Unit-How-often-do-you-exercise教学设计及案例分析

1、Unit2 How often do you exercise?教学设计一、Teaching aims:Knowledge aims:1 .Use the words always, usually, often, sometimes, hardly ever, never and the phrases watch TV, go shopping, read books, exercise properly.2 .Learn to use the sentences “What do you usually do on weekends?, “What does she do on week

2、ends ? Ability aims:1 .Learn to talk about how often we do things2 .Describe and write about free time activity3 . Train students ' listening, speaking, reading and writing skills.Emotion aims:1 .Cultivate students competence of expressing and communication2 .Help the students get known with eac

3、h other3 .Make the students have heatlthy lifestyle, do more exercise.二、Analysis of the teaching materialsTeaching focus :The structures and usage of How oftenDifficult teaching points ：The usage of the adverbs, such as, sometimes, usually, always, never, and the usage of the words: most, some, all,

4、 etc.三、Procedure:Step I Warm-up activities1. Do it 学生按教师的指令做动作T: read books/ do homework/ draw pictures/ look at the blackboardT: run / stop / stand up / sit down.2. Do as I do.学生跟老师边说边做动作I read books on weekends.I run on weekends.I do my homework on weekends.Step n Revision and presentation1. Showt

5、he students pictures about “watch TM read books、exercise、 skateboard、play basketball 、washclothes、go shopping > go to movies . Ask them to read these phrases.2. Ask the students : "What do you usually do on weekends ? andlet the students answer:"I usually onweekends. ( write thesentenc

6、on the blackboard at the same time)3. “Run train " ask several rows of students to pactice the dialogue using the sentence “What do you usually do on weekends ? ,“I usually on weekends. Step m 1a:1. Look at the picture. Ask a few students to say what they see in the thought bubbles. Then nameea

7、ch activity. Ask students to repeat each one.“What' s the boy/girl doing ?"He/She is reading .2. Then ask the students who finishes first to write the answers on the board.3. Check the answers on the boardStep IV Presentation and drill:I.Show the pictures of different activities.T: “Now let

8、 ' s see my activities on weekends. I always read books at 6:00 in the morning. Then I usually run at 6:30. I often clean myhouse in the afternoon. Sometimes I watch TV, but I never watch TV too much. I hardly ever go to the movies. 2.Show the percentages of the following adverbs and ask the stu

9、dents read twice.always(100%) usually(80%) often (30-50%)sometimes(20%) hardly ever(5%) never(0%)3.Show the pictures one by one, each picture shows one of the verbs. Then teacher ask:"What do you do on weekends? ,students answer:“Iusually/always/often run.Step V 1b:1 .Play the recording the fir

10、st time. Students only listen.2 .Play the recording a second time.T: Listen to the conversation and write the letter of one activity (a through e )after the word in the list.3 .Check the answers.Step VI 1c:1. Talk about the people in the picture above. What do they do on weekends?2. Pairwork. Ask st

11、udents practice with partner, and make their own conversations about the people in the picture.3. Show pictures of activities. Teacher ask:" What does she /he doon weekends? Students answer: "She/he often/usually.4. Do a survey “What does she /he do on weekends ?NameActivityHow oftenStep V

12、U Homework:1 . Make a conversation “What do you usually do after school ? ingroups.案例分析2 .Collect some information about your favorite teacher with your partners, such as his or her personality, hobby, eating habit and so on. Then introduce this teacher to us.Unit2 How often do you exercise?乔家屯学区南网头

13、中学石云霞关注情感教育在中学英语文本教学中的渗透,在?中学英语新课程标准? 提出的三维目标中,情感态度价值观是其中不可或缺的目标之一.中学英语文本阅读是中学生学习英语的重要材料之一,因此帮助学生从文本中初步体会英语语 言的魅力,关注文本情感的体验,培养中学生学习英语的积极情感,也是一个不可无视的话题.以往课程只强调课程知识静态的一面,无视学生的情感和体验. 但是新课程理念下,不仅是文本课程,更是体验课程,在教学中如何提供学生情感 体验呢？下面我就这个案例谈谈情感教育在中学英语文本教学中的渗透.努力挖掘学生的情感因素,积极创设情境,促进学生的情感体验和情感表达. 本课的主题是谈论自己的业余活动,

14、情感教育是让学生能熟悉彼此,培养良好的生活方式并且多做运动.我在本课中积极挖掘学生的情感因素,积极创设情境, 促进学生的情感体验和情感表达.首先是一个热身活动.1. Do it 学生按教师的指令做动作T: read books/ do homework/ draw pictures/ look at the blackboardT: run / stop / stand up / sit down.2. Do as I do.学生跟老师边说边做动作I read books on weekends.I run on weekends.I do my homework on weekends.把学生调动了起来,然后我给学生看图片,问他们问题“ What do you usually do on weekends ?联系实际,答复很踊跃.在学生进行完对话练习后,我又设置了一个任务,活动调查.给学生创设真实情景,并进行表演.在这 节课文本情景创设中,我注重学生的情感体验和表达,尽量给他们一个多元的体