人教版英语八年级上册教案：Unit2 SectionA（1a-2d）.doc

1、Unit2 SectionA（1a-2d） 教案 【教材版本与册数】新目标人教版八年级上册 【单元名称】Unit2 How often do you exercise ?【课时】Section A 1a-2d （第1课时）【课型】Listening and Speaking（听说课）教材分析本单元围绕课余活动的话题涉及不同层次的语言实践活动，教会学生谈论从事不同活动的频率。学习用 how often 引导的特殊疑问句，并能用表示频率的副如：always. usually, sometimes, hardly,. never等频率副词来对某人从事某一活动的频率进行询问和回答。Section A主

2、要是谈论课余生活的频率表达，主要是频率副词的复习和拓展，对某人从事某一活动的频率进行询问和应答，单位时间内频率次数的表达及相应问答，一些课余活动的表达法，并就这些活动的相关信息进行交流。1a-1c侧重于课余活动及常见频率副词的学习及训练，2a-2d 在训练听说能力的同时，学习单位时间内频率次数的表达方式（once a week, twice a month, every day 等）和目标语言How often, ? 疑问句及应答。通过本课时的学习，在听力方面学生能通过听力训练能够比较准确的获取听力材料的关键信息。在语言技能上，学生能引出话题并进行几个话论的交谈在情感态度上，学生能认识到学习英

3、语的目的在于交流。 教学目标教学目标语言知识目标：1. 通过借助音标分析及图片配，学生能识记和巩固所学词汇与常用表达，exercise, housework, hardly, ever, once, twice, full, maybe, least,help with, go shopping, read a book, on weekend, read a book, watch TV, 2. 通过句型呈现口语小组操练,学生能将频率副词和次数表达正确使用在询问课余活动的句型。例如：A: What do you do on weekends ?B: I usually watch TV.A:

4、 Do you go shopping ?B: No, I never go shopping.A: How often do you watch TV ?B: I watch TV every day.A: Whats your favorite program ?B: How often do you watch it ?A: Twice a week.学习能力：3. 通过听力抓关键词read，watch TV, help with, go shopping等描述性的动词及短语的策略渗透， 学生能够比较准确的获取听力材料的关键信息。4通过对本对话的话轮学习，学生能分角色表演2d对话，并能仿

5、照结构创设语境替换部分信息编新对话。 情感态度价值观：5.了解他人周末的业余活动，并在老师引导对自己有比较合理的业余生活安排和计划。文化意识： 6.了解国外中学生常见的业余活动 比如：swing dance教学重难点教学重点：，1.一些课余活动的表达，频率副词和表达单位时间内频率次数的方式2.询问活动频率的问句及答语（how often）3对话的语言知识学习和话轮结构的理解教学难点：常见的频率副词在表述级别上的细微差别及其语义功能遵循对话的话轮结构，替换信息改变对话并展示。建议教法情景交际法，任务型教学法，听说课的“3P”教学模式 ： P-呈现（语言输入）P-操练（1.机械操练2. 听力训练）

6、P-运用（语言输出）设置情景意义操练 设计听后活动任务，先模仿再迁移总结，听后设置任务提升学生语言运用能力教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。2 在听前和听中强调对学生听力技能和策略的渗透于培养3.遵循语言学习规律，体现从“欣赏-模仿-再创”的语言输入到输出的学习过程。附：教学活动设计步骤过程措施 （教师活动与学生活动） 目的持续性评价1预备与激活先期知识Step 1Greeting andLeading in （2mins）T: Leads Ss to talk about some words about weeken

7、ds by this question “What can we do on weekends?” S: Ss think about the words in mind and try to say something about what they do on weekends. 通过以学生熟悉的话题“周末活动”为引线，展开头脑风暴活动，激活学生的思维图式，建立与本课时话题相关的背景知识。学生是否能说出与周末活动相关的词汇和短语。2 获取新知识Step 2Pre-listening(3mins)1.T: T lets Ss see the topic picture and make a

8、list of the weekend activities . S: Ss first say the activities and finish 1a. For example: 1.help with housework 2.watch TV 3.exercise 4. read a book 5.go shopping 为1b的听力作铺垫准备，这样先说后写的过程可以给英语较差的学生提供示范和创造更多模仿他人的机会。学生是否能轻松的写出日常他们周末做的活动。 2. T: T asks Ss to pay attention to the frequency words in 1b. al

9、ways (100%)/usually/often/sometimes/hardly/never(0%) S: Ss make sentences by using these frequency words. For example: I always go to bed at 10 oclock.I sometimes read books in the evening.I never go shopping with my father.再次的熟悉和巩固频率副词为学生后续听力扫清词汇障碍。学生是否能将频率副词，结合自己的生活实际，正确的运用到句型中。2获取新知识 Step 3While-

10、listening(15mins)1.T: lets Ss do the listening practice 1b.S: Ss do the listening part 1b.always(100%) _ usually _ often _sometimes _ hardly ever _ never(0%) _ 1b Answers：exercise, read/watch TV/help with housework go shopping/watch TV/ go shopping提示学生关注频率副词和1a中的活动名称。【提示：此处课堂上教师可让学生使用优教同步学习卡进行抢答，根据结

11、果反馈，进行精准教学。】部分学生应该能利用此策略轻松地在对应的频率副词后面写出相应的名词。2获取新知识 2获取新知识 3深度加工知识3深度加工知识3深度加工知识Step 4Post-listening）(15mins) 2. T : help Ss understand the meaning of the frequency words by the chart. Like this :always usually often sometimes hardly ever never3. T: lets Ss work in pairs to practice the conversation

12、 like this:Ss: make their own conversation , and then act it.A: What do you do on weekends ?B: I usually watch TV .A: Do you go shopping ?B: No, I never go shopping.4. T: Leads Ss to see the picture in 2a and ask some questions like this : 1) Whats the boys name ? 2) Whats the persons job? 3）what qu

13、estion is the reporter asking Cheng Tao ?4) Whats Cheng Taos answer ? Ss: try to answer these questions through the picture.5. T: T lets Ss finish 2a and 2b. Then T asks questions in order to get more feedback and check if Ss have some problems about some words or phrases. For example: T: How often

14、does Cheng Tao watch TV ?Ss: He watches TV twice a week. Ss: do the listening practice 2a and 2b and answer the questions. 2a Activities How often a._3_ go to the movies every day b._1_ watch TV once a weekc. _5_shop twice a weekd. _4_exercise three times a weeke._2_ read once a month twice a month1

15、.T: makes Ss do a survey by asking questions in groups.How often do you?Whats your favorite program?How often do you watch it ?S: Ss write down the results and then report it in class.For example:2. T: asks Ss to see the picture and ask “What can you see from the picture ?”Then T introduces somethin

16、g about the swing dance by the picture or videos .Ss: Ss just have a free talk or say something about the picture. 3.T: asks Ss to read the conversation quickly in order to match the activity with the right time. Ss: Ss read 2d quickly and match .Like this:Read the conversation and match the activit

17、y with the right time.dance lesson Wednesday and Fridaypiano lesson Tuesdayplay tennis Monday4. T: T asks Ss to read it again and answer the four questions.Ss: Ss just read it again and answer the four questions.1） Is Claire free next week ? Why ?2） How often does Claire have dance lessons ? How abo

18、utPiano lessons ?3) What kind of dance is Claire learning ?4) What does Claire invite Jack to do ? Answers : 1) No, She isnt. Because she has many kinds of lessons.2) She has dance lesson once a week , every Monday. And She has piano lesson twice a week.3) Swing dance.4) She invites Jack to play ten

19、nis with her friends.5. T：Asks Ss to read it together then leads Ss to learn the language structure in it.Ss: Ss first read it and try to explain the three sentence patterns by their own words. Are you free next week ? Next week is quite full for me. How come ?6.T：Asks Ss to work in pairs to act the

20、 conversation or make their own conversation by changing some information or adding something of their own. Ss: Some students work in pairs to act the conversation. Some students try to make their own conversation by using some sentence pattern from 2d.利用图表直观形象的帮助学生理解掌握它们的语义功能。让学生进行简单的语言输出，为后面2a, 2b

21、的听力作铺垫。【提示：此处课堂上教师可让学生使用优教同步学习卡进行抢答，根据结果反馈，进行精准教学。】培养学生在听力中利用一些非听力因素来辅助理解的听力策略，提高听力效率，比如这里教师就利用对主题人物身份的判断，进而预测他们的语言行为及语言内容。进一步巩固听力内容，教师的提问能更多的获取学生反馈，了解学生存在的语言障碍。 进一步体现语言的活用。利用追问信息在真实的语境中展开交流和深入的讨论，逐步体现语言的输出。培养学生通过图片预测文本信息，通过图片或视频激活与本话题相关的背景知识，激发学生求知欲望。培养学生快速阅读并了解对话的主要内容事件和时间的匹配。【提示：此处课堂上教师可让学生使用优教同步

22、学习卡进行抢答，根据结果反馈，进行精准教学。】通过问题任务的设置，让学生理解对话大意和话轮结构。通过齐读对话，初步体现语言的输出让学生达到基本熟练、流畅和通过对对话张固定结构语言的分析，让学生了解英语口语中的习语。通过分层任务要求学生对话进行表演或改编再创，体现语言的整进整出的话轮结合，也充分体现让学生所学的知识运用到新的情景中去。学生能否正确判断并说出这些频率副词之间的大小关系。大部分学生是否能利用话题句型谈论自己的周末，并进行两人的对话展示。学生是否能根据观察图片，对老师就本图片预测提出的问题积极的回答并表现出强烈的求知欲望。学生是否能准确完成两个听力任务，是否能关注听力细节并对老师就听力

23、内容的提问作正确的回答。 部分学生是否能展开问答讨论，并在全班示范表演对话或作汇报。 学生是否对此话题感兴趣。70%的学生能否在3分钟内进行正确的活动与时间的配对。是否60%的学生能获取对话有效信息回答问题。学生是否能够理解语言在具体情境中的语义表达。学生的对话展示语言是否准确和流畅，是否有学生进行了改编对话，是否改编后的对话内容真实和话轮结构是否完整。4评价学生学习Step 5Conclusion and ExercisesT: Lets some of the students show their own conversation in class . Ss: Ss try to sha

24、re their own conversation in class.1.Summary Activities: exercise, read, help with housework, go shoppingFrequency: always, (100%)/ usually/ often/ sometimes/ hardly/never(0%)Structure:A: What do you do on weekends ?B: I usually watch TV .A: Do you go shopping ?B: No, I never go shopping.2. Ss do so

25、me exercises in class. 一单项选择 1. Whats your favorite _? Its CCTV-5.A. program B. sport C. food D. animal 2. _ do you go shopping with your mother? Sometimes. AHow much BHow many CHow often D. How old3. Jack likes English very much, so he_ read English books in the morning. A. hardly ever B. often C.

26、never D. dont4. How often _ she exercise? Twice a week. A. do B. did C. doing D. does5. She often eats_ food. So she is very . A. healthy; healthy B. health; health C. healthy; unhealthy D. health; unhealthy Answers: 1-5 ACBDA二、根据汉语完成句子1.Mr. Black swims , (每周两次).2.I often go shopping . (在周末). 3. The

27、 old woman (锻炼) every morning. 4.Weusually (去看电影) on Sundays.5. Are you (有空) next week?6. My sister (几乎不曾) plays computer games. Answers:1. twice a week 2. on weekends 3.exercises 4.go to the movies 5. free 6.hardly ever3. Homework 1）try to ask their family members about how often they do things in

28、daily life and then report it next class. 2) Finish some exercises after class.鼓励学生大胆自信的展示，体现对学生情感态度价值观的培养。体现知识从零碎到整合，给学生在大脑慢慢构建从语言知识到语言运用的思维导图结构，培养学生善于归纳，总结的逻辑思维能力。体现基础知识的当堂检测与及时反馈，并让学生能再次巩固本和运用堂课的基础知识。体现语言的生活化，情景化，和培养学的语言迁移运用能力。是否学生积极参自信地参与角色表演。70%的学生能在老师的引导下总结，归纳出本堂课的语言知识，包括所学词汇，短语及句型。90%学生应该能比较轻松容易的完成，学生是否能在下一节课就采访家人的信息进行汇报。