19（八年级上册）Unit 2 Section A（2a-2d）（教案3）

skybamboo

Unit 2  How often do you exercise?
Section A（2a-2d）

Teaching Aims	Language goals     Learn the target structure in listening and speaking. Key words and phrases once, twice, Internet, program, full, swing, swing dance, once a Week, twice a week, three times a month. Key sentences      1. How come?      2. How often do you have piano lessons?      3. What kind of dance are you learning?
Teaching Difficulties	Perceive and learn the target structure in listening and speaking activities.
Teaching Aids	A tape recorder ; CAI or multimedia courseware

Teaching Procedures	Tips
Step 1 Lead in
The T can present some pictures of activities and ask Ss to talk about how often they do these activities. Then the T can show some schedules and pre-teach some expressions about frequency.     once a week     twice a week three times a week
Step 2 Presentation & Practice
2a   Before listening , the T can ask Ss to look at the picture in 2a and read the expressions in the chart. Then discuss the following questions to make predictions about the listening material so that they can prepare for the following listening tasks: What is the boy’s name? What’s the woman’s job? Who’s asking questions in the conversation? And who’s answering questions? 2a   The activity is to give Ss listening practice with the target language. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a. Remind them to pay attention to Cheng Tao’s activities and invite some Ss to share their answers. Answers:     a.3  b.1  c.5  d.4  e.2    2b     The activity is to give Ss practice in listening for specific items in conversations. In order to make the activity more challenging, the T may want to do this : Play the recording, and have Ss take notes (with textbooks closed). Have Ss check their notes with a partner. Have Ss open their textbooks and do the activity, referring to their notes only. Play the recording again to give Ss a chance to check their answers.     At last the T can check answers by having conversations with Ss. Remind Ss to say full sentences.    T: How often does Cheng Tao watch TV?    S: He watches TV twice a week.     ... Answers: a.go to the movies: once a week   b.watch TV: twice a week    c.shop:twice a month    d.exercise: three times a week    e.read:every day After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. 2c   This activity is to give Ss the opportunity to use the target language in conversations. The T may want to remind Ss that when they have conversations, they should do the following thins: Have eye contact. Express interest in what the other person is saying. Ask follow up questions based on the other person’s answers. Not only answer questions but also ask questions. An easy way to do this is modeled in the recording for activity 1b: answer the question then say How about you? Enjoy the conversation. Ss can be asked to read the model conversation in 2c in chorus. The T can pay attention to their pronunciation and intonation. Then T the T can ask Ss to finish the chart in 2c individually and then make their own conversations with partners. At last the T can invite some to role-play their conversations as open pairs.
Step 3 Presentation & Reading
2d   Before reading, the T can guide Ss to look at the picture and explain swing dance so that Ss’ interest can be aroused. Then the T can play a video to show swing dance. 2d   The T can ask Ss to read the conversation quickly and try to answer the following questions to make sure Ss get the main idea: 1. Is Claire free next week? Why? 2. How often does Claire have dance lessons? How about piano lessons? 3. What kind of dance is Claire learning? 4. What does Jack invite Claire to do? When can Claire join Jack for the activity? 2d   Then the T can focus Ss’ attention on the target structure appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.
Step 4 Language points
Internet相当于the Net，其前常用定冠词the修饰。 常用短语：surf the Internet网上冲浪；on the Internet在网上。 full作形容词，意为“忙的”，相当于busy，其反义词是free“空闲的”。 还可意为“满的；充满的”，反义词是empty“空的”。be full of 与be filled with同义，意为“充满”。 还可意为“饱的”，反义词是hungry“饿的”。 How come? *口语中的一个习语， “为什么”、“怎么会” *既可独立使用，也可在其后接句子 *用来询问事情的缘由或状况
Step 5  Summary & Homework
Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework:     Read and recite the conversation in 2d. Do the exercises in students’ book.
Teaching Reflection	In the process of listening, students can be reminded to use some non- listening factors to assist understanding and improve listening efficiency. These means include: (1) Observation and judgment of pictures and scenes; (2) Use the written clues given in listening activities; (3) Judge the identity of the subject characters, and then predict their language behavior and language content. It is an important listening strategy to use non listening factors to assist comprehension, and the training of listening skills is to decide what specific approach to take according to different listening tasks.