)生的表現(xiàn)給予及時(shí)的肯定和鼓勵(lì)，增強(qiáng)學(xué)生學(xué)習(xí)英語的自信心，體現(xiàn)教師的人文關(guān)懷。
二、教學(xué)重難點(diǎn)
教學(xué)重點(diǎn)
掌握頻率副詞 “often, always, sometimes, never” 的含義和用法，以及相關(guān)句型 “Do you often... / Does he/she often... ” 的結(jié)構(gòu)和回答方式。
理解課文內(nèi)容，學(xué)會(huì)用所學(xué)語言描述人物的興趣愛好和日常活動(dòng)頻率。
教學(xué)難點(diǎn)
能夠在實(shí)際情境中準(zhǔn)確、靈活地運(yùn)用頻率副詞和句型進(jìn)行交流，尤其是第三人稱單數(shù)形式的正確運(yùn)用。
引導(dǎo)學(xué)生根據(jù)自身情況，有條理地用英語表達(dá)自己的興趣愛好和日?；顒?dòng)，提高學(xué)生的口語表達(dá)和寫作能力。
三、教學(xué)方法
情境教學(xué)法、任務(wù)驅(qū)動(dòng)法、小組合作法、直觀演示法
四、教學(xué)過程
（一）Warming-up
Greeting and Free Talk
教師面帶微笑走進(jìn)教室，熱情地與學(xué)生打招呼：“Good morning, boys and girls. How are you today It's a new day and I'm excited to see you all.” 引導(dǎo)學(xué)生積極回應(yīng)，營造輕松愉快的課堂氛圍。
教師接著說：“Let's start our class with a little chat. What did you do yesterday after school Did you have fun ” 邀請(qǐng)幾位學(xué)生分享昨天放學(xué)后的活動(dòng)，鼓勵(lì)學(xué)生用簡(jiǎn)單的英語表達(dá)，如：“I watched TV.”“I played football with my friends.” 教師認(rèn)真傾聽學(xué)生的回答，給予肯定和反饋，如：“That sounds great. You had a very active afternoon.” 通過自由交談，拉近與學(xué)生的距離，了解學(xué)生的課余生活，為后續(xù)教學(xué)做好鋪墊。
（二）Lead-in
Photo Introduction
教師在多媒體上展示一些自己或?qū)W生們的興趣愛好照片，如有人在彈鋼琴、有人在畫畫、有人在讀書等，并簡(jiǎn)單介紹：“Look at these photos. These are some things we like to do in our free time. What about you What are your hobbies ” 引導(dǎo)學(xué)生觀察照片并回答問題，激發(fā)學(xué)生對(duì)興趣愛好話題的興趣。
教師順勢(shì)引出本節(jié)課的主題：“Today, we are going to learn how to talk about our hobbies and how often we do them. Let's get started!” 以充滿期待的語氣引導(dǎo)學(xué)生進(jìn)入學(xué)習(xí)狀態(tài)。
（三）Presentation
New Words Learning
教師利用多媒體課件展示一個(gè)小男孩經(jīng)常打掃房間的圖片，引出單詞 “often”，并教讀發(fā)音：“Look at this boy. He cleans his room often. O-f-t-e-n, often. It means many times.” 讓學(xué)生跟讀幾遍，然后教師用簡(jiǎn)單的英語解釋單詞含義，并舉例說明：“I often read books. It means I read books many times. What do you often do ” 鼓勵(lì)學(xué)生用 “often” 造句，教師及時(shí)給予糾正和表揚(yáng)，如：“Good sentence. You used 'often' correctly.”
以同樣的方式依次展示并教授其他新單詞：“clean”（教師做打掃的動(dòng)作，說：“I clean the blackboard.”）、“always”（展示一個(gè)小女孩總是微笑的圖片，說：“She always smiles. It means every time.”）、“sometimes”（展示一個(gè)男孩有時(shí)打籃球的圖片，說：“He sometimes plays basketball. It means not always or never.”）、“never”（展示一個(gè)人從不抽煙的圖片，說：“He never smokes. It means not at all.”）、“toy”（展示各種玩具的圖片，如 dolls, cars, etc.）、“camera”（教師拿出一個(gè)相機(jī)道具，介紹：“This is a camera. We can use it to take photos.”）、“photo”（展示一些照片，說：“These are photos.”）、“take photos”（教師拿著相機(jī)做拍照的動(dòng)作，說：“I take photos.”）。在教授過程中，注重單詞的發(fā)音、拼寫和詞義理解，采用多種教學(xué)手段幫助學(xué)生記憶，如單詞卡片、動(dòng)作演示、簡(jiǎn)單例句等。同時(shí)，鼓勵(lì)學(xué)生積極參與，大膽開口朗讀單詞，教師及時(shí)給予糾正和鼓勵(lì)，如：“Very good pronunciation. Keep it up!”
Sentence Pattern Teaching
教師展示一張女孩玩洋娃娃的圖片，提問學(xué)生：“Do you think this girl often plays with dolls What do you think ” 引導(dǎo)學(xué)生用英語回答自己的想法，然后教師引出重點(diǎn)句型：“Do you often play with dolls We can ask this question in English. Now listen carefully. Do you often play with dolls And the answer could be Yes, I do. or No, I don't.” 教師通過圖片和簡(jiǎn)單的句子解釋句型的用法，讓學(xué)生理解并跟讀幾遍。
教師再展示一張男孩玩玩具車的圖片，提問：“Does he often play with toy cars What's your answer ” 引導(dǎo)學(xué)生用 “Yes, he does.” 或 “No, he doesn't.” 回答，教師進(jìn)一步講解第三人稱單數(shù)形式在一般現(xiàn)在時(shí)一般疑問句中的運(yùn)用：“When we talk about he or she, we use 'Does... ' and the answer also changes. For example, Does he like the toy car Yes, he does. or No, he doesn't.” 讓學(xué)生模仿練習(xí)，教師巡視指導(dǎo)，及時(shí)糾正學(xué)生的錯(cuò)誤，如：“Pay attention to the third person singular form. It should be 'Does' not 'Do'.”
（四）Practice
Pair Work
教師將學(xué)生分成兩人一組，給每組學(xué)生發(fā)放一張興趣愛好卡片（卡片上有不同的興趣愛好活動(dòng)，如 play football, draw pictures, listen to music 等），要求學(xué)生根據(jù)卡片上的內(nèi)容，運(yùn)用所學(xué)的句型 “Do you often... / Does he/she often... ” 互相詢問和回答關(guān)于興趣愛好和活動(dòng)頻率的問題，如：“Do you often play football Yes, I do. I play football every week.” 學(xué)生練習(xí)過程中，教師巡視各小組，傾聽學(xué)生的對(duì)話，給予必要的幫助和指導(dǎo)，鼓勵(lì)學(xué)生大膽開口說英語，如：“You are doing a great job. Keep talking.”
Group Survey and Report
教師布置小組調(diào)查任務(wù)：“Now, let's work in groups of four. Each of you asks the other group members about their hobbies and how often they do them. Then make a report about your group's hobbies.” 各小組學(xué)生積極展開調(diào)查，教師參與到小組調(diào)查中，與學(xué)生一起交流互動(dòng)，引導(dǎo)學(xué)生正確運(yùn)用句型進(jìn)行詢問和記錄，如：“Do you often draw pictures How often do you do it ”
小組調(diào)查結(jié)束后，每組選派一名代表上臺(tái)進(jìn)行報(bào)告，其他小組認(rèn)真傾聽。報(bào)告結(jié)束后，教師組織學(xué)生進(jìn)行評(píng)價(jià)和反饋，先讓其他小組的學(xué)生提問或發(fā)表自己的看法，然后教師進(jìn)行總結(jié)和評(píng)價(jià)，肯定學(xué)生的努力和成果，如：“Your report is very interesting. You asked good questions and used the new sentences correctly. Well done!” 同時(shí)，針對(duì)學(xué)生報(bào)告中存在的問題，如語言表達(dá)不準(zhǔn)確、內(nèi)容不完整等，給予耐心的指導(dǎo)和建議，幫助學(xué)生提高口語表達(dá)和信息組織能力。
（五）Text Learning
Pre-reading
教師在黑板上寫下課題 “Do you often play with dolls ”，然后提問學(xué)生：“Boys and girls, what do you think we are going to read about in this text Can you make some predictions ” 引導(dǎo)學(xué)生根據(jù)課題和之前所學(xué)的知識(shí)，對(duì)課文內(nèi)容進(jìn)行預(yù)測(cè)，如：“Maybe it's about some children's hobbies and whether they often play with dolls or other toys.” 教師鼓勵(lì)學(xué)生積極思考，分享自己的預(yù)測(cè)，不做對(duì)錯(cuò)評(píng)判，培養(yǎng)學(xué)生的想象力和預(yù)測(cè)能力。
教師介紹課文背景：“This text is about some friends talking about their hobbies. Let's read and find out what they like to do and how often they do it.” 讓學(xué)生對(duì)課文有一個(gè)初步的了解，激發(fā)學(xué)生的閱讀興趣。
While-reading
教師讓學(xué)生打開課本，默讀課文第一遍，要求學(xué)生圈出不認(rèn)識(shí)的單詞和不懂的句子。學(xué)生默讀過程中，教師巡視教室，觀察學(xué)生的閱讀情況。
讀完第一遍后，教師針對(duì)學(xué)生圈出的難點(diǎn)單詞和句子進(jìn)行講解，如：“Some of you may have trouble with this sentence. Let's look at it together. 'She sometimes cleans the blackboard for her teacher.' Here,'sometimes' shows the frequency. It means not always. So this sentence means she cleans the blackboard for her teacher from time to time.” 通過簡(jiǎn)單易懂的方式幫助學(xué)生理解課文中的難點(diǎn)，掃清閱讀障礙。
教師讓學(xué)生默讀課文第二遍，這次要求學(xué)生邊讀邊思考問題：“What are the hobbies of the children in the text How often do they do these things ” 學(xué)生讀完后，教師組織學(xué)生回答問題，引導(dǎo)學(xué)生從課文中獲取關(guān)鍵信息，如：“One girl likes playing with dolls. She often plays with them. Another boy likes taking photos. He sometimes takes photos.” 教師通過提問和回答，幫助學(xué)生理解課文的主要內(nèi)容和結(jié)構(gòu)。
Post-reading
教師將學(xué)生分成小組，讓小組學(xué)生分角色朗讀課文，一人扮演旁白，一人扮演女孩，一人扮演男孩等，通過朗讀進(jìn)一步體會(huì)課文的情感和語言表達(dá)。朗讀結(jié)束后，教師對(duì)各小組的朗讀進(jìn)行評(píng)價(jià)，表揚(yáng)朗讀流利、有感情的小組，如：“Your group read the text very vividly. I can feel the friendship between the children in your voices.” 同時(shí)，對(duì)朗讀存在問題的小組，如發(fā)音不準(zhǔn)確、語調(diào)不自然等，給予指導(dǎo)和建議，鼓勵(lì)學(xué)生多模仿原聲錄音，提高朗讀水平。
教師引導(dǎo)學(xué)生回顧課文內(nèi)容，進(jìn)行簡(jiǎn)單的復(fù)述：“Now, let's try to retell the story. Who can start ” 邀請(qǐng)幾位學(xué)生上臺(tái)進(jìn)行復(fù)述，其他學(xué)生認(rèn)真傾聽并補(bǔ)充。教師在學(xué)生復(fù)述過程中，給予提示和幫助，如：“Remember, first, it talked about the girl's hobby. Then, what about the boy's ” 通過復(fù)述，加深學(xué)生對(duì)課文的理解和記憶，提高學(xué)生的口語表達(dá)能力和語言組織能力。
（六）Production
Role-play
教師創(chuàng)設(shè)情境：“Suppose you are at a new school and you are making new friends. You are talking about your hobbies and what you often do. Use the sentences and words we learned today to make a dialogue.” 將學(xué)生分成兩人一組，一位學(xué)生扮演新同學(xué)，一位學(xué)生扮演自己，要求學(xué)生根據(jù)情境進(jìn)行角色扮演對(duì)話。學(xué)生準(zhǔn)備過程中，教師巡視指導(dǎo)，幫助學(xué)生構(gòu)思對(duì)話內(nèi)容，提醒學(xué)生注意語言的準(zhǔn)確性和禮貌性，如：“Hi, nice to meet you. Do you often play sports I like playing basketball. I often play it after school.”
角色扮演結(jié)束后，教師邀請(qǐng)幾組學(xué)生上臺(tái)展示他們的對(duì)話，其他學(xué)生觀看并評(píng)價(jià)。評(píng)價(jià)可以從語言表達(dá)、表演技巧、內(nèi)容豐富度等方面進(jìn)行，教師先引導(dǎo)學(xué)生發(fā)表自己的看法，如：“What do you think of their dialogue Did they use the sentences correctly ” 然后教師進(jìn)行總結(jié)評(píng)價(jià)，肯定學(xué)生的優(yōu)點(diǎn)，指出存在的不足，并給予改進(jìn)的建議，如：“Your dialogue was very good. You used the new words and sentences well. But you could add some more details about your hobbies. Keep practicing and you will get better.”
My Hobby Poster
教師布置制作海報(bào)任務(wù)：“Now, it's time for you to show your creativity. Make a hobby poster. You can draw pictures of your hobbies and write some sentences about how often you do them. Use the words and sentences we learned in this class. Try to make your poster beautiful and interesting.” 讓學(xué)生根據(jù)自己的興趣愛好制作一張海報(bào)。在學(xué)生制作過程中，教師巡視指導(dǎo)，關(guān)注學(xué)生的創(chuàng)意和困難，對(duì)有困難的學(xué)生，教師給予啟發(fā)和幫助，如：“If your hobby is painting, you can draw some of your paintings on the poster and write 'I often paint in my free time.'”
制作完成后，教師選取幾篇學(xué)生的作品進(jìn)行展示和分享，先讓作者介紹自己的海報(bào)，然后其他學(xué)生進(jìn)行評(píng)價(jià)和反饋，教師最后進(jìn)行總結(jié)評(píng)價(jià)，表揚(yáng)學(xué)生的創(chuàng)意和努力，如：“Your poster is really amazing. You showed your hobby very well. I can see that you have a lot of passion for it. Keep up the good work.” 通過制作海報(bào)展示和評(píng)價(jià)，提高學(xué)生的綜合語言運(yùn)用能力和藝術(shù)創(chuàng)造力，同時(shí)增強(qiáng)學(xué)生的自信心和成就感。
（七）Summary
教師引導(dǎo)學(xué)生回顧本節(jié)課所學(xué)的重點(diǎn)內(nèi)容：“Boys and girls, let's review what we learned today. We learned some new words, like 'often, clean, always...' And we also learned the sentence patterns 'Do you often... / Does he/she often... ' We read a text about children's hobbies and did a lot of interesting activities. What did you like most about today's class ” 讓學(xué)生積極回答，教師進(jìn)行總結(jié)和補(bǔ)充，強(qiáng)化學(xué)生對(duì)知識(shí)的記憶和理解。
教師強(qiáng)調(diào)興趣愛好對(duì)我們生活的重要性：“Hobbies make our lives more colorful. They can help us relax and learn new things. So keep exploring and enjoying your hobbies.” 引導(dǎo)學(xué)生積極培養(yǎng)自己的興趣愛好，豐富課余生活。
五、教學(xué)資源
多媒體課件、興趣愛好卡片、單詞卡片、相機(jī)道具、黑板、課本、繪畫工具（用于制作海報(bào)）
六、教學(xué)評(píng)價(jià)
課堂表現(xiàn)評(píng)價(jià)
觀察學(xué)生在課堂上的參與度，包括是否積極回答問題、參與小組討論、角色扮演、對(duì)話展示等活動(dòng)。對(duì)積極參與、表現(xiàn)活躍的學(xué)生，及時(shí)給予表揚(yáng)和鼓勵(lì)，如：“You are always so active in class. Your enthusiasm is really inspiring.”
評(píng)價(jià)學(xué)生的學(xué)習(xí)態(tài)度，如是否認(rèn)真聽講、專注閱讀、積極思考等。對(duì)認(rèn)真學(xué)習(xí)、態(tài)度端正的學(xué)生，給予肯定和認(rèn)可，如：“I can see that you are really concentrating on the lesson. Keep up the good work.”
關(guān)注學(xué)生在語言學(xué)習(xí)方面的表現(xiàn)，如單詞發(fā)音是否準(zhǔn)確、句型運(yùn)用是否正確、口語表達(dá)是否流利等。對(duì)在語言學(xué)習(xí)上有進(jìn)步或表現(xiàn)突出的學(xué)生，給予針對(duì)性的表揚(yáng)和建議，如：“Your pronunciation of this word has improved a lot. Keep practicing and you will speak English more fluently.” 對(duì)于存在語言錯(cuò)誤的學(xué)生，教師以溫和、耐心的方式給予糾正和指導(dǎo)，如：“There is a small mistake in your sentence. It should be 'Does he often...' instead of 'Do he often...'. Try to remember the third person singular form.”
作業(yè)評(píng)價(jià)
認(rèn)真批改學(xué)生的書面作業(yè)，從采訪記錄的完整性、準(zhǔn)確性、語言表達(dá)的流暢性以及短文寫作的內(nèi)容豐富度、語法正確性、頻率副詞運(yùn)用等方面進(jìn)行評(píng)價(jià)。對(duì)作業(yè)完成質(zhì)量高的學(xué)生，在課堂上進(jìn)行展示和表揚(yáng)，如：“This student's interview record is very detailed. The sentences are correct and the language is natural. Let's give him/her a big hand.” 同時(shí)，將優(yōu)秀的短文張貼在教室的展示欄中，供其他學(xué)生欣賞和學(xué)習(xí)。
對(duì)于作業(yè)存在問題的學(xué)生，教師進(jìn)行一對(duì)一的輔導(dǎo)，幫助學(xué)生找出問題所在，并給予具體的改進(jìn)建議，如：“Your short passage has a few grammar mistakes. Let's go through it together and make it better.” 鼓勵(lì)學(xué)生認(rèn)真修改作業(yè)，培養(yǎng)學(xué)生嚴(yán)謹(jǐn)認(rèn)真的學(xué)習(xí)態(tài)度和自我完善的能力。通過全面、細(xì)致的教學(xué)評(píng)價(jià)，關(guān)注學(xué)生的學(xué)習(xí)過程和學(xué)習(xí)成果，體現(xiàn)教師對(duì)學(xué)生的尊重和關(guān)懷，促進(jìn)學(xué)生在知識(shí)、技能、情感態(tài)度等方面的全面發(fā)展。

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