初中英语人教新目标 (Go for it) 版八年级上册Unit 2 How often do you exercise?Section B教案及反思

这是一份初中英语人教新目标 (Go for it) 版八年级上册Unit 2 How often do you exercise?Section B教案及反思，共6页。教案主要包含了课程标准，学习内容分析，学情分析，素养目标，学习重，教学资源准备，教学过程，板书设计等内容，欢迎下载使用。

八上 Unit 2Hw ften d yu exercise? Sectin 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Hw ften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hw ften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. Cmmunicatin Task-Based Teaching.
学法：
1. Preview, Review, Activities & Practice.
2. Pair wrk & Grup wrk
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
Shw pictures f tw peple t create an interview situatin.
T: Jim is my favrite actr. Once, a hst asked him, “Hw ften d yu exercise?” What did he say?
T: Exercise ften can help us t keep healthy! What else can we d t keep healthy?
Lk at the pictures and read the answers.
Ss: Once a week.
Ss: Every day.
Ss: I ften exercise.
Enjy a healthy fd sng.
Ss: We can eat gd fds.
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: Culd yu tell me sme healthy fd r drinks?
Ask Ss t finish activity 1a and then check the answers with them.
Recgnize sme healthy fds frm the pictures that are shwn n the screen.
Sa: I think salad is healthy.
Sb: Cla is unhealthy.
Sc: Dumplings are healthy.
Wrk n 1a. Read the wrds 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 wrk in pairs t ask and answer questins abut their eating habits. The example is shwed first.
Wrk n 1b. Ask and answer questins using the wrds frm 1a with their partners.
Sa: Hw ften d yu eat junk fd?
Sb: I eat it nce a week.
Sa: D yu like it?
Sb: Yes. But my mther desn’t let me eat it. She says it’s bad fr 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 fd和nt s healthy fd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 t read the questins in 1c first.
T: If smene has healthy eating habits, what d they usually eat r drink? If smene desn’t have gd habits, what d they usually d?
T: A reprter is interviewing Bill and Tina what their daily habits are.
Play the recrding and have Ss check their answers.
Let Ss ask and answer the questins ne by ne.
Read the instructins carefully and think abut T’s questins t get prepared fr the listening.
Listen t an interview abut Tina’s and Bill’s daily habits. Circle the answers t the questins in 1c.
Listen again and fill in the blanks in the survey list. Befre 1d, Ss can try t fill in the blanks by themselves based n their memries.
Check the answers.
Sa: Hw ften des Tina exercise?
Sb: She exercises every day.
Sa: That’s a gd habit.
Sc: Hw many hurs des Bill sleep every day?
Sd: He sleeps nine hurs.
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: Wh has better eating habits?
T: Whse lifestyle is better?
Encurage Ss t make a reprt in grups and then in class.
Accrding t the tips and pictures, talk abut their pinins and reasns.
Sa: I think Tina has better
eating habits. Because day.
Based n the sentence structures that T prvides, make a reprt 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 wrk in pairs t make cnversatins based n the chart in 1d. Walk arund the classrm and ffer help if necessary. Then invite sme pairs t shw in class.
Then let Ss have a free talk in class t find the persn wh has the healthiest lifestyle. Sme questins are prvided.
Wrk n 1e. Student A is the reprter. Student B is Tina r Bill. Ask and answer questins. Then change rles.
D a survey in class and take ntes in their charts. Then make a reprt.
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 t summarize.T: An apple a day keeps the dctr away!
T: Healthy lifestyle can help us study better and live better.
Have a summary f what we have learned with the help f T. D sme 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。
Hmewrk
Level A
Write a passage abut ne f yur classmates wh has healthy living habits and write abut yur pinins.
Level B
Write a passage t intrduce Tina’s r Bill’s living habits and write abut yur pinins.
九、板书设计
Unit 2 Hw ften d yu exercise? Sectin B (1a-1e)
Unit 2 Hw ften d yu exercise?
Wrds:
junk, junk fd, cffee, health
Sentences：
-- Hw ften d yu drink milk?
--I drink milk every day.
--Hw many hurs d yu sleep every night?
-- Nine hurs.
It’s gd fr my health.
十、目标检测
Ⅰ.单项选择。
( ) 1. I like English very much, s I ____ listen t the tape in the mrning.
A．usually B. hardly ever C. never
( ) 2. Milk is gd _____ ur ______.
A. t; healthy B. t; health
C. fr; healthy D. fr; health
( ) 3.—What des yur father d in the evening?
—He usually _______.
A．watch TV B．exercise C．reads bks
( ) 4.—____ students in yur class are frm Beijing?
— Only ne.
A．Hw ften B. Hw many C. Hw much
Ⅱ.根据句意填空。
5. The ld man ________(锻炼)every mrning.
6. I ften _______ (购物) n weekends.
7. We must _______ (保持 ) ur classrm clean.
8. There are sme ___________(不同) between the tw pictures.
9. He ____________ (几乎不) ges t a restaurant fr dinner.
10. Katrina desn't ften _______ (喝)cffee. She likes green tea.
十一、教学反思