初中英语_How often do you exercise (Section A 1a教学设计学情分析教材分析课后反思.doc

PAGE PAGE 1 Unit 6 How often do you exercise? Section A（1a-2c） 课堂活动围绕听前、听中、听后三个环节展开。听前的“先说”活动主要有：引入新话题；在语境中学习新词汇、短语；通过控制性活动熟悉新词汇、短语的意义和运用。听中：首先就图片进行交流，预测听力内容；聚焦听力教学过程，根据教材提供的循序渐进的活动，从听“活动”到听“活动频率”，再到难点梳理，期间渗透听力策略的教学。听后的“再说”活动：通过设置真实的情景开展小组讨论等开放性活动，训练学生灵活、准确运用目标语言的能力；引导学生在努力学习、身体健康基础上适当娱乐，科学、合理的利用周末。 课前准备：课前，教师提出问题：What do you often do on your weekends ? 请列举你的周末活动并做好发言准备。 I. Learning Aims： 1. Knowledge Object： 恰当使用always, usually, often, sometimes, hardly ever, never等频率副词以及一些日常活动短语，例如：watch TV, go shopping, read books, exercise. 掌握句型：A:-What do you usually do on weekends? -I often go to the movies. B:-How often do you shop? -I shop once a month. C:-How often does he / she exercise? - He / She exercises twice a week.. 2. Ability Object: 学会描述课余时间的活动安排。 学会谈论做事情的频率。 3. Emotion Object： (1) 培养学生的逻辑表达能力，并使学生相互了解，增进友谊。 (2) 合理安排自己的周末时间，劳逸结合。 4. Learning strategy: 学习利用非听力因素（如：图片等）辅助理解，提高听力效率。 通过小组合作学习，就话题内容进行交流和讨论，发展口语表达能力。 5. Culture: 了解外国中学生周末或休闲时间喜欢做的事情。 II. Importances: 关于一些课余活动的表达法，以及谈论这些活动的频度副词、表达频度次数的方式，特别是询问活动频率的问句及答语 （How often...?） III. Difficulties： (1) 掌握常见频度副词在表达级别上的细微差别（本课以图表匹配和竞猜方式帮助学生克服难点。） (2) 如何使用how often 询问第三者的活动频率及应答。 IV. Learning Procedures： Step 1 Pre - listening Brainstorming : Have a free talk about ‘what do you often do on weekednds?’ T: What do you often do on weekends? S: I often do my homework. ... 设计意图：引入话题，导入语言，激发学生的学习兴趣。 Prensentation : Talk about my weekend and learn the adverbs of frequency. ——What do you do on weekends? ——I help with the housework. ——How often do you help with housework? ——I always help with housework. 设计意图：结合自己的weekend，谈论周末活动与频率，学习目标语言。 Matching game : Match the frequency adverbs with the pictures to find the differences among them. 设计意图：利用电子白板交互性，对比不同频度副词的细微差别，突破重点。 Speaking : Talk about ‘the weekend activities and how often’ in pairs. S1: What do your partner do on weekends? S2: ... S1: How often...? S