Howoftendoyourcise教案

1、人教2011新课标八年级上册Unit2SectionB第一课时教学目标 Knowledge ObjectsFunction: To train students listening, speaking and writing skills.Key Vocabulary: junk, junk food, coffee, health, healthy, healhilyTarget Language:1. How often do you drink milk, Liu Fang?         

2、60;       2. I drink milk everyday                 3. Do you like it ?                 4.No, but my mother wan

3、ts me to drink it . She says its good for my health (4) Structure: be good for, want sb to do sth, How many hours do you sleep every night?2. Ability Objects To train students abilities of comprehension, speaking, listening and writing.3. Moral Objects To help students form healthy ha

4、bits and get rid of the bad ones.学情分析 The students are in Grade Eight now, and they have some interests of learning and speaking English, they are willing to cooperate and communicate with others in class, especially this lesson is related to their daily life: healthy lifestyle. I think its easy for

5、 them to learn the lesson and they will take an active part in the activities in class.   重点难点 Teaching Key PointsKey vocabulary in this period.Target language in this periodTeaching Difficult PointsImprove students listening and writing.Make conversations freely.5教学过程   

6、60;Step1 Greetingsandleadingin.Play a guessing game and give students two clues. Give a present to the student who guesses right.Two teams have a competition.设计意图：利用一个猜物体的游戏导入水果：苹果。自然过渡到所学内容，而且学生十分感兴趣

7、。另外，答对的同学得到苹果的同时告诉学生们这节课的竞争机制。Step2Presentation 1. Show some pictures of different food. Let student have a race to say their English names out. 2.Play a game!Show some pictures on scre

8、en very fast, Ss have to say the words in English as quickly as they can。3.Let students compare two kinds of breakfast and choose one for the teacher. At the same time, explain“health, healthy, healthily, junk food”.Let stude

9、nts talk about some other junk food in their daily life.设计意图：通过两份不同的早餐引出本课的话题：健康的生活方式。通过向学生展示有关食物的图片，并让他们参与讨论，知道哪些才是正确的饮食。本活动在设计上比较符合学生的认知水平，能激发学生完成任务的兴趣和参与活动的热情，活跃课堂气氛，为进入正文教学打下基础。同时，上课伊始就自然的教授重点词语，而不是孤立的单纯讲解，符合学生的认知规律。Step31aLet students match the words with the 

10、pictures.After finishing the activity, ask someone to share the answer.And then, check the answer.设计意图：通过完成课本任务，使学生熟悉本课重点词语。任务简单明确，增强学习自信心。Step4 1bShow the conversation in 1b. Choose two students

11、 to read the example, then have students talk about their own eating habbits each other like this .Students share their dialogues.设计意图：通过对话练习，给学生创设交流的机会，训练学生的口语交际能力，鼓励他们大胆的说。通过短语、句型的补充，鼓励其拓展创新对话内

12、容。此环节还能使学生增进彼此间的了解，并初步意识哪些是好的习惯，哪些是不好的习惯。Step 51c and 1dFirst, intruduce Tina and Bill to the students, tell them they will hear a reporter interview Tina and Bill .Ask students to

13、 read the sentences in the chart together and explain some key words to make sure they understand each sentence.Listen to the recording and fill in the blanks i

14、n the suevey about how often Tina and Bill do the things .Then check answers .After that, let students say who has good habits.设计意图：通过听力练习，使学生意识到两种不同生活方式的差别。在听之前，让学生齐读问题，解释how many

15、 hours, 既是对本课重点句型的答疑解惑，又是对听力技巧的点拨，让学生有目的的听。在答案的反馈上，考虑到本课教材没有涉及到一般现在时态的单三形式，而它又是中学生学习英语易疏忽的问题，所以我在本课做了补充，让学生以第三人称进行汇报。Step 6Tell students the importance of health and how they can live a healthy life.设计意图：通过此环节德育渗透将课堂与生活紧

16、密联系，告诉学生健康的重要性，倡导学生要有健康的生活方式，科学学习，健康生活。同时也是为下一个环节写作训练打下基础。Step 7 writing practiceLet students write a composition about their own lifestyles. Give them some advice about how to write the composition. Ask students to finish the writing individually. Then ask some students read their compositions to the class.设计意图：学以致用，课堂上大量的语言输入为学生的语言