module 8 unit 1 Do you often tidy your room 说课.docx

Module 8 Unit 1一次备课一、Warmer:T：Hello，boysand girls.Nice to meet you. And I want to make friends with you . (小组评价使用小粘贴)I will introduce myself. I often read books and I often read stories.Do you know this word“often”?(教授单词often)T: And I often tidy my room. So my room is very tidy.(让学生观察这两个tidy的区别，并教授单词tidy。) Its not messy.(教授单词messy)T：Boys and girls , do you often tidy your room?(板书)Ss：Yes，I do./ No, I dont.T: Do you often read books?.提出任务：Our school wants to know what youoften do.(学校想要了解你们平时经常做什么。)Our school needs some little reporters to do a survey.（需要小记者们来做调查。）Would you like to be a reporter? Try hard, and lets see who is the best reporter.二、Presentation and practice（1）T: Our friend Lingling comes to Amys room.(展示玲玲到Amy房间的图片)Is Amys room tidy? Lets listen!PPT展示问题：Is Amys room tidy?（听完之后回答此问题。Yes，it is。接着提问Is Amys bookshelf tidy? No，it isnt）(在幻灯片上展示书架图片)引导学生说出“书架”并教授单词。T: Can you spellbookshelf?(book + shelf ,they get together, then become a new word)（2）Some other questions for you.Does Amy often tidy her room?Yes, she does.Does Amy often tidy her bookshelf ?No, she doesnt.Now Amys books are tidy and then they can_ some books to read.(教授单词choose)What does Lingling ask? Listen again and circle“What does lingling ask?”Ss:1. Do you often tidy your room?2 .Do you often tidy your bookshelf?(板书上添加tidy your bookshelf)(3)Listen and repeat.三 、Consolidation and extension(1)T: Ok, there are some pictures , can you ask and answer?(出示三组图片训练do you often?)最后一张进行情感教育，help your mother and keep your room clean（2）T: Do you often say a chant?Room, room, tidy your room,Do you often tidy your room?Yes ,Yes, Yes, I do.Books, books, read books,Do you often read books?No, No, No, I dont.write letters,wash your face, do your homework, send an email, draw a picture, play football, cook fish, play the flute, eat fruits.学生用教师出示的phrase bank进行替换自编chant(3)T: Ok, You did a very good job. You often say a chant.What else do you often do?（面向一个学生问）What do you often do? S1：I often教师转向其他学生“I often.She often.”注意三单形式变化T: Please ask your partener“What do you often do?”教师示范 “I often. She often”（同桌互助讨论，最后由一个学生总结发言。）看看孩子们的记忆力，询问“Does he/she often.?”(4)进入做任务环节，在操作过程中要注意让每个组都能得到5个以上的粘贴画，所以这样他们就有成为小记者的机会，那么在这老师提出更高的要求，看看谁是最好的小记者。T: Ok, then you should do a survey in your group and choose one in your group to make a report. For example（教师做示范，组内相互用Do you often? Yes, I do. No, I dont.What do you often do?询问并且由一个人做汇报：Hello, they are my friends. I often. HeShe often.（若有时间，可以让下面学生看展示的过程中做笔记，由这些同学提问reporter,看看小记者们的记忆力，运用句型“Does xxx often.?”）为了防止这种肯定一个否定大部分的竞争方式给孩子带来不良影响，可以评出不同优点的小记者，比如“声音最洪亮”、“最大方” “最强记忆力”等。四、Homework: Write a report according to your survey.二次备课: 教学环节部分：一、Warmer:T：Hello, boys and girls. Glad to see you again.Ss: Hello, Ms Wang.T: In this class I will divide you into two parts. Group A and Group B. We will have a competition. Try hard!First lets have a competition:“Magic Eyes”以“Magic Eyes”的形式出现词组并分组抢答最后出示游戏中的词组学生齐读来复习学过的动词词组。修改说明：这里课堂中学生是齐读的闪烁的词组的，本意是让两个组比赛说出看到的词组，激起学生的比赛欲望。T：Do you like watching TV? Ss: Yes, I do./ No. I dont.T: Can you play the flute? Ss:.T: Do you often read books? Ss:提出任务：Our school wants to know what students often do.Our school needs some little reporters to do a survey.教师通过用学过的句型与孩子们进行交谈，逐渐引入句型Do you often?教授单词often并且以学校需要了解学生的经常做的事为兴趣点，以争当学校小记者为动力给学生提出任务并且带着任务去进入文本的学习。二、Presentation and practice（1）T: This is Amys room.Our friend Lingling comes to Amys room. Is Amys room tidy?Is Amys bookshelf tidy?T: Do you know the meaning of“tidy”? It means“clean”修改说明：这里教师可以用学生学过的词来帮助学生猜测理解新词汇，所以添加此句话。T: What is a bookshelf? (出示书架的图片，学生很容易领会意思)引入课文文本后教师先提出两个问题，问题中出现的新单词tidy和bookshelf顺势讲解，让学生带着问题去听课文。在回答第二个问题时，出示新单词messy,对照tidy讲解，让学生明白这两个是反义词。（2）T：There is another question for you.What does Lingling ask? Please listen and underline the questions.(学生带着这个问题听课文)T：You can discuss with your partner.修改原因：有的学生听不懂老师要求找出Lingling所问的问题，刚开始听课文时很茫然，但是给予他们与同桌讨论的时间，就让孩子理解了并且可以在讨论中学习。所以添加此环节。T: There are four questions. What are they?Ss:.(学生依次回答，在学生找到骨干句型“Do you often tidy your room/bookshelf?”时板书到黑板上。)教师出示另外的问题：What does Lingling ask?学生通过找出课文中Lingling所问问题就能对课文有个整体的了解，教师在此处引出重点句型“Do you often?”并且顺势教授单词choose.学生分组一问一答，在此基础上进行机械操练，学生会整体把握文本。(3)T: Ok, lets listen and repeat.(重点句型重复跟读)Read and show.(学生用自己喜欢的方式展示课文的熟练朗读。)三 、Consolidation and extension(1)T: Ok, there are some pictures , can you ask and answer?(出示三组图片训练do you often?)最后一张进行情感教育Help your mum and keep your room clean.T: Boys and girls, please ask and answer in your groups.修改说明：句型的操练之前只是由三幅图来训练，同组人员建议要加大骨干句型的训练，所以增加此环节在小组内运用所学词组套用句型进行练习。（2）T: Do you often say a chant?在掌握了句型后，用朗朗上口的chant来加深学生的记忆，由教师做示范边做边说，学生用教师出示的phrase bank进行替换自编chant。(3)T: Ok, You did a very good job. You often say a chant.What else do you often do?（面向一个学生问）What do you often do?并且板书S1：I oftenS2:Ss:教师转向其他学生提示大家一块问一个同学“What do you often do?”Sn: I often.”T: She often.注意三单形式变化。教师引导学生共同训练“What do you often do?”以及用“She /He often。”进行转述，不断强调三单形式的变化。修改说明：此环节原来设计的是老师与其中一名学生做示范然后让孩子在同桌之间进行训练，但发现这样真个巩固拓展环节太散，所以以学生整体为单位统一练习。(4)T：Do you remember our task? Would you like to be a little reporter? SS: Yes.T:I need three students to help me.（教师做示范，运用句型在组内选出小记者采访并且做报告汇报：Hello, Im xxx. They are my friends. I often. HeShe often.）这是完成任务的环节，在学生上台展示采访及汇报后老师及时给予小记者评价。为了防止这种肯定一个否定大部分的竞争方式给孩子带来不良影响，可以评出不同优点的小记者，比如“声音最洪亮”、“最大方” “最强记忆力”等。四、Summary修改意见：接受组内老师意见，在课结束之前最后给予总结复习，梳理整节课的重点。五、HomeworkWrite a report according to your survey.课后评议一、执教老师说课。（一）教材分析本节课是一年级起点第十一册Module8 Unit1 Do you often tidy your room?学生已初步掌握一般现在时对日常行为进行问答，本课要求学生能用一般现在时向他人介绍和询问经常做的事情。课型为对话体的课文新授课。（二）学生分析六年级学生已经有了五年的英语学习基础，在听、说、读、写各个方面都有了一定能力。学生对一般现在时的一般疑问句的问答也有了一定基础，本课主要是在学生已有基础上落实、巩固。为了避免学生失去学习兴趣，所以课堂上要设计一些激发他们学习兴趣的活动。（三）教学目标1.知识目标：1）听懂会说单词oftentidymessybookshelfchoose2）100%的学生能够听懂、会说目标语句：Do you often.? Yes,I do . No, I dont. 95%学生能口头运用What do you often do? I often. He/She often等这类语句来询问别人以及表达自己和别人的经常性动作。2.技能目标：1）95%的学生能够在创设的情景中询问别人经常干什么进行较流畅的问询和回答。2）80%的学生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经常性动作。3.情感目标：情感态度目标：培养学生在日常的生活中要养成良好的生活习惯，为自己以后的学习生活打下良好的基础。（四）教学重难点1.能在真实情境中熟练运用目标语句：Do you often.? Yes,I do . No, I dont.并能口头运用What do you often do? I often. He/She often等这类语句来询问别人以及表达自己和别人的经常性动作。2.灵活运用句子来转述别人的经常性动作：She often.He often.【设计理念】教师采用了“任务型”的教学方式进行设计。首先在操练环节，应该在一种师生，生生的任务型互动中让学生感受到学习任务的真实性，从而让他们愿意参与到活动来，运用中来。在运用环节中，通过巩固题目的设计，让学生从课文走向语用的天地，通过让学生大胆的输出，真正提高学生在运用时的准确性。（五）教学步骤1.Warmer:（1）以“Magic Eyes”的形式出现词组并分组抢答来复习学过的动词词组。并且运用之前的句型与学生交流。（2）提出任务：Our school wants to know what students often do.We need some little