Unit 2How often do you exercise?
Section A (1a－1c)
1．重点单词：housework，hardly，ever
2．重点短语：hardly ever，go shopping
3．重点句式：—What do you do on weekends?
—I usually watch TV.
—Do you go shopping?
—No，I never go shopping.
能描述课余时间的活动安排
能描述课余时间的活动安排
一、预习课本P9新单词并背诵，完成下面的汉译英。
1．家务____________ 2.几乎不____________
3．从来____________
二、认真预习1a－1c，找出下列短语和句型。
1．去购物____________ 2.几乎从不____________
3．—你周末干什么？—我通常看电视。
________________________________________________________________________ 4．—你去购物吗？—不，我从来不去购物。
________________________________________________________________________
Step 1情景导入
Teacher：I like Saturday and Sunday.Because I can do many things what I like.I always watch TV.I sometimes help with the housework.I often go shopping.I usually play with my friends.What do you usually do on weekends？Can you tell us what you do on weekends？Please say something to your partner about your weekends.
环节说明：由自己的周末活动为导线让学生说出自己周末的活动，引出本课时的学习，同时也锻炼了学生的口语。
Step 2完成教材1a—1c的任务
1．认真观察1a图片中人物的活动，然后用适当的短语来描述人物的活动，完成后小组内互相交流答案。(3分钟)
2．邀请几组学生把所写的短语板书到黑板上，要求学生识记并互相提问所写的短语。(5分钟)
3．两人一组互相练习1a图片中的对话，然后用黑板上的短语来替换练习对话并邀请几组学生表演对话。(3分钟)
4．学生领读1b中的频率副词，教师纠正读音，然后互相背诵单词，为听力打好基础。(3分钟)
5．认真听录音，把1a图片中的字母写在横线上，集体核对答案，完成1b。(3分钟) 6．再听一遍录音，并跟读。(2分钟)
7．仿照1c中的对话，利用1a图片中的人物活动与同伴练习新对话，并邀请几组学生来表演对话。(5分钟)
8．通过对话练习，学生总结1b中频率副词的用法，教师点拨。(5分钟)
参考案例
A：What do you do on weekends?
B：I usually watch TV.
A：Do you go shopping?
B：No，I never go shopping.
9．小结训练。(5分钟)
(D)1.My mother ________ surfs the Internet.She likes watching TV.
A．doesn't hardly ever B．hard ever
C．isn't hardly ever D．hardly ever
(C)2.My friends ________ any shopping on weekends.
A．aren't do B．isn't do
C．don't do D．doesn't do
(B)3.I'm very tired.I can ________ run.
A．always B．hardly
C．usually D．sometimes
(D)4.My grandfather ________ every day.He looks very healthy.
A．exercise B．do exercises
C．do exercise D．does exercise
环节说明：听说结合，第一时间向学生传达语言目标，通过结对对话练习和小结训练，使语言目标得以强化。
Step 3问题探究
1．exercise 的用法
1)我每天都锻炼。I_exercise_every_day.
2)我爸爸总是做运动。
My_father_always_does_exercise.
3)我们每天都做早操。
We_do_morning_exercises_every_day.
exercise可以作动词，意为“锻炼”；也可以作名词，意为“运动，锻炼”时为不可数名词，意为“习题，体操”时为可数名词，常和动词do搭配使用，且作“体操”讲时多用复数形式。常用词组：take/do exercise做运动，do morning exercises做早操，do eye exercises 做眼保健操。
2．hardly的用法
他非常的累，几乎不能走路了。He_is_very_tired，he_hardly_walks.
hardly“几乎不”，是个否定副词，表示否定意义，通常位于实意动词之前，系动词、助动词、情态动词之后。特别提示：hardly 不是hard添加后缀构成的副词。
3．频率副词的用法
常见的频率副词有always，usually，often，sometimes，hardly_ever，never与疑问词how often 对应。表示的频率由always向never递减。在句中位于实意动词之前，情态动词( can 等)、助动词(do等)、连系动词(be等)之后。但sometimes也可在句首。
请学生们做前面课时训练部分。
Section A (2a－2d)
1．重点单词：once，twice，Internet，program，full，swing
2．重点短语：once a week，twice a week，three times a week，use the Internet，swing dance 3．重点句式：—How often do you watch TV?
—Twice a week.
—What's your favorite program?
—Animal w orld.
Next week is quite full for me.
What kind of dance are you learning?
I have to play tennis with my friends.
1．重点单词，词组及句型
2．How often引导的询问做事频率的特殊疑问句及答语
How often引导的询问做事频率的特殊疑问句及答语
一、预习课本P10新单词并背诵，完成下面的汉译英。
1．一次____________ 2.两次____________
3．因特网____________ 4.节目____________
5．忙的____________ 6.秋千____________
二、认真预习2a－2d，找出下列短语和句型。
1．一周一次____________________
2．一周两次____________________
3．一周三次____________________
4．使用因特网____________________
5．摇摆舞____________________
6．—你多久看一次电视？—一周两次。
________________________________________________________________________ 7．—你最喜欢的电视节目是什么？—动物世界。
________________________________________________________________________ 8．对于我来说下周相当的忙。
________________________________________________________________________ 9．你正在学什么种类的舞蹈？
________________________________________________________________________ 10．我必须要和我的朋友去打网球。
________________________________________________________________________
Step 1情景导入
Teacher：Do you like shopping?
Student 1：Yes，I do.
Teacher：How often do you go shopping?
Student 1：I go shopping once a week.
The student may not answer the question.The teacher may help answer the question.Then go on asking another student.
...
...
环节说明：通过师生互动问答，直接引出本节课要学习的语言目标，简洁明了。
Step 2完成教材2a—2c的任务
1．学生领读2a中的单词和短语，教师纠正读音。然后两人一组互相背诵提问单词和短语。(3分钟)
2．认真听程涛做不同事情的频率的对话，把听到的活动按顺序排列，集体核对答案，完成2a。(3分钟)
3．再听一遍录音，将他的活动和做这些活动的频率匹配。(3分钟)
4．听第三遍录音，学生跟读。(3分钟)
5．你多久做一次这些活动？根据自己的实际情况来完成2c表格，然后利用所填内容，两人一组仿照右边方框中的对话来编练新的对话，并邀请几组学生表演对话。(5分钟) 参考案例
A：How often do you watch TV?
B：I watch TV every day.
A：What's your favorite program?
B：Animal World.
A：How often do you watch it?
B：Twice a week.
6．小结训练。(2分钟)
(A)1.My mother shops once ________ month.
A．a B．an C．the D．/
(A)2.—What's your favorite ________？
—I like red.
A．color B．program C．exercise D．subject
(A)3.They go to the dumpling house ________.
A．once a week B．a week once
C．a once week D．once week
(C)4.—________ do you help the old man with the housework?
—Once a week.
A．How soon B．How long
C．How often D．How many
(D)5.—________ do you do sports?
—I do sports every day.
A．When B．What time
C．How long D．How often
环节说明：通过听说读写学习训练让学生掌握了解了要掌握的语言目标，学生的口语表达能力在这一环节得到提升。
Step 3完成教材2d的任务
1．学生自读对话，回答下面的问题：
1)判断正误，正确T，错误F；
2)3)回答问题；
4)英译汉。(5分钟)
1)Claire has piano lessons only on Wednesday.
2)What kind of dance is Claire learning?
3)How often does Claire have swing dance lessons?
4)How often do you have piano lessons?
2．大声朗读2d对话，读熟后与同伴结对分角色表演对话。(3分钟)
3．邀请三组学生来表演对话。(3分钟)
4．小结训练。(4分钟)
1．Claire has piano lessons twice (two) a week.
2．He watches TV once (one) a week.
3．Katrina exercises (exercise) every day.
(D)4.We have English lessons ________ Monday morning and Friday evening.
A．in B．for C．at D．on
(D)5.—What ________ dance do you like?
—Swing dance.I think it is ________ interesting.
A．kinds of，kind of B．kind of，kinds of
C．kinds of，kinds of D．kind of，kind of
(B)6.—________ do you watch TV?
—Every day.
A．How B. How often
C．When D．How long
环节说明：将对话以任务型阅读的形式呈现，既能锻炼学生的思维能力又能加深对课文的理解，而且还能让学生提早感受中考题型。
Step 4问题探究
1．How often与How many times的用法区别
1)你多久上一次钢琴课？
How_often_do_you_have_a_piano_lesson?
2)你一周上几次钢琴课？
How_many_times_do_you_have_piano_lessons?
How_often＋助动词do(does或did))＋主语＋do sth.？是对频率(多久一次)进行提问。疑问词how often(在这里助动词do，does或did是起疑问的作用)与一般现在时或一般过去时连用，回答一般是用表示频率的副词always，usually，often，sometimes，never等或者是“次数＋一段时间”，如once/twice a month，three times a month，three or four times a month 等。也可以用every day，every year，every week等短语来回答。
How_many_times对次数进行提问，其答语为once，twice，three times等表示次数的单词或短语。
请学生们做前面课时训练部分。
Section A (Grammar Focus－3c)
1．重点单词：maybe，least
2．重点短语：at least
3．重点句式：—How often does he play soccer?
—He plays at least twice a week.
—How often do you go to the movies?
—I go to the movies maybe once a month.
1．频率副词的用法
2．How often引导的询问做事频率的特殊疑问句及答语
3．一般现在时态
1．频率副词的用法
2．How often 引导的询问做事频率的特殊疑问句及答语
一、预习课本P11新单词并背诵，完成下面的汉译英。
1．也许____________ 2.最少____________
二、认真预习Grammar Focus－3c，找出下列短语和句型。
1．熬夜____________________
2．吃健康的早饭____________________
3．至少____________________
4．—他多久踢一次足球？—他最少一周两次。
—________________________________________________________________________ 5．—你多久去看一次电影？
—我大概一个月看一次电影。
________________________________________________________________________
Step 1情景导入
Teacher：How often do you watch TV?
Student 1：I watch TV every day.
Teacher：How often do you exercise?
Student 2：I exercise twice a week.
Teacher：How often does he exercise?
Student 3：She exercises twice a week.
Now please practice the conversations like this with your partner.
环节说明：通过对话练习复习了所学的知识点——How often 引导的特殊疑问句及答语。
Step 2完成教材Grammar Focus的任务
1．学生大声朗读Grammar Focus的句子。(2分钟)
环节说明：通过对Grammar Focus 句型的填空练习能够使学生更好的来理解掌握本单元的重点语法和句型。
Step 3完成教材3a—3c的任务
1．认真阅读3a中1－6的句子，选用do或does来补全句子，小组内核对答案。(2分钟)
2．认真读3a中的句子，将1－6的问题和a－f的答语匹配，完成后集体核对答案，然后两人一组大声地熟读这些句子。(3分钟)
3．认真观察3b中给出的单词，并且用这些单词来组成完整的句子，然后结对练习对话。
参考案例
A：How often do you help with housework?
B：I help with housework twice a week.
4．为了提高你的英语，你能做些什么呢？在表格中添加你学习英语的方法，然后就这些问题在小组内向你的同学提问，找出学英语的最好方法。(3分钟)
参考案例
A：How often do you read English books?
B：I read English books about twice a week.
5．小结训练。(5分钟)
(B)1.Li Lei works in England.He comes to China ________.
A．three time a year B．three times a year
C．three times year D．three time year
(A)2.His grandmother is well because she often .
A．exercises B．smokes
C．sleeps D．sings
(B)3.—________ do they play football?
—Every week.
A．How soon B．How often
C．How many D．How long
4．usually，soccer，play，I(.)
I_usually_play_soccer.
5．often，Katrina，does，TV，watch，How(？)
How_often_does_Katrina_watch_TV?
6．do，you，What，usually，weekends，on，do(？)
What_do_you_usually_do_on_weekends?
环节说明：通过本环节的学习，让学生掌握了频率副词及How often的用法，同时小结训练更是加深了对重要知识点的巩固深化。
Step 4问题探究
()1.—Where is Mike?
—________ he is in the classroom.
A．may be B．maybe
C．May D．Maybe
答案选择D, maybe是副词，意思是“也许，可能”，在句中作状语，相当于perhaps，常位于句首。在may be中，may是情态动词，be是动词原形，两者构成完整的谓语形式，
与主语形成系表结构，意为“也许是，可能是”。
()2.—How many children do they have?
—I think they have ________ two children.
A．at little B．at less
C．at last D．at least
答案选择D, 根据句意知道至少是两个孩子。at least 意为“至少”。
请学生们做前面课时训练部分。
Section B (1a－1e)
1．重点单词：junk，coffee，health
2．重点短语：junk food，drink coffee
3．重点句式：My mother wants me to drink it.
She says it is good for my health.
How often do you eat junk food?
How many hours do you sleep every night?
How often 引导的询问做事频率的特殊疑问句及答语
How often 引导的询问做事频率的特殊疑问句及答语
一、预习课本P12新单词并背诵，完成下面的汉译英。
1．无用的东西____________________
2．咖啡____________________
3．健康____________________
二、认真预习1a－1d，找出下列短语和句型。
1．垃圾食品____________________
2．喝咖啡____________________
3．我妈妈想让我喝它。____________________
4．你每天晚上睡几个小时？
________________________________________________________________________ 5．你多久吃一次垃圾食品？
________________________________________________________________________
Step 1情景导入
Teacher：Do you like junk food?
Student 1：Yes，I do.
Teacher：How often do you eat it?
Student 1：I eat it three times a week.
Teacher：I think it's a bad eating habit to eat junk food.You should eat less.
Teacher：Do you like junk food?
Student 2：No，I don't.
Teacher：Do you like drinking milk?
Student 2：Yes，I do.
Teacher：How often do you drink it?
Student 2：Every day.
Teacher：Great，it is good for your health.
...
环节说明：通过这个环节的师生互动问答，既复习了所学的知识，又让学生明白了要养成健康的饮食习惯。
Step 2完成教材1a—1b的任务
1．学生领读1a中的单词和短语，教师纠正读音，然后两人一组互相提问单词和短语。(5分钟)
2．认真观察图片中的食物，将单词和食物匹配，集体核对答案。(3分钟)
3．小组内结对练习1b中的对话，然后仿照该形式用1a中的物品来编练新的对话，并邀请几组学生展示对话。(5分钟)
参考案例
A：How often do you drink milk?
B：I drink milk every day.
A：Do you like it?
B：No.But my mother wants me to drink it.She says it's good for my health.
4．小结训练。(3分钟)
(B)1.Mike exercises every day，so he looks very .
A．health B．healthy
C．healthily D．unhealthy
(D)2.We shouldn't eat lots of ________.It's bad for our health.
A．fish B．fruit
C．vegetables D．chocolate
(C)3.Today is Sunday.Bill's mother wants him ________ with the housework.
A．help B．helps
C．to help D．helping
(A)4.Eating more vegetables is good ________ our health.
A．for B．at C．with D．to
环节说明：对话练习，习题精练相结合，使学生熟练掌握了本环节的知识点。
Step 3完成教材1c—1e的任务
1．认真听关于饮食习惯的采访录音，圈出每个问题的答案。(3分钟)
2．认真阅读1d中的6个句子，然后听录音，写出Tina和Bill关于这些问题的答案，集体核对答案完成1c。(3分钟)
3．再听一遍录音，并跟读，整体感知对话。(3分钟)
4．一人扮演记者，另外一人扮演Tina或Bill，根据1d的听力结果仿照1e的形式来练习对话。然后转换角色再练习，邀请几组学生表演对话。(5分钟)
参考案例
A：How often do you exercise?
B：I exercise every day.
A：And how often do you...?
...
...
5．小结训练。(对画线部分提问)(1分钟)
1)I hardly_ever drink milk for breakfast.
How_often_do_you_drink_milk_for_breakfast?
2)They sleep nine hours every night.
How_many_hours_do_they_sleep_every_night?
3)I went to Beijing twice last year.
How_many_times_did_you_go_to_Beijing_last_year?
4)He watches TV for_two_hours every day.
How_long_does_he_watch_TV_every_day?
Step 4问题探究
()1.—________ apples do you need?
—Three.
A．How much B．How many
C．How long D．How often
答案选择B，how many对可数名词的数量进行提问。由答语Three 可知是对数量进行提问，又因为apples 是可数名词的复数，因此答案选择B。
()2.My sister is six years old.My father wants ______.
A．she to go to school B．her go to school
C．her to go school D．her to go to school
答案选择D，想要某人做某事的句型是：want sb.to do sth.，其中want 是动词，后面要用人称代词的宾格；去上学go to school是固定词组。
()3.The old man likes walking after supper.It's good ________ his health.
A．for B．of C．at D．with
答案选择A，由句意可知是“对他的健康有好处”，be good for对……有益。
请学生们做前面课时训练部分。
Section B (2a－2e)
1．重点单词：percent，online，television，through，although，mind，body，such，together，die，writer
2．重点短语：in their free time，one to three times，go online，three or four times a week，the answers to our questions，such as
3．重点句式：Last month we asked our students about their free time activities.
Forty-five percent exercise four to six times a week.
And twenty percent do not exercise at all.
Although many students like to watch sports，game shows are the most popular.
It's good to relax by using the Internet or watching game shows，but we think the best way to relax is through exercise.
Old habits die hard.
1．重点短语和句型
2．会用表示频率的词组来描述做事情的频率
1．重点短语和句型
2．会用表示频率的词组来描述做事情的频率
一、预习课本P13－14新单词并背诵，完成下面的汉译英。
1．百分之……____________ 2.在线的____________
3．电视节目____________ 4.尽管____________
5．凭借____________ 6.头脑____________
7．身体____________ 8.这样的____________
9．在一起____________ 10.消失____________
11．作家____________
二、认真预习2a－2e，找出下列短语和句型。
1．在他们的空闲时间____________________
2．一到三次____________________
3．上网____________________
4．一周三次或四次____________________
5．我们问题的答案____________________
6．例如____________________
7．上个月我向我们学生询问了他们闲暇时间的活动情况。
________________________________________________________________________ 8．百分之四十五的(学生)一周锻炼四到六次。
________________________________________________________________________ 9．百分之二十的(学生)从不锻炼。
________________________________________________________________________ 10．虽然许多学生喜欢看运动节目，但是游戏类节目是最受欢迎的。
________________________________________________________________________ 11．通过上网或者观看游戏类节目来放松是很好的，但是我们认为放松的最好的方式是通过锻炼。
________________________________________________________________________ 12．积习难改。____________________
Step 1情景导入
Teacher：Hello，everyone！What do you do in your free time？(Let some students tell the other students about their activities)We did a survey about what No.5 High School students do in their free time.Do you want to know the result of the student activity survey？Now let's learn together.
环节说明：由学生闲暇时间的活动延伸本节课的学习内容，自然过渡，顺理成章。
Step 2完成教材2a—2c的任务
1．大声的朗读2a中的短语，然后根据你认为学生做这些事情的频率的高低来对这些活动进行排序。(3分钟)
2．认真阅读2b文章，然后完成14页上的圆形分格统计图表，完成后集体核对答案。(5分钟)
3．再认真阅读一遍短文，然后回答2c中的5个问题，完成后让几位学生分别回答问题，教师点拨。(5分钟)
4．再次细心阅读短文，理解每一句话的意思，小组合作解决遇到的疑难问题。(5分钟)
5．教师点拨短文中出现的重点和难点。(5分钟)
6．熟读短文，识记背诵知识要点。(5分钟)
7．小结训练。(3分钟)
(A)1.I often use the Internet ________ my free time.
A．in B．at C．on D．for
(C)2.My mother often asks me ________ my study.
A．on B．at C．about C．with
(B)3.We are ________ at the good news.
A．surprise B．surprised
C．surprising D．surprises
(B)4.Do you know where the key ________ the lock is?
A．of B．to C．at C．for
(B)5.________ it rained heavily yesterday，________ he still was the first one to get to school.
A．Although，but B．Although，/
C．/，/ D．But，/
(D)6.I learn English by ________ the tape.
A．listen to B．listening
C．to learn D．listening to
(D)7.My sister spends two hours ________ books every day.
A．read B．reads C．to read D．reading
环节说明：通过本环节的学习不仅锻炼了学生的阅读能力，而且通过小结训练让学生对重要知识点进行了巩固练习。
Step 3完成教材2d—2e的任务
1．再次认真阅读短文，根据短文内容和圆形分格统计图表用百分比和频率副词always，usually或者sometimes仿照2d中例句的形式来写句子。完成后小组内核对答案，教师邀请几位学生到黑板上书写答案。(5分钟)
2．以小组为单位，每人轮流从2e左边方框中选择其中的一项课余活动，利用How often do you...句型向小组内其他成员提问，把询问的结果制成圆形分格统计图表展示给全班同学。(5分钟)
Step 4问题探究
1．surprised的用法
1)我们对这个消息感到很意外。
We_are_surprised_at_the_news.
2)我在这里见到你很意外。
I_am_very_surprised_to_meet_you_here.
surprised意为“惊奇的，意外的”，是形容词，经常用到的句型为：be_surprised_at...(对……感到惊奇)，后面可以跟somebody，something或doing something；be_surprised_to_do_sth.(做某事感到惊讶)；还有句型be surprised that＋从句。
()2.China has many big cities，________ Beijing，Shanghai，Shenzhen and so on.
A．such for B．as
C．such as D．less than
答案选择C，such as常用来列举同类人或物中的几个例子，不能穷尽，可与and so on 连用。
()3.It's boring to watch TV.I don't like it ________.
A．at least B．at most
C．at all D．at last
答案选择C，根据句意可知看电视很无聊，我一点都不喜欢它。not...at all 意为“根本不，一点也不”。
()4.Do you know the answer ________ the question?
A．of B．at C．for D．to
答案选择D，这是个固定用语，“回答”与“问题”是对应关系，要用介词to。
()5.I like listening to the music，but I can not spend much time ________ it.
A．at B．in C．on D．to
答案选择C，spend意为“花费”，其考查句型为：spend some time on sth./in doing sth.某人花费时间在某事上(做某事)。
()6.The old man makes a living by vegetables.
A．sells B．sell C．to sell D．selling
答案选择D，by意为“通过……”，是介词，其后要跟动名词。
()7.The best way ________ English is using it.
A．learn B．to learn
C．learning D．learns
答案选择B，the best way to do sth.做某事最好的方法，动词不定式作后置定语。
请学生们做前面课时训练部分。
Section B (3a)－Self Check
1．重点单词：dentist，magazine，however，than，almost，less，point
2．重点短语：a 16-year-old high school student，more than two hours a day，less than 3．重点句式：She never goes to the dentist for teeth cleaning.
Don't worry.
1．How often引导的询问做事频率的特殊疑问句及用频率副词作答
2．能用频率副词和表示频率的词组来表述自己的习惯
能用频率副词和表示频率的词组来表述自己的习惯
一、预习课本P15－16新单词并背诵，完成下面的汉译英。
1．牙医____________ 2.杂志____________
3．然而____________ 4.比____________
5．几乎____________ 6.较少____________
7．得分____________
二、认真预习3a－Self Check，找出下列短语和句型。
1．一个16岁的高中学生
________________________________________________________________________ 2．一天两个多小时
________________________________________________________________________
3．少于
________________________________________________________________________ 4．她从来不去看牙医清洗牙齿。
________________________________________________________________________ 5．不要着急。
________________________________________________________________________
Step 1情景导入
Teacher：We all have some habits.Some of them are good，but some of them are bad habits.The good habits can help us to be healthy and get more what we want to get.But the bad habits are bad for us.We should keep away from the bad habits.But do you know what good and bad habits Jane has？Let's begin our new class to find out the answers.
环节说明：以习惯为话题引出了本节课要学习的内容，过渡自然，导入与课文内容衔接紧密。
Step 2完成教材3a—4的任务
1．两人一组互相大声朗读3a表格中的词组，然后根据表格中的数字信息用表示频率的单词或词组来完成报告，完成后集体核对答案，并大声的朗读报告。(3分钟) 2．用自己的信息来完成3b的表格，在最后一栏中用always，every day，twice a week 和never等词来填写，完成后小组内互相交流。(3分钟)
3．写一篇关于你自己的好习惯和坏习惯的报告，说明你自己多久做一次这些事情，可以参考3a的报告，写完后小组内互相交流纠错，教师抽查点评。完成3c。(10分钟) 参考案例
Hello，everyone.I am Tony.I have a lot of good habits.I always exercise and I read books for one hour every day.I usually help my mother with the housework and clean my room by myself.I eat fruit and vegetables every day.I hardly ever stay up late and get up too late.But I also have some bad habits.I like playing computer games.I play them for two hours a day.I like eating hamburgers，too. I eat hamburgers three to five times a week.It's bad for my health.But I can't get rid of it.
4．以小组为单位，做健康小测试。根据自己的实际情况来选择问题的答案，选择完毕后，对照结果算出自己的得分，由此判断自己是否健康，然后将自己的结果和组内其他成员比较，比一比谁更健康。(3分钟)
环节说明：通过这个教学环节锻炼了学生的写作能力，同时也使学生对自己的日常习惯有了正确的认识。
Step 3完成教材Self Check的任务
1．让学生根据自己和父(母)亲日常活动频率的高低来完成1的表格。然后根据自己所填的内容来写5句话，写完后小组内互相交流纠错，并请几位学生读出自己写的句子。(5分钟)
2．认真阅读2中的对话，然后用本单元所学的知识来补全对话，完成后核对答案，学生大声地朗读对话。(5分钟)
环节说明：这一环节训练，让学生对本单元的频率副词有了更深刻的理解。
Step 4问题探究
()1.My sister always goes to work on time and she is ________ late.
A．sometimes B．usually
C．hardly ever D．ever
答案选择C，本题考查频率副词的运用，句首已经指明“我姐姐总是按时上班”，因此需选hardly ever相承接，其他频率副词与always相矛盾。
()2.—________ does Amy go to the music club?
—Three or four times a month.
A．How many times B．How often
C．How long D．How soon
答案选择B，根据答语可以看出提问的是频率，而How often对频率进行提问，其它都不是对频率提问。
()3.The teacher is very kind to the students.He is ________ a father.
A．likes B．like C．liking
答案选择B，由句意可知“他像一位父亲”，be＋like 像……一样，like在此为介词。
请学生们做前面课时训练部分。
第二课时Lesson 8Why Are Plants Important？课时目标 一、根据句意及首字母或汉语提示写出单词。 1．She provides a pleasant and comfortable office for us. 2．The trees provide shade for the animals in the summer. 3．We must fulfill (完成) the task，whatever happens. 4．The government tries to satisfy their basic (基本的) needs.
二、写出下列画线短语的汉语意思。 1．There are so_many trees and plants.如此之多 2．They help us fulfill our basic_needs.基本需求 3．Look，there is an apple tree over_there! 在那边 4．That way，the wind and water don't carry the soil away.带走 教学过程 环节1新课导入 教师请三名学生起来表演上一课时的对话，然后教师在PPT上呈现上一课时的重点单词和短语，点名请学生来回答它们的意思，并用这些单词和短语造句。 设计意图：通过表演对话和复习单词、短语，帮助学生巩固所学内容；同时检查学生对上节课的掌握情况，为新课做准备。 环节2新课学习 1．教师让学生阅读Lesson 8中“THINK ABOUT IT”里的两个问题，然后思考在自己的家附近有些什么树，以及我们为什么需要这些树。思考完后可以和同桌讨论这两个问题。 2．教师请两名学生谈谈自己的想法。 3．教师给学生两分钟时间，阅读本课时的对话，把握对话大致意思。教师播放录音，学生注意录音的语音语调和句子的停顿并小声跟读。 4．教师让学生再次阅读对话，勾画出其中的生词、重要短语以及句子，然后教师进行讲解。 5．学生三人一组进行对话练习。学生先熟读对话，然后和其余两名搭档一起表演这个对话。 6．学生浏览活动1的题目和下方的内容，勾出文中提到的信息，然后教师核对答案。 7．教师让学生浏览活动2方框中的单词以及下方的短文，然后把短文内容补充完整，教师请几名学生起来回答，同时订正答案。 8．学生四人一组进行活动。学生讨论树木的功能，并把活动3的信息补充完整。 9．教师请几名学生分享他们的答案，然后归纳人类需要树木的原因以及树木在人类生活中起到的作用。 10．要点点拨。 There are so many trees and plants. so ad v.如此；这么。它主要有以下三种用法： ①“so＋many/much/few/little＋名词”表示“如此多/少的……”，其中，many/few修饰可数名词复数，much/little修饰不可数名词。例：It's hard to believe that he ate so much food
人教八年级英语上册Unit 2第2 课时教案 第二课时Section A(2a－2d) 重点单词once ad v.一次；曾经 twice ad v.两次；两倍 Internet n．(国际)互联网；因特网 重点单词program n．节目 full adj.忙的；满的；充满的 swing n．摆动；秋千v．(使)摆动；摇摆 重点短语once a week一周一次swing dance摇摆舞play tennis打网球 重点句子1.How often do you watch TV？你多久看一次电视？ 2.How come？怎么会？ 教学 难点 掌握how often句型的提问和回答 根据句意及音标提示写出单词及其汉语意思。 1．I often go shopping once /w?ns/ a week.一次 2．Dave helps his mom do housework twice /twa?s/ a week.两次
环节1新课导入 T:We know every week has weekend. What do you usually do on weekends? S1:I often stay at home and watch TV. S2:I often go to the movies with my friends. S3:... T:How often do you do these activities? Ss:... 设计意图:复习上一课时的句型,通过课前的师生问答互动环节引入新话题。 环节2学习2a－2d 1．让学生朗读2a的题干和方框中的单词及短语,理解其意思,预测听力内容。 2．播放录音,完成2a的练习。 3．再次播放录音,完成2b的练习。 4．让学生两人一组,朗读2c的对话,并就自身的实际情况完成2c的表格。 5．两人一组,就完成的表格信息进行问答练习。老师挑选两三组学生当堂表演对话。 6．让学生朗读2d的对话,掌握其大意,并标出其中的生词、重点短语及难句,老师对其进行讲解。 7．结对练习,分角色有感情地表演对话。老师挑选两三组学生当堂表演对话。 8．要点点拨。 (1)How often do you watch TV? 【辨析】how often、how long、how soon与how far How come？怎么会呢？它是英语交际应用中的一个常用句型,用来表示说话者觉得某件事有点奇怪,想不明白。它既可以单独使用,也可用来提问,以how come开头的问句使用的是陈述句语序。
人教八年级英语上册Unit 6第2课时教案第二课时Section A(2a－2d)
根据汉语意思完成句子,一空一词。 1．玛丽明天可能会来,但我对此没有把握。 Maybe Mary is coming tomorrow, but I am not sure about it. 2．一定要在学校大门口等你的父母。 Make sure to wait your parents at the school gate. 环节1新课导入 T：Hello, everyone! Last class we talked about our dreams. Can you describe your dream job?
You can use the following sentences: I want to be a ... when I grow up. I am going to be ... and I am going to work in... S1：... S2：... T：Ok, I think your dreams are all good. 设计意图：通过复习上一节课所学知识,进一步引导学生谈论自己的职业理想和未来计划。 环节2学习2a－2d 1．让学生观察教材第42页2a的图片,预测听力内容。 2．听一遍录音,完成2a的任务并核对答案。 3．再听一遍录音,完成2b的表格并核对答案。 4．再播放一遍录音,让学生跟读对话,整体感知。 5．结对练习,先浏览2c中的对话模板,然后用2a和2b中的信息来编对话,最后邀请两三组学生当堂表演对话。 6．让学生轻声跟读2d的录音,理解其大意。 7．教师引导学生朗读2d的对话,并讲解其中的难点。 8．让学生两人一组,分角色有感情地练习2d的对话,老师走访指导；然后邀请一组学生当堂表演该对话。 9．要点点拨。 Not everyone knows what they want to be. ①该句中含有一个what引导的宾语从句,作动词know的宾语。 ②not everyone是不完全否定,意为“不是每个人”。 10．学以致用。(根据汉语意思完成句子,一空一词) 并不是每个人都喜欢去度假。 Not everyone likes to go on a holiday. 设计意图：通过先观察图片和预览题目,预测听力内容,让学生做到心中有数,有的放矢。在听的过程中先听后读,指导学生快速捕捉并记录有用的信息,同时引导学生注意语音语调,为下面的口语练习做好准备；通过2c和2d的任务,让学生进行语言实践,鼓励学生大胆开口,巩固所
第二课时Section A(3a－4c) 课时目标
患有心脏病，需要马上去医院。 7．Should I put some medicine on it? 我应该在上面敷些药吗？ 教学难点学会持正确的态度去帮助别人；能够利用情态动词should询问及给出建议 自主学习 观察下列句子的画线部分并总结规律。 1．— Tom，I have a toothache. — You should see a dentist. 2．— I’m not feeling well these days.I have a bad cough. — You shouldn’t smoke so much，I think. 3．— Should I put some medicine on it? — Yes，you should./No，you shouldn’t. 结论：should的用法 should为情态动词，无人称和数的变化，不能单独作谓语，必须和后面的动词原形一起构成谓语。其否定形式为should not(shouldn’t)。表示劝告或建议时，意为“应该，应当”，这时与ought to、be supposed to用法相当，但语气不如ought to强烈，且should更侧重个人主观的看法，而ought to更侧重客观情况。 教学过程环节1新课导入 教师向学生展示四幅有关病症的图片并问学生，然后学生根据图片回答教师所提的问题。 T：What’s the matter with him? Ss：He has a sore throat.
T：What’s the matter with him? Ss：He has a stomachache. T：What’s the matter with her? Ss：She has a sore back. T：What’s the matter with him? Ss：He has a toothache. 设计意图：教师通过展示图片并提问，不仅帮助学生复习了上一课时所学的重点知识，而且还激发了学生的学习兴趣，活跃了课堂氛围，为之后的学习做好了铺垫。 环节2学习3a－3c 1．教师先向学生展示3a中的图片，然后让学生相互讨论发生了什么，面对这种情形应该做什么，最后教师请几名学生来回答。 T：What happened in the picture? Ss：A man was lying on the side of the road. T：What should we do to help them? Ss：We should call an ambulance. T：Did you think the bus driver would help him? S1：Yes. S2：Yes. S3：No. ... 2．通过讨论后，快速地浏览一遍3a的文章，核对下和自己刚刚讨论后的回答是否相近。
八年级英语下册第1单元第2课时教案 Unit 1 What’s the matter? Section A 3a—3c 一、【教材分析】 二、【教学流程】
passenger, off, get off, to one’s surprise, onto, trouble, hit (hit), right away, get into (2) Finish off the exercises to check the new words. get off hit trouble to my surprise passengers ①He often helps others an d he isn’t afraid to get into ____________. ②It was National Day yesterday, and there were too many ____________ on the train. ③Unluckily, bus No. 26 _______ the old man yesterday. ④He will __________ the bus at the next bus stop. ⑤I was worrying about what to cook for lunch. _________________, lunch was ready when I got home. Answers: ①trouble ②passengers ③hit ④get off ⑤To my surprise Ⅱ. 阅读 训练 1. Pre-reading Look at the picture, read the title of the passage and then discuss the following questions. (Activity 3a) The title of the passage: Bus Driver and Passengers Save the Old Man Questions: ①Can you guess what’s wrong with the old man? ②What is the woman next to him doing? ③Who do you think is going to save him? 2. While-reading （1）Read the passage quickly and match each paragraph with the main meaning. (Activity 3a) Para 1 Accident result Para 2 Something happened at 9:00 a.m. yesterday Para 3 Bus driver’s and passengers’ reactions （2）Read the passage quickly and answer the questions. ①What did the bus driver see on the side of Zhongshan Road? He saw an old man lying. ②Did the bus driver help the old man? Yes, he did. ③Was the old man dead or alive (活的)? He was alive. （3）Read the passage carefully and check the things that happened in the story. (Activity 3b) Answers: 1, 3, 5, 6 Ⅲ. 强化 巩固 1. Fill in the blanks with the words in the box. without happened quickly sad help surprise only when At 9:0 a.m. yesterday, bus No. 26 was going along Zhongshan Road ________ the driver saw an old man lying on the side of the road. A woman next to him was shouting for ________. The bus driver, 24-year-old Wang Ping, stopped the bus _________ thinking twice. He got off and asked the woman what _________. She said
第二课时Lesson 2It's Getting Warmer！课时目标 一、用所给词的适当形式填空。 1．The sun rises (rise ) at six this morning. 2．Did you know lightning is some times hotter (hot) than the sun? 3．When he grew up，he became (become) a doctor. 4．The snow doesn't melt (not melt) easily in winter. 5．Can you tell the difference (different) between them? 二、写出下列画线短语的汉语意思。 1．I need neither my heavy winter coat nor my boots now！既不……也不……2．On my way to school this morning，I saw some winter jasmine blossoming.迎春花
3．Children run around or play_on_the_swings.荡秋千 4．My class is also planning a_field_trip to the countryside.野外旅游；远足；(学生)实地考察旅行 教学过程 环节1新课导入 T：What is spring weather like? S1：In spring，the weather becomes warmer.The temperature goes up! S2：In early spring，it sometimes snows.But the snow melts quickly because of the warm sunshine. S3：In April，showers begin.Sometimes there are storms with thunder and lightning. T：Which season is your favourite？And why? Ss：Spring/Summer/Autumn/Winter.Because... T：OK! Today we will learn more information about spring. 设计意图：通过教师提问、学生回答的形式谈论春天的天气以及学生喜欢的季节，可以激发学生的兴趣，循序渐进地引入本课时的话题。同时，活跃的课堂氛围为接下来的学习作了铺垫。 环节2新课学习 1．将学生分成若干小组，选出组长，然后一起讨论教材第4页上方“THINK ABOUT IT”中的问题。 2．教师邀请每个小组的组长展示小组讨论后所得的结果，并对学生表述有误的地方予以指正。 3．让学生快速阅读教材中本课时的书信，了解其主旨大意。 4．教师播放课文的录音，让学生模仿录音的语音语调小声进行跟读；然后学生在文中标记出本课时的生词、重要短语以及句子。 5．教师讲解本课时的主要内容。在讲解的过程中可邀请学生尝试翻译其中的重难句。 6．让学生根据书信内容，完成活动1和活动2的练习。教师请学生分享答案，然后订正答案。 7．让学生浏览一遍活动3方框中的单词并知道其意思，然后用这些单词完成活动3中的五个句子。 8．教师请五名学生分别读一读这五个句子，全班一起核对答案。 9．学生四至五人为一组进行讨论。学生可根据活动2和活动3的内容讨论春天及其相关的户外活动。
Unit 1 Where did you go on vacation? New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains． Did she go to Central Park？Yes，she did．No, she didn’t 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。 根据初中英语新课程标准和本科教材内容，我确定了以下目标： 1．Master the vocabulary 2．Master the key patterns: Where did you go on vacation? I went to the mountains ? Did she go to Central Park？Yes，she did．No, she didn’t 单元教学重难点 1．Vocabulary and Expressions 2. Grammar Focus：Where did you go on vacation？I went to the mountains. Did she go on Central Park？Yes, she did． No, she didn’ t Use the past tense to talk about activities that happened in the past in E nglish with the following sentences： Where did you go on vacation? Did you go to…？Yes. …/No，… Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的 生活，They are all interested in talking about it. Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus 教学目标 知识与能力 1. Match the vocabulary：New York City，Central Park，exam． 2. Master and use：Where did you/ they /he / she go， vacation? I / They /He /She went to the mountains＼New York City＼beach＼ summer camp． Did you go to the beach？Yes，I did．No, I didn’t． 过程与方法 通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过 去时态。 教学重、难点及教学突破重点 l. The vocabulary：New York City, Central Pads，exam． 2. Language： Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ N ew York City/ beach /summer camp Did you go to the beach? Yes，I did. No, I didn’t. 难点 Use the language to talk about past events． Language: Where did you go on vacation?及答语的学习 step 1 Greetings
Unit 10 I’ve had this bike for three years. The second period Section A (3a—3c) 一、【教材分析】 教学[来源:学&科& 网Z&X&X&K][来源:学§科§网] 目标[来源:学科网ZXXK] [来源:Z_xx_https://www.doczj.com/doc/591637607.html,] 知识 目标 1. 学习并掌握下列单词： junior clear clear out bedroom no longer own railway part part with certain as for honest to be honest while truthful 2. 能正确使用以下常用表达： seem to get smaller, part with certain toys, a train and railway set, do with the money，homemade, 3. 能熟练掌握并使用下列重点句式： 1）We have de cided to each sell five things we no longer use. 2）As for me , I didn’t want to give up my football shirts, but, to be honest, I have not played for a while now. 3) It has special meaning to me becau se Grandma gave it to me.[来源学科网] 能力 目标 通过阅读训练，能从阅读中获得个人物品的相关信息。 情感 目标通过本课的学习，正确处理并充分利用自己的废旧物品。 教学重点与庭院售卖、生活中的常用物品相关的词汇以及现在完成时表示持续性动作和状态的用法。 教学难点理解延续性动词可用于表达持续性动作和状态，能够与since和for搭配使用。 教学方法情景教学法；任务型教学法。 二、【教学流程】 环节师生活动 I. Preparation 准备课前3分钟检查单词预习情况，教师根据学生读的状况，适当领读，帮助学生正音。 1. Free talk “自由交际” 2. Revision “复习检查” 通过检查上节课布置的作业落实作业完成情况，进而为新课的导入铺路搭桥。 通过检查“学案”中“新知预习”内容检查预习效果。
八年级英语上第10单元第2课时教案 Unit 10 If you go to the party, you’ll have a good time . Section A Grammar Focus—3c 一、【教材分析】 教学目标知识 目标 1. 让学生能听、说、读、写下列词汇和短语。 chocolate, upset, taxi, advice, potato chips 2. 学习并熟练掌握下列句型。 1) I don’t know what to do about going to Mike’s birthday party tomorrow night. 2) If I go to the part y, they will be upset. 3) Also, I’m not sure how to go to the party. 4) Can you give me some advice please? 3.学习if引导的条件句构成的规律；情态动词should的用法。 能力 目标 学会运用if引导的条件状语从句、情态动词should和一般将来时等语法讨论话题“聚会”；学会运用所学句型对将来要发生的事进行假设和推断。 情感 目标 通过角色扮演、分组探究等活动，培养学生的合作意识；通过与他人交流、相互学习与帮助，培养学生的团队精神。 教学重点 1. .学习运用will构成的一般将来时。 2. if 引导的条件状语从句。 教学难点 1. if 引导的条件状语从句的构成和用法。 2. 情态动词should的用法。 教学方法情境教学法；任务型教学法。 二、【教学流程】 环节师生活动二次备课 I.复习热身1.让学生2人一组，用if造句子进行问答练习。 A: What will happen if you go to school late? B: If I go to school late, my teacher won’t ha ppy. A: what will you do if you are happy? B: I will laugh if I’m happy. 2. 用动词的适当形式填空。 1. I f it _____________ (not rain) tomorrow, we’ll go to the zoo. 2. If she __________ (finish) her work early, she _________ (go) home. 3. I don’t know if it _____ (rain) tomorrow. If it _____ (rain), we _________ (not go) fishing. 4. He can’t pass the exam if he _________________ (not work) harder. 5. I am learning how_______(swim). 6. Please __________ (take) the message to her when you _________ (meet) Mary. Ⅱ.感知 体验1. 教学本课生词： chocolate, upset, taxi, advice, potato chips 2. 让学生默读Grammar Focus 表格中的例句，如有可能，教师可以提
Unit 9 Can you come to my party? Section A 2 (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 学习掌握下列词汇：invite, accept, refuse 2）进行一步复习巩固运用Section A 部分所学的生词和词组。3）进一步学习运用所学的知识来表达邀请；学会如何回答别人对自己的邀请，以及学会如何有礼貌地拒绝他人的邀请，并陈述理由。 4) 掌握情态动词can, must, have to, might的用法。 二、教学重难点 1. 教学重点： 1) 进一步学习运用所学的知识来表达邀请；学会有礼貌地答复他人对自己的邀请。 2) 掌握情态动词can来表达邀请；运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。 2. 教学难点： 1) 能熟练进行邀请及应答。 2) 运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。 三、教学过程
Ⅰ. Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Ask some Ss to invite some Ss to his/her party. The partners give some answers. S1: Can you come to my party? S2：Sure. I’d love to. S3: Sorry, I can’t. I have to look after my sister at home. S4: … 3. Role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ①─星期六你能来我的聚会吗？ ─____ you _____ to my party on Saturday? ─当然，我乐意来。Sure. ____ _____ _____. ─对不起，我必须为数学考试而学习。 Sorry, I _____ _____ _____ a math test. ②─明天晚上你能去看影剧院吗？ ─ _____ you ____ to the movie ___________ night? ─当然可以，听起来很棒。 ─ ______, that _______ ________. ─恐怕不行，我得了流感。 ─I’m ______ not. I have the ______. ③─他能去聚会吗？
自主学习方案 1. 2. 3. 课堂导学方案 Step 1 复习（1分钟） eg: A：Who is funnier, A or B?
B:I think B is funnier. Step 2 情景导入（2分钟） Who sang better? Why did he/she sing well? 环节说明：通过师生互动既复习了上节课的内容，又锻炼了学生 Step 3 完成教材2d的任务 1.学生自读对话，根据对话内容完成下列句子。（5 （1）There was a singing competition yesterday. （2）Julie thinks Lisa sang better than Nelly. （3）Anna thinks Nelly danced better than Lisa. （4）The girl with shorter hair is Lisa. 环节说明：将对话转化成填空题，这样能对所学的比较级起到复 2.大声朗读2d对话，读熟后与同伴结对练习，分角色表演对话。（3 3.邀请三组学生表演对话。（5 4.小结训练。（3 （ B ）（1）This box is _________heavier than that one. A. lots of B. a lot C. a lot of D. more ( C )（2）—Do you know _________girl is Lisa?
—The girl in a red skirt. A. who B. what C. which D. whom ( D )（3）The coat I bought last week is too big for me. I’d like to change it for a _________one. A . small B. larger C. nicer D. smaller ( D )（4）Tom draws _________better than his brother. A. more B. most C. many D. much Step 4 完成教材Grammar Focus及3a 1.参考学案中语法精讲精练部分。（5 2.让学生用单词写出3a中问句及答句。提示：as+原级+as；比较级+than。（3 环节说明：通过对学案上语法的讲解与作业练习及3a的练习，使学生 Step 5 完成教材3b—3c的任务 1.根据3b的提示，要求学生模仿句子I’m taller now than I was two years ago.写出4个句子表达自己和两年前的变化。（3 2.对比自己的父母，完成3c表格内容，然后用Who is …your mother or your father?来询问你的搭档父母的情况。（3
八年级英语教学案例分析 2009-12-18 12:33:28| 分类：学习交流| 标签：|字号大中小订阅 案例一：Section A (第二课时) 一、本节课教学重点： 1、继续巩固六个一般现在时的时间副词always, usually, often, sometimes, hardly ever, never 以及涉及学生日常生活的几个词：exercise, watch TV, go shopping, do homework, go skateboarding等。 2、在巩固学习的基础上，引入表时间频率的词组：once a week, twice a week, three times a week, every day 等以及本单元 的主要句型：How often do you exercise? I exercise …… 二、教学分析：我在进行本节课的教学时，感觉有些别扭，由于和学生之间的陌生造成了学生极为的不配合，使我在这节课的教学陷入极大的被动。不得不杀个回马枪对于所学内容进行强化训练，然后再布置任务，结果不仅不令人感到满意，弄得学生也很疲倦。课下通过仔细的分析，大致原因如下：1、导入不成功。没有把本节课的教学内容与上节课的内容进行必要的衔接，完全违背了学生知识构建的规律，因此使得学生在课堂上的学习有些迷惘，有些被动。2、操练不够。在导入新的教学内容之后，应该及时地进行适当的句型操
练，但是由于缺乏对学生的水平的了解而只是蜻蜓点水似的带过。从而导致自己的课堂教学步入一个僵局。费时费力还没有任何收效。 三、教学策略：总结以上几点失败的教训之后，我认为在以后的教学中应该注意以下几点：1、再次面对新的学生时，应该先对学生的实际情况和上英语课的常规习惯进行一个大致的了解，并且针对学生的学情对自己的教学模式进行适当的调控。2、本节课的导入应该以always, usually, often, sometimes, hardly ever, never 入手，然后再通过对话让学生明白How often do you exercise? 的意思。 3、本节课应该强化操练的句型为：H ow often do you …? How often does she…? 等I exercise every day/once a week / twice a week /three times a week / once a month.通过手势告诉学生该怎样配合。 4、在对学生不了解的情况下，课堂教学用语应该尽量简单明了，必 要时可以使用汉语教学，不必拘泥于英语教学的硬框框。 案例二：Section A (第三课时) 一、教学重点：1、巩固词汇：every day , once ,twice, three times, how often surf the Internet等2、帮助学生学会调查，并通过调查培养学生的两个习惯。一是养成良好的日常生活和学习的好习惯。二是培养学生的合作能力以及与别人共享信息的习惯。另外，培养学生学会分析数据，得出结论的能力。 二、教学分析：我在组织本节课教学时是以一个简单的调查入手：Who likes English?/maths?/Chinese?/Computer? 可能是因为这个
最新教学资料·人教版英语 Unit 2I'll help to clean up the city parks. 第一课时 教学目标 能运用以下句型进行交际： I'd like to work outside． You could give out food at a food bank． 教学过程 一、导入(Lead-in)： 展示几张需要帮助的人或事的图片。(如：sick people，homeless children，dirty park，hunger) 通过图片让学生充分展开想像力，针对每一幅图片进行描述，激起学生的同情心和对以下内容的兴趣。 二、句型引入和操练(Presentation and practice) 1．版书：What can you do to help sick people? I could visit them in the hospital． I’d like to buy them some flowers． I hope to cheer them up． 让学生给出不同的回答，强调I’d like to，hope to，volunteer to，could和其他动词的搭配。老师不断强化句型，让学生有个模式进行下面的训练。 2．结对练习对话 另外再让学生结对操练句型：
通过反复操练，巩固句型，体会以上句型的结构，为后面的讨论作铺垫。 三、教学操练(Practice) . 1．教学 1a， 1c， 2c． Step1: 让学生根据内容对话，引出volunteer，work outside，cheer up，help sb. with sth．，give out，clean up，in the 1aospital．并用刚刚学到的目标句型来操练。（若有学生不明白，老师可先示范一次。) Step2: 抽查几对学生，让他们在全班面前，按要求进行对话。 2.教学1b， 2a，2b． Step1: 帮助学生明确题目的要求。接着，听力练习，学生根据录音内容完成1b，2a and 2b。 Step2:重放一遍录音内容，学生跟读。学生通过听力练习，进一步熟悉本课的目标语言。 四、教学巩固 通过版书引导学生完成一个任务： 假设你有个朋友周末生日，他打算在家开个生日舞会。他现在有很多事情忙不过来，你能给他提供什么帮助？ 说明：通过来完成一个任务。让学生运用所学内容，既巩固了本课所学的语言目标，又开拓了学生的思维，使学生的语言运用源于书本又高于书本，培养学生在实际生活中运用本课所学内容，来解决现实生活中的实际问题的能力，达到新课标提出的培养学生综合运用语言的能力。 五、作业 (Homework)： 1．下周你们班将去老人院，去那里有什么可以做的，罗列4～5点。 2．翻译下列短语。 (1)打扫 (2)张贴 (3)去医院看望生病的小孩 (4)在外面工作 (5)提供帮助 (6)推迟 (7)分发 (8)无家可归的人
八年级英语(下)第2单元第1课时 Unit 2 I’ll help to clean up the city parks. Section A 1a—2d 一、【教材分析】 二、【教学流程】
II. Presentation 呈现1. Learning tasks“示标定向” 出示这节课的三维学习目标。 (1)学习并掌握下列单词： clean up; cheer; cheer up; give out; volunteer; come up with; put off; sign; notice; hand out; call up; used to; lonely; care for (2)能正确使用以下常用表达： clean up; cheer up; give out; come up with; put off; hand out; used to; care for (3)能熟练掌握并使用下列重点句式： The girl could visit the sick kids in the hospital to cheer them up. The boy could give out food at the food bank. We need to come up with a plan to tell people about the city park clean-up. 2. Leading-in“导入新课” (1) Learn some words and expressions about health problems according to some pictures: A: What could I help others? B: You could help to clean up the city parks. (work outside, visit sick children in the hospital, give out food at the food bank) ) (2) Play a game: Listen to the teacher carefully, according to the teacher’s descriptions , find the most likely results: A. I was playing with my friends at the park yesterday. Then it got windy, but I didn’t put on my jacket. B. I ate too much junk food at my friend’s birthday party. C. I was playing soccer the other day and I hurt myself. D. I didn’t sleep well. I can’t really eat anything. It hurts a lot. E. I talked too much yester day and didn’t drink enough water. F. I don’t look well. My face looks a bit red. And my head feels very hot. (3) Learn some words and expressions: A: What should I do to be a volunteer? B: I think you should visit the old people in old people’s home.. (write the stories for the newspaper, cheer up the children, tell the stories, clean up the city parks) III.Practice 操练1. 机械操练(Mechanical Drills) 1) 1a Practice the conversation in the picture according to 1a: A. What could I do? B: You could visit sick children in the hosp ital. Or: I think you should… （help clean up the street, sing songs for the children in the hospital, help stop hunger） 2. 有意义操练(Meaningful Drills)