Unit 3 Lesson 7 Time to rcise 教学设计 1.doc

Unit 3 Lesson 7 Time to Exercise 教学设计第一课时教材分析本课是北师大版初中英语八年级上册教材Unit 3 Faster, Higher, Stronger，Lesson 7 Time to exercise，话题为卫生和健康。本课是本单元的第一课，主要学习的内容是通过听对话，获取David和Mike本周要做的运动项目、原因等方面的信息，为第8课介绍奥运冠军、第9课南极探险等话题做好铺垫。在七年级中，学生学习过有关运动的词汇，本课将进一步谈论有关运动的话题。在语法方面，学生并未系统接触比较级的用法，这将是本课的难点。本课的教学设计分两个课时。第一课时侧重对听力材料细节信息的提取。学生在学习了有关运动词汇的基础上，通过听力材料进行语言输入，获取David和Mike本周要做的运动项目、原因等方面的信息，了解人物的特征和性格，初步感知比较级的用法并谈论自己喜欢的运动。第二课时在复习巩固课文内容和语言的基础上，梳理和学习本课的重点语法内容比较级。学生通过观察，总结比较级的形式和用法。在语境中进行多次练习，最后运用比较级比较两个运动中心的质量。教学内容1. 话题：卫生与健康体育健身2. 词汇：按义务教育英语课程标准（2011年版）的要求分类：五级词汇：push-up, sit-up, race, rope, after-class, record, bit, sick, active, joke, weak, size课标外词汇：average按照话题分类：Physical fitness and exercise: push-up, sit-up, race, record, ropeFeelings and emotions: sick, weak3. 策略：围绕话题进行词汇分类；听中记录关键词获取主要信息4. 功能：比较级第一课时教学目标在本节课结束时，学生能够1. 认读并说出有关运动的词汇。2. 通过听对话，获取David和Mike本周要做的运动项目、原因等方面的信息，了解人物特征和性格。3. 通过观察句子，初步感知比较级的形式和用法，并初步运用比较级谈论自己喜欢的运动。4. 树立运动的意识。教学重点通过听对话，获取David和Mike本周要做的运动项目、原因等方面的信息，了解人物特征和性格。教学难点通过观察句子，初步感知比较级的形式和用法，并初步运用比较级谈论自己喜欢的运动。教学资源 教材、录音、PPT、等。Lead inStep 1Lead inLead to the topic of this lessonSs make a guess and answer the questions.T: Today were going to learn Unit 3, Lesson 7. Can you guess what are we going to talk about?通过问答，引入本课话题，激起学生兴趣Pre-listeningStep 2Words studyLearn and practice the new words.1. Ss recall the words by brainstorming the sports they often do.T: What sports do you often do?2. Students learn the new phrases with the help of pictures (1)Look at the pictures and tell the words(2)Read the words after T. 3. Ss talk about the sports.Q：Which sport is easy (hard) for you? Why?(1)T makes an example.(2)Ss discuss in pairs.(3)Ss share in class.通过头脑风暴激活学生已知的话题词汇。学习本课未知话题词汇，为听力扫清障碍教师引导学生谈论已学的运动，进一步练习新词汇，熟悉话题，为听力做准备。While-listeningStep 3Listening 1st listeningSs get general information by answering the questions.Q1: Who are they?Q2: What do you think of them?T: Two of my friends are also talking about sports. Lets listen to the dialogue and try to find out the answers.(1)Ss listen, write down the names and circle the words that match each person. (2)Ss share answers and tell the reasons.T: Maybe we have different answers and opinions. Thats OK. Dont worry. After we finish listening, we will go back to the question again. Dont forget it.2nd listeningPart I1. Ss listen to the first part of the dialogue and fill in the table.(1) What sports are they talking about?(2) Does David choose the sport or not?Does Mike choose the sport or not? (3) Choose the reasons or ideas for each person.2. Ss listen for the second time and choose T or F for details(1) get the meaning of new phrases(2) help Ss get the mind map of the reasons for deep understanding.3rd listeningPart II1. Ss listen to the second part of the dialogue and fill in the table.(1) What sports are they talking about?(2) Does Mike choose the sport or not?(3) Fill in the blanks to get the ideas of Mike and David.2. Ss listen for the second time and choose the pictures for reasons.(1) Why is climbing a rope easy for David?T: What do you think of David?(2). Why does David think Mike is good at jumping?(3). Why can Mike jump higher than the table?T: What does Mike mean? Is he good at high jump? What do you think of Mike?通过第一遍听，学生获取有关对话人物信息并初步感知人物特征。学生可根据自己听到的信息自由谈论自己对人物的感知。学生答案可能并不精确，但没关系，在听完细节信息后，教师会再度引导学生了解人物特征。这一活动也可以激发学生求知欲，增强听力动机。通过第二遍听，获取人物选择运动项目的原因或对于项目的态度。通过教师设计的细节问题，引导学生进一步了解对话中的细节信息，并帮助学生理清因果关系，形成思维导图。通过第三遍听，获取人物对于运动项目的态度。通过教师设计的细节问题，引导学生深层理解人物态度的原因，并体会人物特征。Step 4Analyze the personsSs analyze the characters of Mike and David by discussing the questions.1.Ss go back to the question and circle the words that match each person.Q: What do you think of Mike and David.2.Ss share the answers and tell the reasons.3.Ss discuss the questionsQ1: Do you like Mike or David?Q2: What should we learn from David?Q3: What should Mike do to be faster, higher and stronger.通过讨论，进一步了解人物特征，树立运动的意识。Post-listeningStep 5Read and get the grammar Ss get the grammar by observing and concluding1. Ss read with tape.2. Ss read and complete the passage.(1) Ss fill in the blanks(2) Ss discuss about their answers in pairs. Then T invites individual S to share their answers.3. Ss observe the sentences, the red words and get the grammar.Q1: What do these words have in common?Q2: When do we use them?通过朗读，学生模仿对话人物的语音语调。通过完成文章，引导学生内化对话中的主要信息和语言，加深对文章整体的理解通过观察，学生初步感知形容词比较级的形式和用法Step 6TaskSs talk about what sports they are going to do this week.T: We are going to have a sports activity this week. What sports are you going to do?1. Ss talk about what aspects they can talk about.2. Ss fill in the table. (1) Tick the sports.(2) Write down the reasons.(3) Add more detail if they want.(4) T makes an example.3. Ss share in pairs.4. Ss share in class.通过完成表格，学生谈论他们选择去做的运动和原因Homework 1. 听录音跟读课文。2. 运用比较级写下你的sports rate和原因。板书设计Unit 3 Faster, Higher, StrongerLesson 7 Time to exercise第二课时教学目标在本课学习结束时，学生能够：1. 归纳并总结比较级的形式和用法；2. 在语境中，初步运用比较级比较两个事物；3. 通过讨论运动，树立多运动的观念；4. 使用正确的语调朗读陈述句。 教学过程Review and language in useStep 1 Lead in the topic. T: Do you still remember who they are and what theyre talking about? Ss rate the sports from 1 to 5 according to Mike. (1) Ss read after tape and underline the sentences. (2) Ss share the answers in class. (3) Ss read the sentences together. Ss focus on the important words in the answers.通过读并排序，学生描述Mike对于不同运动的态度，复习对话信息和有关运动的词汇。 引导学生关注文本中比较级的用法。Step 2 Ss observe the sentences and conclude the use of comparatives. Q1: What do these sentences mean? Q2: What do they have in common? Q3: What does“than”mean? Q4: What do the red words mean? Ss look at the examples and complete the table with comparatives. (1) Ss complete the table. (2) Ss conclude the forms of comparatives. Ss write the correct form of the words to compare the sentences with and without comparatives. (1) Ss finish the task. (2) Ss share answers in class and talk about the reasons. Ss complete the writing about sports with comparatives. 通过关注文本中的含义，观察文本的结构，体会比较级的功能和形式。 通过接触、模仿，学生自己归纳、总结比较级的规则变化规律。 通过比较，学生体验比较级的用法。 通过新的语境检验学生是否理解。Function and