Unit 1 How often do you exercise？（Section B 3a-4)

Unit1 How often do you exercise?
Section B (3a-4)
【三维目标】
1.知识与技能:
1)Master words , phrases and language points .
2) Practice reading and writing skills .
2.过程与方法:
1) Let the students work in pairs to learn the cooperative learning .
2) Task-based teaching approach.
3) Autonomous learning and cooperative investigation .
3.情感态度与价值观:
Lead the students to form .the healthy lifestyle.
【教学重点、难点】
1)动词help的用法
2)maybe与may be的用法
3)although与but的用法
4) How to write your lifestyle .
【教学过程】
Ⅰ. Warm-up
Task1. Read new words and remember them.
Task2. Use the words to fill in the blanks.
Katrina and Bill are friends. They have lifestyle. Katrana her health. Her eating are pretty good. She to eat vegetables and fruit everyday. And she exercises everyday. She never drinks coffee or eats junk food. So you see good food and exercise help her get
and study . Bill’s lifestyle is not the Katrina’s. He is kind of .
Ⅱ. Pre-read
Task1. Free talk
Talk about how often you/he/she do/does things
Work in pairs.
参考句型：
A: How often do you…? B: I…
A: How often does he/she…？ B: He/She…
参考词汇：
Activities
How often
exercise, do homework watch TV, shop, read, eat junk food, drink milk…
every day, hardly ever, sometimes, three or four times a week, once a month …
Ⅲ.While-read (3a)
Task1.Listening
Listening to the tape and answer the two questions.
1. Does her lifestyle healthy ?
2. Can good food and exercise help her study better ?
Task2.Fast-reading
Please read the article carefully, and then answer the following questions .
Task3.Careful-reading
Read 3a and fill in the chart below.
How often
Activities
every day
1.exercise
2.
every night
3.
two or three times a week
4.
never
5.
Task4.Intensive-reading
Read the article again and pay attention to the usage of important words and phrases.
1.help的用法小结：
1) help sb. 帮助某人
2) help sb do sth. 帮助某人做某事。（注意：help后通常接动词原形作宾语补足语）
3) help sb. with sth. 在某方面帮助某人。
4) Can I help you ? = What can I do for you ? 我能为你做点什么？
e.g. 他经常帮助他妈妈洗衣服。（汉译英）
2. maybe 与may be
maybe为副词，只可放在句首；而may be为情态动词may 和连系动词be构成的短语，放在句中。
e.g. 他也许在家。（汉译英） =
3. although与but
although意思是“虽然”，与but不可同时出现在一组句子中，二者只能用一个。
e.g. 他虽然很小，但学习很努力。（汉译英）
=
Task5
1）Play the tape and ask the students to read after the tape
2）Read the article loudly then try to retell the article according to the chart above .
Task6. Do 3b
Ⅳ. Post-read
Task1. Make a survey(4).
Discuss and decide: Who is the healthiest student?
Task2. Writing
How healthy are you? Write about your own habits(3c).
My lifestyle




当堂达标：
I have a (health) lifestyle. So I am pretty (health). I exercise every day, usually when I come (home) from school. My (eat) habits are good too. Vegetables, fruit, milk are good for my (health). So I eat fruit twice a day, eat fruit four (time ) a day. I have milk once a day. ( eat) more junk food is bad for my health, so I eat it only once a week. And I sleep about eight
( hour) every night. So you see why I am so healthy. Do you think I have a healthy lifestyle?
Ⅴ. Summary
Sum up what we have learned today .
1. Words and phrases.
2. Reading and writing skills.(how often you do things)
Ⅵ. Homework
1. Review the words and phrases .
2. Retell the article and preview next lesson .
【设计思路】
该课是本单元第四课，属于一节读写课。在设计Warm-up环节时，为了和前一节课密切联系，我们把2a、2b的录音脚本设计成了一篇小短文，既作为对上节课内容的回顾，又采用新单词填空的形式，起到预习新词汇的作用。
在Pre-read这一环节中，让学生用前面所学的词汇和功能句型进行对话练习，在复习本单元重点句型的基础上，又为本堂课的学习做好了语言铺垫。
在阅读中，我们让任务型教学贯穿始终，本着由易到难，由听到写的思路进行设计。先让学生带着问题听录音，然后让学生带着问题读文章、填表格。通过反复阅读文章，并在notes的帮助下，学生的阅读障碍能够基本扫除。 由于阅读环节做的很充分，那么3b的处理就一带而过了。
在3c和4的处理过程中，我们整合了课本资源，先做了4的“说”的输出，又进行了3c的“写”的输出，先说后写，降低了写作难度。随后结合本节课的重难点，设计了当堂达标题，让学生对本课知识进一步巩固。