人教版八年级英语上册同步备课Unit 1 第5课时 Section B (3a-Selfcheck) (教学设计)

科目：英语
授课教材：人教版八年级上册
授课题目：Unit 2 How often do you exercise
课时：第 5 课时
主题情境：日常活动与习惯
授课教师：
内容分析
本课内容是义务教育教科书人教版英语八年级上册第二单元写作课。学习本节课内容学生能用英语书写关于日常活动习惯的日记。
学情分析
八年级的学生已经对一般现在时有一定的了解，对于描述日常活动具备一定的词汇基础。但对于如何清晰、有条理地用英语记录日常习惯，并准确运用相关词汇和句型，仍需要进一步的学习和练习。学生在描述频率时可能会出现表述不准确的情况，在组织语言时可能会逻辑不够清晰，在词汇选择上可能相对单一。
课标要求
能根据写作要求收集、准备素材。
能独立起草短文、短信等，并在教师的指导下进行修改。
能使用常见的连接词表示顺序和逻辑关系。
教学目标
语言能力：掌握与日常活动相关的新词汇（housework, hardly ever, once a week 等）；能运用所学词汇和句型准确描述日常活动习惯，包括正确使用频率副词（always, usually, often, sometimes, hardly ever, never）和短语（once a week, twice a month 等）。
学习能力：学会构思写作框架，合理组织语言，如运用总分总的结构，开头点明主题，中间详细描述日常活动及频率，结尾总结或表达感受；能够根据范文进行模仿写作，并尝试创新，例如使用不同的句式来表达相同的意思。
思维品质：培养逻辑思维，有条理地叙述日常习惯，如按照时间顺序或者重要程度来安排活动的描述；通过对比不同的生活习惯，形成批判性思维，思考哪种习惯更健康、更有益。
文化意识：了解不同文化背景下人们的日常活动习惯差异，比如西方国家和我国在运动、休闲活动方面的不同，增强文化包容意识。
教学重难点
重点：能综合运用所学重难点词汇和句型写好关于日常活动习惯的日记，注意时态的正确使用、频率表达的准确性以及词汇的丰富性。
难点：能运用恰当的连接词（such as, besides, however 等）和丰富的句型（It is + adj. + for sb. to do sth., Not only...but also... 等）使日记内容更连贯、丰富，同时避免中式英语的表达。
学习目标
通过情景创设，能够复习一般现在时，准确描述日常活动，如动词第三人称单数形式的变化规则。
通过小组讨论，能够积累日常活动主题的素材，掌握写作方法，如如何突出重点、如何使描述更生动。
通过模板运用，能够进行日常活动主题的日记写作，学会运用不同的段落开头方式来增强文章的逻辑性。
教学工具
PPT，教材
教学策略
情景教学法、合作学习法、任务驱动法、归纳总结法
预设问题
学生在描述频率时可能会出现表述不准确的情况，例如混淆频率副词的用法或者错误使用频率短语。
解决方案
提供更多关于频率表达的示例和练习，详细讲解频率副词和短语的含义及用法，并通过造句、对话等方式进行巩固。同时，在学生写作过程中，加强巡视和指导，及时纠正错误。
教学过程
Part 1：情景导入（3 min）
Greeting.
T shows a video about a day of a student and asks students to answer some questions, such as: What does he/she do in the morning/afternoon/evening How often does he/she do these activities
T asks students to talk about their own daily routines and share how often they do these activities.
学生观看视频并回答问题，然后交流自己的日常活动及频率。
通过视频导入，激发学生兴趣，复习相关词汇和句型，为写作做准备。
Part 2：学习理解（8 min）
T asks Ss to look at some pictures and guess the activities.
T presents some sentences about daily activities and asks Ss to pay attention to the frequency words and the verb forms. For example, “She always gets up early in the morning. He sometimes plays basketball after school.” Explain the rules of verb forms in the simple present tense when the subject is the third person singular.
T asks Ss to finish the task in 3a - Fill in the blanks with the words given. Pay attention to the context and the correct usage of frequency words.
T asks Ss to think: How to organize the content when writing about daily activities Guide them to consider the importance and sequence of activities.
T asks students to read the passage and analyze the structure. Explain the common structure of introducing the topic, elaborating the details, and summarizing at the end.
T asks students to summarize the language points used to describe daily activities, such as different expressions of frequency and related verb phrases.
T asks Ss to finish the task in 3b - Make a list of your own daily activities and their frequencies.
学生观察图片猜测活动，注意频率词和动词形式，完成 3a 任务，思考写作组织方式，阅读文章分析结构，总结语言点，完成 3b 任务。
引导学生关注语言表达，明确写作思路和结构。
Part 3：应用实践（13 min）
T presents a writing template and explains the structure of each paragraph. For example, the first paragraph can introduce the main idea of the diary, the second paragraph can describe the daily activities in detail with specific times and frequencies, and the third paragraph can express feelings or expectations.
T leads students to think about the specific content of each paragraph according to the template. Encourage them to use rich vocabulary and diverse sentence structures.
T asks students to start writing their diaries based on the template and the list they made in 3b. Remind them to pay attention to grammar and spelling.
学生了解写作模板，根据模板构思段落内容，开始写作。
借助模板降低写作难度，帮助学生有条理地表达。
Part 4：迁移创新（7 min）
T shows a sample diary to students and asks them to compare and find the differences. Focus on the use of words, sentence structures, and the logic of the article.
T asks students to self-check and peer-check their diaries. Provide a checklist including grammar, vocabulary, and logic for them to refer to.
T asks Ss to rewrite their diaries based on the feedback.
学生对比范文，进行自查和互评，然后修改重写。
通过对比和修改，提高写作质量。
Part 5：回顾总结（7 min）
T asks students to complete the exercises in Self Check to review the key language points, such as the usage of frequency adverbs and verb forms in the simple present tense.
T summarizes the main content of this lesson and emphasizes the important points in writing, such as the clarity of the structure, the accuracy of language, and the coherence of the text.
学生完成 Self Check 练习，跟随老师总结。
复习巩固，强化记忆。
Part 6：考点速递（5 min）
T explains the common mistakes and key points in the unit. For example, the confusion of similar frequency expressions, the wrong use of connective words, and the lack of subject-verb agreement in the third person singular. Illustrate these points with examples and exercises for students to understand and master.
学生做好笔记，理解消化。
Part 7：随堂小练（3 min）
T assigns some multiple-choice questions and sentence transformation exercises. The multiple-choice questions can test the students' understanding of frequency expressions and verb forms, while the sentence transformation exercises can help them practice converting different sentence structures to express the same meaning.
学生完成课堂练习。
Part 8：家庭作业
Polish your diary and share it with your parents. Ask for their opinions and make further improvements.
Make a survey about your classmates' daily activities and write a report. Use the knowledge and skills learned in this class to analyze and compare the data.
Design your ideal daily routine and write it down. Explain why you design it in this way and what benefits it can bring.
板书设计
Unit 2 How often do you exercise
Section B 3a - SC
评价反馈
观察学生在课堂活动中的表现，包括参与度、回答问题的准确性等；评价学生的写作作品，从内容、语言、结构、逻辑等方面给出具体的反馈和建议；鼓励学生自我评价和同伴互评，促进共同提高。
教学反思
在教学过程中，应更加注重引导学生自主思考和表达，给予更多的时间让学生讨论和分享。同时，在今后的教学中，要加强对学生语言准确性的训练，提供更多样化的范文供学生参考，以进一步提高学生的写作水平。注重培养学生的跨文化意识，引导他们理解不同文化背景下日常活动习惯的差异和共同点。