课 题 Unit2 How often do you exercise
学情分析 本单元是人教版新目标英语八年级上册第二单元，。主要围绕“exercise”这个话题展开讨论，并懂得询问和回答最喜欢的活动以及作息时间的安排，八年级的学生通过一年的英语学习及各种课堂训练，已经初步掌握了英语听说读写的各项基本技能，课堂活动的组织与开展不会很难但是学生刚刚由假期休息状态回归到紧张的休息状态，还需要教师精心设计一系列的活动来推动其学习状态的回归及激活。通过本单元的进一步学习，使学生能够更加熟练地运用目标语言进行交际活动。
教学目标 语言技能 听：1.能听懂谈论有关使用不同程度的频度副词所表达做某事的频率。
2.在听力材料的跟读中，能知道模仿其正确的语音、语调。
说：1.能运用what do you usually do on weekends?
2.能初步使用How often特殊疑问句的问和答，并注意正确使用频度副词
3.能正确、连贯、流畅地朗读听力材料；
语言知识 语音：在朗读文本和进行对话时能模仿录音中的语音语调，口语交流时能做到语音、语调基本流畅，自然，正确
词汇：1.理解：swing , swing dance；
2.熟练运用：housework, hardly, ever, once, twice, Internet, program
语法：1.熟练运用一般现在时how often引导的询问频度的特殊问句 答语.
2.正确区分表示频度的副词及其用法。
句型：What does she usually do on weekends?
He usually watches TV.
How often does he go shopping?
He hardly ever goes shopping.
功能：能初步使用频率词于特殊疑问句的回答句中。
话题：1. 学会谈论做事情的频率。
2.能够理解区分并熟练运用本节课表示频率的副词。
情感态度 1.培养学生有规律地安排活动的能力，促使学生养成良好的学习习惯
2.学生通过合作交流与他人的分享生活的乐趣,了解平时的活动爱好,增进友谊。
学习策略 交际策略：通过师生和生生间的“Asking and answering” 和生生间的 “Pairwork” , 让学生学会和他人合作交流，并把语言材料运用到真实生活中去。认知策略：在学习中集中注意力；在做听力时能根据图片信息或题干进行预测；
文化意识 使学生了解不同的背景，不同文化的国家对健康饮食的不同观念，开拓学生的视野，加强他们对不同文化的包容性。
教学重
难点 教学重点 1.频率词汇及询问活动频率，掌握“What do you usually do？”、“How often do you 。。。？”句型来讨论自己的课余活动
2.一般现在时态的熟练运用
教学难点 时间频率副词的辨析及询问活动频率频度副词 once/twice/three times a week/ a month, 以及always, usually, often, sometimes的区别及用法。并用这些频度副词介绍自己的课余活动
教学方法 情境教学法，任务型教学法，合作教学法
教学辅助手段 录音机，多媒体辅助教学，ppt等
Teaching Procedure
Stages/Timing Teachers’ activities Students’ activities Methodology
Step1 Brainstorm
.&Leading in
Step2.
Presentation
Step3Talk Show
.
Step4. Listening in 1b.
Step5. Practice
Step6 Pairwork
Step7 Game
Step8 Listening in 2b.& 2c
Step9 Groupwork
Step10
Role-play
T: Did you enjoy your last weekend?
Was it interesting?
What did you do on the last weekend?
T: We can’t only study, we can do many other things in our life. Can you tell me what other things we can do?
1a Look at the picture. Make a list of the weekend activities.
Go through the answers together as a class.
1. help with housework 2. watch TV 3. go shopping
4. do some reading/read 5. exercise
T: What do you usually do on weekends?
T:What does Alice do on weekends?
presents the new sentence pattern “What do you always /usually/…do?”
T: You see, we can do a lot of different things every day.(show a picture showing “always”) Tony, what do you always do on weekends?
T: Good. How about you, Tina? What do yo always do on weekends?
T:What do you usually/ often / sometimes do on weekends?
T: Do you go skatboarding on weekends?
once a day/ a week/ a month/ a year
twice a day/ a week/ a month/ a year
It’s always interesting to watch other people show their talents.
Why do people usually make resolutions?
When we watch movies about the future, we sometimes see robots.
They hardly ever watch TV.
Go through the six frequency words as a class.
T: Listen and fill in the blanks on the screen with what you hear.
Then, have Ss write down the activities next to the correct frequency words.
After listening, encourage Ss to look at the screen and fill in the blanks with what they hear.
1c.T:What do you do on weekends?
T:Do you go shopping?
Have Ss practice the conversation in 1a. Then, have them make their own conversations about what they do on weekends.
What does she do on weekends?
Does she go to cinema?
What does he do on weekends?
Does he use the Internet?
What do they do on weekends?
Let Ss say out the sentences as quickly as possible.
T: 2a. Now, Cheng Tao is talking about how often he does these activities. Listen and number the activities[1-5] in the order you hear them.
2b.Listen again. Match the activities in 2a with how often Cheng Tao does them
2c.How often do you do these activities? Fill in the chart and then make conversations.
Let students work in groups, then ask two groups to act them out.
Look at 2d on page 10 and role-play the conversation with your partner.
Give Ss 5 minutes to prepare. Then ask a few pairs to present their conversation to the class. Ss: No, we can’t enjoy ourselves.
Ss: We susally study.
Help with housework go shopping
go to the movies have dance and piano lessons swing
dance play tennis
playsports go camping
exercise.
Student write down the activities
S1: I often play soccer.
S2: She often helps with housework
S1 I always read books.
S2: I always …
S3: I usually/ …
S4: No, never.
Ss talk about their weekend activities.
Students check the answers
Students listen and fill in the blacks
Ss:I usually watch TV.
S1;No,I never go shopping.
She …
No, …
He …
Yes, …
They often…
I usually does my homework on weekends.
I often do my homework on weekends.
I sometimes do my homework on weekends.
I sometimes exercise on weekends.
I hardly ever exercise on weekends.
Students listen and number the activities [1-5] in the order you hear
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.
教学设计说明：从贴近学生熟悉的话题入口，通过头脑风暴把常见的周末活动汇总出来，为下一步讨论自己的周末活动提供基础。
有了课前的讨论导入，这些有关周末的短语已经基本复习了，所以这一步对于学生来说很简单，所以直接和学生一起对答案就可以了。
利用百分比图示呈现always, usually 等表示不同程度的词，更加直观，一目了然。
用脱口秀的形式，介绍自己的周末活动，符合学生生活。并且检测学生句型是否理解。
教学设计说明：听并完成1b任务不难，所以增加了听读并填出缺词的活动。这样就充分利用了听力材料，有利于培养学生听力和口语水平。
(给学生练习的时间,然后抽查5对看对话情况，特别是频度副词使用情况)
教学设计说明：进一步巩固本节课所学内容，让学生在讨论、听的基础上学会谈论自己和询问他人的周末活动。
复习了巩固重点句型和短语，也为下面完成听力内容做好铺垫。
听力前的铺垫对降低听力难度有很大帮助，因此听完回答2a应该不难。，一遍完全可以完成任务。
教学设计说明：进一步巩固本节课所学内容，让学生在讨论、听的基础上学会谈论自己和询问他人做某事的频率。
板书设计 Unit 2 How often do you exercise?
Section A 1a-2c
swing ,
swing
dance；
housework,
hardly,
hardly ever
once a week
twice a month
three times a day
Internet,
program
Unit1 How often do you exercise?
Section A 1a-2c
-- What do you do on weekends?
-- I always/usually/ often/ sometimes/ hardly ever...
-- How often do you exercise?
-- I exercise every day
-- How often does she go shopping?
作业布置 1. Finish the workbook 1.
2. Follow the tape in 2a.
3. Remember the key words and sentences on P1-2.
教学反思 这节课通过从贴近学生熟悉的话题入口，再通过头脑风暴把常见的周末活动的词汇和短语汇总出来，然后通过师生互动，以旧带新，利用百分比图示呈现always, usually 等表示不同程度的词，接着全面教学频度副词的特定意义和用法，对于学生来说第这节课的内容并不难，特别是听力，通过前面的铺垫活动，学生很容易完成，所以这节课对于大部分学生来说接受得较好。
