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八年级《How often do you exercise？》教学设计
八年级《How often do you exercise？》教学设计1
一、教材分析：
1、教学内容：
本单元是人教新目标版八年级上第二单元阅读部分。主要围绕"How often do you exercise"这一主题展开各种教学活动，并以这一主题引出how often和频度副词语法功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"(learning by doing)，通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。
2、教材的地位和作用：八年级下九单元How often do you exercise讲述的是how often和频度副词，这是初中非常重要的语法项目之一。学生们能够用频度副词表达自己业余活动，对于学生来学选择健康的放松方式是很重要的。本课时主要是在前面对语法知识点认知的前提下的语言阅读操练。我们要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想和感受。
3、教材的处理：根据《英语课程标准》(实验稿)关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本本课时的内容进行如下处理，将课本的warming-up，pre-reading，reading，comprehending ,practice五个部分结合成一个课时。从Free talk 导入survey从而进入阅读主题。通过数字的调查分析以及阅读任务的的完成，引导学生讨论有益于身心的课余活动，让学生充分了解话题，激发学生浓厚的学习兴趣，为接下来的阅读做好准备。本课的重点在于精读部分，设计由易到难地将任务分成若干部分，目的在于训练学生掌握不同的阅读技巧，帮助学生充分地理解材料。学生学完整课，必须学以致用。最后设计一个阅读后的感想分享。
二、设计理念:
1、教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。
2、自始自终贯穿了以交际为目的的原则(在做中学，在学中用)。
3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际，贴近生活，贴近时代，树立以学生为本的思想，提倡学生参与，体验，亲身实践，独立思考，合作探究，从而实现教学方式和学习方式的转变。
三、教学目标：
根据以上我对本单元教材内容的分析，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。
1、语言知识：
本单元要求学生掌握以下词汇(percent ,online ,television ,although through, mind ,body such as ,together ,die)
语言功能：
学习和增加阅读技巧和阅读策略。
语言结构：-How often do you exercise?
-I exercise every day.
2、语言技能：
(1)能用how often和频度副词准确的描述和表达日常的课外活动。
(2)能掌握现频度副词的正确使用。
(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。
3、学习 策略：通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用频度副词准确地表达日常的课外活动。
4、情感态度：通过对本单元的任务性活动，我的目的是让学生们用英语描述他们的日常活动，同时能提高他们的阅读能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
5、文化意识：通过他们对阅读文章的学习和探讨，逐渐形成健康的生活方式。
四、教学的重、难点：
基于上述对教材的分析，我确定本单元的教学重点为词汇和阅读能力和技巧的训练，频度副词的用法。教学难点为培养学生理解和获取信息的能力以及学生对百分数的理解和运用。
五、教学方法：
1、教法分析：
(1)频度副词的用法是初中比较重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述自己的日常活动，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言(为用而学， 在用中学，学了就用)。
(2)开展多种类型的任务型活动，提供给学生合作交流的'空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。
2、学情分析： 我们教学的对象是八年级学生(好，中，差等生都有)，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和交流中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。
六、教学过程设计
Step 1 Free talk.
“What do you do in your free time? And how often do you do...”?通过创设情景，提出问题，引发学生思考，引出话题。
Step 2 lead---in 2a
First show the activities on the screen and ask how often do you do....? Then do the activities in 2a. Finally ask “ What activities do you think is healthy for the mind and the body”? Do exercise, use of the Internet or watching TV?
新知识的导入建立在已掌握的旧知识基础之上，学生的现实生活经验有助于他们理解能力的提高。他们所学的新知识需要借助原有的生活经验，才容易被理解和接受。
Step 3 presentation
1. Show the pictures on the screen and teach the new words.
2. Read the whole passage and review the new word, make sure the students can read the passage fluently.
本环节的设计意图在于将词汇、朗读有机的结合起来，为精度文章做好充足的准备，增加语言在课堂的输入。
Step 4 reading 2b
1. Listen to the tape to get the main ideas.
2. Read the passage quickly to finish the chart in 2b.
3. Read the article again and answer the questions in 2c.
此环节教之于阅读技巧：带着问题阅读，具有针对性，学生能抓住文章大意，也便于学生快速找到答案。通过阅读训练，培养学生获取信息的能力，进而帮助学生了解文章的细节，提高学生的阅读能力。
Step5 Explain the language items. 处理了上面的问题后，再对文中部分重点知识点给以解释，并展示在幻灯片上，此环节属于精读，有助于学生详细理解全文句型结构等。
Step 6 pair work 2d
Read the article together, then finish the activities in 2d in pairs.本环节为阅读后的语法梳理，让学生对所学知识归纳总结。
此环节既体现了学以致用，又让学生进行了口语操练。学习的过程是自我生成的过程，这种生成是他人无法取代的，是由内向外的生长，而不是由外向内的灌输。因此，在课堂教学中，教师一定要把时间和空间还给学生，让学生最大限度的扮演主角。
Step 7 group work
Share the feelings .Get the students to discuss
“What have they learned from the article”?What should they do in their free time?”此环节使学生在轻松愉快的气氛中分享学习的成果，升华本课时的话题。让他们感到学习是一种乐趣，而不是负担，从而乐于开口说英语，提高学习效率。
Step 8 homework
1. Read the article in 2b.
2. 以 my free activities 为题写一篇作文,介绍自己课余活动以及完成的频率。
七、教学板书
Activities in their free time
1. Exercise
2. Use the Internet
3. Watch TV
The best way to relax is to exercise.
It is healthy for the mind and the body.
八年级《How often do you exercise？》教学设计2
Ⅰ.Analyis of teaching material
1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book.
2 .Teaching Aims and Demands
(1) Knowledge Obj ect
In this unit students learn to talk about how often they do things.
(2)Ability Objects
To improve students’ability of listening，speaking，reading and writing.
(3)Moral Objects
To help students form a good eating habit.
To do exercise every day and keep fit.
3 .Teaching Key Point
To master the key vocabularyand the target language presented in this unit.
4 .Teaching Difficult Point
To train students how to use the key vocabulary and the target language by reading and writing.
5 .Studying Ways
Teach students how to use context.
Teach students how to do a survey.
Ⅱ.Language Function
Talk about how often you do things.
Ⅲ.Target Language
What do you usually do on weekends?
I sometimes go to the beach..
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
Ⅳ.Structure
Wh-questions
What do…?
How often…?
Adverbs of frequency
All/most/some/none
V .Vocabulary
always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink
Ⅵ.Recycling
reading，watching TV，go to the movies, fruit，vegetables
Ⅶ.Learning strategies
Using context.
Transforming information.
Ⅷ.Teaching times
Six periods
Period One
Teaching Aims:
1. Learn to talk about how often do you do things
2. To learn the words of the adverbs of frequency.
Teaching Difficulties:
1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.
2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .
3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ??? .
Teaching Aids: Tape recorder;Multi-Media.
Teaching Procedures:
Step 1 ：Greeting.
1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?
2. Encourage students to share their holidays with the whole class.
Step 2 ：Leading – in
Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over).
Teacher: I often sing on weekends, what do you usually do on weekends?
S1: I often take piano lessons.
Teacher: What does she usually do on weekends? (Ask another student)
S2: She often takes piano lessons.
Teacher: What about you? (Ask S2)
S2: I often play basketball
Teacher: What does he usually do on weekends? (Ask another student)
S3: He often plays basketball.
(Ask more students in the same way)
Step 3：1a Look at the screen. Make a list of the different weekend activities.
First let students list different activities, then
Teacher: Now work in pairs, ask and answer
---What does he/she do on weekends?
--- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding.
Step 4：1b Listen and write the letters from the picture above on the lines below.
Get students to focus on the six adverbs in activity 1b and help students to understand:
Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0%
Step 5：Lead-in:
Teacher: I always read English books on weekends.
I usually exercise on weekends.
I often go to visit my grandparents.
I sometimes go shopping on weekends.
I hardly ever play computer games on weekends.
I never play cards on weekends.
What does your English teacher do on weekends?
(Help students to say)
Students: Our English teacher always reads English books on weekends. She usually exercises on weekends…..
Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month…
How often does your English teacher exercise/ go shopping / watch TV / go dancing?
Students: Our English teacher exercises every day….
Step 6： Listening (2a and 2b)
Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear.
Teacher: Listen again. How often does Cheng do the activities above?
(Help students to finish 2a and 2b)
Step 7：.Do a survey:
Activities How often
Take a shower
Wash your hair
Exercise
Clean your room
Ask and answer: How often do you take a shower?
How often does he / she take a shower?
Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never.
Step 8:Homework
1. Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.
2. Remember what we learn today.
3. Write a passage about what you often do on weekends and how often you do different activities.
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