Unit 2 How often do you go to school教学设计-教案.docx
教学设计Unit 2 How often do you go to school?Section A la-lc一,教材分析本单元是Go for it （八年级上）Unit 2.主要围绕着事情发生的频率展开的 教学活动，所以本单元的语言目标是掌握频度副词和就动作发生的频率进行 询问。la1c是本单元的第一课时，通过图片、表格比照、听力训练等方式 帮助学生理解频度副词在生活中的运用，并培养相应的社交能力。二、教学目标1 语言目标1）复习已学过的单词或短语,例如go to school, watch TV, exercise, read books, go shopping等.要求学生能通过图片的展示用一个完整的句子进行回 答。2）帮助学生能够通过图表比照归纳总结出频度副词在表达上的细微差异。3）帮助学生掌握第三人称单数进行谈论课余生活及频率。3、教学策略开展多种类型的任务型活动，如完成图表内容、小组对话，听力教学等提 供给学生合作交流的空间和时间，培养学生学习英语的兴趣，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。4、情感态度通过互相询问课余活动及频率懂得如何正确合理安排课余活动。三、教学重点1） 重点词汇：housework, hardly ever; sometimes.2）能根据图片回忆出相应的单词和短语。3） 了解常见频度副词的表达方式。4） 了解和掌握询问活动频率的问句和答句。四、教学难点1）掌握常见频度副词在表达级别上的细微差异。2）第三人称单数进行谈论课余生活及频率。五、学情分析我的教学对象是初一学生，通过半年的学习，一局部同学词汇量有所累积， 对英语开始感兴趣。但另一局部同学仍对英语兴趣不大，害怕张嘴说，害怕 背单词。为了提起这一局部同学的兴趣和自信心，将听力中的重点单词和短 语提到引入局部，减少听力的难度，同时将时间限制在一周之内发生的动作 并用图表直观表现出来，让学生能够直观的观察到频度副词的细微差异。这 样可以尽量让他们参与到活动中，减少他们的恐惧感，使其有更多的兴趣来 进行对话练习，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，尽量使各层次的学生都有所收获。六、教学过程设计Teaching Aims:1. To help students learn the new words: housework, hardly ever; sometimes. And review the words: watch TV; exercise; read; go shopping.2. To help students learn the new pattern to ask and answer questions about free time activities.3. Target language:What do you do on weekends?I always exercise.I sometimes go shopping.Teaching key points:1. Review and learn: exercise, help with housework, hardly ever, sometimesMake conversations using the key structures.2. Structures: What do you do on weekends?I always/usually/often/sometimes/hardly ever/neverTeaching difficult point:3. The difference between Frequency Adverbs.4. Structures: What does she/ he do on weekends?She/He always/usually/often/sometimes/hardly ever/neverTeaching aids: PPT, learning casesTeaching procedures:Step 1: Leading inShow the picture of going to school.T: What do they do?Ss: They go to school.T: Do you go to school on Mondy?Ss: Yes, we do.T: Do you go to school on Tuesday?Ss: Yes.(弓出 We always go to school on weekdays.)T: Do you go to school on weekends?Ss: No.T: So what do you do on weekends?Ss:T: Can you guess what I do on weekends?Ss:（通过讨论我的周末来引起学生兴趣）Step 2: Presentation1. Show the pictures of reading books, exercising, watching TV, helping with housework, going shopping and help students pronounce them.Show a schedule of my weekends. And according to it, students fill blanks.Saturday Sunday Saturday SundayFill the blanks with always, usually, often, sometimes, hardly ever, never.1.1 go to school on weekdays.2.1 help with housework on weekends.3.1 watch TV on weekends.4.1 exercise on weekends.5.1 read books on weekends.6.1 go shopping on weekends.Then check the answers and help students summarize the regularity.Always> usually> often> sometimes> hardly ever> never（学生需要结合的内容和图片，自己动脑完成。这样可以提高学生的积极 性也可以让学生对频度副词的使用印象更加深刻。）Step 3: practice1. Do some exercise.a 14 a limallx/ rlcaci n fka avaninrrListen and write the activities next to '' the correct fi'equency words.He/ Shealways (100%)exercise, read exercises, readswatches TV helps with housework goes shoppingwatches TVgoes shoppingusually watch TV often help with housework sometimes 80 shopping hardly ever watch TV never (0%)go shopping(带着疑问去听能帮助学生更容易听懂内容，同时让学生知道如何运用所学的 知识到实际中去。最后固定人称，帮助学生巩固现单三的使用。)3. Make conversations.Divide students into seven groups. Three people are in a group. Make conversations like:A: What do you do on weekends?B: I always/ usually / often/ sometimes/ hardly everA: What do you do on weekends?； go to schoolB: I always/ usually / often/；.sometimes/ hardly ever- 9° shoppingC: I always/ usually / often/ -.sometimes/ hardly ever /eipwim_houseworkD: I always/ usually / often/ ! sometimes/ hardly everJ read booksDo you ?；A: No, I neveri exercise watch TVThen ask some groups to show their conversations.（结合听力材料，让学生能够及时模仿听力中的发音和真实感受当时的语言环 境。同时也能及时反应学生的学习情况，能够及时作出调整。）Step 4: SummaryT: Today we've learned some word. The first one is always, next oneusually, oftenShow the pictures, students will say the words and phrases.T: How to ask question?Ss:Step 5: HomeworkCopy words.1. Recite the words.2. Do a survey and write a report.Zhou Jielun is my friend. He always sings songs every day（通过做调查可以锻炼他们的口语交际能力，同时将第二人称转换成第三人 称来书写对于学生来说应该还是有些难度。希望通过这个书写练习查看哪些 学生还存在这样的问题，以便及时改正。）七、教学反思整堂课流程清晰，任务型教学让大局部同学都参与到活动中，从最后的 对话练习看出大局部同学已经开始会使用频度副词来表达自己的周末活动。 但自己在教学过程中，语音出现错误，不够细心严谨。在讲完现三单的知识点 后，应该再带着学生做几道题，这样可以帮助学习能力不是太好的同学尽快 掌握这个知识点。语速仍然快了。
