【教学设计】Unit 2 Section B（英语人教八上）.docx

Unit 2 How often do you exercise?Section B教学设计 本课时编写：武侯实验中学 周丹凤 period 1 1a-1e 教材分析:本节课是一节听说课，进一步拓展了Section A的话题，从谈论“课余活动的频率”过渡到谈论“日常饮食和其他生活习惯”。活动lalb集中呈现了六个有关饮食和睡眠的词汇，并引导学生运用本单元目标语言开展对话，巩固这些词汇，为1c-1d 的听力活动做词汇方面的准备。活动1c和1d 采用分层设计，先让学生抓住听力材料的核心问题，再关注细节信息。活动1e让学生通过角色扮演再现听力对话。从而巩固听力理解，发展口语技能。教学目标：1 掌握以下单词：junk，junk food，coffee，health。2 了解其他同学的日常生活情况，让学生们知道应如何安排自己的日常生活，向其他有良好生活习惯的学生学习，做一个有良好习惯的人。教学重难点：重点：掌握本课时出现的生词及表达方式。难点：听力训练，提高综合听说能力。课前准备：1. 总结整理以前学过的食物的图片。2. 了解部分学生的日常饮食和其他的生活习惯。3准备好录音机、制作多媒体课件及学案。教学过程：Step l: Lead-in1. Free talkT: How to keep healthy?S1: a healthy diet Sleep wellExercise moreT: Do you have a healthy diet? Do you often eat junk food?2. Show students some pictures of food or drink on the screen.3. Students read the words and then discuss if they are healthy or unhealthy.4. Writes them on the blackboard.【设计意图】帮助学生复习相关词汇，唤起学生已有记忆。将有关食物词汇根据健康与否分类板书，为后面的学习奠定基础。Step 2. PresentationWork on la1. Ask students to read the words and then match the words with the pictures.2. Heck the answers with students. Then list them into “healthy” or “unhealthy”.3. Ask and answer the following questions.(l) What food should we always eat7(2) What should we often drink or eat?(3) What should we hardly ever or never eat?(4) What do you usually eat or drink?(5) Do you sometimes drink coffee? Why?(6) Are hamburgers good for our health? How about fruit? Why?Students answer these questions,【设计意图】词汇分类和问答对话有效复习、巩固食物类词汇和频度副词；问题对话为下一步问答对提供示范，开拓学生思路；通过引入healthy food和not so healthy food概念，为后续听力活动中回答Bill和Tina的日常生活习惯是否健康作好铺垫。Step 3: PracticeWork on lb1. Ask and answer questions about the pictures in la. Give an example to the students:T: How often do you drink milk,Sl?S1: I drink milk every day.T: Do you like it?S1: No, but my mother wants me to drink it. She says its good for my health.2. Students ask and answer the questions using the words from la with their partners.【设计意图】运用本单元目标语言开展对话，巩固词汇，为听力做好词汇方面的准备。Step 4: Listen to 1cBefore listening1. Tell students that a reporter is interviewing Bill and Tina what their eating habits are.2. Ask students to read the questions to get prepared for the listening.3. Ask students to think about the questions to get prepared for the listening.(l) If someone has healthy eating habits,what do they usually eat or drink?2) If； doesnt have good habits,what do they usually do?While listeningAsk students to listen to the record and find the answers to these two questions:Is Bill healthy? Is Tina healthy?3. Students listen and find the answers to the questions.4. Check answers.Step 5: Listen to 1dBefore listeningLet students read the sentences and try to know the meanings of the sentences.While listeningPlay the tape for the first time,and students just listen. Play the tape for the second time for the students. Let them listen and find the answers.3. Check the answers.After listeningStep 6: Work on 1e1. Work in pairs. Ask and answer questions. S1 is the reporter. S2 is Tina or Bill. Ask and answer questions, and then change roles. E.g. - How often do you exercise7- I exercise every day.- And how often do you.？- I exercise.2. Teacher can walk around the classroom,and give some help to the students.【设计意图】引导学生运用合作学习的方法或者更为灵活的型，实践语言；鼓嚣方法巩固所学的功能句型，实践语言；鼓励J学生张口大胆模仿表达，培养较好地语言表达习惯，培养学生运用目标语言进行交际的能力。Homework：Write a letter to your friend,telling him your eating habits and if your habits are good.教学反思本节课的设计体现了任务型教学的设计理念，听说课的基本模式，由易至难，逐层递进，由笼统到具体，使学生在学习任务中体验英语的乐趣，最大限度地使每一位学生都参与进来；对于听力部分，在听之前都作了相关的渗透与铺垫，有利于培养学生学习英语的良好习惯。Period 2 2a-2e 教材分析本节课是一节阅读课。阅读板块采用读前、读中、读后的过程性设计思路。2a为读前活动，通过排序务激活学生的背景知识。2b呈现了一份有关“学生课余活动”的调查报告，不仅分析了调查结果，还对调查中发现的问题提出了建议。活动2b要求学生摘取报告中的数据信息，并以图表的形式呈现，该步骤侧重阅读策略和阅读速度的培养。2c-2d通过回答问题和转述数字信息的方式引导学生继续深入理解语篇，侧重对文章的细节和深层信息的理解，并关相关的语言表达。2e是一个读后拓展活动，让学生调查同学的课余生活方式和活动频率，并仿照2b中提供的示范做一个饼图。教学目标1 学生能掌握以下单词及短语：percent，online，television，though, body, such as, mind, together, die 。2了解其他同学的日常生活情况，让学生们知道应如何安排自己的日生活，向有良好生活习惯的其他学生学习，做一个有良好习惯的人。教学重难点重点：掌握本课时出现的生词及表达方式。难点：阅读短文，获得相关信息，提高综合阅读能力。课前准备1 了解学生的课余活动及活动频率。2 准备好录音机、制作多媒体课件及学案。教学过程Step 2: Warm up 1. Let some students give their answers to 2a.2. Lets do a survey. What do students do in their free time? Do exercise, use the Internet or watch TV? Let students answer.3. Then ask: Which activity do you think is healthy for the mind and the body?【设计意图】首先让同学们通过课前自主学习把2a完成，一方面让他们复习课余活动的短语，另一方 i-面对所要学习的课文进行预测。然后通过调查学生本身的方式引出所要阅读的文章。T: Today we are going to learn an article in 2b. What is it about?S: What do students in No. 5 High School do in their free time?【设计意图】文章题目通常情况下就是文章的中心意思，要让掌握这种阅读策略，快速找出文章主旨。Step 2: ReadingTask l: Fast reading1. T: Yes, here are the results of what the students in No. 5 High School do in their free time. Read the passage quickly and find the answers to the two questions:(1) How many kinds of free time activities are mentioned in the passage?(2) What is the best way to relax?2. Students read the passage and answer the questions.3. Check the answers with the students.【设计意图】让学生快速浏览文本，了解文章梗概。Task 2: Careful readingRead the passage carefully and then complete the pie charts below.Students read the passage and try to fill in the pie charts. Then check the answers together. 【设计意图】让学生意识到这种图表的方式可以帮助他们理清阅读信息。Step 3:Work on 2c1. T: Now lets read through the five questions.(l) What percent of the students do not exercise at all?(2) What percent of the students use the Internet every day?(3) How often do most students watch TV? What do they usually watch?(4) What does the writer think is the best way to relax? Why?(5) Do you think the students in No. 5 High School are healthy? Why or why not?2. Students read carefully and try to find the answers to the questions. Then check the answers with the class.【设计意图】首先让学生弄明白问题的意思，带着问题去阅读文章目的性更强，有助于更好地理解文章意思。Step 4: Work on 2d1. T: Now lets write some sentences with the percentages using-always, usually or sometimes.(1) 90%：_(2) 85%：_(3) 45%：_(4) 10%：_(5) 13%:_(6) 2%：_2. Students read the passage again and try to make some new sentences. Check the answers with each others【设计意图】首先让学生明确always，usually及sometimes所代表的百分比数值；然后再看每个百分比数在短文中相关的活动；最后写出恰当的句子，让学生进一步把所学表示频率的副词和百分数以及课文容联系起来，进一步巩固语法和文章内容。Step 5: Work on 2e1. Let students read through the activities in the chart first. Select one activity from them. Then ask their classmates and the teacher how often they do this activity and make a pie chart.2. Students work in groups. The teacher is also a group member. Ask and answer questions and then fill in the chart.3. Make a pie chart like those in 2b.4. Then try to make a short report like the report in 2b.【设计意图】进一步巩固语法和饼状图。同时，老师作为一分子参与到学生的学习活动中，既可体验到学生获取信息及绘制饼图的真实困难所在，又可极大地调动起他们参与活动的积极性。Homework1. 熟读2b中的短文。2. 根据2e的调查结果写一个报告。教学反思：本节阅读课的设计体现了任务型教学的设计理念，由学生的实际人手，导入新课。由学生的实际阅读和表达能力出发引导学生逐步了解课文、分析课文、获得信息，进而进行语言输出。饼状图的理解和撇法|对学生来说稍有难度，需要继续练习使用。Period 3 3a- Self-check教材分析这节课是一节写作复习课。3a-3c是写作板块，内容环环相扣，要求层层递进。3a让学生根据表格信息补全范文，3b让学生运用表格整理信息，3c让学生仿照范文，利用所整理的信息写一篇有：关自己生活习惯的范文。活动4提供了一份简单的健康问卷，学生可以通过完成问卷，了解自己的健康状况。该活动让学生意识到语言学习可以服务自身，让他们了解自己，以便更加健康地生活，还可以提示学生养成良好的生活习惯，突出了情感目标。Self Check的三个练习帮助学生了解自己对本单元语言目标的达成情况。教学目标1 语言知识目标：(1) 复习询问或谈论别人饮食、锻炼的频率、休息的时间及选择不同频率的理由。(2) 能够运用所给的提示，完成对某人饮食习惯的描写。(3) 总结回顾所有的频率副词，并学会运用所学的频率副词来谈论某人的生活习惯。2 情感态度价值观目标：(1) 通过小组对话、讨论、调查等活动，培养学生们的合作意识和团队精神。(2) 谈论日常生活行为习惯，提倡合理安排自己的生活，养成良好的生活习惯，享受丰富多彩的校园生活。教学重难点重点：能运用所给的提示词来描写个人的饮食起居等方面的习惯。难点：能运用一些相关资料对他人进行好习惯与坏习惯的调查。课前准备1. 引导学生回忆、温习本单元学过的主要单词以及主要目标语言。2制作多媒体课件及学案。教学过程：Step 1: Lead-in1. Show some pictures of teachers daily activities. Tell students good activities and bad activities. 2. Ask students how often they do some activities and then tell if they are good habits or bad habits.Step 2: Work on 3a1. Look at the information in the chart.2. Students read the passage,and then fill in the blanks with words in the box.3. Check the answers.【设计意图】让学生通过表格信息补全文章。激发写作兴趣，同时给学生一个写作范本。Step 3: Work on 3b1. Complete the chart with your own information. In the last column, use expressions like always, every day, twice a week and never.2. Then let some students show their chart to the class.【设计意图】让学生联系自己实际，运用表格整理信息，整理写作素材，为下一步的写作作好规划。Step 5：quiz1. Ask students: Do you think youre healthy? Are you healthier than your classmates?【设计意图】激发学生兴趣，引导学生关注活动4中的健康问卷。2. Tell students to take the health quiz. Read the quiz and the chart first and make sure all the students know how to take the health quiz.3. Work in groups and take the quiz in your group. Compare your results with your partners to see who is healthier.4. Students give some advice to the students who are unhealthy.【设计意图】引导学生