Unit2--How-often-do-you-exercise教学设计及案例分析

Unit2Howoftendoyouexercise?教学设计一、Teachingaims:Knowledgeaims:1.Usethewordsalways,usually,often,sometimes,hardlyever,neverandthephraseswatchTV,goshopping,readbooks,exerciseproperly.2.Learntousethesentences“Whatdoyouusuallydoonweekends?”,“Whatdoesshedoonweekends？”Abilityaims:1.Learntotalkabouthowoftenwedothings2.Describeandwriteaboutfreetimeactivity3.Trainstudents’listening,speaking,readingandwritingskills.Emotionaims:1.Cultivatestudentscompetenceofexpressingandcommunication2.Helpthestudentsgetknownwitheachother3.Makethestudentshaveheatlthylifestyle,domoreexercise.二、Analysisoftheteachingmaterials：Teachingfocus：ThestructuresandusageofHowoftenDifficultteachingpoints：Theusageoftheadverbs,suchas,sometimes,usually,always,never,andtheusageofthewords:most,some,all,etc.三、Procedure:StepⅠWarm-upactivities1.Doit(学生按教师的指令做动作)T：readbooks/dohomework/drawpictures/lookattheblackboardT:run/stop/standup/sitdown.2.DoasIdo.（学生跟老师边说边做动作）Ireadbooksonweekends.Irunonweekends.Idomyhomeworkonweekends.StepⅡRevisionandpresentation1.Showthestudentspicturesabout“watchTV、readbooks、exercise、skateboard、playbasketball、washclothes、goshopping、gotomovies”.Askthemtoreadthesephrases.2.Askthestudents：“Whatdoyouusuallydoonweekends?”andletthestudentsanswer:“Iusually……onweekends.”(writethesentencontheblackboardatthesametime)3.“Runtrain”askseveralrowsofstudentstopacticethedialogueusingthesentence“Whatdoyouusuallydoonweekends?”,“Iusually……onweekends.”StepⅢ1a:1.Lookatthepicture.Askafewstudentstosaywhattheyseeinthethoughtbubbles.Thennameeachactivity.Askstudentstorepeateachone.“What’stheboy/girldoing?“He/Sheisreading.”2.Thenaskthestudentswhofinishesfirsttowritetheanswersontheboard.3.ChecktheanswersontheboardStepⅣPresentationanddrill:1.Showthepicturesofdifferentactivities.T:“Nowlet’sseemyactivitiesonweekends.Ialwaysreadbooksat6:00inthemorning.ThenIusuallyrunat6:30.Ioftencleanmyhouseintheafternoon.SometimesIwatchTV,butIneverwatchTVtoomuch.Ihardlyevergotothemovies.”2.Showthepercentagesofthefollowingadverbsandaskthestudentsreadtwice.always(100%)usually(80%)often(30-50%)sometimes(20%)hardlyever(5%)never(0%)3.Showthepicturesonebyone,eachpictureshowsoneoftheverbs.Thenteacherask:“Whatdoyoudoonweekends?”,studentsanswer:“Iusually/always/often…run.StepⅤ1b:1.Playtherecordingthefirsttime.Studentsonlylisten.2.Playtherecordingasecondtime.T:Listentotheconversationandwritetheletterofoneactivity(athroughe)afterthewordinthelist.3.Checktheanswers.StepⅥ1c:1.Talkaboutthepeopleinthepictureabove.Whatdotheydoonweekends?2.Pairwork.Askstudentspracticewithpartner,andmaketheirownconversationsaboutthepeopleinthepicture.3.Showpicturesofactivities.Teacherask:“Whatdoesshe/hedoonweekends?”Studentsanswer:“She/heoften/usually...4.Doasurvey“Whatdoesshe/hedoonweekends?”NameActivityHowoftenStepⅦHomework:1.Makeaconversation“Whatdoyouusuallydoafterschool?”ingroups.2.Collectsomeinformationaboutyourfavoriteteacherwithyourpartners,suchashisorherpersonality,hobby,eatinghabitandsoon.Thenintroducethisteachertous.Unit2Howoftendoyouexercise? 案例 全员育人导师制案例信息技术应用案例心得信息技术教学案例综合实践活动案例我余额宝案例 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.Doit(学生按教师的指令做动作)T：readbooks/dohomework/drawpictures/lookattheblackboardT:run/stop/standup/sitdown.2.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。