Unit 13 How often do you exercise?

來源：才華庫 2.51W

總體教學思路：

本節課設計思路：本節課任務設計以學生每天所吃的食物和是否有規律的進行體育鍛煉為主線，上課以如何保持一個健康的體魄為討論主題引出科學的膳食和有規律體育鍛煉兩個主題匯入任務，通過討論得出結論什麼是合理的飲食習慣，和科學的鍛鍊身體的頻率並評選出生活學習最有規律的標兵

教學目標：

1. 學會描述不同食物的名稱和各項體育運動的名稱。

2 學習如何正確運用表示頻率的表達方式。

課前準備：飲食和運動的調查問卷。

教學過程設計：

Tasks

Teacher’s activities

Students’ activities

Task1

Step 1

What do you have for breakfast, lunch and supper?

Discuss in groups and list the food they have every day.

Step 2

Make a survey about how often they eat the healthy food.

Make a survey in groups and find out who has the most healthy diet by using the sentences:

How often do you eat vegetables?

How often do you eat fruits?

Task 2

Step 1

Do you exercise every day and what kind of exercises do you have every day?

Discuss in groups and list all the sports they play after school.

Step 2

Make a survey about how often they play the sports? And find out who take more exercise.

Make a survey in groups and find out who has the most sports by using the sentences:

How often do you swim?

How often do you play football?

How often do you play basketball?

Step 3

Write a report about their survey about the healthy diet and the sports.

Write a report about their survey and correct it with their partner.

Task 3

Listening

“Now, Let’s listen to two friends talking about their life habit, see if they have a healthy life?” Finish SB P4 2a, 2b.

Listen to the tape and finish the exercises.

Homework

1. Finish SB P5 3a. 3b.

2. Ask Ss to do a survey about their health. Write a report model on 3a 3b.

How often do you eat … ?

Play football

Play basketball

Play table tennis

swim

run

Name 1:

Name 2:

Name 3:

Name 4:

Chart 2:

課後小結

收穫：

A. 鼓勵學生大膽的使用英語，對他們學習過程中的失誤和錯誤採取寬容的態度。

B. 任務鏈設計較成功，創造條件讓學生能夠研究他們自己感興趣的問題。

C. 課堂設計較合理，給學生創設自主學習和交流的機會。

D. 學生通過體驗、實踐、討論、合作等方式發展了聽說讀寫的綜合語言技能。

探索：

繼續探索在任務、與合作型教學中如何調動全體學生的積極性。

教案點評：

本課的設計使學生確實從學習中學會了如何談論飲食, 體育運動等，同時還學會了簡單的關於頻率的談論。豐富了學生生活，培養了學生科學的飲食，學習，生活的習慣。同時也是一種真實的體驗。當然，《新程課程標準》所提倡的絕不僅僅是這樣或那樣一種或幾種教學法，我們也絕不可以拋棄一切傳統的理念。筆者認為，教無定法，教而有法。事實上我們所使用的不僅僅是任務型教學法一種，而是綜合了各家教學法之長處的綜合教學法。筆者認為這種要求學生自己準備學習材料，教師利用學生帶入教室的各種資訊組織語言教學活動，既能增加教師對所教學生的瞭解，提高教學針對性，同時也增加了學生的語言實踐，促進他們在整個教學活動中主動參與。

作為英語教師，在對學生進行只是教授的同時應時刻滲透對學生情感的教育。並將情感的教育與所學的知識內容相結合起來。