Unit 2 How often do you exercise Section A（Grammar Focus-3c） 表格式教学设计

教学设计
课 题 How often do you exercise Section A（Grammar Focus-3c）
课时安排 第三课时 课前准备 PPT
教材内容 分 析 本单元围绕“个人特点”和“比较”两个话题展开，主要学习如何去描述一个人的特征，或者从一个人的特征的描述当中分析这个人的外貌和性格，并在实践练习中充分学习比较等级的用法。学会运用比较级，以及一般过去时、一般现在时和一般将来时来描述自己过去、现在和将来的情况，并进行相应的比较。 在这课中，学生要紧密联系学生生活实际，采用多种方式，以说为主，配合听得练习，最终以对话为途径，解决本课题的中心语句。
设计理念 通过本单元的学习，可以引导学生养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富效益多彩的校园生活。在此期间教师可以借助现代化信息技术手段来完成情境的创设，以生动形象的画面来激发学生的口语表达欲望，他们能够在产生身临其境之感的前提下自由阐述观点、分享生活经历，创设情境的过程中自然布置模仿表演任务、故事翻译任务、实践交际任务、演讲任务等，在课内营造良好的语用氛围，为学生提供更多口语表达的机会。
学情分析 通过分析了解他们当时的生理心理与学习该内容是否相匹配及可能产生的知识误区，充分预见可能存在的问题，对课堂上有针对地加以分析，使教学工作具有较强的预见性、针对性和功效性。 具体地说，对所在年龄阶段的学生，看他们长于形象思维还是抽象思维；乐于发言还是羞涩保守；喜欢跟老师合作还是抵触老师；对不同年龄学生注意的深度、广度和持久性也不同。
教学目标 Language goals Learn the usage of adverbs of frequency and review the present simple tense. Key words and phrases maybe, least, at least, stay up late, go to bed early, eat a healthy breakfast, play sports. Key sentences 1. How often does he watch TV 2. What do they do on weekends 3. He plays at least twice a week. Develop the logical thinking.
教学重难点 The correct position of adverbs of frequency. Some key words and phrases. Develop the learning habits and lopical thinking.
教学过程
教学环节（一） 师生活动 The T can make Ss talk about their weekends using the target structure. The T can observe and give feedback. Pay attention to the fluency of Ss’ speaking and accuracy of the target structure, but don’t over correct Ss’ small mistakes so that Ss can speak as much as possible.The T can use the following prompts: —What do you usually do on weekends —How often do you go to the movies / watch TV / ... —Do you...
设计意图 The T can ask Ss to read the sentences in the chart and underline the auxiliary verb in the sentences from the left column. Guide Ss to think about when to use do or does so that they can review the prior knowledge about present simple tense. Then the T can have Ss circle the adverbs of frequency in the sentences from the right column. Guide Ss to pay attention to the position and try to find some rules. At last the T can summarize the usage of the target grammar structure from several aspects. And the T can also present some knowledge of present simple tense to help Ss review .
教学环节（二） 师生活动 Ask Ss to fill in the blanks with do/does to complete the question sentences in 3a. Then Ss can check answers with partners. At last the T can have Ss read these question sentences aloud in chorus to make sure they get the correct answers. The T can ask Ss to read these answers first and then finish the match task individually. Then the T can check Ss’ answers by making a conversation with them like these: T: How often does he play soccer S1:He plays at least twice a week.
设计意图 Ask Ss to complete these questions in 3b individually. Then Ss talk with their partners to check answers(peer correcting).At last the T can present the correct answer on the board and have Ss read in chorus. Guide Ss to review the structure of wh-question. Remind them to pay attention to the subject, the auxiliary verb and the word order. Answers: How often do you help with housework What do you usually do on weekends How often does your best friend exercise What do you usually do after school Then Ss can work in pairs to make conversations using the full sentences like this: S1: How often do you help with housework S2: I help with housework twice a week.
教学环节 （三） 师生活动 The activity is to give Ss the opportunity to use the target language in a controlled manner. Teaching Tip: Model the activity:
设计意图 In order to make sure that Ss understand how to do an activity , the T may want to do the activity in front of the class before having Ss do the activity on their own. In the case of activity 3c, the T could complete another line in the “how often do you ...”section on the board and then interview a S in the classroom, writing on the board their name and how often the S does the activity.
板书设计 第课时Section A(Grammar Focus-3c) 1.Adverbs of frequency and phrases: 2.Target language:always,usually,often,sometimes,never;hardly ever, (1)A:How often do you read English books once a week,twice a week,three times a week,every B:I read English books about twice a week.day (2)A:Do you go shopping B:No,I never go shopping.
课件设计 从零开始做课件无疑是很痛苦的，光设计PPT就要消耗大量时间，但面对现成的课件，拿来主义也是不可取的。所以我对课件进行了优化修改。想要一堂流畅的课，需结合学生的情况和自己对文本的理解，结合学生学习情况对已有课件进行修改，我对教学过程进行了整合，增添或删减，增加难度或减小难度，这样设计出来的课件用起来才会顺畅，得心应手，方便学生掌握重点句型。
教学反思 To enable students to master the grammatical structure, they should practice and use the grammatical structure repeatedly in different contexts for the purpose of communication. We must effectively improve students' participation and frequency, carry out various activities and ensure students' real participation.