Unit2Howoftendoyouexercise?教學設計一、 Teachingaims:Knowledgeaims:Usethewordsalways,usually,often,sometimes,hardlyever,neverandthephraseswatchTV,goshopping,readbooks,exerciseproperly.Learntousethesentences“Whatdoyouusuallydoonweekends?”,“Whatdoesshedoonweekends？”Abilityaims:LearntotalkabouthowoftenwedothingsDescribeandwriteaboutfreetimeactivityTrainstudents'listening,speaking,readingandwritingskills.Emotionaims:CultivatestudentscompetenceofexpressingandcommunicationHelpthestudentsgetknownwitheachotherMakethestudentshaveheatlthylifestyle,domoreexercise.二、 Analysisoftheteachingmaterials：Teachingfocus：ThestructuresandusageofHowoftenDifficultteachingpoints：Theusageoftheadverbs,suchas,sometimes,usually,always,never,andtheusageofthewords:most,some,all,etc.三、 Procedure:StepIWarm-upactivitiesDoit（學生按教師的指令做動作）T：readbooks/dohomework/drawpictures/lookattheblackboardT:run/stop/standup/sitdown.DoasIdo.（學生跟老師邊說邊做動作）Ireadbooksonweekends.Irunonweekends.Idomyhomeworkonweekends.StepnRevisionandpresentationShowthestudentspicturesabout“watchTVreadbooks、exercise、skateboard、playbasketball、washclothes、goshopping、gotomovies”.Askthemtoreadthesephrases.Askthestudents :“Whatdoyouusuallydoonweekends? ”andletthestudentsanswer: “Iusually onweekends.”(writethesentencontheblackboardatthesametime)“Runtrain”askseveralrowsofstudentstopacticethedialogueusingthesentence“Whatdoyouusuallydoonweekends?”,“Iusually on weekends.”Step川1a:Lookatthepicture.Askafewstudentstosaywhattheyseeinthethoughtbubbles.Thennameeachactivity. Askstudentstorepeateachone.“What'stheboy/girldoing? “He/Sheisreading. ”Thenaskthestudentswhofinishesfirsttowritetheanswersontheboard.ChecktheanswersontheboardStepIVPresentation anddrill:I.Showthepicturesofdifferentactivities.T:“Nowlet'sseemyactivitiesonweekends.I alwaysreadbooksat6:00inthemorning.ThenIusuallyrunat6:30.Ioftencleanmyhouseintheafternoon. SometimesIwatchTV,butIneverwatchTVtoomuch.Ihardlyevergotothemovies.”2.Showthepercentagesofthefollowing adverbsandaskthestudentsreadtwice.always(100%)usually(80%) often(30-50%)sometimes(20%)hardlyever(5%) never(0%)3.Showthepicturesonebyone,eachpictureshowsoneoftheverbs.Thenteacherask: “Whatdoyoudoonweekends?”,studentsanswer: “Iusually/always/often …run.StepV1b:Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.T:Listentotheconversationandwritetheletterofoneactivity(athroughe)afterthewordinthelist.Checktheanswers.StepW1c:Talkaboutthepeopleinthepictureabove.Whatdotheydoonweekends?Pairwork.Askstudentspracticewithpartner,andmaketheirownconversationsaboutthepeopleinthepicture.Showpicturesofactivities.Teacherask: “Whatdoesshe/hedoonweekends?”Studentsanswer: “She/heoften/usually...Doasurvey“Whatdoesshe/hedoonweekends? ”NameActivityHowoftenStepVDHomework:Makeaconversation “Whatdoyouusuallydoafterschool? ”ingroups.Collectsomeinformationaboutyourfavoriteteacherwithyourpartners, suchashisorherpersonality,hobby,eatinghabit andsoon.Thenintroducethisteachertous.喬家屯學區(qū)南網(wǎng)頭中學 石云霞關注情感教育在中學英語文本教學中的滲透，在《中學英語新課程標準》提出的三維目標中，情感態(tài)度價值觀是其中不可或缺的目標之一。 中學英語文本閱讀是中學生學習英語的重要材料之一，因此幫助學生從文本中初步體會英語語言的魅力，關注文本情感的體驗，培養(yǎng)中學生學習英語的積極情感，也是一個不可忽視的話題。以往課程只強調(diào)課程知識靜態(tài)的一面，忽視學生的情感和體驗。但是新課程理念下，不僅是文本課程，更是體驗課程，在教學中如何提供學生情感體驗呢？下面我就這個案例談談情感教育在中學英語文本教學中的滲透。努力挖掘學生的情感因素，積極創(chuàng)設情境，促進學生的情感體驗和情感表達。本課的主題是談論自己的業(yè)余活動，情感教育是讓學生能認識彼此，培養(yǎng)良好的生活方式并且多做運動。我在本課中積極挖掘學生的情感因素，積極創(chuàng)設情境，促進學生的情感體驗和情感表達。首先是一個熱身活動。Doit（學生按教師的指令做動作）T:readbooks/dohomework/drawpictures/lookattheblackboardT:run/stop/standup/sitdown.DoasIdo. （學生跟老師邊說邊做動作）Ireadbooksonweekends.Irunonweekends.Idomyhomeworkonweekends.把學生調(diào)動了起來，然后我給學生看圖片，問他們問題“ Whatdoyouusuallydoonweekends? ”聯(lián)系實際，回答很踴躍。在學生進行完對話練習后，我又設置了一個任務，活動調(diào)查。給學生創(chuàng)設真實情景，并進行表演。在這節(jié)課文本情景創(chuàng)設中，我注重學生的情感體驗和表達，盡量給他們一個多元的體驗過程。通過這個