Unit2How often do you exercise教学设计及案例分析.docx

Unit2 How often do you exercise教学设计及案例分析Unit2 How often do you exercise?教学设计 南网头中学 石云霞 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 weekends？” Ability aims: 1.Learn to talk about how often we do things 2.Describe and write about free time activity 3.Train students listening, speaking, reading and writing skills. Emotion aims: 1.Cultivate students competence of expressing and communication 2.Help the students get known with each other 3.Make the students have heatlthy lifestyle, do more exercise. 二、Analysis of the teaching materials： Teaching focus： The structures and usage of How often Difficult teaching points： The usage of the adverbs, such as, sometimes, usually, always, never, and the usage of the words: most, some, all, etc. 三、Procedure: Step Warm-up activities 1. Do it (学生按教师的指令做动作) T：read books/ do homework/ draw pictures/ look at the blackboard T: run / stop / stand up / sit down. 2. Do as I do. I read books on weekends. I run on weekends. I do my homework on weekends. Step Revision and presentation 1. Show the students pictures about “watch TV、read books、exercise、skateboard、 play basketball、wash clothes、go shopping、go to movies”. Ask them to read these phrases. 2. Ask the students：“What do you usually do on weekends ? ” and let the students answer: “I usually on weekends.” (write the sentenc 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 1a: 1. Look at the picture. Ask a few students to say what they see in the thought bubbles. Then name each activity. Ask students to repeat each one. “Whats 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 board Step Presentation and drill: 1.Show the pictures of different activities. T: “Now lets 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 my house 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 students 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: “I usually/always/often run. Step 1b: 1.Play the recording the first 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 1c: 1.Talk about the people in the picture above. What do they do on weekends? 2. Pairwork. Ask students 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 do on weekends?” Students answer: “She/he often/usually. 4. Do a survey “What does she /he do on weekends ?” Name Activity Step Homework: 1.Make a conversation “What do you usually do after school ?” in groups. 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. How often Unit2 How often do you exercise?案例分析 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。 1. Do it (学生按教师的指令做动作) T：read books/ do homework/ draw pictures/ look at the blackboard T: run / stop / stand up / sit down. 2. Do as I do. 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，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。 通过这个案例，我也感悟到，丰富的语篇情感体验，可使他们的记忆更加深刻、持久，使枯燥的语言知识变得生动而富有情意。中学英语课堂上的语篇阅读，对于有些学生来说仅靠自己的能力和课堂上教师简单的“读读讲讲”是很难理解和学习透彻的，教师只有深入地解读文本，挖掘文本，阐发文本，引发学生情感上的共鸣，这样学生才能在学习文本的过程中表现出强烈的兴趣、愉悦的情感和积极运用语言进行交流的主动意识，也才能使学生对文本的理解清晰透彻，最终体现文本教学的实效性。