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《Module 8——Unit 1 Do you often play with dolls 》教学设计—外研社版英语六年级上册
一、教学目标
知识与技能目标
学生能够听懂、会说、认读并拼写单词：“often, clean, always, sometimes, never” 等频率副词，以及 “toy, camera, photo, take photos” 等与兴趣爱好相关的词汇。
熟练掌握句型 “Do you often... Yes, I do. / No, I don't.” 及其相应的第三人称单数形式 “Does he/she often... Yes, he/she does. / No, he/she doesn't.” 并能在实际情境中准确运用，询问和描述日常活动的频率。
能够理解课文内容，获取关于人物兴趣爱好和日常活动频率的信息，并能仿照课文进行简单的口语表达和书面写作。
过程与方法目标
通过情境创设、小组讨论、角色扮演、游戏互动等多种教学活动，激发学生的学习兴趣，培养学生的观察力、想象力、合作能力和语言运用能力。
引导学生在实际情境中自主探究、归纳总结频率副词的用法和句型结构，提高学生的自主学习能力和逻辑思维能力。
情感态度与价值观目标
鼓励学生分享自己的兴趣爱好，增进同学之间的了解和友谊，培养学生积极向上的生活态度。
在教学过程中，关注学生的情感体验，营造轻松、愉快、和谐的课堂氛围，尊重学生的个性差异，对学生的表现给予及时的肯定和鼓励，增强学生学习英语的自信心，体现教师的人文关怀。
二、教学重难点
教学重点
掌握频率副词 “often, always, sometimes, never” 的含义和用法，以及相关句型 “Do you often... / Does he/she often... ” 的结构和回答方式。
理解课文内容，学会用所学语言描述人物的兴趣爱好和日常活动频率。
教学难点
能够在实际情境中准确、灵活地运用频率副词和句型进行交流，尤其是第三人称单数形式的正确运用。
引导学生根据自身情况，有条理地用英语表达自己的兴趣爱好和日常活动，提高学生的口语表达和写作能力。
三、教学方法
情境教学法、任务驱动法、小组合作法、直观演示法
四、教学过程
（一）Warming-up
Greeting and Free Talk
教师面带微笑走进教室，热情地与学生打招呼：“Good morning, boys and girls. How are you today It's a new day and I'm excited to see you all.” 引导学生积极回应，营造轻松愉快的课堂氛围。
教师接着说：“Let's start our class with a little chat. What did you do yesterday after school Did you have fun ” 邀请几位学生分享昨天放学后的活动，鼓励学生用简单的英语表达，如：“I watched TV.”“I played football with my friends.” 教师认真倾听学生的回答，给予肯定和反馈，如：“That sounds great. You had a very active afternoon.” 通过自由交谈，拉近与学生的距离，了解学生的课余生活，为后续教学做好铺垫。
（二）Lead-in
Photo Introduction
教师在多媒体上展示一些自己或学生们的兴趣爱好照片，如有人在弹钢琴、有人在画画、有人在读书等，并简单介绍：“Look at these photos. These are some things we like to do in our free time. What about you What are your hobbies ” 引导学生观察照片并回答问题，激发学生对兴趣爱好话题的兴趣。
教师顺势引出本节课的主题：“Today, we are going to learn how to talk about our hobbies and how often we do them. Let's get started!” 以充满期待的语气引导学生进入学习状态。
（三）Presentation
New Words Learning
教师利用多媒体课件展示一个小男孩经常打扫房间的图片，引出单词 “often”，并教读发音：“Look at this boy. He cleans his room often. O-f-t-e-n, often. It means many times.” 让学生跟读几遍，然后教师用简单的英语解释单词含义，并举例说明：“I often read books. It means I read books many times. What do you often do ” 鼓励学生用 “often” 造句，教师及时给予纠正和表扬，如：“Good sentence. You used 'often' correctly.”
以同样的方式依次展示并教授其他新单词：“clean”（教师做打扫的动作，说：“I clean the blackboard.”）、“always”（展示一个小女孩总是微笑的图片，说：“She always smiles. It means every time.”）、“sometimes”（展示一个男孩有时打篮球的图片，说：“He sometimes plays basketball. It means not always or never.”）、“never”（展示一个人从不抽烟的图片，说：“He never smokes. It means not at all.”）、“toy”（展示各种玩具的图片，如 dolls, cars, etc.）、“camera”（教师拿出一个相机道具，介绍：“This is a camera. We can use it to take photos.”）、“photo”（展示一些照片，说：“These are photos.”）、“take photos”（教师拿着相机做拍照的动作，说：“I take photos.”）。在教授过程中，注重单词的发音、拼写和词义理解，采用多种教学手段帮助学生记忆，如单词卡片、动作演示、简单例句等。同时，鼓励学生积极参与，大胆开口朗读单词，教师及时给予纠正和鼓励，如：“Very good pronunciation. Keep it up!”
Sentence Pattern Teaching
教师展示一张女孩玩洋娃娃的图片，提问学生：“Do you think this girl often plays with dolls What do you think ” 引导学生用英语回答自己的想法，然后教师引出重点句型：“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.” 教师通过图片和简单的句子解释句型的用法，让学生理解并跟读几遍。
教师再展示一张男孩玩玩具车的图片，提问：“Does he often play with toy cars What's your answer ” 引导学生用 “Yes, he does.” 或 “No, he doesn't.” 回答，教师进一步讲解第三人称单数形式在一般现在时一般疑问句中的运用：“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.” 让学生模仿练习，教师巡视指导，及时纠正学生的错误，如：“Pay attention to the third person singular form. It should be 'Does' not 'Do'.”
（四）Practice
Pair Work
教师将学生分成两人一组，给每组学生发放一张兴趣爱好卡片（卡片上有不同的兴趣爱好活动，如 play football, draw pictures, listen to music 等），要求学生根据卡片上的内容，运用所学的句型 “Do you often... / Does he/she often... ” 互相询问和回答关于兴趣爱好和活动频率的问题，如：“Do you often play football Yes, I do. I play football every week.” 学生练习过程中，教师巡视各小组，倾听学生的对话，给予必要的帮助和指导，鼓励学生大胆开口说英语，如：“You are doing a great job. Keep talking.”
Group Survey and Report
教师布置小组调查任务：“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.” 各小组学生积极展开调查，教师参与到小组调查中，与学生一起交流互动，引导学生正确运用句型进行询问和记录，如：“Do you often draw pictures How often do you do it ”
小组调查结束后，每组选派一名代表上台进行报告，其他小组认真倾听。报告结束后，教师组织学生进行评价和反馈，先让其他小组的学生提问或发表自己的看法，然后教师进行总结和评价，肯定学生的努力和成果，如：“Your report is very interesting. You asked good questions and used the new sentences correctly. Well done!” 同时，针对学生报告中存在的问题，如语言表达不准确、内容不完整等，给予耐心的指导和建议，帮助学生提高口语表达和信息组织能力。
（五）Text Learning
Pre-reading
教师在黑板上写下课题 “Do you often play with dolls ”，然后提问学生：“Boys and girls, what do you think we are going to read about in this text Can you make some predictions ” 引导学生根据课题和之前所学的知识，对课文内容进行预测，如：“Maybe it's about some children's hobbies and whether they often play with dolls or other toys.” 教师鼓励学生积极思考，分享自己的预测，不做对错评判，培养学生的想象力和预测能力。
教师介绍课文背景：“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.” 让学生对课文有一个初步的了解，激发学生的阅读兴趣。
While-reading
教师让学生打开课本，默读课文第一遍，要求学生圈出不认识的单词和不懂的句子。学生默读过程中，教师巡视教室，观察学生的阅读情况。
读完第一遍后，教师针对学生圈出的难点单词和句子进行讲解，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.” 通过简单易懂的方式帮助学生理解课文中的难点，扫清阅读障碍。
教师让学生默读课文第二遍，这次要求学生边读边思考问题：“What are the hobbies of the children in the text How often do they do these things ” 学生读完后，教师组织学生回答问题，引导学生从课文中获取关键信息，如：“One girl likes playing with dolls. She often plays with them. Another boy likes taking photos. He sometimes takes photos.” 教师通过提问和回答，帮助学生理解课文的主要内容和结构。
Post-reading
教师将学生分成小组，让小组学生分角色朗读课文，一人扮演旁白，一人扮演女孩，一人扮演男孩等，通过朗读进一步体会课文的情感和语言表达。朗读结束后，教师对各小组的朗读进行评价，表扬朗读流利、有感情的小组，如：“Your group read the text very vividly. I can feel the friendship between the children in your voices.” 同时，对朗读存在问题的小组，如发音不准确、语调不自然等，给予指导和建议，鼓励学生多模仿原声录音，提高朗读水平。
教师引导学生回顾课文内容，进行简单的复述：“Now, let's try to retell the story. Who can start ” 邀请几位学生上台进行复述，其他学生认真倾听并补充。教师在学生复述过程中，给予提示和帮助，如：“Remember, first, it talked about the girl's hobby. Then, what about the boy's ” 通过复述，加深学生对课文的理解和记忆，提高学生的口语表达能力和语言组织能力。
（六）Production
Role-play
教师创设情境：“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.” 将学生分成两人一组，一位学生扮演新同学，一位学生扮演自己，要求学生根据情境进行角色扮演对话。学生准备过程中，教师巡视指导，帮助学生构思对话内容，提醒学生注意语言的准确性和礼貌性，如：“Hi, nice to meet you. Do you often play sports I like playing basketball. I often play it after school.”
角色扮演结束后，教师邀请几组学生上台展示他们的对话，其他学生观看并评价。评价可以从语言表达、表演技巧、内容丰富度等方面进行，教师先引导学生发表自己的看法，如：“What do you think of their dialogue Did they use the sentences correctly ” 然后教师进行总结评价，肯定学生的优点，指出存在的不足，并给予改进的建议，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
教师布置制作海报任务：“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.” 让学生根据自己的兴趣爱好制作一张海报。在学生制作过程中，教师巡视指导，关注学生的创意和困难，对有困难的学生，教师给予启发和帮助，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，教师选取几篇学生的作品进行展示和分享，先让作者介绍自己的海报，然后其他学生进行评价和反馈，教师最后进行总结评价，表扬学生的创意和努力，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.” 通过制作海报展示和评价，提高学生的综合语言运用能力和艺术创造力，同时增强学生的自信心和成就感。
（七）Summary
教师引导学生回顾本节课所学的重点内容：“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 ” 让学生积极回答，教师进行总结和补充，强化学生对知识的记忆和理解。
教师强调兴趣爱好对我们生活的重要性：“Hobbies make our lives more colorful. They can help us relax and learn new things. So keep exploring and enjoying your hobbies.” 引导学生积极培养自己的兴趣爱好，丰富课余生活。
五、教学资源
多媒体课件、兴趣爱好卡片、单词卡片、相机道具、黑板、课本、绘画工具（用于制作海报）
六、教学评价
课堂表现评价
观察学生在课堂上的参与度，包括是否积极回答问题、参与小组讨论、角色扮演、对话展示等活动。对积极参与、表现活跃的学生，及时给予表扬和鼓励，如：“You are always so active in class. Your enthusiasm is really inspiring.”
评价学生的学习态度，如是否认真听讲、专注阅读、积极思考等。对认真学习、态度端正的学生，给予肯定和认可，如：“I can see that you are really concentrating on the lesson. Keep up the good work.”
关注学生在语言学习方面的表现，如单词发音是否准确、句型运用是否正确、口语表达是否流利等。对在语言学习上有进步或表现突出的学生，给予针对性的表扬和建议，如：“Your pronunciation of this word has improved a lot. Keep practicing and you will speak English more fluently.” 对于存在语言错误的学生，教师以温和、耐心的方式给予纠正和指导，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.”
作业评价
认真批改学生的书面作业，从采访记录的完整性、准确性、语言表达的流畅性以及短文写作的内容丰富度、语法正确性、频率副词运用等方面进行评价。对作业完成质量高的学生，在课堂上进行展示和表扬，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.” 同时，将优秀的短文张贴在教室的展示栏中，供其他学生欣赏和学习。
对于作业存在问题的学生，教师进行一对一的辅导，帮助学生找出问题所在，并给予具体的改进建议，如：“Your short passage has a few grammar mistakes. Let's go through it together and make it better.” 鼓励学生认真修改作业，培养学生严谨认真的学习态度和自我完善的能力。通过全面、细致的教学评价，关注学生的学习过程和学习成果，体现教师对学生的尊重和关怀，促进学生在知识、技能、情感态度等方面的全面发展。

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