Unit 2 How often do you exercise
Section B (2a—2e)
Learning goals :
Review the interview about Tina’s and Bill’s daily habits in Section B (1)
Learn to talk about free time activities in No. 5 High School using these words “result, percent, online, television, although, through, mind body such, together, die, writer and so on” and these sentences “And twenty percent do not exercise at all. Most students use it for fun and not for homework. The answers to our questions about watching television were also interesting. Although many students like to watch sports, game shows are the most popular. It’s healthy for the body and the mind. Old habits die hard. It’s good to relax by using…”
By comparing the free time activities—exercise, use of the Internet and watching TV in No. 5 High School, let the students know: Start exercising before it’s too late.
Learn to form good daily habits, and let them know good habits can make them succeed.
Guide the students to master the abilities of their reading skills.
Step1. Review and preview.
Review : Check their homework. Change the interview into a passage about Tina’s and Bill’s daily habits in 1c and 1d. First read them in their group and them ask some of them to read to the whole class.
Eg；
Tina exercises every day, but Bill hardly ever exercise. Tina eats fruit every day, but Bill never eats fruit…
设计意图： 以旧带新，温故而知新。
Preview :
Put them into English orally, then write them down without looking at the text. Show them the Chinese sentences. P13.
1 第五中学的学生们业余时间做什么？
2 20%的学生根本不运动。
3 关于我们看电视这个问题的回答也很有趣。
4 尽管许多学生喜欢看体育节目，但游戏节目最受欢迎。
5 积习难改。
设计意图：培养学生养成预习习惯，让他们意识到：Early birds can catch the worms.同时为下一步的学习打下基础。
Step2. Warming up and leading in
T: In 1c and 1d we’ve talked about Tina’s and Bill’s daily activities. What about yours What do you often do in your free time
S1: …
S2: …
T: So how often do you do them
S1: …
S2: …
T: Now let’s see what the students in No.5 High School do in their free time.
Step3.
Task1: Read the article and complete the pie charts on the next page.
Read the article
Complete the pie charts on the next page.
Check the information in their group and see if they are right. If not, help each other to solve them.
Ask three of them to share their information about the pie charts.
5）Ask some of the students to make some sentences according to the pie charts.
Eg. 45% percent students exercise four to six times a week.
设计意图：
训练学生集中精力快速阅读，敏锐捕获信息的能力 ，此环节设计简单，目的让学生树立信心。
Task 2: Read the article again and tell True (T) or False (F).
1. We found that twenty percent of our students exercise every day.
2. Ninety percent of the students use the Internet every day.
3. Most students use the Internet for homework.
4. Only twenty percent of the students watch TV two or three times a week.
5. Do exercise is healthy for the mind and the body.
设计意图：
培养学生通过细读捕捉信息，了解信息，从而判断信息的正误。
Task3: Read the article again and answer the questions.
1. How many students do not exercise at all
2. How many students use the Internet every day
3. How often do most students watch TV What do they usually watch
4. What does the writer think is the best way to relax Why
5. Do you think the students at No. 5 are healthy Why or why not
设计意图：精读获得详细信息，并能用英语组织语言，养成用英语思维的好习惯。
Task4: Follow the tape and pay attention to the pronunciation and then ask them to read by themselves aloud for about ten minutes.
Task5: Question time.
Ask the students to read the article for about five minutes, and try to find the points they don’t understand. Then try to solve them in their group. If not, the teacher can help them.
设计意图：
发现问题，解决问题是学生的一种能力。同学合作是解决问题的很好方法，授之以渔是我们每个老师的任务之一。
Task6: Retell the article according to the mind-map below. First ask them to retell by themselves，then ask some of them to do it in class.
设计意图：
复述可以提高学生的语言组织能力，应在以后的教学中常常使用。
Task7: Complete the article according to 2b using words or phrases in the article.
Last month we asked our students about their free time activities. Our questions ___1__ (are) about exercise, use of the Internet and watching TV. Here are the results.
We ___2__ (find) that only fifteen percent of our students exercise every day. Forty-five percent exercise four to six times a week. Twenty percent exercise only one to three times a week. And twenty percent ___3_ (not exercise) at all.
We all know that many students often _4__ (go) on line, but we were surprised that ninety percent of them use the Internet every day. The other ten percent use it at least three for four time a week. Most students use it for fun and not for homework.
The answers to our questions about __5_ (watch) television were also interesting. Only two percent of the students watch TV one to three times a week. Thirteen percent watch TV four to six times a week. And eighty-five percent watch TV every day. Although many students like __6__ (watch) sports, game shows are the most popular.
It’s good to relax by using the Internet or __7__ (watch) game shows, but we think the best way _8__ (relax) is through exercise. It is healthy for the mind and the body. Exercise such as __9__ (play) sports is fun, and you can spend time with your friend and family as you play together. And remember, “old habit die hard.” So start __10__ (exercise) before it’s too late.
设计意图：
与中考题型紧密相连，培养学生对语篇的整体理解，对局部词汇的运用能力，尤其是动词的应用。
Step4 Inquiry into knowledge by translation.
一 Although many students like to watch sports, game shows are the most popular.
__________________________________________________ .
Although 是连词，意思是______, 表示虽然时，要根据汉语习惯后面使用but, 不过有时它可以和yet, still等副词连用。如：虽然他很累，但仍然继续工作。
1）__________ , he went on working.
2) He was tired, _____________________________ .
二 It is good to relax by using the Internet or watching game shows, but we think the best way to relax is through erercise.
__________________________________________________ .
It is/was +adj (for sb) + to do … 意思为_______________ .
如：对我来说学好英语不难。
________________________________________________ .
by+ 名词/代词/动词的ing形式表示方式或手段，意思为_____ 。如：
a 他们正通过电话交谈。
________________________________________________ .
b 她靠教书为生。
________________________________________________ .
through意思为________。如：
c 他通过他舅舅得到这份工作。
_______________________________________________ .
在表示方法手段时，by和through有时也可换用。
Step5.The end-of-class test
一 根据汉语提示完成句子。
We found that only fifteen ______ (百分之…) of our students exercise every day.
____(虽然，尽管，即使) many students like to watch sports, game shows are the most _______( 受欢迎的) .
3 What does the writer think is the best way to _____ (放松)
4 It’s a good way to learn English by ______ (阅读) loud early in the morning.
Chatting _____ (在线的，联网的) by mobile phone is becoming popular.
Please remember old habits ______（消失，灭亡，死亡）hard.
formation about the kinds of vacation.
二 用所提供的单词或短语翻译下面句子。
1 另外10%的学生每周至少使用3到4次互联网。（at least）
2 20%的学生根本不运动。（not…at all）
3 关于我们看电视这个问题的回答也很有趣。(the answer to)
4 尽管许多学生喜欢看体育节目，但游戏节目最受欢迎。(although)
5 积习难改。(die)
HOMEWORK：
Please write a passage about your free time activities.
附：本节课当堂检测的答案
一 percent/although/popular/relax/online/die
二 用所提供的单词或短语翻译下面句子。
The other ten percent use the Internet at least three or four times a week.
Twenty percent of the students do not exercise at all.
The answers to our questions about watching television were also interesting.
Although many students like to watch sports, game shows are the most popular.
Old habits die hard.
课后反思：
亮点：
本课是阅读课，主要培养学生的阅读能力。通过设计不同的活动达到不同的目的。让学生略读文章并完成饼图，回答问题并判断正误；然后让学生细读文章并完成回答问题。这些策略有利于学生逐渐提高寻找大意和细节的能力。然后的跟读，复述等活动有利于学生内化所读的内容。
课后的当堂达标要考查学生真正对语言的运用能力，通过检测，学生对词汇的掌握不错，句子翻译仍显得陌生。短文填空这种贴近中考的题目也是必要的练习题型，让学生更能够熟练地运用文章。
不足：由于班额大，有些环节没有考虑到学困生，所以导致部分同学上课睡觉，或者做其它与课堂无关的事情。在以后的工作中尽可能不忽略他们，他们也挺不容易的。Unit 2 How often do you exercise Period 3(Grammar focus～3c )
第三课时 语法课 Section A(Grammar focus～3c)
Learning aims：
一、功能：Talk about how often you do things.
二、词汇及常用表达法：1. Learn to use “always, usually, often, sometimes, hardly ever, never”
2. Learn to express frequency times.
语法：1. Ask for activity frequencies using “how often” questions.
2. State the frequencies of the things you do using the adverbs of frequency and frequency time.
Teaching steps:
Step I Learning aims show:
Show the students the learning aims of this period on the screen. Get the students to look through them quickly.
Step II Lead-in. (Games)
T: Boys and girls, would you like to play games
S: Yes, I’d like to.
T: Very good! Let’s say the correct frequency adverb for each pie chart. You can stand up and say quickly.
（设计意图：扇形图形象、直观，可以直接引导学生回忆起所学的频度副词。另外，图片可以更好地吸引学生的注意力，让学生起立说出每幅图相对应的词汇有助于提高他们的兴趣，掀起学习的小高潮）
T: Great! Now use the frequency adverbs to make up sentences according to the pictures and the charts. You can say the sentences without hands up. If your sentence is right, I’ll give your group one mark. Let’s see which group is the best.
SHAPE \* MERGEFORMAT
T: Let’s play another game. Please choose your lucky number. Each lucky number has a question. Please answer it according to the picture and the times in it. You must answer them in sentences.
(使用说明：在每一个数字中编辑一个超链接，链接到相应的图片。这样在点击每一个数字时，就会出现一个指定图片，图片上有问题及次数，学生根据图片及次数回答问题。另外，每一幅图片都要与上面的数字图片超链接，以便学生继续选择，继续练习。)
Here are the pictures:
一天一次 一天三次 一周四次 一月五到六次
一月三或四次 每月八次 每天两次 每周三次
（设计意图：游戏的设计使比较松散的语法点穿成一体，有助于学生下一步的总结归纳；并且，游戏可以进一步增强学生的兴趣，提高他们学习的主观能动性。）
Step III Summary
Guide the students to recollect what they practiced in the above games. Use the following chart to help them to conclude. Let the students fill in the chart in their exercise book Get two individuals to write on the blackboard.
T: Please fill in the chart using the words or the sentences we said just now.
（设计意图：设计这个图表是为了帮助学生回顾刚才游戏中训练的内容，帮助他们在头脑中初步形成本课知识体系；另外，指导学生根据表格提示进行举例说明可以帮助他们巩固本节课所需的语言材料，为下一步的语法归纳与总结打下基础。）
Check their answers after they finish. At the same time guide the students to conclude the frequency adverbs, the general way to express frequency times and the sentence pattern to ask for frequency. Write these contents on the blackboard.
always usually often sometimes hardly ever never
How often+do/does sb. do sth.
once /twice/three times┄ 基数词+times/ + 单位时间
（设计意图：指导学生说出句式结构与一般的表达方法，可以锻炼学生的归纳与总结能力；板书设计调理、清晰，学生看了一目了然）
Step III Discovering and concluding
T: You’re very smart. Let’s go on concluding and find out more rules.
Show the students some exercise of inquiry. Help them to find out the grammar rules.
1.how often 意为 “__________”，是用于提问表示________的特殊疑问词组。其答语应为表示________ 的副词或副词词组。句子的时态一般是_____________.
After check the answers, show the students the following sentences. Get the students to read them in pairs. Then let them find the rules to use the auxiliary verbs—“do” and “does”.
2. 1) A: What do you do on weekends B: I always exercise.
A: How often do you exercise B: I exercise every day.
2) A: What does she do on weekends B: She sometimes helps with housework.
A：Dose she go shopping B: Yes, she goes shopping once a weekend.
实意动词的一般现在时变一般疑问句时应在句首加_______ 或___________. 该加哪一个应看主语， 当主语是 ____________人称、____________人称、______________复数及_____________ 名词时加do；当主语是____________ 人称单数及__________ 名词时加_____________.
（设计意图: 通过游戏的系统训练与板书设计的指引与归纳，学生自然而然就能总结出how often的用法；实意动词的一般现在时是学生已经学过的内容，通过给出学生例子，引导他们自己发现归纳总结语法规律，在加深学生认识的同时，还训练了他们归纳与总结的能力）
Step IV Drills
1. Get the students to complete the questions in 3a alone. Then match the questions with the answers. After they finish it, let the students check the answers with their partners. Next have pairs of students ask and answer. When they read, remind the other students to check the answers.
(answers: 1. does 2. Do 3. do 4. Does 5. do 6. Do 1---c 2—f 3—e 4—a 5—b 6—c)
2. Pair-work
Get the students to work in pairs to make up sentences according to 3b and write down the answers on their books. After they finish, have pairs of students read their conversations. Check their answers at the same time.
3. Show the teacher’s answers on the screen. Get the students to read it together.
(设计意图：利用课本上3a与3b经行控制性机械练习使学生能够熟练使用目标语言。)
T: These questions all about free time activities. Let’s go on talking about free time activities.
Have a conversation with one student as a model.
T: Yang Yi (one of my students), what do you do on weekend
S1: I usually watch TV.
T: How often do you watch TV
S1: Twice a week.
T: Do you play basketball
S1: Never.
T: Liu Yuqi (another student), what does Yang Ying do on weekend
S2: She usually watches TV.
T: How often does she watches TV
S2: Twice a week.
T: Does she play basketball
S2: Never.
T: Great! Please practice in group of four like that. The first two students use the first personal. The second pair uses the third personal. You can use the pictures to help you.
（设计意图：创设情境，指导学生进行半控制性操练，为下一步的开放性交际运用打下基础。）
Step V Group-work
T: Wonderful! I think your English is good. Do you want to make your English better
S: Yes.
T: What can we do to improve our English
S1: We can listen to English music.
S2: We can read English newspapers.
S3:…….
T: Please work in groups. There are three tasks. Each group must finish all of them. Everyone in each group can choose one task to finish.
Design three tasks for the students in this step. Let the students choose proper task for themselves and finish it.
Last choose several individuals read their articles.
（设计意图：练习的设计充分考虑到学生在能力上的差距，让能力差的学生用how often句型进行调查，让中等生收集调查结果，让优秀生负责写报告，这样使每一个层次的学生都能参与到课堂中来，使每一位学生都能体会的成功的喜悦。）
Step VI Sum-up
Use the grammar tree to help the students to conclude what has been learned in this period.
Guide the students to conclude from four parts.
T: I think you must learn a lot in this lesson. Could you please tell me what you’ve learned
You can tell from four parts.
(设计意图:引导学生根据知识树总结本节课所学内容，对本课所学重点语法进一步深强化巩固，使他们养成反思总结的学习习惯。）
Step VII Homework
1. Translate the sentences in the Grammar Focus into Chinese and make up similar sentences. (★)
2.Write an article to introduce(介绍) your and your best friend’s free time activity frequencies. （★★）
3. Preview 1a-1e, Section B. (★)
本节课亮点：
1. 本课在教学设计上遵循语法课教学流程，教路有序，循序渐进。
2. 本单元的语法知识点比较零散，即有对一般现在时和助动词do与does用法的复习，又有对本单元出现的频度副词及单位时间内次数表达法的讲解与归纳。怎样才能把这些零散的知识窜起来放在一个语言环境中让学生感受与体会是一个难题，本节课开头所设计的游戏有效地解决了这一问题，并且它还激发了学生的兴趣，提高了他们学习的积极性。
3. 本节课充分发挥学生的主观能动性，尽量让学生自己通过练习去感知语法，并在此基础上进行归纳与总结语法规律，这样可以帮助他们轻松地接受语法知识，加深印象。
4. 在对语法知识的练习中，本着高效训练的原则，题目的设计具有典型性、适量性和层次性，从控制性操练、半控制性操练到开放性语言知识应用，层层深入，即夯实了基础，又提高了学生的技能。另外，练习的设计充分考虑到不同层次的学生，例如在group-work这一阶段，让能力差的学生用how often句型进行调查，让中等生收集调查结果，让优秀生负责写报告，这样使每一个层次的学生都能参与到课堂中来，使每一位学生都能体会的成功的喜悦。
5. 引导学生根据知识树总结本节课所学内容，对本课所学重点语法进一步深强化巩固，使他们养成反思总结的学习习惯。
不足之处：
由于时间的原因，学生最后的报告完成不充分，不是每一个小组都能完成任务。
比一比，看谁用第一人称说周末活动又快又好？
≤5%
≥5%
≥5%
比一比，看谁用第三人称说周末活动又快又好？八年级Unit2 How often do you exercise
第一课时： New words and phrases
Teaching and Learning Goals：
Learning Goals
1. 能争取使用下列词汇(Curriculum words)
housework, Interne, program, swing, coffee, health,
result, percent, television, mind, body, writer, dentist, online, such, hardly, ever, once, twice, maybe, least, together, however, almost, less, although, than, through
2. 能争取使用下列常用短语（Useful expressions）
hardly ever, swing dance, at least, junk food, such as, more than, less than
3. 能认读下列词汇(non-curriculum words)
junk
Teaching and learning steps
Step 1: Learn to read the words on P122
Students manage to read the words using the phonetics by themselves and mark the difficult words.
Especially Read the difficult words in groups.
Get one or two middle-level students to read all the words. Ask the good students to correct the wrong pronunciations. If necessary, the teacher corrects them.
Read after the tape.
5.Read aloud and the teacher walks around to see whether students have any questions. (设计意图：该步骤能有效培养学生个人识读单词的学习习惯；能培养学生自主、探究和合作学习的能力。首先学生自己根据音标识读单词，并标出识读时有困难的单词。接着两人一组或以小组为单位解决遇到的困难。然后找同学读单词，请好学生先纠正，还有问题，教师再更正。最后让学生跟录音读。 该环节只会读即可。)
一、 Remember the words by looking at the pictures.
1. housework (家务劳动)
The students often help their teacher do the housework.
2.program (节目)
Are you interested in the new program
3.Internet(互联网)
The Internet has become part of everyday life.
4.coffee(咖啡)
I prefer tea to coffee.
5.junk food (垃圾食品)
We shouldn't eat too much junk food
6.dentist(牙科医生)
You must see a dentist at once.
7.magazine(杂志，期刊)
Time is a good magazine.
8.television(电视节目，电视机)
The children don’t watch too much television.
（设计意图：运用实物、图画、视频、简笔画和动作等创设语境，让学生直观地理解单词的意思，通过建立语境和语义之间的关系，促进理解、加深记忆.给2分钟记单词时间，展示图片让学生站起来抢答单词并拼写，第一名＋1计入小组量化）
二．Remember the words by conversion(转换) 、complex words （合成）and derivative（派生）
1．转换:Would you mind exercising with me Exercise is healthy for the mind and the body.
2．合成:housework家务劳动 house（房子）+ work（工作）
online 在线的，联网的 on（在…上的）+line（线）
however 然而，不过 how（怎样）+ever（以前，曾经）
maybe 大概，可能 may（可能，也许）+be（作助动词）
3.派生：hardly 几乎不，几乎没有：hard + ly
although 虽然，即使，尽管：al + though
writer 作家，作者： write + r
almost 几乎，差不多： al + most
（设计意图：根据构词法(转换 、 合成、派生)记忆单词的结构。这一方法可以降低学生记忆单词的难度，让学生更快，更好的记忆单词。 ）
三、Remember the phase by matching itself with its meaning.
1. hardly ever 摇摆舞
2. at least 少于
3. swing dance 几乎从不
4. such as 垃圾食品
5. more than 至少，不少于，
6. less than 多于
7.junk food 摇摆舞
（设计意图：语块记忆即关注词的搭配（collocations）是一种有效的记忆短语的方式。由于本组词组比较难，让学生尽量去记忆，能说出并拼出的+2，只是说出不会拼的+1，单词的学习为理解下面的故事做铺垫）
四．Remember the words by their Chinese.
1. 一次__________ 2. 两次__________ 3.结果__________
4.这样的，那样的_____________5. 没有一个，毫无_____________
6. 比_________
（设计意图： 用汉语意思记单词，常常用来记抽象意义的单词。）
Step 3: Consolidate the words and phrases
Ask the students to read the words and phrases and their Chinese. Cover the English words and phrases, look at the Chinese and say the English for them. Write down the words they haven’t grasped.
（设计意图：此环节为巩固单词。 这一环节有少部分的学生往往不达标，需要利用自习课或课余的时间让小组长跟踪检查，尽量能让全部学生顺利过关。）
Step 4: Read the story and translate into Chinese
1. Ask the students to read the story, and underline the new words.
2. Translate the story into Chinese in groups of three.
Lucy studies in a high school. She has many good and bad habits. She can do better than most of her classmates. She likes milk, however, she hardly ever eats fruit. She likes coffee and chocolate very much. She never go online on weekdays, but she often use the Internet on weekends. She watches television less than twice a week. Her favorite program is I am a singer. She also likes swing dance. She usually helps with housework more than four times a week.
One day she asked a magazine writer about how to keep in good health. The writer told her to drink more milk and have less junk food such as chip and cola .The writer relaxes through exercise. It also is healthy for the mind and the body. The writer goes to see the dentist at least once a year.
Although she has different ideas with the writer, she thinks maybe she must do as the writer says. She thinks her bad habits will die.
Lucy在一所中学学习。她有很多好的和坏的习惯。她能比班上大多数的同学做的好。她喜欢牛奶，然而她几乎不吃水果。她非常喜欢咖啡和巧克力。在上学日子她从来都不上网。但是她经常周末使用互联网。她每周看电视少于两次。她最喜欢的节目时《我是歌手》。她也非常喜欢摇摆舞。她通常每周帮助做家务四次以上。
一天她为一位杂志的作家怎样保持身体健康。这位作家告诉她，多喝牛奶，少吃垃圾食品，例如薯片，可乐。这位作家还通过锻炼来放松。锻炼对头脑和身体是健康的。这位作家还每年至少去看一次牙医。
尽管她和这位作家有不同的主意，但是她认为也许她能做到这名作家说的。她想她的坏习惯将会消失的。
（小组合作，翻译并理解短文,让学生在语境中接触、体验和理解语言, 让学生小组交流讨论，再点号翻译，简单的一起翻译过关。）
Step 5 Mind map思维树
Get the students to read the mind map and fill in the mind map according to the article, they can discuss in groups.
Get the students to retell the article using the mind maps.
Step 6 当堂检测
（一）词汇：按要求写出下列单词。
1. healthy（名词） ________ 2. though （同义词） ________
3. little（最高级） ________ 4. write(名词)________
5. hard(副词) ________ 6.little (比较级)__________
（二）汉译英：
1.几乎从不____________
2.至少，不少于________________
3.一天一次________________
4.一周两次___________________
5.一个月三到四次________________
6. 垃圾食品_________________
7.喝牛奶___________________
8.多于 __________________
9.最受欢迎的__________________
10.保持健康_________________
（三）根据括号中的汉语意思写单词,并用其适当形式完成句子。
1. There are many ________(不同) between my brother and I.
2. _______(或许) he is playing soccer with his friends.
3. Our teacher told us about the _________(结果) of the exam yesterday.
4. My favorite TV __________ (节目) is Animal Word .
5.I got good grades this time, but I want to get ______(更好的) grades next time.
6. Tom _______(几乎不) ever eats chocolates.
7. I like to surf the ________(互联网) on Sunday.
8. I sleep ______(大约) nine hours a night.
9.My father plays basketball _______(两次) a week.
10. My grandpa is pretty healthy because he _____(锻炼) every day.
11. Don’t eat too much _________(垃圾食品). You are getting heavy.
12.There are a lot of _______(杂志) in our school library.
13._________(当然了)，I would try to work hard .
14. Tom, _______(多久) do you surf the Internet —Once a week.
15. We ___________( 必须) keep quiet in the reading room.
当堂检测答案：
词汇：按要求写出下列单词。
healthy 2.although 3.least 4.writer 5.hardly 6.less
（二）汉译英：
1. hardly ever 2.at least 3. once a day 4. twice a week 5. three or four times a week 6. junk food 7.drink milk 8. more than 9. the most popular 10. keep healthy
（三）根据括号中的汉语意思写单词,并用其适当形式完成句子。
1.differences 2.Maybe 3.results 4.program 5.better 6.hardly 7.Internet 8.about 9.twice 10.exercises 11.junk food 12.Of course 13.how often 14.must
教学反思：
亮点：课堂中采用小组合作竞争的评价机制，充分调动学生的积极性，同时对学生计时给予鼓励和肯定，让学生能感受到学中玩、玩中学的乐趣，课堂评价无处不在，哪怕一个微笑，一个手势，一个眼神，对学生都能起到激励作用，同时采用当堂达标原则，单词能当堂记忆，练习题采用互帮互助方式，让学生感到即能学会，感到不难，又不失兴趣。
不足之处：对于我们这些孩子来说，本堂课内容稍微有点多，但是如果课下预习的好的话应该能完成任务。
使用建议：小组竞争机制贯穿整堂课，30人分成5组，组内编号1—6号，每组1-6号水平相当，采取小组合作，互帮互助共同进步的原则，培养学生的集体荣誉感，进行小组自评，小组竞争，同号竞争的办法来提高学生的积极性。八年级Unit 2 How often do you exercise
Section B 3a – Self Check (Period six)
Teaching aims:
Talk about good and bad habits. Learn how to write an article about daily habits.
Pre-writing activities
Step 1 Review
1. T: Boys and girls! Let’s have a competition. When you think of the words about free time activities and adverbs of frequency, you can stand up to say them out without putting up your hands. Then I’ll give you one mark. Let’s see which group is the best.
S1: exercise, watch TV, ------; usually, often, ------.
S2: read books, go to the movies, ------; sometimes, hardly ever, ------.
------
2. When the students say the words out, ask a student write them in the chart on the blackboard.
Groups Activities How often
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
（设计意图：把有关课余活动的单词和频度副词用竞赛的方式呈现，这样可以充分调动学生的积极性和主动性，使全体同学都快速进入学习状态。在竞赛过程中要更多地倾向后进生。）
Step 2 Warm up and Lead in
T: Boys and girls! As is known to all, habits decide success or failure. Everyone has both good and bad habits. What good habits do you think you have
S1: Help with housework every day, ------
S2: Never stay up late, ------
------
T: What bad habits do you think you have
S3: Use the Internet every day, ------
S4: Usually eat junk food, ------
------
T: I hope you should try your best to get rid of the bad habits. Do you want to know what daily habits Jane has
Ss: Yes, we do.
T: Let’s come to 3a in Section B.
（设计意图：让学生谈论自己的好习惯和后坏习惯，激活了学生的思维，而且这些内容又与3a密切相关，为下面顺利完成3a做了铺垫。）
Step 3 Look and say
1. T: Class! Please look at the pictures and chart in 3a. Then discuss the following questions in group. Last make a report.
Activities Days a year
ExerciseRead booksWatch TV for over 2 hoursDrink juiceEat hamburgersHelp with houseworkStay up lateGo to the dentist 3653653202109520150
(1) What does the heading “Days a year” mean
(2) What good habits does the girl have
(3) Does the girl have any bad habits What are they
2. Ask several students to report in front of the class.
For example:
The girl has a lot of good habits. She always exercises and ------. ------. However, she has some bad habits, too. She usually watches TV ------. ------
（设计意图：锻炼学生根据表格内容和自己的判断，进行遣词造句的能力，为下面的写作做准备。）
Step 4 Fill in the blanks in 3a
1. Ask students to write adverbs of frequency following the examples.
(1) 365 days a year → every day / always (100%)
(2) 320 days a year → usually (80%)
(3) 210 days a year → ___________
(4) 95 days a year → ___________
(5) 20 days a year → ___________
(6) 0 day a year → ___________
2. Ask several students to write the answers on the blackboard.
3. Ask several students to correct the wrong answers. If it is necessary, the teacher gives some helps.
(1) 365 days a year → every day / always (100%)
(2) 320 days a year → usually (80%)
(3) 210 days a year → often (50%)
(4) 95 days a year → sometimes (30%)
(5) 20 days a year → hardly (1%~10%)
(6) 0 day a year → never (0%)
（设计意图：让学生明确各个频度副词所表示的频率范围，以便用它们准确填空。）
2. Ask students to fill in the blanks in 3a with adverbs of frequency (always, usually, often, sometimes, hardly, never).
3. Ask students to check their answers with their partners first. Then choose several students to show their answers blank by blank.
Step 5 Analyze the structure
1. Give students some time to read the completed report.
2. Break up the report in 3a into three pieces and ask students in groups to put the disordered pieces into the right order. See which group will be the fastest. Later, after all students finish the task, choose a group to read the report piece by piece.
Piece 1: However, she has some bad habits, too. ------. She says she is afraid!
Piece 2: Jane is a 16-year-old high school student in the United States. ------about her habits.
Piece 3: Jane has a lot of good habits. ------. ------ hardly stays up late.
3. Ask students to think about how they can find the right order of the passage either in English or in Chinese. After students show their ideas, help students make sure the following things.
(1) 时态：一般现在时。
(2) 结构：先总说，后分说。
(3) 写作思路：在总起句之后，作者先谈了Jane的好习惯，从however 统领的这句话（However, she has some bad habits, too.）开始，话题转向Jane 的坏习惯。
(4) 注意事项：注意频度副词的使用方法。
（设计意图：让学生理清范文结构，记住写日常生活习惯要注意的事项，以便自己写类似短文的时候有章可循。）
While-writing activities
Step 6 Write an outline.
1. Ask students to complete the chart in 3a.
2. Ask the students to think about the writing steps. First let students show their own ideas. Then, show the completed writing steps on the blackboard and the students can take the opportunity to check their own ideas.
(1) I am a ××-year-old middle school student.
(2) I have a lot of good habits. ------
(3) However, I have some bad habits, too. ------
3. Ask students to pay attention to the following things:
(1) 时态：一般现在时。
(2) 人称：用第一人称。
(3) 注意事项：将一项活动和其频率结合起来，从而判断它是否健康。如：help with housework是一个好习惯，但如果一年只做几次，就不是一个好习惯。
（设计意图：让学生列提纲，可以使学生在写作时思路清晰。）
Step 7 Write a report about own daily habits.
Give students some time to write their report. Choose one student to write his / hers on the blackboard. When they finish writing, ask them to check their own reports individually.
Post-writing activities
Step 8 Evaluate reports.
1. After all students finish writing, choose several students to evaluate the report on the blackboard item by item according to the evaluation scales. Then, the teacher corrects the wrong places with all students.
(1) 时态：一般现在时
(2) 人称：第一人称
(3) 是否有总起句
(4) 在写好习惯、坏习惯时活动和频度副词搭配是否正确
(5) 有无语法错误
2. Then, ask students to check their partners’ reports according to the above evaluation scales.
3. Choose several students to read their reports. Other students listen carefully and find out the wrong places.
4. Ask students about what they think of their classmates’ habits and why. In this way, students can learn to make comments.
（设计意图：通过典型展示、师生评价、生生互评，可以让学生在发现自己不足的过程中学习他人的长处，不断提高自我。）
Step 9 Complete 4
1. Ask students discuss the following questions in group.
(1) Do you think you’re healthy
(2) Are you healthier than your classmates
（设计意图：通过讨论问题激发学生的兴趣，引导学生主动关注活4中的健康问卷。）
2. Ask students to take the health quiz. Then ask them to compare their results with their partners’ and to see who’s healthier.
3. Ask students to find out who’s the healthiest student. And give the unhealthiest student some advice.
For example:
(1) exercise every day
(2) eat more vegetables and fruit
(3) don’t always stay up late
------
Homework
1. Complete Self Check.
2. Write a report about your father’s or mother’s daily habits.
本课亮点：
1.在新课开始，把有关课余活动的单词和频度副词用竞赛的方式呈现，这样可以充分调动学生的积极性和主动性，使全体同学都快速进入学习状态。在竞赛过程中更多地关注了后进生，面向了全体同学。在导入时让学生谈论自己的好习惯和后坏习惯，激活了学生的思维，而且这些内容又与3a密切相关，为下面顺利完成3a做了铺垫。
2.让学生看着3a中的表格说话练习，锻炼了学生根据表格内容和自己的判断，进行遣词造句的能力，为下面的写作做了准备。在完成3a之前，让学生明确各个频度副词所表示的频率范围，以便用它们准确填空。玩成3a后，让学生理清范文结构，记住写日常生活习惯要注意的事项，以便自己写类似短文的时候有章可循。
3.在写作之前让学生列提纲，可以使学生在写作时思路清晰。写作之后，通过典型展示、师生评价、生生互评，可以让学生在发现自己不足的过程中学习他人的长处，不断提高自我。
不足之处：
写前的各个活动用时较多，在写日常生活习惯的短文时，时间太紧张。
使用注意事项：
合理安排写前、写中、写后各个环节的时间，确保学生有足够的时间进行写作。Unit 2 How often do you exercise
第四课时Section B 1a—1e P12
教学目标:
一、功能：talk about healthy lifestyle using “How often do you eat/drink…
I eat/drink…’’
every day…. How many hours do you sleep…” .
二、词汇和常用表达：Learn and use the new words and phrases.
词汇: junk food coffee health
常用表达：How often do you drink milk
How many hours do you sleep every night
She says it’s good for my health.
三、学习策略：Guide the students to master the speaking skills and listening skills.
四、文化知识：Help the Ss to form healthy
lifestyle and eating habits.
Step 1：Revision
Role-play the dialogue in front of class
Talk about the weekend activities using the pictures.
A: What do you usually do on weekends ？
B: I often/usually/sometimes/never...
A: Do you …
B: Yes , I do ./ No ,I don’t.
A: How often do you …
B: I …every day /once a week/twice a week/three times a month .
A: How often does your best friend …
B: He/She ...
(复习巩固所学内容)
Step 2：Preview
Read the book and find the English for the following. Then close the book and write the English for them. If you can’t, just copy them.
1、垃圾食品 2、水果和蔬菜
3、喝牛奶 4、对……有益
5、对……有害 6、我的健康
7、健康的（形容词）
8、每天 9、多少个小时
10、妈妈想要我喝它。
11、它对我的健康有益。
12、每个晚上你睡多少个小时？
-------------------------------------
13一周两到三次----------------------
14一周三或四次----------------------、
(本部分词组和句子为学生的预习作业，可以帮助学生有目的的预习。通过检测学生的预习效果，教师可以有针对性地教，学生可以更有针对性的学，同时对本节课所学内容也有很大帮助。)
Step 3.Warm up and lead in
T: I have eggs for breakfast every day. Because they are healthy food .And they are good for my health.. What do you eat for breakfast What’s your favorite food
Ss: My favorite food is/are …
T: Why do you like …
Ss:…
T: How often do you eat/drink it/them
Ss:…
T: Good. … is/are healthy food. It/They is/are good for your health.
Or：No, … is/are junk food. It/They is/are bad for your health.
(设计意图：通过与学生谈论他们最喜欢的食物，激发学生的兴趣，引出句型how often ,及所要涉及到的短语，如be good/bad for…,让学生热身并搜索所学过的表食物的词汇，为下面的学习做好铺垫)
Step 4：Presentation
1. T: Look at 1a, match the words with the pictures.
Check the answers in 1a..
2. The teacher explain “junk food” to the Ss
“junk food’’意为“垃圾食品”，指那些仅仅提供热量，别无其他营养素的食物；或指提供超过人体需求，变成多余成分的食品。如：西式快餐中的汉堡、薯条、炸鸡，中式小吃中的油炸饼、方便面、早餐常吃的油条,馓子等。
3. Group work: competition
Divide the Ss into two groups, one is “healthy food” group , the other is “junk food” group. The two groups say out the names of healthy food and junk food as many as possible.
The teacher ask Ss some questions according to healthy food and junk food.
T: How often do you drink milk/eat fruit/eat vegetables, Xiaoming
S: I drink milk /eat them every day .
T: Do you like it /them
S: No. But my mother wants me to drink it .She says it’s good for my health./Yes.
4. Pairwork . Ask and answer with the words from 1a. Then make a similar dialogue.
T: We know the healthy food is good for our health, and the junk food is bad for our health So We should form good habits .Eat less junk food and. eat more health food.OK
（设计意图：通过对话练习，完成了学生对基本句型的巩固,也可以让他们更明确地了解健康的和不健康的食物。）
Step 5 Listening
Listening for the general idea听取大意
T: Tina and Bill are students. Do they have good habits Listen and choose the main idea of the conversation.
The general idea of the conversation is about ________A: healthy food B: unhealthy food
C: eating habits
Listening for the specific ideas听取细节
1.Listen to the tape carefully .Circle “yes” , “no” or “I don’t know” in the chart .
Does Tina have good habits Yes. No. I don’t know
Does Bill have good habits Yes. No. I don’t know
2 Listen again .Fill in the blanks in the survey.
Questions Tina Bill
1.exercise every day
2. eat fruit
3. sleep
4. drink milk
5.eat junk food
6. drink coffee
（听力理解一般要先听大意，然后再听细节，初步用听的技能获取、处理和传递所需信息。理解文段后，进行听力模仿，感知英语发音特点，提高口语表达水平。）
Post-listening activities听后活动
Play the tape and ask the Ss to read 1c after the tape and prepare for retelling.
Let the Ss fill in the blanks in the rewriting passage. First give the Ss time to practice it by themselves . Then the Ss do it with the teacher. Last choose one or two Ss to retell the conversation individually.
Tina is a girl . Bill is her classmate. Tina has good habits. She exercises , drinks milk, eats fruit and vegetables_____ _____. She sleeps____ hours every night. She never drinks ______ and she sometimes eats____ _____.But Bill doesn’t have good habits .He usually eats junk food .He doesn’t often eat fruit and vegetables. He can’t stand _____and
______ ______ exercises.
(本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。)
3. This is talk show time.请你就1d 中的问题采访你的同学，整理成一篇小短文，并向全班同学展示。
For example:
He/She is …His/Her life habits are good/OK/bad .He/She eats…drinks…He/She sleeps…hours every night.
Step 6 Inspiration:
Ask Ss to discuss in groups.
T: What can we do to keep healthy
Ss talk about it in groups .
T: If we want to keep health , we should exercise more. eat more fruit and vegetables, drink more water and milk .don’t eat junk food. .healthy lifestyle is good for our mind and body. OK, boys and girls .Action.
（听后活动是接近实际生活的各种情境，语言实践活动要循序渐进，主要培养学生用英语做事情的能力，在做事情的过程中发展语言能力、思维能力及交流与合作的能力，形成语感，以便在具体情境下开展有效交流。）
Step7 Inquiry into knowledge by translation
观察并翻译下面的句子，体会本课语法。
1.My mother wants me to drink it.
总结：want sb. to do sth. 意为__________________________
翻译：我想让他和我一起去那里。__________________________
2.It’s good for my health.
总结：be good for…意为______________
反义词组是______________________
翻译:①牛奶对我们的健康有好处。 ____________________________________
②垃圾食品对我们的健康有害
_________________________________
（引导学生观察、发现、归纳和掌握语言规律，形成有效的学习策略。教师不再直接告诉，而是在学生还不会的地方进行精讲，落实了以学定教。）
Step8 The end-of class test
一、用所给单词的适当形式填空
1.His mother wants him _______(drank)water every day.
2.Drinking milk every day is good for our________ (healthy).
3.Eating vegetables every day can keep us _________(health).
4.How many_________ (hour) do you sleep every day
5.Much coffee_________(be) bad for you, so stop drinking so much.
二、根据句意完成下列句子
1、你多久喝一次牛奶？
________ _________ do you ________ ________
2、妈妈说它对我的健康有益。
Mother _________it’s ________ ________ my health.
3、你每晚睡几个小时？
_________ _________ hours do you __________ every night
4、我每周吃3到4次垃圾食品。
I eat ______ _______three or four _______ a week.
5、妈妈想让我吃很多蔬菜。
Mother ________me ______ ________ lots of vegetables.
（这一环节重在巩固并检测学生对所学知识的掌握情况，做到当堂达标。）
Step9 Homework
1. Read 1b and recite it.
2 Preview 2b、2c、2d
（家庭作业有复习内容，也有预习内容，体现适量性，全面性和层次性。）
The end-of class test 参考答案：
一、1.to drink 2.health 3.healthy4.hours
5.is
二、1.How often… drink milk 2.says…
good for 3.How many…sleep 4.junk food…times 5.wants…to eat
本课亮点：
1．预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
2．导入部分，先给学生们创设易于理解的语用情景，并逐步引导学生们在实际运用中如何运用how often。
3．听力是本节课重点，本节课通过听取大意、补全细节、漏词填空等方式进行形式多样的听力练习。既升华了听力的学习，又为下一节课的阅读学习做好了铺垫。
注意事项：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
2．导入部分，不必要求学生们就都能尽快利用“how often”清晰地表达，让学生在接下来的活动中慢慢感知。八年级Unit 2 How often do you exercise
Section A 1a-2d (Period two)
Teaching and learning Goals:
一、功能：Talk about how often you do things.
二、词汇和常用表达：Learn to use the words and sentences: always, usually, often, sometimes, hardly ever, never, once / twice / three times a week / month, phrases about free time activities, What do you usually do on weekends I always / usually ------. What do / does ------ do on weekends ------ usually / often ------. How often do / does ------ Do / Does ------ Yes, ------. / No, ------.
三、学习策略：Guide students to improve listening and speaking skills by pair work and group work; Take part in the activities of role-play with the help of other students; Sum up the structures of questions about present simple tense in groups.
四、文化知识：Let students take part in all kinds of healthy activities such as helping with housework and reading books. It’s good for them.
Preview
一. Put the following into English orally, and then write them down without looking at the book.
1. Put the phrases into English.
(1) 帮助做家务________(2) 去购物________(3) 看电视_________(4) 去看电影__________
2. Put the sentences into English.
(1) 你多久锻炼一次？________________________________________
(2) 你周末通常做什么？________________________________
(3) 我经常去看电影。______________________________________
(4) 我从来不去购物。____________________________________________
(5) 你最喜爱的电视节目是什么？____________________________________________
(6) —我下周会相当忙。 —怎么会？______________________________________________
二. Check the preview.
T: Boys and girls! Let me check your preview. If you know the answers to the phrases, you can translate them. Please stand up without putting up your hands. Then I’ll give you one mark. Let’s see which group is the best.
（设计意图：教师可以更有针对性地教，学生可以更有针对性的学。）
Warm up and lead in
T: Boys and girls! On weekends, I often do some housework and sometimes to shopping. What do you do on weekends and how often do you do it
S1: I always ------ and often ------.
S2: I usually ------ and sometimes ------.
S3: ------
When the students answer the questions the teacher ask a students to fill in the chart according to the students’ answers on the blackboard.
Names Activities How often
S1
S2
S3
------
（设计意图：引导学生列出一些常见的周末活动并让别的学生在黑板上进行板书，激活了学生的思维图式，而且也引出了谈论不同活动频率时所要使用的频度副词，紧扣本课话题。）
T: I can see you all have a relaxing weekend. Please look at the picture on page 9. It shows many weekend activities. What are the weekend activities
S4: help with housework, reading ------
S5: exercise, watch TV ------
S6: go to the movies, go shopping ------
T: Let’s list the weekend activities together.
Ss: help with housework, ------
T: OK. You all are wonderful! Now, let’s come to 1a. Look at the picture and make a list of the weekend activities.
（设计意图：引导学生先单独说出课本插图中的活动，再集体说出插图中的活动，最后完成1a的活动列表。这种先说后写的过程可以给基础较差的学生创造更多模仿他人的机会。）
Go on asking students some questions after checking the answers.
T: Boys and girls! Do you like the weekend activities in the picture
Ss: Yes.
T: How often do you help with housework
S7: I ------ help with housework.
T: How often does S7 help with housework
S8: He / She ------ help with housework.
T: What do you usually do on weekends
S9: I usually ------
T: Do you go shopping
S10: Yes, ------. / No, -----
T: What does S10 usually do on weekends
S11: He / She usually ------.
------
If the student can’t answer the questions, let other students give some help. If all students can’t answer the questions, the teacher gives some help.
（设计意图：根据现实生活中的真实情况与学生进行对话，从而引出目标语言What do you usually do on weekends What does he/she do on weekends Do you go shopping How often do you ------ How often does he/she ------ 学生易于理解接受。）
Listening Practice I
While-listening activities
1. Listen for the general idea of 1b.
T: Boys and girls! Please look at the picture in 1a and guess what the students are talking about.
S1: weekend activities.
S2: healthy life style
------
T: OK, please listen to the recording and find out the main idea.
The general idea of the conversation is about ．
A. how to spend weekends
B. the frequency of the weekend activities
C. healthy life style
2. Listening for the specific ideas of 1b.
(1)Ask students to read the frequency words in 1b.
(2)Explain the frequency words to students.
always (100%) > usually (80%) > often (30-50%) > sometimes (20%) > hardly ever (5%) > never (0%)
（设计意图：让学生能够熟读频度副词并学习它们的具体用法，为顺利完成下面的听力练习降低了难度。）
T: Class, we all know the conversation is about the frequency of the weekend activities. What are these weekend activities Now, listen for the specific ideas.
(3)Ask students to listen and write the activities next to the correct frequency words.
(4) T: Class, go through the blanks please. Then listen and complete the conversation according to the tape.
Reporter: What do you ________ do on weekends
Girl 1: I _________ go shopping.
Boy 1: I _______ go shopping. I ________ watch TV.
Boy 2: I ________ exercise.
Girl 2: I ______ help with housework.
Reporter: How about you
Girl 3: I _________ watch TV. I ________ read.
Reporter: Oh, why is that
Girl 3: Oh, I don’t know. I guess I just like books.
注：在听之前，一定让学生快速的把听力填空浏览一遍，并且给予听力策略的指导——即注意听力材料中的周末活动和频度副词。
Post-listening activities
1. Listen to the tape and repeat. Then read and recite the conversations individually.
2. Ask some students to role-play the conversations in front of the class.
3. Ask students to practice the conversation in the picture and then make their own conversations about what they do on weekends.
For example:
A: What do you do on weekends
B: I usually watch TV.
A: Do you go shopping
B: No, I never go shopping.
4. Ask some students to report the students’ activities in the picture.
For example:
In the picture, the girl 1 often goes to the movies. The girl 2 sometimes goes shopping. ------___
______________________________________________________________________________________________________________________________________________________________
（设计意图：本部分的内容重在培养学生们口头表达的能力，同时通过仿读、背诵、表演、改写对话，引导学生更好地内化语言知识。）
Listening Practice II
While-listening activities
1. Prepare for listening
(1)Ask students to look at the picture in 2a and discuss the following questions.
①What’s the boy’s name
②Is the person asking questions a man or a woman What’s her job
③What question is the reporter asking Cheng Tao
④What’s Cheng Tao’s answer
⑤Who’s asking questions in the conversation And who’s answering question
⑥What other activities does Cheng Tao do
(2) Check the answers.
（设计意图：帮助学生了解对话中的人物关系和活动内容，让学生意识到，可以利用一些非听力因素来辅助理解，提高听力效率。）
2. Listening for the general idea of 2a.
T: Class, please at the picture and the chart in 2a. Can you guess what the conversation is about
S1: About Cheng Tao’s activities.
S2: About Cheng Tao’s plan.
S3: About ------.
----
T: Listen carefully and get the general idea. Let’s see which student is right.
（设计意图：先让学生根据图片和问题猜测对话的大意，既可以使学生有针对性地听又可培养他们的推断能力。）
The general idea of the conversation is about ________.
A. what Cheng Tao likes doing
B. how often Cheng Tao does these activities
C. what Cheng Tao plans to do
3. Listening for the specific ideas of 2a.
T: Class, we all know the general idea of the conversation. How often does Cheng Tao do these activities Listen for the specific ideas and then you’ll know the answers.
(1)Listen and number the activities [1-5] in the order you hear them.
Activities How often
a. ____ go to the moviesb. ____ watch TVc. ____ shopd. ____ exercisee. ____ read
(2)Listen again. Match the activities in the chart above with how often Cheng Tao does them.
(3)Check the answers by asking and answering.
For example:
T: How often does Cheng Tao watch TV
S1: He watches TV twice a week.
------
（设计意图：以问答的方式检测学生的答案可以锻炼学生的口头表达能力。）
(4) T: Class, go through the blanks please. Then listen and complete the conversation according to the tape.
Reporter: So, Cheng Tao, how often do you watch TV
Cheng Tao: Hmm---about _______ a week, I guess.
Reporter: Uh-huh. And ___________ do you read
Cheng Tao: Oh, I read ____________ at school!
Reporter: How often do you go to the movies
Cheng Tao: Uh --- let me see ------ maybe _______ a month
Reporter: How often do you exercise
Cheng Tao: Oh, I exercise about ___________ a week.
Reporter: How often do you shop
Cheng Tao: Shop I shop about ------ _________ a month.
注：在听之前，一定让学生快速的把听力填空浏览一遍，并且给予听力策略的指导——即注意听力材料中的周末活动和频度副词。
（设计意图：在学生做听力之前，先给予一定的听力策略指导，以帮助学生有针对性的去听，这样可以提高做题的准确率，消除学生对听力的恐惧心理。）
Post-listening activities
1. Listen to the tape and repeat. Then read and recite the conversations individually.
2. Ask some students to role-play the conversations between the reporter and Cheng Tao in front of the class.
3. Let the Ss fill in the blanks in the rewriting passage. First give the Ss time to practice it by themselves. Then the Ss retell the passage with the teacher. Last choose several Ss to retell the rewriting passage individually.
Cheng Tao often watches TV about _______________ and ______________ the books every day at school. He maybe goes to the movies ___________. He _______________ about three times a week and shops about _______________.
（设计意图：本部分的内容重在培养学生们口头表达的能力，同时通过仿读、背诵、表演、改写对话，引导学生更好地内化语言知识。）
4. Complete 2c.
①Let students read the activities in the chart. Make sure every student can read and write them.
②How often do you do these activities Fill in the chart and then make conversations.
For example:
A: How often do you watch TV
B: I watch TV every day.
A: What’s your favorite program
B: Animal World.
A: How often do you watch it
B: Twice a week.
③Let several pairs role-play their conversations in front of the class.
（设计意图：通过自编对话、表演对话，让学生能够把学到的语言知识有效输出。）
5. Complete 2d.
(1) Ask students to read the conversation in 2d in silence. Then ask them put the conversation into Chinese.
(2) Let students answer the questions. Then let Ss read them loudly in pairs. Last let Ss ask and answer in pairs in front of the class.
①Is Claire free next week Why
____________________________________
②How often does Claire have dance lessons How about her piano lessons
__________________________________________________________________________
③What kind of dance is Claire learning
___________________________________________________
④What does Jack invite Claire to do When can Claire join Jack for the activity
___________________________________________________________________________
（设计意图：回答完问题后，让学生两人一组大声朗读、互相问答，目的是让学生在读的过程中深刻理解对话内容，提高了他们口语表达能力，为下面的角色扮演和对话填空做准备。）
(3) Play the recording for students to listen and imitate. Then ask students to practice the conversation for some minutes. Last ask some pairs to role-play the conversation, see which pair is the best.
（设计意图：让学生以小组竞赛是方式分角色表演对话，使所学的语言知识得以有效输出。）
(4) Fill in the blanks.
Jack: Hi, Claire, are you ________ next week
Claire: Hmm --- next week is quite ______ for me, jack.
Jack: Really How come
Claire: I have ______________ lessons.
Jack: What kind of dance are you learning
Claire: Oh, swing dance. It’s fun! I have class _______ a week, every Monday.
Jack: How often ______ you have piano lessons
Claire: _______ a week, on Wednesday and Friday.
Jack: Well, how about Tuesday
Claire: Oh, I have to ________ with my friends. But do you want to come
Jack: Sure!
（设计意图：让学生进一步理解对话内容，对对话的细节和主旨大意都有一个清晰的了解。同时强化了学生对不定代词和一般过去时的掌握。）
Summary
T: Boys and girls! What words, phrases and sentences did you learn today Please write them out. (Ask two students write them on the blackboard.)
Words and phrases: ______________________________________________________________
______________________________________________________________________________
Sentences: _____________________________________________________________________
______________________________________________________________________________
（设计意图：让学生学会自己总结本节课所学的目标词汇和目标语言，对所学内容进一步强化巩固。）
Teacher’s words
T: Boys and girls! In this class, you are all wonderful! In your free time, you should take part in all kinds of healthy activities to relax yourself. It’s good for you. You also can take part in other students’ activities. You must get along well with other students. After class, you’d better make a plan for your future activities and make a schedule. OK
Ss: OK.
（设计意图：此环节为情感教育，让学生积极参加对各种健康活动，可以丰富学生的业余生活，开阔学生的视野,增进与其他同学的感情。）
Inquiry into knowledge by translation
Ask students to look at the following sentences and try to summarize the language rules and fill in the blanks. The students can help each other and have a discussion after doing the following by themselves.
一、—How often do you have piano lessons —Twice a week.
_____________________________________________________________________________
—How often does he watch TV —He hardly ever watches TV.
_____________________________________________________________________________
1. how often意为“___________”，用来提问在某一特定的时间内进行某个动作的次数。
答语为表示频度的副词，如：
总是 ______；通常 ______；经常 ______；有时 ______；几乎不 ______；从来不 ______；
或是表示次数的时间状语。如：
每天 __________；一周两次 __________；一个月两次 _________；一年三次 ___________。
2. 虽然how long，how soon都表示“多久”的意思，但区别如下：
how long 表示动作的持续长度，主要用来对一段时间（如in an hour，in two weeks等）提问。如：—How long did he stay here —For about two weeks.
how soon指再过多久，主要用来对表示将来的一段时间（如 in an hour，in two weeks等）提问。如：—How soon will he be back —In two days.
用how long，how soon，how often填空。
① —_______ ________ do you watch TV every day —For an hour.
② —_______ _________ do you watch TV —I watch TV every day.
③ —___________ ___________ will you finish your homework —In about half an hour.
二、I go to the movies maybe once a month.
__________________________________________________
maybe意为“________”，它与may be的区别如下：
1. maybe是 _________ 词，意思是“也许；可能”，在句中作状语，相当于perhaps，常位于句首。如：Maybe she is at home now, but I’m not sure.
2. may be中，may是 ___________ 动词，be是动词原形，两者构成完整的谓语形式，与主语形成系表结构，意为“也许是；可能是”。如：I can’t find my watch. It may be lost.
3. maybe 和may be可相互转换。如：你可能是对的。______ you are right. = You _______ right.
（设计意图：本节课的翻译探究先让学生自己自己做，然后在组内讨论。组内学生如果能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若解决不出，看其他组能有解决的吗，最后老师再点拨。而且配有句子可以更好帮助学生理解知识点。）
The end-of class test
一、按要求改写下列句子。
1. Laura sometimes goes to the movies.（对画线部分提问）
________ _________ __________ Laura _______ to the movies
2. He usually reads newspapers on Friday afternoon.（对画线部分提问）
_______ ________ he usually _________ on Friday afternoon
3. She often goes shopping.（改为一般疑问句，并作否定回答）
_________ she often _________ shopping
No, she _________.
4. They exercise twice a week to keep healthy.（改为否定句）
They ________ ________ twice a week to keep healthy.
5. My favorite program is CCTV News.（对画线部分提问）
_________ _________ your favorite program
二、翻译下列句子。
1. 我几乎从不看电影。_____________________________________
2. 你最爱看什么电视节目？_____________________________________________
3. 我这个星期相当忙。___________________________________________
4. —你多久帮妈妈做一次家务？—至少一周两次。___________________________________
5. —他经常熬夜吗？—不，或许一个月一两次吧。___________________________________
（设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。根据学生反馈的结果，以学评教。）
Assessment
T: Boys and girls, please assess your partner and yourself.
评价人评价项 学生自评 同学互评 老师考评
能够使用英语询问对方周末的活动
上课认真听讲，发言积极，声音响亮，充满自信
主动与同伴合作，完成老师要求的各项任务
善于提问，富有创新精神
A excellent B good
C adequate D need improvement
（设计意图：通过学生自评和同伴互评可以对表现好的同学予以肯定，对表现欠佳的学生起到促进作用。）
Homework
1. Make a list of your weekend activities. The more the better.
2. Recite the conversation in 2d.
3. Write a short passage about how often you do the things in 2b.
本课亮点：
1. 在导入时，引导学生列出一些常见的周末活动并让别的学生在黑板上进行板书，激活了学生的思维图式，而且也引出了谈论不同活动频率时所要使用的频度副词，紧扣本课话题。接着引导学生先单独说出课本插图中的活动，再集体说出插图中的活动，最后完成1a的活动列表。这种先说后写的过程可以给基础较差的学生创造更多模仿他人的机会。通过让学生看课本插图讨论问题的方式引入新课。这些问题的设计既巩固了有关外貌的单词，又引导学生描述别人的外貌特征，紧扣本课的话题。
2. 在呈现目标语言时，根据现实生活中的真实情况与学生进行对话，从而引出目标语言What do you usually do on weekends What does he/she do on weekends Do you go shopping How often do you ------ How often does he/she ------ 学生易于理解接受。在听力练习前，让学生能够熟读频度副词并学习它们的具体用法，为顺利完成下面的听力练习降低了难度。而且，给予一定的听力策略指导——即注意听力材料中的周末活动和频度副词，以帮助学生有针对性的去听，这样可以提高做题的准确率，消除学生对听力的恐惧心理。
3. 听力训练的每个环节之间都有过渡语，并且注意语言的抑扬顿挫，充分调动学生积极性。同时注重对学生的鼓励性的评价：“Great! Well done! Excellent!”
4. 在听后活动中，通过让学生仿读、背诵、表演、改写对话等活动来培养学生的口头表达内力，注重内化和输出相结合。最后让学生根据自己的周末活动利用学过的频度副词自编自演对话，这样可以使所学的内容在现实生活中得以运用，使学生更加牢固地掌握所学的语言知识。
5. 通过教师寄语教育学生积极参加对各种健康的周末活动。这样可以丰富学生的业余生活，开阔学生的视野,增进与其他同学的感情。
不足之处：
改写对话对部分后进生来说难度较大，可以让他们根据译文改写。
使用建议：
本节课内容比较多，所以在时间安排上还需再注意，哪些环节需要压缩或删除还需再考虑。
答案：
预习检测：
1. (1) help with housework (2) go shopping (3) watch TV (4) go to the movies
2. (1) How often do you exercise (2) What do you usually do on weekends (3) I often go to the movies. (4) I never go shopping. (5) What’s your favorite program (6) —Next week is quite full for me. —How come
翻译探究：
一、—你多久上一次钢琴课？—一周两次。—他多久看一次电视？—他几乎不看电视。1. 多久一次 always；usually；often；sometimes；hardly ever；never；every day；once a week；twice a month；three times a year 2. ①How long ②How often ③How soon 二、我可能一个月看一次电影。或许，可能 1. 副 2. 情态 3. Maybe；may be
当堂检测：
一、1. How often does go 2. What does do 3. Does go doesn’t 4. don’t exercise 5. What is
二、1. I hardly ever go to the movies. 2. What’s your favorite TV program 3. This week is quite full for me. 4. —How often do you help your mother with housework —At least twice a week. 5. —Does he often stay up late —No, maybe once or twice a month.
always (100%)
usually
often
sometimes
hardly ever
never (0%)
___exercise____________
______________________
______________________
______________________
______________________
______________________
every day
once a week
twice a week
three times a week
once a month
twice a month
