Unit 2 How often do you exercise Section B 教案（表格式，共3课时） 2024-2025学年人教版英语八年级上册

Unit 2 How often do you exercise
Section B（1a-1e）
Teaching Aims 1.语言能力：了解Tina, Bill的生活习惯。 2.文化意识：了解他人的生活习惯，并能区分良好的生活习惯，初步形成培 养良好习惯的意识。 思维品质：能根据听力材料的内容进行改编或创编对话。 4.学习能力：能正确使用how often引导的特殊疑问句询问从事活动的频度。
Teaching Difficulties How to personalize the target language to make the language more meaningful and keep students motivated.
Teaching Aids A tape recorder; CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can have Ss brainstorm kinds of foods and drinks to activate their prior knowledge. The T should try to make Ss more involved in the class and draw their attention. Then the T can encourage Ss to divide these food or drinks into healthy or unhealthy kind. Introduce the definition of healthy food and junk food to Ss to cultivate their awareness of healthy life. The T can use these prompts: Are they healthy or unhealthy Junk food is bad for our health. ... Personalize the topic by asking Ss about their living habits. Have Ss think about if they live a healthy life and how they can keep healthy. The T can use the following prompts: How often do you eat fruits/vegetables/meat... How often do you drink milk/coffee/cola... How often do you exercise How often do you eat ice-cream/hamburgers/chips... How many hours do you sleep every night How often do you stay up late ...
Step 2 Presentation & Practice
1a This activity is to help Ss use the target language in a different context. Ss do the match task in 1a individually and the T can check answers in class. The T can extend the activity by asking Ss the following questions: What food should we always eat What should we often drink or eat What should we hardly ever or never eat What do you usually eat or drink Do you sometimes drink coffee Why Are hamburgers good for our health How about fruit Why ... Answers: 1. b 2.a 3.e 4.c 5.f 6. d 1a The T may want to give Ss the opportunity to expand their vocabulary by doing the following: Write the following words on the board: junk food, dairy products, fruit, vegetable Have Ss work in pairs and compete with other pairs to list as many foods as possible under each of the categories within a fixed time limit. The winning pairs can be based on the number of words in each category as well as the total number of words. 1b The activity is to give Ss practice using the target language in conversations. The T may want to make it easier for Ss to do the activity and enhance their conversations by eliciting three or four different sample conversations from Ss and writing these on the board. In this way, the T can include new expressions that Ss can practice as they make their own conversations. 1c This activity is to give Ss practice in listening for specific items in conversations. In order to vary the way that listening is usually done, the T can have Ss do the activity in the following way: Have Ss work in pairs. Have one S in each pair listen only for information about Tina’s life style and the other student listen for information about Bill’s lifestyle. Play the recording. Have Ss answer the question about their character and explain their answer. Reverse roles and play the recording again. Answers: Does Tina have good habits Yes. Does Bill have good habits No. 1d This activity is to give Ss practice in listening for specific information. The T can have Ss work in groups of three. Ss close their textbooks. One S will not listen to the recording. The other two will listen and take notes. The S who didn’t listen will ask the other two Ss questions to be able to complete the chart in 1d. The three Ss should discuss together if any answers conflict. Play the recording and have Ss check their group’s answers. Elicit the correct answers from Ss and write them on the board. Answers: QuestionsTinaBill1every dayhardly ever2every daynever3ninenine4every daynever5two or three times a weekthree or four times a week6neverfour times a day
1e The activity is to provide Ss with speaking practice using the target language. In order to make the activity more playful, the T may want to have Ss answer the interviewer with the word “guess” after each question is asked. In order to make such a conversation easier for Ss to do, the T may write the following sample on the board: Interviewer: How often do you exercise Tina: Guess.(Smile when you say this to show you are joking) Interviewer:I don’t know...Maybe twice a week Tina: No, three times a week. Are we finished Interviewer:No, not yet. I have another question. How often do you eat vegetables Tina:Guess. ... Note: The Ss should be told that answering with Guess is acceptable now as this is a game between friends, but they should not say this in a serious interview as it may sound disrespectful.
Step 3 Language points
want sth. 想要某物 want to do sth. 想要做某事 want sb. (not) to do sth. 想要某人（不）做某事 be good for 对……有益处 为固定短语，后接名词、代词或动词-ing，其反义短语为be bad for“对……有害”。 health n. 健康；人的身体（或精神）状态 作不可数名词，常用短语：be in good/poor health身体好/差。
Step 4 Summary & Homework The homework can vary with the specific conditions.
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the passage in Section B 2b. Do the exercises in students’ book.
Teaching Reflection The design of activities before listening(Activities1a and 1b) is very important. The purpose is to activate the memory in students' brain, recall the learned words, phrases and sentence patterns, and pave the way for listening activities. At the same time, students' response process is also to learn and consolidate language knowledge in application. The role of teachers in this link is also very important. They should be good at providing topics and mastering the rhythm and difficulty levels of the discussion and adjusting the discussion atmosphere. We should not only encourage excellent students to express actively, but also pay attention to the students with average or weak foundation and give them the opportunity to express, even if they are just asked to repeat the statements of other students or express whether they agree with others. Teachers should also purposefully pre-teach the unfamiliar words possibly appearing in 1c-1d. In addition, the demonstration of teachers' language is extremely important. The wording should be concise, clear and easy to understand, which is also an important language information input.
Unit 2 How often do you exercise
Section B（2a-2e）
Teaching Aims 1.语言能力：了解第五中学学生的课余活动。 2.文化意识：了解他人的课余活动安排，谈论课余活动及其频度，初步形成培养良好习惯的意识。 思维品质：概括稍长语篇的关键信息、主要内容。 4.学习能力：能正确使用how often引导的特殊疑问句询问从事活动的频度。
Teaching Difficulties Learn to present and analyze information using the pie chart.
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 elicit the target expressions from Ss and then present these phrases beside each of pictures. The T can encourage Ss to talk about these activities using the target structure and personalize the topic.The T can use the following prompts: Do you like these activities What do you think of them How often do you do these activities When do you do them ....
Step 2 Presentation & Reading
2a The activity is to personalize the target language and prepare Ss for the subsequent reading activity. The T can ask Ss to close their books and give Ss dictation for these expressions in 2a. Then Ss can check their writings and do the activity 2a individually. At last, the T can invite some Ss to share their answers in class and explain why they rank like that. 2a The T may want to elicit from Ss up to 6 more activities to add to those in the box in2a and write the additional activities on the board. The T can also recycle language from earlier in the unit or the previous unit. e.g. visit grandparents, go on vacation, eat junk food, etc. While-reading Task 1 & Task 2 Skimming and matching The T can ask Ss to read the passage quickly and try to get the main idea of teach paragraph and then get the structure of the passage. Task 3 Scanning and judging The T can ask Ss to read each paragraph carefully and choose T or Then the T can invite some Ss to share their answers. The task can help Ss get the specific details and have a better understanding of the passage. Task 4 mind-map The T can analyze the structure with Ss and work out the mind-map of the passage. Ss can try retelling the passage according to the mind-map. 2b The activity is to provide reading practice with the target language and visual literacy. Before Ss fill in the pie chart in 2b, the T can make Ss work in pairs to answer the following the questions: 1.Look at the title and the pie charts. 2.What do the pie charts show 3.What information is missing 4.Where can the information probably be found 5.Can numbers be written as words Then Ss can read the passage again and the T can remind them to pay more attention to numbers appearing in the passage. Then Ss finish the task in 2b and check answers in pairs. At last the T present the correct answers and point out the significance and advantages of pie charts. Answers: Exercise : 15% : every day 45%:4-6 times a week 20%:1-3 times a week 20%:1-3times a week 20%:no exercise Use the Internet: 90%: every day 10%:3-4 times a week Watch TV:85%: every day 13%:4-6 times a week 2%: 1-3 times a week 2c The activity is to provide scanning and writing practice with the target language and practice visual literacy. The T may want to have Ss work in small groups to have a scanning competition. In each group,one S will look at the questions in 2c and the other Ss will only look at the article and pie charts in 2b. The S, who is looking at the questions, should read any one of the six questions (but one question only).Then the other Ss will compete to find the answer in the article. Then a new S is selected to ask another question,and the activity is repeated until all the questions have been asked and answered. Note: When reviewing answers to question 5, point out that the information shows only how often students do these activities but not how long, so answers will vary, i.e. there is no right or wrong answer, but Ss should still be able to explain why they think the Ss at No. 5 High School are or are not healthy. Answers: 1. Twenty percent of the students do not exercise at all. 2. Ninety percent of the students use the Internet every day. 3. Most students watch TV every day. They usually watch game shows. 4. The writer thinks exercise is the best way to relax because it's healthy for the mind and body, and you can spend time with your friends and family as you play together. 5. Answers will vary. 2d The activity is to provide writing practice with the target language. Ss can be asked to write sentences individually and then do peer correcting. At last the T can invite some Ss to read aloud their sentences in class. Suggested Answers: Ninety percent of the students always use the Internet. Eighty-five percent of the students always watch TV. Forty-five percent of the students usually exercise. Ten percent of the students usually use the Internet. Thirteen percent of the students usually watch TV. Two percent of the students sometimes watch TV. 2e The activity is to provide practice with the target language and visual literacy. The T may have Ss read the activities in 2e and then choose their favourite one to interview other Ss in class. The T can also participate in Ss’ interview to arouse Ss’ enthusiasm. Then Ss get the information to fill in the chart and make their own pie charts. The T can invite some Ss to show their pie charts and have other Ss make feedback.
Step 3 Language points learning
“基数词+percent+of the+名词”结构作主语时，谓语动词的单复数由该结构中的名词来决定。 not... at all 根本不；一点儿也不 表示强烈的否定，at all通常位于句尾。not at all有“不用谢，别客气；没关系，一点也不介意”之意。 although作连词，相当于though，引导让步状语从句。在英语中，表示“虽然……但是……”时，although/though 不能和but同时使用。 through作介词，表示方式，意为“以；凭借”还可意为“穿过；通过”，多指穿过门、窗、洞、森林、城市、隧道等。 across 介词从事物表面横过I went across the road.through从事物内部穿过The thief got in through the window.over从事物上方越过She climbed over the wall.cross动词相当于go acrossHe crossed the Atlantic twice.
such as通常用来列举同类人或事物中的几个例子。其前一般用逗号隔开。for example用来列举某一论点或情况，一般只列举同类人或事物中的一个，在句中作插入语。用逗号与前后隔开，可置于句首、句中或句末。
The language points are for reference only.
Step 4 Summary & Homework The homework can be varied with the specific conditions.
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 passage in 2b. Do the exercises in students’ book.
Teaching Reflection In the process of English teaching, teachers should try their best to encourage students to participate in the discussion and do not overemphasize the correct answers. This can not only broaden students' thinking space, help the development of creative thinking ability, but also help students master the language in use.
Unit 2 How often do you exercise
Section B（3a-Self Check）
Teaching Aims 1.语言能力：写一篇关于自己好习惯和坏习惯的报告。 2.文化意识：了解他人的课余活动安排，谈论课余活动及其频度，初步形成培养良好习惯的意识。 3.思维品质：能根据所给内容或条件对语篇进行改编或创编。 4.学习能力：以书面形式谈论课余活动及频度，描述生活及学习习惯。
Teaching Difficulties 写一篇关于自己好习惯和坏习惯的报告。
Teaching Aids CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can ask Ss to brainstorm the good and bad habits they have as much as possible . The T can list them on the board and encourage Ss to think about what they will do with these habits. During the process, the T should make Ss realize the importance of good habits and guide Ss to develop and keep on good habits and break bad habits. At last, the T can present an English saying about habits and encourage Ss to think of more sayings or mottoes in English or Chinese.
Step 2 Presentation
3a This activity is to prepare Ss to write using the target language. In activity 3a,the T may want to help Ss understand the relationship between the number of days in the chart and the word always, usually, often,sometimes,hardly ever,never and every day used in the passage. It may be easier to visualize if the number of days is expressed as a percentage. 1.Elicit from Ss the number of days in a year-365 days. 2.Have Ss calculate the percentage for each activity. Then have Ss match the percentages with words. 365/365*100=100%(always,every day) 210/365*100=58%(often) 15/365*100=4%(hardly ever) 320/365*100=88%(usually) 95/365*100=26%(sometimes) 20/365*100=5%(hardly ever) 0/365*100=0%(never) Then Ss fill in the blanks to complete the report individually and the T check the answers as a class. Then the T may invite some Ss to read and translate the report. Answers: every day, often, hardly ever, usually, sometimes, hardly ever, never. 3b The activity is to personalize the target language. Ss may perform better when they have clear targets to achieve in an activity. For example, in activity 3b, the T may want to make clear that Ss only need to list one activity in each box. On the other hand, the T may ask Ss to generate multiple activities, but the specific number of activities should be made clear to the Ss.
Step 3 Writing
3c The T may want to make it very clear to the Ss how to organize a report. This can be easily done by retaining key sentences and maintaining key vocabulary in the model paragraph in 3a. Suggestions: Sentences 1 and 3---Change the name and other information such as age,type of school and country to match the S. Change the gender words as necessary to match the S,e.g.change her to him. Change the adverbs of frequency or activities in the sentences to match the S's information in activity 3b. Suggested Answer: I’m ×××, a 15-year-old boy. I have a lot of good habits. I always arrive at school and do my homework on time. Also, I hardly ever stay up late and I exercise every day. However, I have some bad habits too. I often play computer games for more than two hours a day, and I sometimes ride my bike too fast. Besides, I eat chocolate four or five times a week, and I hardly ever eat vegetables. I know these bad habits are not good for me, I will break them. 4 The activity is to let Ss use the target language to communicate about themselves.The T may want to have Ss take the health quiz in a different way: ·Listening-Have Ss close their textbooks.Read aloud the questions and the answers. Ss mark a,b,or c for each question. ·Reading-Then have Ss read the questions and answers and confirm that their responses were correct. ·Finally,have Ss score themselves. Finish by discussing whether the Ss agree with the individual scoring for each answer and the overall interpretation of the total scores, e.g. Do students agree that eating breakfast almost every day is best and that scoring 9 or more points means they are really healthy
Step 4 Self Check
The part of Self Check is to provide a comprehensive review of key vocabulary and functions presented in the unit. 1. Have Ss look at the Self Check activities. 2.Read aloud the prompts in the textbook and the words in the boxes. 3.Model the activities if necessary. 4. Give Ss time to do the activities and compare their work with a partner. 5. Elicit answers from the Ss and write them on the board. Answers: usually, How often, Hardly, How often, every, always
Step 5 Summary & Homework The homework can be varied with the specific conditions.
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview Unit 3 Section A (1A-1C). Do the exercises in students’ book.
Teaching Reflection In the last period of the unit, the students should use the new items they have learned to practice writing. And before writing practice, students should learn how to figure out the structure of a passage and organize a report.The T can make full use of the sample to help students.After writing, the teacher can ask the students to correct and polish the passage they write together, which will help to foster their spirit of cooperation.