中小学教育资源及组卷应用平台
Unit 2 How often do you exercise？
单元教学目标与要求
话题Topic 课余活动（Free time activities)
功能Functions 能谈论从事活动的频率（Talk about how often you do things)A: What do you usually do on weekends B: I always exercise.A: How often does he watch TV B: He hardly ever watches TV.
语法Grammar 1能正确使用how often引导的特殊疑问句询问从事活动的频率（How often ...)A: How often do you go to the movies B: I go to the movies maybe once a month.2能正确使用频度副词描述从事活动的频率（Adverbs of frequency)A: How often do you have piano lessons B:Twice a week, on Wednesday and Friday.A: Does he go shopping B: No, he never goes shopping.
词汇和常用表达Words & expressions 1能正确使用下列词汇（Curriculum words)housework, Internet, program, swing, coffee, health, result, percent,television, mind, body,writer, dentist, magazine, point, none, die,full, online, such, hardly, ever, once, twice, maybe, least, together,however, almost, less, although, than, through2能正确使用下列常用表达(Useful expressions)hardly ever, swing dance, at least, junk food, such as, more than, lessthan3能认读下列词汇(Non-curriculum words)junk
语音Pronunciation 能在诗歌朗读中正确把握节奏和重音
学习策略Strategies 1学习利用非听力因素（如:图片等）辅助理解，提高听力效率2学习在阅读中使用跳读策略3学习观察和利用统计图
文化知识Culture 了解国外中学生常见业余活动(如:swing dance)
【单元分析】
本单元是《新目标英语》系列教材Go for it!八年织上册第一单元的内容。太单元围绕课余活动的话题设计不同层次的语言实践活动,教会学生谈论从事不同活动的次数,Section A是这一内容的基础部分,主要呈现了以下内容:对某人从事某一活动的频率讲行询问和表达,一些课余活动的表达法,并就这些活动的相关信息进行交流,Section B部分进一步拓展了Section A的话题,从谈论“课余活动的次数”过渡到谈论“日常饮食和其他生活习惯”在语言技能层面上，Section B侧重阅读,按照“听力输入—阅读训练—由读促写”的过程逐层推进；在语言知识层面,除继续深入学习Section A所学语言结构,百分数的说法,饮食词汇(短语)的呈现,以及词汇,表达法的扩充成为这一部分的重更内容,本单元共安排5个课时。
第一课时 课型：听说课
一、学习内容：第一课时 Section A (1a～2d)
二、【教材分析】
本节课是一节听说课。1a-1c部分侧重课余活动及常见频度副词的学习与训练,2a-2d在训练听说能力的同时,学习单位时间内次数的表达方式和How often. .. 询问句及应答。
三、【学情分析】
本单元的话题是课余活动,这是与学生日常生活息息相关的,在探讨这一话题时,学生应该有话可说.另外,学生曾经学过个别频度副词,本部分可对频度副词进行复习与拓展,系统归纳总结其用法。
四、学习目标
1.知识与技能：会听说读写重点单词短语及目标语言。
重点单词短语：help with housework, use the Internet, program, swing dance,full,once,twice,hardly ever.
目标语言：A: How often does he watch TV
B: He hardly ever watches TV.
2.过程与方法：通过听说技能的训练,会使用How often... 和频度副词谈论或描述课余活动频率。
3.情感态度价值观：培养学生良好的生活习惯。
五、【学习重点】
会使用How often... 和频度副词谈论或描述课余活动频率。
六、【学习难点】掌握常见频度副词在表达级别上的细微差别。
七、教法学法：任务型教学法、情景交际法、自主学习与合作学习相结合。
八、学习过程：
步骤 教师活动 学生活动 二次备课 设计意图
复习导入 1.Brainstorm Show some pictures.T:I usually...What can we do on the weekend ” 2.Role-play a conversation in pairs and then act out in pairs.For example:A:What do you usually do on weekends B:I usually... 1.Listen and answer.Say some weekend activities.I usually...2.Role-play and then act out in pairs. 展开头脑风暴，激发学生的思维，减少学生下一步谈论课余活动时的表达障碍.
呈现新知 1.Have the students learn the phrases with pictures in 1a.What does she/he usually do on weekends 2.Introduce 1a，have ss make a list of the weekend activities.Learn the new word: housework 1.Read and answer the teacher.She/He usually help with housework/ read a newspaper/go shopping/do exercise/ ... on weekends.2.Make a list and then check each other. 利用一般现在时态对话结构，学习更多的课余活动表达方式，为下一环节听力抓取关键信息奠定基础。
听说训练 1.Help to learn these frequency words in 1b and get familiar（熟悉） with the weekend activities in 1a.2.Ask students to listen and write the activities next to the correct frequency words. Play the tape twice.3.Check the answers.4. Explain to the students the differences of the six frequency words by a diagram. 1.Read the the frequency words in 1b and get familiar（熟悉） with the weekend activities in 1a.2.Listen and write.3.Check the answers.4.always(100%)> usually> often> sometimes> hardly ever> never(0%)Learn the new phrase;hardly ever. 听力输入，先感知频度副词，然后系统学习理解，再在论日常活动频率口语练习中理解运用频度副词。
1c Practice the conversation in the picture above.Then make their own conversations about what they do on weekends.1.Give a sample.2.Organize to act out in pairs. 1.Make conversations in pairs like the sample.2.Act out in pairs.
1.Let's finish 2a and 2b. Cheng Tao is talking about how often he does these activities. Have ss read the conversation in the picture and all the “How often” questions in the chart.2.Have ss listen and number the activities. Play the tape for twice.3.Check the answers. 4.2b How often does Cheng Tao do the activities 5.Listen and match the activities with how often Cheng Tao does them. Play the tape for twice.6.Check the answers. 1.Read the questions.2.Listen and number.3.Check the answers. 4.Read all the “How often” phrases in the chart together.5.Learn the new words:once(a week) ,twice(a month).Listen and match.6.Check the answers and read in pairs for twice. 由浅入深的任务链活动设计，在听力活动中感知“How often” 对话结构，将频度副词和表次数的短语融合，在口语练习中理解运用，提升学生对语言 的综合运用能力。
1.2c How often do you do these activities Fill in the chart. Give some samples, such as always, often or every day and so on.2.Organize to work in pairs like the sample conversation in 2c.3.act out in pairs. 1.Fill in the chart.Talk about the vacations in pairs like the sample.2.Ask and answer each other in pairs.3.Act out in pairs.
拓展运用 1.2d Ask some questions.2.Explain some languages points to ss.3.Help to role-play the conversation in pairs. 1.Read and answer the questions.2.Take notes.3.Act out in pairs.
归纳总结 频度副词：表次数的短语结构：“How often” 对话结构： 生归纳 再一次梳理，形成知识框架。
作业 1. Recite the conversation in 2d.2. Finish the exercises in the workbook.
板书设计 Unit 2 How often do you exercise 目标词汇短语：help with housework, use the Internet, program, swing dance,full,once,twice,hardly ever.目标语言：A: How often does he watch TV B: He hardly ever watches TV.
课后反思 本节课的设计体现了任务型的教学特点，整节课任务的设计均以学生的兴趣为主，层层递进，符合学生的认知规律整节课围绕课余活动展开，话题设计贴近学生生活。另外在教学过程中,引导学生借助非听力因素辅助理解是一种重要的听力策略，而根据不同的听力任务决定采取何种具体做法便是对听力技巧的训练。
课型：语法课
一、学习内容：Section A (Grammar Focus～3c)
二、【教材分析】
本节课的语法内容中包含对一般现在时表述行为习惯的复习。 对于一般现在时疑问句中助动词的使用一直是学生们的易错点。活动3a首先让学生用do或does补全“How often... ”疑问句句或“询问某人是否从事某项活动”的一般疑问句，然后将同句和对应的答语匹配,学生需要判断问句的类型，并抓住同句和答语中的人称主语及活动内容等关键信息，这是一个关注语言结构的练习.活动3b让学生将所给词语连词成句，从而关注"How often.. What. .. usually do on weekends "句型中的语序。3c从笔头训练过渡到口头训练，让学生通过调查不同活动频率，综合运用所学语言。
三、【学情分析】
本部分围绕日常活动这个话题探讨活动频率,本话题与学生生活息息相关,有助于学生更自然有效表达。询问某人是否从事某项活动时,是对一般现在时表述行为习惯用法的复习,而同学们经常会出现助动词添加错误的问题,学习过程中要特别注意。
四、学习目标：
1.知识与技能：会听说读写重点单词短语及目标语言。
重点单词和短语：always, usually, often sometimes,hardly ever, never, maybe, stay up late, at least, once a month, twice a week.
目标语言：询问课余活动的问句(What do/does ... do on weekends )和答语, 询问活动频率的问句(How often... )和答语以及询问某人是否从事某项活动的问句和答语。
2.过程与方法：通过感知、对比、发现、归纳练习，熟练运用目标语言询问课余活动，询问活动频率以及询问某人是否从事某项活动并做出回答。
3.情感态度价值观：培养学生良好的生活习惯。
五、【学习重点】询问课余活动的问句(What do/does ... do on weekends )和答语, 询问活动频率的问(How often... )和答语以及询问某人是否从事某项活动的问句和答语。
六、【学习难点】常见的频度副词的位置；单位时间内次数的表达方式。
七、教法学法：任务型教学法、情景交际法、自主学习与合作学习相结合。
八、学习过程：
步骤 教师活动 学生活动 二次备课 设计意图
复习导入 Ask something about their weekend activities.What do/does/does you/she/he usually do on weekends How often do you ... Do you...？ Listen and answer.I always, usually, often sometimes,hardly ever, never...I ... once a month, twice a week.... 用上一课时的目标句型谈论周末活动，直奔主题，为本课时进一步巩固运用，为下一环节观察总结做铺垫。
语法学习 1.Grammar Focus Let’s read in pairs.2.How to use the auxiliary verbs How to use the verbs 1.Read in pairs. 2.Underline the auxiliary verbs(助动词)of each question on the left. Read the answers on the right, and underline the verbs. Pay attention to the verb changes.Review Simple Present Tense.Read the questions of “How often... ”and find out the answers. Let the students pay attention to the certain position of the adverbs of frequency(频度副词).Watch, and work out the rules. 观察阅读典型例句，通过感知、对比、发现并归纳询问课余活动的问句(What do/does ... do on weekends )和答语中频度副词的用法和位置, 询问活动频率的问(How often... )和答语以及询问某人是否从事某项活动的问句和答语, 输入重难点知识，为下一环节练习做铺垫。
巩固练习 1.3a Complete the questions with do or does. Then match the questions and answers. Let's finish 3a.2.Check the answers.3.3b Have ss use the words given to write questions. 4.Check the answers.5.Have ss ask and answer in pairs, and write the answers.6.Organize to give a report. 1.Finish 3a.2.Check the answers and tell whys, then read in pairs.3.Write questions. 4.Check the answers.5.Ask and answer in pairs, and write the answers.6.Report: Ask and answer each other in pairs in class. 先选助动词填空巩固助动词在疑问句中的用法，理解对话，句子搭配。再半控式仿写例句，开放式问答练习，输出目标语言，由浅入深，符合学生认知规律，突破重难点。
拓展运用 1.3c T:What can we do to improve our English Help to answer and fill in the first column.Ask ss to do a survey and fill in the Names and Frequency columns. About 5 minutes later, give a report. Give a sample. 1.Listen and answer.read English books/keep English diaries/sing English songs/...2.Do a survey and then give a report like this: In my group, XXX reads English books every day. XXX keeps English diaries... 继续以提高英语成绩可以做的事情为话题，用How often... 对话结构调查使用相关方法的频率，并系统汇报。由上一环节的笔头练习过渡到本环节的半控性口头训练，既练习了目标句型，又巩固了频度副词和表达单位时间次数的短语的基本用法，提升学生的语言综合运用能力。
总结归纳 目标句型：1.常见的频度副词及位置：2.询问课余活动的问句和答语：3.询问活动频率的问句(How often... )和答语：4.表单位时间次数的短语：5.询问某人是否从事某项活动的问句和答语： 生归纳 再一次梳理，形成知识框架。
作业 笔头整理本课时目标词汇句型；完善拓展环节的汇报内容并写下来。
板书 Unit 2 How often do you exercise Section A 3a-3cWhat do/does you/he usually do on weekends I/He usually exercise/ exercises.How often do/does you/he go to the movies 1/He go/goes to the movies once a month.Do you go shopping No,I never go shopping.
课后反思 本节课在第一课时的基础上引导学生进一步体会运用并巩固目标语言。整个任务链的设计均围绕日常生活实际,由易至难,逐层递进,真正实现了语言的综合运用。不足之处：最后一个调查环节示范要到位，促进学生能够在组内有序调查，真正达到运用目标语言，提升语言的综合运用能力。
第三课时 课型：听说课 授课时间： 年 月 日
一、学习内容：Section B 1a-1e
二、【教材分析】
本节课是一节听说课,进一步拓展了Section A的话顾,从谈论“课余活动的频率”过渡到谈论“日常饮食和其他生活习惯”。活动1a-1b集中是现了六个有关竹食和睡眠的词汇,并引导学生运用本单元目标语言开展对话,巩固这些词汇,为1c-ld的听力活动做词汇方面的准备。活动1c和1d采用分层设计,先让学生抓住听力材料的核心问题,再关注细节信息。活动1e让学生通过角色扮演再现听力对话,从而巩固听力理解,发展口语技能。
三、【学情分析】
通过本单元Section A部分的学习,大部分学生已经能够正确运用频率词汇并询问课余活动的频率，且对一般现在时态也能够熟练运用。本课内容贴近学生生活,难度不大,学生会有表达的欲望。听说课上老师应鼓励学生大胆表述,巩固良好的学习习惯。
四、学习目标：
1.知识与技能：会听说读写重点单词短语及目标语言。
重点单词：junk ,junk food,coffee,health,be good for...
目标语言：-How often do you… -I...every day/...
2.过程与方法：通过听说活动，学会运用目标语言谈论日常饮食和其他生活习惯。
3.情感态度价值观：培养学生良好的生活习惯。
五、【学习重点】
拓展单元话题，拓展巩固目标语言的运用，训练学生听说技能，熟练运用目标语言谈论日常饮食生活习惯。
六、【学习难点】抓取有效听力信息，完成听力任务，提升听说技能。
七、教法学法：任务型教学法、情景交际法、自主学习与合作学习相结合。
八、学习过程：
步骤 教师活动 学生活动 二次备课 设计意图
复习导入 Tell the teacher’s eating habits. Then ask some questions:How often do you drink milk/eat fruit/eat vegetables... Is it good/healthy Listen and answer.I...Yes/No 把1a中学过的食物名词融入目标句型谈论饮食习惯，为下一环节新知学习做铺垫。
新知学习 1.Teach some new words with some pictures in 1a.T:Is it good/healthy List them into "healthy" or "unhealthy".2.1a Have ss finish 1a.3.Check the answers.4.Ask and answer the following questions.(1)What food should we always eat (2)What should we often drink or eat (3)What should we hardly ever or never eat (4)What do you usually eat or drink 5.1b Ask and answer questions about the pictures in la. Give an example to the students.6.Organize to act out in class. 1.Learn the new words after the teacher.Ss:Yes/No...2.Match the pictures with the words.3.Check the answers.4.Answer these questions.5.Pair workA:How often do you drink milk/... B:I drink milk/... every day.A:Do you like it/them B:No,but my mother wants me(not) to drink it/.... She says it's(not) good for my health.6.Act out in pairs. 词汇分类和问答对话有效学习巩固食物类词汇和频度副词，再运用目标语言展开对话，一方面为下一环节做好听前准备，也为回答Bill和Tina的日常生活习惯是否健康做好铺垫，激活听力信息。
听力输入 Before listening1.A reporter is interviewing Bill and Tina.Let’s read the chart.While listening2.1c Play the recording for twice.3.Check the answers. 4.1d T: The reporter is asking Bill and Tina many questions. Read them first.5.Play the recording for twice.6.Check the answers. 1.Read the chart.2.Listen and circle.3.Check the answers and tell whys.4.Read the questions.5.Listen and fill in the blanks in survey.6.Check the answers together.Tina... every day...Bill... 听前铺垫帮助学生捕捉重点信息，建立听力预期。分步完成听力任务，不同的听力策略指导帮助学生树立自信，有效输入本课时重点词汇句型，为下一步输出奠定基础。
拓展输出 1.1e Work in pairs. Ask and answer questions. Sl is the reporter. S2 is Tina or Bill. Ask and answer questions, and then exchange roles.You can talk about your own daily lives too.2.Organize to act out in class. 1.Practice in pairs.-How often do you ... -I ... every day.-And how often do you... I ... 2.Act out 就所听内容与同伴交流或谈论自己的日常生活，控制性和半开放式口语输出活动相结合，输出目标语言。提升学生的语言综合运用能力。
归纳总结 重点词汇：目标句型：How to be healthy 生归纳 回顾本课知识，进行再一次梳理。
作业 写一写自己健康的和不健康的生活习惯。各写2-3条。不少于60个单词。
板书设计 重点单词：junk ,junk food,coffee,health,be good for...目标语言：-How often do you… -I...every day/...
课后反思 本节课的设计体现了任务型教学的设计理念,听说课的基本模式,由易至难,逐层递进,由笼统到具体,使学生在学习任务中体验英语的乐迎,最大限度地使每一位学生都参与进来;对于听力部分,在听之前都作了相关的渗透与铺垫,有利于培养学生学习英语的良好习惯。
第四课时 课型：阅读课 授课时间： 年 月 日
一、学习内容：Section B 2a-2e
二、【教材分析】
本节课是一节阅读课。阅读板块采用读前、读中、读后的过程性设计思路。2a为读前活动,通过排序任务激活学生的背景知识。2b呈现了一份有关“学生课余活动频率”的调查报告,不仅分析了调查结果,还对调查中发现的问题提出了建议。活动2b要求学生摘取报告中的数据信息,并以图表的形式呈现出来,该步骤侧重阅读策略和阅读速度的培养。2c2d通过回答问题和转述数字信息的方式引导学生继续深入理解语篇,侧重对文章的细节和深层信息的理解,并关注了相关的语言表达。2e是一个读后拓展活动,让学生调查同学的课余生活方式和活动频率,并仿照2b中提供的示范做一个饼图。
三、【学情分析】
同学们对于“学生课余活动”这一话题并不陌生，话题非常贴近学生生活,学生应该有很高的热情来投入阅读。但是调查报告这一文体应该引起学生的注意,学生在阅读获取文章信息的同时还要关注文章结构,以及阅读此类文体要运用什么样的阅读策略。
四、学习目标：
1.知识与技能：会听说读写重点单词短语及目标语言。
重点单词：percent,online,television, although , body, such as,mind, together,die.
目标语言：Forty-five percent exercise four to six times a week.
2.过程与方法：通过阅读短文，获取相关信息，提升学生综合阅读的能力。
3. 情感态度价值观：培养学生良好的生活习惯。
五、【学习重点】通过阅读短文，获取相关信息，提升学生综合阅读的能力。
六、【学习难点】正确理解运用目标语言。
七、教法学法：任务型教学法、整体阅读教学法与自主学习法相结合。
八、学习过程：
步骤 教师活动 学生活动 二次备课 设计意图
复习导入 Do a survey. T:What do you usually do in your free time Listen and answer.Ss: Do exercise/Use the Internet/Watch TV/... 头脑风暴，激活与阅读内容相关的课余活动信息。
Pre-reading 1.2a Have ss according to the survey result, rank these activities in 2a.2.T:Which activity do you think is healthy for the mind and the body 1.Rank these activities. The answers are various.2.Ss: I think v-ing is healthy for the mind and the body. 承接上一环节，为课余活动频率排序，谈论哪些活动更有益于身心健康，激发学生的阅读兴趣，为下一环节顺利阅读提供信息支持。
While-reading Fast readingWork on 2b1.T:What is the article in 2b about 2.T:Yes,here are the results of what the students in No.5 High School do in their free time. Read the passage quickly and find the answers to the two questions:(1)How many kinds of free time activities are there in the passage (2)What is the best way to relax 3.Check the answers with the students.4.Help to learn some numbers of percent and times.5.Read the passage quickly and then complete the pie charts below. Then check the answers. 1.S: What do students in No. 5 High School do in their free time 2.Students read the passage quickly and find the answers to the questions.3.Check the answer and find out relative sentences.4.Learn some numbers of percent and times and find the numbers in the passages.5.Complete the pie charts and check the answers. 速读，根据文章题目抓取主旨，回答问题提取大意。学习百分比数字表达方式，学会关注词语间的伙伴关系，以此为基础提取信息完成饼状统计图，学会用图表理清阅读信息。
Careful readingWork on 2c5.T: Now let's read through the five questions in 2c.Answer and then check the answers.Work on 2d6.T:First have ss underline the sentences of percent. Then let's write some sentences with the percentages using always, usually or sometimes.7.Give some help and Check the answers. 5.Read carefully and try to find the answers to the questions,Then check the answers with the class.6.Students read the passage and write some sentences. Try to make some new sentences. 7.Check the answers with each other. 先弄明白问题的意思,细读课文回答问题。再让学生找出文中百分比例句，理解并运用always, usually及sometimes根据饼图信息仿写例句。进一步加深对百分比数值的理解，学会笔头表述饼图信息。
Post-reading Work on 2e1.Have ss know about the directions and finish 2e. 1.Listen and do.(1)Read the activities in the chart first.(2)Choose one activity from them. Then do a survey to ask the classmates and the teacher how often they do this activity. (3)Make a pie chart according to the survey.(4)Show some pie charts and report: XXX plays computer games 1-3 times a week. XXX plays computer games 4-6 times a week.XXX plays computer games every day. 读后检测，自行调查信息，根据调查信息制作饼图并解读汇报，形成完整的任务链，检测本课时的阅读所学。
归纳总结 重点词汇及其用法：目标句型：本课时学到的阅读技能： 生归纳 梳理重难点
作业 再做一份关于某项课余活动频率的调查，制作一份饼图，并写一份情况汇报。 巩固本课时所学内容
板书设计 重点单词：percent,online,television, although , body, such as,mind, together,die.目标语言：Forty-five percent exercise four to six times a week.
课后反思 本节阅读课的设计体现了任务型教学的设计理念，由学生的实际人手，导人新课。由学生的实际阅读和表达能力出发引导学生逐步了解课文、分析课文、获得信息，进而进行语言输出饼状图的理解和做法，对学生来说稍有难度,需要继续练习使用。
第五课时 课型：写作复习课 授课时间： 年 月 日
一、学习内容：Section B 3a-Self Check
二、【教材分析】
本节课是节写作复习课。3a-3c是写作板块包括三个活动，内容环环相扣，要求层层递进。3a让学生根据表格信息补全范文,3b让学生运用表格整理信息,3c让学生仿照范文，利用所整理的信息写-篇有关自己生活习惯的范文。活动4提供了一份简单的健康问卷,学生可以通过完成问卷，了解自己的健康状况。该活动让学生意识到语言学习可以服务自身，让他们了解自己，以便更加健康地生活,还可以提示学生养成良好的生活习惯，突出了情感目标。Self Check的三个练习帮助学生了解自己对本单元语言目标的达成情况。
三、【学情分析】
本单元已经基本结束,学生对运用频度副词和一般现在时相应句子结构谈论课余活动的话题有了一定的了解和掌握,并且能够初步运用.写作任务对学生来说难度不是很大，应该能顺利完成。
四、学习目标：
1.知识与技能：
复习频度副词，单位时间次数表达方式的短语及描述日常活动频率的目标句型。
2.过程与方法：通过激发兴趣，提供范文，用问题和表格引导学生整理写作信息等方法，教会学生从好的方面和不好的方面描述一个人的日常生活习惯，提升综合写作能力。
3.情感态度价值观：培养学生良好的生活习惯。
五、【学习重点】复习频度副词，单位时间次数表达方式的短语及描述日常活动频率的目标句型。
六、【学习难点】从好的方面和不好的方面描述一个人的日常生活习惯，提升综合写作能力。
七、教法学法：任务型教学法、自主学习与合作学习相结合。
八、学习过程：
步骤 教师活动 学生活动 二次备课 设计意图
Warming-up and lead-in T:What do you do in your free time T:How often do you usually watch TV/eat breakfast/ exercise /...T:Is it good/healthy Ss:I...read books/watch TV/go shopping/help to do housework/...Ss:I ...every day/twice a week/never/...Ss:Yes,it is./ No, it isn’t. 先谈论日常课余活动内容，再谈论各项活动频率，分类板书频度副词，表示单位时间次数的短语和日常活动短语，复习本单元重点学习内容，激活写作素材。
Pre-writing 1. T:Do you think you're healthy Are you healthier than your classmates 2. Tell students to take the health quiz. 1.Ss:Yes/No...2.Read the quiz and the chart first and make sure all know how to take the health quiz.Work in groups and take the quiz in pare the results with your partners' to seewho is healthier. 激发学生兴趣，引导学生关注活动4中的健康问卷。)(设计意图:引导学生合理安排自己的生活，养成良好的生活习惯，享受丰富多彩的校园生活，达成情感目标.)
While writing 1.T: OK, just now,we have got so much information about daily activities, let’s focus on 3a.Have ss finish 3a.2.Check the answers. 1.Read the information in the chart, Each percent number means a frequency adverb and then fill in the blanks with the words in the box.Pay attention to how to write about good and bad habits.2.Check the answers. 引导学生关注百分比数字和频度副词之间的关系，通过表格信息补全文章。激发写作兴趣，同时给学生一个写作范本。
1.T:What are Jane’s good habits and bad habits Read the report in 3a and fill in the chart.2.Check the answers.3.How to write about good and bad habits The teacher gives some help. 1.Fill in the chart.ActivitiesGood habitsBad habitsalways/every dayusuallyoftensometimeshardly evernever2.Check the answers.3.Watch the passage in 3a and answer.开头介绍姓名My name is.../I’m...正文Good habits...have/has a lot of good habits. She always exercises every day.Bad habits...have/has some good habits. She never ...结尾 对3a范文进行文本分析，理清描述日常好坏习惯的频度副词、单位时间次数的短语、日常活动的短语，激活写作信息，为后续写作做铺垫。
3b Complete the chart with your own information. In the last column,use expressions like always,every day,twice a week and never.Then let some students show their chart to the plete the chart with your own information. ActivitiesGood habitsBad habitsalways/every dayusuallyoftensometimeshardly evernever 结合实际，将3b、Self Check1-2三个环节有机进行整合，让学生联系自己实际，运用表格整理信息，整理写作素材，为下一步的写作作好规划。开放式写作训练，突破重难点，达成学习目标。
3c Please write a passage about our daily habits. Have one student write his/her passage on the blackboard according to the notes. Write a passage about the daily habits. Use the notes in 3b.
After writing 1.Have ss check the passage on the blackboard and correct mistakes together.2.Organize to check the passage in pairs and give a mark each other. 1.Think carefully, check and correct. Give a mark.2.Check the passage in pairs and give a mark. 引导学生评价修改，以评促写。
Summary 如何描述好、坏日常生活习惯：如何评价作文： ......
Homework 完善自己的作文,并分享给你的朋友。
板书设计 How to write a passage about daily habits ActivitiesGood habitsBad habitsalways/every dayusuallyoftensometimeshardly evernever开头介绍姓名My name is.../I’m...正文Good habits...have/has a lot of good habits. She always exercises every day.Bad habits...have/has some good habits. She never ...结尾
课后反思 本节课练习了用所学目标词汇和语言进行写作并通过一系列的练习检测了学生综合运用本单元所学语言的能力，基本达成教学目标，但是学生运用语言的熟练程度还有待于进步 提高。
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Why do you like pandas
writing
A: What animals do you like
B: I like…
A: Why do you like them
B: Because they are…
Free talk
smart
friendly
cute
beautiful
lazy
shy
…
…
Talk about the animals you like in pairs.
It likes to ____ ________.
bamboos
eat
Do you know
_____ _____climb(爬) _____ .
It
can
trees
It likes to ____ ________.
bananas
eat
Do you know
It can climb(爬) _____ .
trees
It _____ to ____ ________.
meat
. (run)
It can run quickly
eat
Do you know
likes
They ____ ____ ____ _______.
grass
Do you know
eat
like
to
They can walk for a long time
. (walk)
animals
A
B
C
D
E
F
Guess:
What animals are they
Guess: What animals are they
They are gray and kind of small.
They are cute, They are from Australia.They eat leaves.
They like sleeping in the day. They live on the trees.
koalas
Guess: Who are they
They are from Africa,they like eating leaves.
They have very long necks and long legs. They are tall.
They can run fifty kilometers an hour.
giraffes
Guess: What animals are they
Guess: What animals are they
They are big. They are really scary .
They are from China.
They are yellow and black.
They are like big cats.
They eat other animals.
tigers
They are strong and scary.
They are from South Africa.
They eat meat.
lions
Guess: What animals are they
They are big and cute.
They are shy and lazy .
They are black and white.
They are from China.
They eat bamboos.
pandas
Guess: What animals are they
Guess: What animals are they
They are fat and strong.
They come from Africa.
They have a long nose and two big ears.
They are in great danger because of their ivory.
elephants
3a Becky is Jill’s favorite animal. Fill in the blanks with the words in the box.
like beautiful
Africa
years
lives
because
This is Becky. Isn’t she_________ She is from_______. She is twelve ______ old. I _____ Becky ________ she is smart and friendly. She ______ in Blackwood Zoo.
Africa
years
like
because
lives
beautiful
How to describe animals(如何描述动物)
A description of an animal
name
nationality
（国籍）
hobby
age
what to eat
where to live
appearance
（外貌）
others
personality
（个性）
Summary
How to describe animals(如何描述动物)
A description of an animal
name
nationality
（国籍）
hobby
age
what to eat
where to live
appearance
（外貌）
others
personality
（个性）
Homework
1.通过与范文的比较，改正自己的作文。
提示：书写工整，老师评出书写明星。
2.背诵3a。
谢谢
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