初中英语人教版八年级上册Unit2 How often do you rcis.doc

Unit 2 How often do you exercise?(Section B 3a-3c) .Learning Aims:1. Knowledge Objects1). Use the target language to talk about themselves.2). Use the Simple Present Tense correctly2. Ability Objects Master the writing structure and skills.3. Moral Objects Develop a good living habits. Key Points 1. Use the adverbs of frequency words.2. Use the Simple Present Tense to describe daily habits .Teaching Procedures:Step1. Lead-in Nice to meet you .Now let me introduce myself to you. I teach English in No.2 Middle School. I like watching TV, I usually watch TV on weekends, sometimes I help my daughter with her homework. T: What do you usually do on weekends ?.S1: I usually do my homework.S2: I always play computer games.-T: Different people have different habits, some are good habits, but some are bad ones. Step2.Present:Talk about activities:What do they usually do on weekends?Step3. Group work : free talk Practice “How often-?” How often do you exercise?I exercise every day.Let them revise the adverbs of frequency words.Step4. Reading.3a.Let the students read 3a, and complete the report, and then retell Janes good habits and bad ones.T: What good habits does Jane have?Ss: She always exercises and she reads books every day-T: Which sentence tells us?Ss: She has a lot of good habits.Then talk about her bad habits.T: Does Jane have bad habits?Ss: Yes, she does. T: Which sentence tells us?Ss: However, she has some bad habits, too.Step5. PracticeComplete the chart with your own information. In the last column, use expressions like always, every day, twice a week and never.Step6. Writing3c.I will give you some tips on writing.First, you can make a list of your good and bad habits. Then, add the adverbs of frequency to describe these habits.Finally, you can organize your composition.Step7.Summary and HomeworkT: Today our main task is to read and write a report about our habits and you did really well. Dont forget to finish your homework in your exercise book. Have a nice day !Step8. Handwriting. Unit 2 How often do you exercise? Section B(3a-3c)I have a lot of good habits.I have some bad habits, too HoweverMy habitsFrequencyActivitiesalways usually hardly evernevertwice a weekexercise watch TV drink milk go to the教学设计表参赛教师贺小红所在学校五龙口二中年级七年级授课题目Unit4 Wheres my schoolbag?手机号学目标学习单词：table , bed, , bookcase, sofa, chair, 掌握句型Wheres ? It s on /in/under theWhere are ? They are in/on/under the教学重难点Wheres ? It s on /in/under theWhere are ? They are in/on/under the教学过程Step 1 Warming up:Free talk: T: Whats this in English ?Ss: Its a/an .Step 2 Show Learning aims:Teacher: “Today we will learn Unit 4 Wheres my schoolbag? ,we will learn to use where to ask the positions of things and use in, on, under to describe the positions of things. Now , Lets look at the learning aims.” Step 3 New words learning 1. Show them the things one by one. The students look at the picture and learn the new words (Pay attention to the spelling and pronunciation).2. Then let Ss try to remember them quickly.3. Teacher “Today we know a boy .His name is Tom. Now Lets go to his home.” Show the picture in 1a. Let Ss match the words with the things.Step 4 Listening 1bLet Ss listen to the tape and finish 1b. Step 5 Make up dialogues 1c:1. Show a picture of a ball. Teacher “Tom likes playing a ball. Where is the ball?” Then change the places of the ball and let Ss practice the dialogue “Where is the ball? Its on/under/in the box.”2. Show the Ss a picture and let Ss make up dialogue in pairs. A: Wheres the ? B: Its in/on/under3. Show a picture and let Ss learn:A: Where are the keys?B: Theyre on the sofa . Theyre=They are4. Let Ss make up dialogue in pairs. A: Wheres my ? B: Its in/on/underA: Where are my ? B: They are in/on/underStep 6 Listening 2a, 2b1. Tell Ss “Sally helped Tom with the housework, now Tom cant find his things again. Lets listen what he cant find. ”Let Ss listen and finish 2a.2. Let Ss listen again and finish 2b.Step 7 Find the differences1. Show two pictures and let Ss find the differences.2. Let Ss circle the differences.Report: In Picture A, the books are on the desk. In Picture B, the books are .Step 8 Summary板书设计：Unit 4 Wheres my schoolbag?Section A (1a-2b)A: Wheres the/my/your/his/her? Wheres=where isB: Its in/on/under theA: Where are the/my/your/his/her?B: Theyre in/on/under the Theyre=They are信息技术与教学融合点本课中使用了屏幕遮挡，探照灯，书写笔，橡皮檫等电子白板工具。信息技术创新教学心得一、信息技术教学激发学生学习英语的热情，提高学生学习英语的兴趣，启发学生的英语思维能力。 传统教学方式侧重教师的教，学生觉得枯燥乏味，越学越没兴趣，越学越难，逐渐地失去了学外语的信心。“兴趣是最好的老师！”学生一旦对所学的东西感兴趣，就会产生无穷的动力和很强烈的感情。多媒体技术所展现的信息既能看得见，又能听得到，并且形式活泼多样。这种多层次的表现力和多样性的感官刺激，对英语学习来说是非常有效的，也是英语教学中所必须采用的。在这种环境下，学生能产生一种积极的心理体验，并迅速转化为求知欲望，他们获取的信息量，比单一听教师讲课要多得多，并且更有利于知识的保持和迁移。我发现教师采取多媒体上英语课时，课堂气氛相当活跃，学生对于所学知识记得快，记得牢，有的同学甚至对于非要求掌握的内容也能复述出来。例如：在讲When is your birthday?一单元时，我首先说今天是我们的朋友Li Ming的生日，让我们为他唱一首生日歌吧，于是用多媒体播放“Happy Birthday to You”FLASH歌曲，把学生带入一个轻松、愉快的学习环境中，然后，给学生展示了一个琳琅满目的商店，让学生为Li Ming买一个生日礼物，组织各小组编一个购物的对话，并询问每个人的生日是什么时候。学生兴趣浓厚，积极主动地参于到教师所设计的活动中来。将复杂难记的月份的名词及序数词轻而易举的记在脑中。 二、信息技术丰富了练习的形式，优化教学手段、丰富教学内容,突出教学重点和难点。传统的练习形式固然可以多样，运用信息技术设计的活动却能将学生引入更加生活化、趣味化的知识海洋之中。比如英语课堂上经常使用的猜一猜游戏，在设计课件时遮挡图的一部分让学生去猜，既有提示又有悬念，给学生留下无限的遐想空间。如为了突出动词在主语为第三人称单数的一般现在时态的句子中的变化,可在课件中制作不同的人,有单数和复数,采用不同的提问方式,让学生回答,并把关键词做成红色,十分醒目,加深学生对此的印象。最后,让学生来归纳总结动词的变化。在他们总结后,打出条列清楚,重点突出的表格加深巩固他们的学习成果。三、信息技术提供了真实的语言学习情境 对于英语学科而言，信息技术的最大优势就是强大的情境演示功能。因为语言的学习与交流都离不开情境，而教学中所需要的真实生活情境是无法随时随地搬入课堂的。因而信息技术手段对英语学科教学来说就变的至关重要了