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课程名称 八上 Unit 2 How often do you exercise Section A (1a-2d)（第1课时）
主备教师 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
本单元的话题为课余活动(Free time activities),属于新课标中“人与自我”范畴中的“生活与学习”主题群“丰富、充实、积极向上的生活”和“身心健康、抗挫能力，珍爱生命的意识”子主题内容。在教师的引导下，学生发挥其主动性，在贴近生活实际的情境创设中，询问和谈论彼此的课余活动和活动频率，日常饮食和其他生活习惯，对语言规律进行观察与探究、训练与巩固，增进相互了解，拓宽知识面，激发其对英语学习的兴趣，并增强通过运动等健康活动养成良好生活习惯的意识。通过本单元的学习，夯实了基本的语言能力，发展了语言运用能力以及思维能力，培养了积极的情感态度，并提高了运用有效的学习策略来完成学习任务的能力。
二、学习内容分析
本课时为本单元第一课时，是一节听说课。1a-1c部分侧重课外活动及常见频率副词的学习与训练；2a-2d在训练听说能力的同时，学习单位时间内次数的表达方式和How often... 询问句及应答。
三、学情分析
八年级学生经过多年的英语学习，有较强的模仿能力，也熟知多种英语听力策略，并具备了一定的英语口语交际能力。本课时的话题是课外活动，这与学生的日常生活息息相关，学生有话可说。另外，学生曾经学过个别频率副词，在本课可对频率副词进行复习与拓展，系统归纳总结其用法。
四、素养目标
语言能力：能够在记者采访的情境中，初步感知并尝试运用部分课余活动的表达、频度副词以及how often引导的特殊疑问句询问和描述从事周末活动、课余活动的频率，提升听说能力。 文化意识：能够了解国外中学生常见业余活动，树立丰富自己的课余生活意识；同时，立志做一个有毅力、做事能持之以恒的人。 思维品质：通过听说训练，了解关于课余生活及频率的关键信息，并在此基础上联系自身实际，发表个人观点，实现知识与思维能力的迁移，在各种语言实践活动中，提升思维的逻辑性、深刻性和批判性。 学习能力：通过谈论课余生活，提高学习兴趣；提升听力策略，如利用非听力因素（如图片等）辅助理解，提高效率。
五、学习重、难点
学习重点： 部分课外活动的表达法；谈论这些活动的频率副词及表达单位时间内活动次数的方式，尤其是询问活动频率的问句及答语； 学习难点： 掌握常见频率副词在表达级别上的细微差别；
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
T: What can we do on the weekend Show some pictures of daily activities and lead Ss to read them. T: What do you do on weekends Ask Ss to work in pairs and ask and answer about weekend activities with their partners. Look at the pictures and say some words about activities. Ss: do homework, watch TV, help with housework, go to the movies, exercise... Learn to read the frequency adverbs. Work in pairs and ask and answer about weekend activities with their partners. 以What can we do on the weekend？为引线，引导学生说出一些常见周末活动，激发学习兴趣，激活背景知识。 运用多媒体教学，展示频率副词，熟悉包含不同人称的重点句型，帮助学生在用中学、学中用，直观生动形象，为后续在听力活动中抓住关键信息做铺垫。
T: What do they do on weekends Ask Ss to recognize the activities and make conversations with partners. Then ask Ss to finish 1a. Look at the picture in 1a and make a list of the weekend activities. 通过学习1a，使学生对课外活动的表达方式有更多的了解，拓宽了思路。
Guide Ss to read the instructions. Play the recording. For the first and second time, let Ss listen for the frequency words. For the third and fourth time, let Ss write down the activities. Listening tips: 该听力中出题顺序与听力顺序不一致，听前关键字的定位非常重要。 Listen to the conversation and fill in the blanks with frequency words. Then listen again and write the activities next to the correct frequency words Report their answers to have a check. 通过1b活动及对其内容的适当挖掘，锻炼学生的听力及抓取关键信息的能力。
T: Who wants to be a reporter Let Ss read the conversation in 1b and make sure they can understand the meaning. Then ask them to practice the conversation in pairs as a reporter and a student. Sa: What do you do on weekends Sb: I usually watch TV. Sa: How often do you watch TV Sb: I watch TV every day. Sa: What about you Sc: I sometimes/often... 结合小记者采访场景，创设自我展示的机会，锻炼学生的口头表达能力，同时巩固了目标语言。
T: A reporter interviews Chen Tao about his activities. Play the recording for at least twice. Then invite some Ss to report their answers. Listening tips: 听力过程中要注意说话人的语音、语调变化，发生变化或停顿的地方，大多数都是答案出现的地方。 Read the instruction first. Then listen to the recording. For the first time, number the activities. For the second time, match the activities with the number of times Lin Tao does them. 通过本环节的听力活动，帮助学生再认识一些表示频率的短语，并进一步体验利用听力技能听取对话中有关活动和频率的关键信息，学习听力材料中的句型和词汇。
Ask Ss to fill in the the chart individually and then make conversations in pairs. Invite some Ss to show their conversations in plete the chart first. Then make conversations with their partners. Sa: How often do you watch TV Sb: I watch TV every day. Sa: What’s your favorite program Sb: It’s Animal World. 听后为学生创设机会进行口语输出和合作学习，帮助学生复习巩固关于表达活动频率的目标语言。对话的当堂展示使学生有了学英语的成就感，张扬了个性。
Play a video about swing dance. Then list some questions. T: Is Clair busy next week T: Does Clair often have a swing dance lesson T: How often does she have piano lessons T: Students should have different kinds of activities, do you agree or disagree Invite Ss to play the roles of Jack and Claire. Show the evaluation standards and let Ss to vote for the best role-player. Read the conversation in 2d and find out the answers to the questions. Sa: Yes, she is. Sb: No, she has a class once a week, every Monday. Sc: Twice a week, on Wednesday and Friday. Talk about their opinions about whether Ss should have different kinds of activities. Role-play the conversation. 舞蹈视频作为背景知识的补充，生动直观地展示摇摆舞，帮助学生开阔眼界，增长见识，并对理解课文起到辅助作用。 通过回答问题，让学生对对话从整体感知到细节理解，从浅层理解到深层思考，做到最大程度的掌握。 通过角色扮演，让学生进一步巩固目标语言，培养学生乐于、善于表达自己的学习能力。
Lead the students to summarize. Have a summary of the new words, grammar and sentences with the T’s help. 总结本课语言知识，并基于所学活动频率的话题，鼓励学生做一个有毅力、做事能持之以恒的人。落实情感态度价值观的教育。
Homework Level A Make a chart about “What students do after school？” and “How often they do these activities？”. Do a survey among ten students and write a report about the survey result.
Level B Write a report according to the result in 2c.
九、板书设计
Unit 2 How often do you exercise (Section A 1a-2d)
十、目标检测
Ⅰ. 根据句意补全单词。 1. —What do you usually do on w_________ —I often watch TV. 2. —How often does she shop —O_____ or t_____ a week. 3. Grandpa is pretty healthy because he e_________ every day. 4. Animal World is my favorite TV p_________. Ⅱ. 请对下面句子划线部分提问。 5. He usually visits his grandpa every winter. he usually do every winter 6. I visit my grandparents twice a year. do you visit your grandparents 7. I sometimes go to the movies on the weekend. you do on the weekend 8. My mother exercise once a week. does your mother exercise
十一、教学反思

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