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

Unit2Howoftendoyouexercise?教学设计一、 Teachingaims:Knowledgeaims:Usethewordsalways,usually,often,sometimes,hardlyever,neverandthephraseswatchTV,goshopping,readbooks,exerciseproperly.Learntousethesentences“Whatdoyouusuallydoonweekends?”,“Whatdoesshedoonweekends？”Abilityaims:LearntotalkabouthowoftenwedothingsDescribeandwriteaboutfreetimeactivityTrainstudents'listening,speaking,readingandwritingskills.Emotionaims:CultivatestudentscompetenceofexpressingandcommunicationHelpthestudentsgetknownwitheachotherMakethestudentshaveheatlthylifestyle,domoreexercise.二、 Analysisoftheteachingmaterials：Teachingfocus：ThestructuresandusageofHowoftenDifficultteachingpoints：Theusageoftheadverbs,suchas,sometimes,usually,always,never,andtheusageofthewords:most,some,all,etc.三、 Procedure:StepIWarm-upactivitiesDoit（学生按教师的指令做动作）T：readbooks/dohomework/drawpictures/lookattheblackboardT:run/stop/standup/sitdown.DoasIdo.（学生跟老师边说边做动作）Ireadbooksonweekends.Irunonweekends.Idomyhomeworkonweekends.StepnRevisionandpresentationShowthestudentspicturesabout“watchTVreadbooks、exercise、skateboard、playbasketball、washclothes、goshopping、gotomovies”.Askthemtoreadthesephrases.Askthestudents :“Whatdoyouusuallydoonweekends? ”andletthestudentsanswer: “Iusually onweekends.”(writethesentencontheblackboardatthesametime)“Runtrain”askseveralrowsofstudentstopacticethedialogueusingthesentence“Whatdoyouusuallydoonweekends?”,“Iusually on weekends.”Step川1a:Lookatthepicture.Askafewstudentstosaywhattheyseeinthethoughtbubbles.Thennameeachactivity. Askstudentstorepeateachone.“What'stheboy/girldoing? “He/Sheisreading. ”Thenaskthestudentswhofinishesfirsttowritetheanswersontheboard.ChecktheanswersontheboardStepIVPresentation anddrill:I.Showthepicturesofdifferentactivities.T:“Nowlet'sseemyactivitiesonweekends.I alwaysreadbooksat6:00inthemorning.ThenIusuallyrunat6:30.Ioftencleanmyhouseintheafternoon. SometimesIwatchTV,butIneverwatchTVtoomuch.Ihardlyevergotothemovies.”2.Showthepercentagesofthefollowing adverbsandaskthestudentsreadtwice.always(100%)usually(80%) often(30-50%)sometimes(20%)hardlyever(5%) never(0%)3.Showthepicturesonebyone,eachpictureshowsoneoftheverbs.Thenteacherask: “Whatdoyoudoonweekends?”,studentsanswer: “Iusually/always/often …run.StepV1b:Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.T:Listentotheconversationandwritetheletterofoneactivity(athroughe)afterthewordinthelist.Checktheanswers.StepW1c:Talkaboutthepeopleinthepictureabove.Whatdotheydoonweekends?Pairwork.Askstudentspracticewithpartner,andmaketheirownconversationsaboutthepeopleinthepicture.Showpicturesofactivities.Teacherask: “Whatdoesshe/hedoonweekends?”Studentsanswer: “She/heoften/usually...Doasurvey“Whatdoesshe/hedoonweekends? ”NameActivityHowoftenStepVDHomework:Makeaconversation “Whatdoyouusuallydoafterschool? ”ingroups.Collectsomeinformationaboutyourfavoriteteacherwithyourpartners, suchashisorherpersonality,hobby,eatinghabit andsoon.Thenintroducethisteachertous.乔家屯学区南网头中学 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，也是一个不可忽视的话题。以往课程只强调课程知识静态的一面，忽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，情感教育是让学生能认识彼此，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。Doit（学生按教师的指令做动作）T:readbooks/dohomework/drawpictures/lookattheblackboardT:run/stop/standup/sitdown.DoasIdo. （学生跟老师边说边做动作）Ireadbooksonweekends.Irunonweekends.Idomyhomeworkonweekends.把学生调动了起来，然后我给学生看图片，问他们问题“ Whatdoyouusuallydoonweekends? ”联系实际，回答很踊跃。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验过程。通过这个