资源简介

课程名称 八上 Unit 2How often do you exercise Section B (1a-1e)（第3课时）
主备教师 董庆万 年级 八年级 学科 英语 课时 1
课型 R新授课 复习课 练习课 讲评课 实验课 其他______________
一、课程标准
新课标要求八年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；能在学习活动中积极与他人合作，共同完成学习任务。
二、学习内容分析
本单元话题为“课余活动”。B部分是在A部分基础上的拓展。在本课中，活动1a-1b集中呈现了有关食物和睡眠的词汇，引导学生运用本单元目标语言开展对话；1c和1d采用分层设计，先让学生抓住听力材料的核心问题，再关注细节信息。活动1e让学生通过角色扮演再现听力对话，从而巩固听力理解，发展口语技能。
三、学情分析
在A部分的学习中，学生已掌握部分有关各类活动及单位时间内活动频率词数的短语，并就How often引导的特殊疑问句及其答语进行了探究与练习。在本节课中，语言知识较为容易，基本都是以前学过的词汇和句型，在语言技能方面，学生在听力策略、口语表达能力的培养方面需要更多的指导和训练。
四、素养目标
语言能力：能够在“生活习惯大调查”的情境中，正确使用饮食词汇和how often引导的询问活动频率的特殊疑问句及答语，以听、看、说的形式来讨论饮食习惯和其他生活习惯的话题；提高听说技能，如听前预测、先抓核心问题再关注细节信息等； 文化意识：能够树立健康饮食、运动和保证充足睡眠的意识，以便加强良好生活习惯的养成； 思维品质：通过听说训练，获取有关健康生活习惯的关键信息，并在此基础上联系自身实际发表观点，提升思维的逻辑性、批判性和创新性； 学习能力：通过谈论“良好生活习惯”将语言用于生活实际，激发学习积极性；在自主学习和合作探究中提升英语听说策略的实践能力和团队协作力。
五、学习重、难点
学习重点： 进一步巩固谈论活动频率的句型； 学习难点： 听说技能的提高，听说习惯的培养。
六、教、学方法与策略选择
教法： 1. Listening, Speaking, Reading and Writing. 2. Communication Task-Based Teaching. 学法： 1. Preview, Review, Activities & Practice. 2. Pair work & Group work
七、教学资源准备
多媒体课件，图片
八、教学过程
教师教学流程 学生学习任务说明 设计意图
Show pictures of two people to create an interview situation. T: Jim is my favorite actor. Once, a host asked him, “How often do you exercise ” What did he say T: Exercise often can help us to keep healthy! What else can we do to keep healthy Look at the pictures and read the answers. Ss: Once a week. Ss: Every day. Ss: I often exercise. Enjoy a healthy food song. Ss: We can eat good foods. 通过直观形象的视频呈现，提高学生学习兴趣，激活其就话题下的相关词汇积累，为后面的听力扫除障碍，形成学习期待。
T: Could you tell me some healthy food or drinks Ask Ss to finish activity 1a and then check the answers with them. Recognize some healthy foods from the pictures that are shown on the screen. Sa: I think salad is healthy. Sb: Cola is unhealthy. Sc: Dumplings are healthy. Work on 1a. Read the words and match them with the pictures. 引导学生将有关食物的词汇根据健康与否分类表达，为下一步学习做好铺垫。
Let Ss work in pairs to ask and answer questions about their eating habits. The example is showed first. Work on 1b. Ask and answer questions using the words from 1a with their partners. Sa: How often do you eat junk food Sb: I eat it once a week. Sa: Do you like it Sb: Yes. But my mother doesn’t let me eat it. She says it’s bad for my health. 词汇分类和问答对话有效复习、巩固食物类词汇和频度副词，为下一步提供示范、开拓思路。通过引入healthy food和not so healthy food概念，为后续听力活动中回答Bill和Tina的日常生活习惯是否健康做好铺垫。
Guide Ss to read the questions in 1c first. T: If someone has healthy eating habits, what do they usually eat or drink If someone doesn’t have good habits, what do they usually do T: A reporter is interviewing Bill and Tina what their daily habits are. Play the recording and have Ss check their answers. Let Ss ask and answer the questions one by one. Read the instructions carefully and think about T’s questions to get prepared for the listening. Listen to an interview about Tina’s and Bill’s daily habits. Circle the answers to the questions in 1c. Listen again and fill in the blanks in the survey list. Before 1d, Ss can try to fill in the blanks by themselves based on their memories. Check the answers. Sa: How often does Tina exercise Sb: She exercises every day. Sa: That’s a good habit. Sc: How many hours does Bill sleep every day Sd: He sleeps nine hours. 通过层层递进的听力活动，进行知识的理解巩固和听力策略的渗透。第一遍听力，利用两个有关主旨的问题引导学生关注对话主要内容大意。 第二遍听力，帮助学生从对话中获取并记录一些关键信息。听前要引导学生审题，关注信息要点词，以便针对性地听取所需信息点。边听录音边记笔记的听力策略的及时渗透、引导小结，可帮助学生提高英语学习能力。
T: Who has better eating habits T: Whose lifestyle is better Encourage Ss to make a report in groups and then in class. According to the tips and pictures, talk about their opinions and reasons. Sa: I think Tina has better eating habits. Because she...every day. Based on the sentence structures that T provides, make a report in class. 通过问题引导和提供短文支架的方式帮助学生梳理所听取的关键信息，学习信息整合，尝试用自己的话转述对话内容，有利于目标语言的巩固、口语表达能力的提高和思维品质的提升。
Let Ss work in pairs to make conversations based on the chart in 1d. Walk around the classroom and offer help if necessary. Then invite some pairs to show in class. Then let Ss have a free talk in class to find the person who has the healthiest lifestyle. Some questions are provided. Work on 1e. Student A is the reporter. Student B is Tina or Bill. Ask and answer questions. Then change roles. Do a survey in class and take notes in their charts. Then make a report. 基于主题情境中的班级自由调查活动是对语言的综合运用输出，能锻炼学生的语言掌握和运用能力，使其获得积极的学习体验，成为意义探究的主体和积极主动的知识建构者。
Lead the students to summarize.T: An apple a day keeps the doctor away! T: Healthy lifestyle can help us study better and live better. Have a summary of what we have learned with the help of T. Do some exercises. 总结提炼，帮助学生深入理解健康饮食、保证运动和充足睡眠的重要性，鼓励其加强良好生活习惯的养成，为下节阅读课的开展做好铺垫。
Homework Level A Write a passage about one of your classmates who has healthy living habits and write about your opinions.
Level B Write a passage to introduce Tina’s or Bill’s living habits and write about your opinions.
九、板书设计
Unit 2 How often do you exercise Section B (1a-1e) Unit 2 How often do you exercise Words: junk, junk food, coffee, health Sentences： -- How often do you drink milk --I drink milk every day. --How many hours do you sleep every night -- Nine hours. It’s good for my health.
十、目标检测
Ⅰ.单项选择。 ( ) 1. I like English very much, so I ____ listen to the tape in the morning. A．usually B. hardly ever C. never ( ) 2. Milk is good _____ our ______. A. to; healthy B. to; health C. for; healthy D. for; health ( ) 3.—What does your father do in the evening —He usually _______. A．watch TV B．exercise C．reads books ( ) 4.—____ students in your class are from Beijing — Only one. A．How often B. How many C. How much Ⅱ.根据句意填空。 5. The old man ________(锻炼)every morning. 6. I often _______ (购物) on weekends. 7. We must _______ (保持 ) our classroom clean. 8. There are some ___________(不同) between the two pictures. 9. He ____________ (几乎不) goes to a restaurant for dinner. 10. Katrina doesn't often _______ (喝)coffee. She likes green tea.
十一、教学反思

展开更多......

收起↑