小学新标准英语三年级起点 说课稿 module8 unit1

小学新标准英语三年级起点第七册

Module 8 教学设计

禹城实验小学牛玉梅

Module 8 unit 1 Looking at photos.

教材内容：

外延出版社小学英语三年级起点六年级上册

Module8 unit 1 Looking at photos.

Module8 Unit1 Looking at photos.

Amy:Do you want to see my photos?

Lingling:Yes,I'd love to.

Amy:Look at this photo.

Lingling:You're playing with dolls.Do you often play with dolls?

Amy:Not really.I stopped a long time ago.

Amy:There's a picture book in this photo.

Iloved picture books.

Lingling:Do you like reading books now.

Amy:Yes, of course.I often read stories.

Lingling:I like this photo.You're cleaning your room.

Do you often clean your room?

Amy:Not very often.Do you?

Lingling:No,I don't.

内容简析:

本课是外延出版社小学英语三年级起点六年级上册Module 8 unit 1 Looking at photos.主要教学内容是讨论大家经常,以及喜欢做的事情并作答的表述。本节课紧扣生活实际，学生喜闻乐见并且易于表达。

单元教学内容分析

本单元教学的内容是以前学过关于一般现在时的相关知识的拓展和延伸，在经过前面有关一般现在时的教学后，我们可以看出学生对这一教学内容非常感兴趣。本模块学生将学习更多的关于一般现在时的知识，如often的运用,并能在一定的情境中进行运用。

学情分析:

学生来自六年级，已经有三年多学习英语的经验积累，学生有了一定的词汇量基础，有了一定的学习热情，掌握一定的学习方法。而且学生在合作学习以及在真实的任务中运用所学语言进行交际的能力等方面都较低年级时有了很大提升。在教授新语言点时，要尽可能多地联系实际生活，创造生活化的语言环境，让学生在语境中更好地理解课文，同时采取小组合作学习的方式加强生生合作与互动，通过任务驱动，鼓励学生在真实的情景中运用所学语言，让学生在大胆实践和积极参与的过程中，培养其积极的情感态度和自主学习能力。在本模块学习中，学生掌握了相关单词:read, play ,like, swim,dolls,room.stories等,以及句型:Do you ...答语Yes,I do./No,

I don’t.

教学目标

1. 知识目标:

a)能听/说/读并正确使用单词 :often clean

b)能理解并灵活掌握句型：Do you often ……?Yes,I do./No,I don’t./Not really./Not very often./Do you like reading books now?

2. 技能目标：

1)学生能够在创设的情景中对别人经常做什么,喜欢做什么进行较流畅的问询和回答。

2)能够能灵活运用功能语句在真实的生活情景中调查并转述别人的活动.

3. 情感态度：

通过多种形式的教学活动，激发学生学英语的兴趣，用“Do you often ……?”询问别人的日常行为。引导他们积极参与小组活动.

4. 学习策略：

通过“小组合作学习”方式提高团体协作和运用语言的综合能力，最大限度地调动和发挥学生的内在潜力，进行语言知识的主动练习和运用。

教学重点

能在真实情境中熟练运用目标语句：Do you often play with dolls? Do you often clean your room?以及Do you like reading books now ?

教学难点

理解并灵活使用短语“stopped a long time ago not really not very often”。

任务: 本节课设计的任务是"为学校兴趣小组选拔人才",需要大家的帮助.用 Do you often ……Do you like.....?调查同学们的喜好以及日常行为。

教具: 多媒体课件黑板单词卡片

教学过程：

Step 1:warm up(有效导入认定目标)

1. Greetings.（问好）

2. let’s play a game.(做游戏)

T: Boys and girls,Our school will have interest groups. Such as English groups, football groups,reading groups....Which group do you like ? Can you help our shool to choose some student? Can you ?

S:No, I can’t.

T:After this class,you can help our shool.

Today, we’ll have two groups. Girls Group.and Boys Group. Let’s come to the PK stage, and see which group will be the winner

let’s play a game. Are you ready? Listen!

Play,play, I play.

Swim,swim, I swim .

Run, run, I run

Clap, clap,I clap .

Read,read ,I read .

（设计意图：教学热身是英语课堂TPR教学方法的重要形式之一。教师采用游戏来缓解学生的紧张情绪，为进一步学习奠定了良好的基础。）

Step 2:导入.(引导探究自主合作)

1.Learn new word“often” "clean"

T:I like reading. Do you like reading?

S:Yes.

T:I often read.Do you often read?

S:Yes, I do./No,I don't or Not very often.(帮助学生回答)

T:I often run. Do you often run?

S:……

出示单词卡片often.听录音读often(首次接触单词,要让学生听地道的英语,而不是教师领读.)

以同样的方式在语境中学习单词clean ,听录音读单词.教师出示单词卡片。在学习一词时联想到单词bean,mean的读音

T:I often clean my room. Do you often clean your room?

S:No, I don't.(Not really.)......

(设计意图:由热身中的小说唱,导入本课,学生在游戏中很快进入单词的学习.并在真实语境中体会单词的含义.另外让学生渗透了语音的练习)

2、Practice the words（练习单词）

出示单词图片领读:大呼小叫。老师轻声读每个单词，学生就大声朗读。相反老师大声读，学生就轻声读单词。

3. Make sentences with “often”. learn “play with dolls. Read books. Read stories. Clean your room.”（用often一词造句,引出以上四个词组。

幻灯片出示词组。）

T:look at the picture 1. What is the girl doing ?

S:She is playing with dolls.

T:Do you often play with dolls?

S:Yes，I do.....

T:look at picture 2. What is the girl doing ?

S:She is cleaning her room.

T:Do you often clean your room?

S:...

...

(设计意图:在环节2,3学习单词“often” "clean"的基础上学习本节课词组play with dolls. Read books. Read stories. Clean your room.有助于课文的理解.)

4．提问开火车读词组，并做拍手游戏。

Play with dolls

Read books read stories

Clean your room

T: Boys and girls, Let’s play a game. I say and you clap.教师做示范，根据单词的位置上下左右拍手读单词。教师先和学生一起边说边拍手，然后教师拍手，学生说单词。最后通过出示幻灯片让学生说词组来检查学生是否已掌握所学词组。

T: Wonderful, you are very clever!

（设计意图：用游戏教学法来巩固所学的语言，让学生带着浓烈的兴趣使用所学语言进行交流，这样使老师在玩中教、乐中教，学生在玩中学，乐中学。）

5.小组合作(生生互问）Do pairwork.教师出示以上几副图片,让学生用Do you often…句型做调查,巩固所学短语和句型.尤其是本节课出现的Not really. Not very often等几种回答。请优秀学生展示，进行表扬。

(设计意图：检验学生是否对句型是否掌握牢固，同时鼓励优秀学生，给学生一个有压力的氛围。)

教师与几位学生做示范:

T:Do you often play with dolls?

S1:Yes, I do.

T:Do you often clean your room?

S2:Not really.

...

Step3:讲授新课(展示交流精讲点拨)

1. 听录音

T: Now, our friends, Amy and Lingling are coming. What are they doing? Can you guess？(设计意图：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。) T:Maybe. Let’s look at the title , and see if you’re right

Let’s listen to the text（播放录音）and answer question(回答问题)

1)How many photos are they talking about?

设计意图：给英语基础差得学生一个机会，通过看一下课本的插图就可以回答问题1.让基础差得学生感到这节课很简单，调动积极性。

2. Listen again.(边听边跟默读)回答以下问题:

2)Does Amy often play with dolls?

3)Does Amy often read stories?

4)Does Lingling often clean her room?

讲解：stop过去式stopped love过去式loved

(设计意图:通过问题的问答,先听录音整体感知课文，引导学生捕捉key information and general idea，帮助学生初步理解对话的内容，，使学生整体感知和了解文本的意思。适时操练本课重点句型,在提问发言的过程中始终贯穿girls Group与boys Group两个小组的比赛与评价。)

3.学生跟读——自读课文——齐读。

Step4 巩固练习(达标测试反馈矫正)

1.Choose True or False.（判断对错）

1)Lingling wants to see Amy’s photos.

2)Amy often plays with dolls.

3)Amy doesn’t often read stories.

4)Amy often cleans her room.

5)Lingling often clean her room.

(设计意图:学生进一步理解感知课文,并根据已掌握的信息做出判断.)

2.补充句子.

1. Do you (经常)read books? Yes,I do.

2. Do you (玩娃娃)? No, I don't.

3. I can .(打扫我的房间)

4. I like (阅读) very much.

5. Do you often swim? .(不经常)

(设计意图:对于六年级的学生来说,要有一定的书写能力,本小题是对课文的检测,同时也考察了学生的书写能力.)

3.Play a game:顺风耳

T：Let’s play a game：顺风耳。I’ll ask one of you to come here and you must close your eyes. And I’ll put the picture in one of your desk. Then you can open your eyes and try to guess. 首先，请一名同学到这儿背对着我们闭上眼睛，我把图片放在其中一个同学的桌子里面。然后，这个同学可以找一找图片在哪儿。这个同学找的同时，我们大声的读出重点句子，我们可以通过声音的高低来提示这个同学距离图片所放位置的远近。

卡片句子1.Do you often play with dolls?

2.Do you like reading books now.

3.Do you often clean your room?

（设计意图：游戏的进入，把本节课重点内容带入了高潮，极大调动了学生的积极性。）

Step5 拓展运用

1.Have a try(小试身手) 课件展示图片,学生问自己的伙伴使用“Do you often…?’“ Do you like…?”

(设计意图: 拓展环节，将学生所学运用于真实的情景，以提高学生的综合语言的运用能力。真正能用所学英语“做事”。)

2.屏幕上呈现表格,，学生做采访。

过渡语：Interview your classmats and teachers using “Do you often ...

Do you like...”

(设计意图 :让学生自主选择进行调查的内容，体现了学生的主体性的发挥。通过这个调查活动，让学生将本节课所学进行运用，同时为了完成本节课的任务搜集好信息，做好铺垫。)这一部分是本课拓展的难点,课后,刘淑丹老师说这一部分在用never,always时,老师最好先给学生做一下示范,并解释两词的含义,我觉得确实有必要,因为这两个词属于频率副词,在本课未出现.

Step 6:Summary and homework.(总结评价布置作业)

? 1．总结本节内容并表演小chant

? Read read read books

? Do you often read books?

? Yes,I do.Yes,I do.

? Play play play with dolls

? Do you often play with dolls?

? Not very often . Not very often

? Clean clean clean your room

? Do you often clean your room?

Not really . Not really .

(设计意图:这一部分是对本课重点句型的总结,本来应该配有一段音乐节奏的,讲课时,因为出了点小故障,未播放,很遗憾.)

2．作业

1) Listen and repeat the dialogue, try to imitate and retell the dialogue.

2)Writing homework:Make a survey.What do your classmates often do? Write your questions and answers using "Do you often ... Do you like ...?"

(调查一下你同学经常做什么? 喜欢做什么?并记录下你调查的问题和结果.使用"Do you often ... Do you like ...?")

(设计意图:作业的设置也是课堂的延伸，继续完成本节课的任务教学。) 最后总结本节课两个小组表现,Which group is the winner?

Handwriting（板书设计）

Module8 Unit1 Looking at photos

Words: often clean bean mean

Languages: Do you often …?Yes,Ido.

No,Idon't.