学情分析：
1、情感认知方面：
这一阶段的学生求知欲望比较大，但随着年龄的增长，有些学生在课堂上选择沉稳的思考，有些学生表现出较强的好奇心。面对“free time activities”这一和学生生活密切相关的话题，绝大多数学生都是比较感兴趣的，也愿意就这个问题发表自己的看法。
2、学习策略方面：
八年级下册学生经过一年半多的英语学习，具备了基本的英语阅读能力，在Go for it 八下教材每个单元的阅读文本中掌握了一些learning strategy来帮助自己进行有效的阅读。但这一阶段的学生阅读能力受到词汇量和语法知识的限制，面对篇幅较长的阅读文章时容易失去阅读的兴趣和信心，进而不能灵活运用阅读策略来提高自身的阅读能力。
3、语言技能方面：
学生通过八年级上册Unit 1 How often do you exercise?的学习，已经具备了运用How often…？询问活动频率的能力，这为本课的学习奠定了一定的语言基础。另外，经过八年级下册的阅读文本的训练，学生提取信息或者利用提取的信息分析解决问题的能力也在不断提高，这为他们学习该篇包含大量数据的阅读文章创造了有利条件。
本节课学生基本能完成本节课的教学任务，能够掌握本课的词汇；正确运用百分比和频率副词谈论业余生活情况；利用pie charts呈现调查报告结果；就健康生活方式提出自己的建议。但是在确定性频率副词（如every day）和非确定性频率副词(如always) 的交替使用环节，并不是所有学生都能灵活运用。
教学反思：
在这节课中我围绕“以学为中心”的主题，通过不同形式的教学方法，设置不同梯度的教学任务，引导学生开展自主学习、合作探究学习等形式的活动。基本上做到把课堂还给学生，顺利完成阅读课教学任务，并帮助学生形成正确的人生观和价值观。
本节课的创新之处：
1、教学设计紧凑合理，有效的情境创设促进高效课堂。
2、目标任务设置环环相扣，逐步引导学生掌握重难点。
本节课一个难点之一是理清确定性频率副词和非确定性频率副词之间的关系，完成2d的教学内容。学生目前处于八下学习阶段，在八上Unit1学习过程中，大多数学生脑海里都有一张关于非确定性频率副词的百分比区域图，这容易让他们在本节课学习过程中存在误解。因此如何由易到难地引导学生运用always, usually, sometimes还是比较关键的。
本节课的不足之处：
1、pie charts作为本节课一个重要的知识点，我只是在学习环节强化学生的理解，在课堂的实践活动中没有给学生提供运用pie charts解决问题的机会，让生成的资源没有得到进一步的运用。
2、
读后的拓展活动设计比较简单，基本上全部学生都能参与进来，活动的设计缺乏一定的梯度。如果能给学生更大的思维和活动空间，满足不同层次学生的英语学习需求，可能会给学生创造更多的机会，促进他们的综合语言运用能力的进一步发展。
教学目标：
知识目标
1）掌握以下词汇：percent, mind, die, go online, for fun, free time activities等。
2）学会确定性频率副词（如every day）和非确定性频率副词(如always)的交替使用。
3）学会利用pie charts直观呈现调查报告结果。
技能目标
1）能合理选择阅读策略完成阅读任务。
2）能利用百分比数据和频率副词谈论日常活动，并发表看法。
情感目标
1）了解学生当前主要的业余生活，增进学生之间的情感，促进人际交往。
2）合理安排自己的业余生活，树立正确的生活观和价值观。
教学重难点：
教学重点：掌握本课的词汇；正确运用百分比和频率副词谈论业余生活情况；利用pie charts呈现调查报告结果；就健康生活方式提出自己的建议。
教学难点：学会确定性频率副词（如every day）和非确定性频率副词(如always) 的交替使用；引导学生运用有效的阅读策略处理该类型的阅读文章。
教学媒体：黑板、粉笔、课文录音Mp3格式、自制视频、课件等
教学过程：
教学环节
教师活动
预设学生行为
设计意图
Step1 Lead-in:
T
1) I live in Gaoqiao.
2) I surf the Internet one to two times a week.
3) I sometimes go to Wanda shopping mall.
4) I like playing computer games, and I can play Angry Birds very well.
5) I have an English class every day.
6) I play sports three to four times a week.
7) I watch TV every day.
1. Greetings.
2. The students take part in this game and try to have an interaction with the teacher by giving the information about themselves.
通过Greeting和That’s me!这个游戏活跃课堂气氛，鼓励学生踊跃参与。与此同时，在这个师生互动的环节，教师获取了一些关于学生日常生活的信息，也借助这个机会复习并呈现确定性频率副词（one to two times; every day; three or four times）导入本节课的话题并且为接下去的阅读环节做好铺垫。
Step 2 Pre-reading
1. A Story about 100 Frogs
T: I can’t watch TV every day, either. I have to tell stories to my son every day. As a mother, this is one of my free time activities. Last night, I told my son an interesting story. Do you want to know what the story is about?
T: An old man has 100 frogs. They are going to No. 5 Middle School now. The old man thinks going to school is good for the mind and the body. Look! How do they go to school?
2. Talk about the number of frogs.
Q1: How many frogs sit in the front of the bike?
Q2: How many frogs sit at the back of the bike?
Q3: How many frogs sit on the hat of the old man?
3. Present a pie chart on the blackboard.
4. Get the students into a competition: Looking for the missing frog Tina.
1. The students are curious about the story.
The students will answer “They go to school by bike.”
2. The students will give the answers to the questions. “30 frogs sit in the front of the bike. 20 frogs sit at the back, and 49 sit on the hat.”
3. The students are guided to know what a pie chart is.
4. The students get ready for the competition.
《一百个新同学》故事的引入为本课创设了有趣并且有效的语境，并且贯穿整节课。
教师引导学生观察图片中青蛙的数量和位置轻松自然地过渡到本课重点：百分比和饼状图，并且引入目标词汇percent，为接下去的目标语言学习奠定基础。
评价的主要作用是使学生在英语学习过程中不断体验到进步和成果，从而建立学习的信心，促进综合语言运用能力的提高。因此教师将寻找missing frog, Tina的过程设计成绕饼状图进行小组竞赛形式，充分利用饼状图，让生成的资源得以有效的利用。这样既激发学生的阅读动机也鼓励他们进行合作学习。
Step 3: While-reading: skimming and scanning
1. Listen to the first four paragraphs and underline the three free time activities.
T: What do No. 5 High School students do in their free time?
2. Show the pie chart for exercise, and guide the students to find out the percentages of the frequency.
Give an example.
T: How many students exercise every day?
3. Read the other two paragraphs and complete the other two pie charts by themselves.
4. Pair work.
5. Answer the following three questions.
(1) How often do most students watch TV?
(2) What do they usually watch?
(3) What do ninety percent of the students do every day?
(Show the students the sentences in the passage and the figure in the chart.)
1. The students will listen to the first four paragraphs and skim for the information.
2. Ss: Ninety percent of the students exercise every day.
3. The students will read and complete the other two charts.
4. They will check the answers by doing pair work.
5. The students answer the questions by having a competition.
听和读都是获取信息的重要途径。鉴于本次比赛不提供录音材料，笔者找了外教录音，希望借助这个听的机会为学生提供真实、地道、鲜活的语言，保证高质量的语言输入和高效的信息输出。为了帮助学生辨析“use of the Internet”和“use the Internet”教师又追加了一个问题。
该课涉及到大量调查数据，为了降低学习的难度，教师示范关于exercise这个pie chart 的信息问答来引导学生进行分段阅读，进而开展自学（complete the pie charts）和互学(pair work)
这一环节的问题设置梯度合理，层层递进，饼状图数据和文本数据的呈现为下一任务环节2d做好铺垫。
Step 4: While-reading:
looking for details
1. Read the passage and find out the sentences with the percentages in 2d.
2. Guide the students to show the sentences and read.
3. Help them to use always, usually and sometimes to rewrite the sentences.
1. The students will scan the sentences with the percentages in 2d and read them.
2. The students will find the relationship between every day and always.
弄清确定性频率副词和非确定性频率副词的关系是本课的难点之一。为了帮助学生更好的理清两者关系，教师将每一个独立板块的教学内容进行有效衔接，教学活动环环相扣，将活动真正落实在学生的自主探究过程中。
Step 5: While-reading: summarizing
1. Give the chance to the fastest group to reveal the secret where Tina is.
2. Watch a video about Tina.
I don’t like going to school. It’s so comfortable to stay in the warm water and take a bath. In my free time, I like watching TV. My favorite TV program is I am a Singer. I play PSP every day. It’s so cool. Although I’m getting fatter and fatter, I hardly ever exercise. I eat junk food every day. And it’s relaxing for me to sleep late. How about reading books? I don’t like it, either. I read books only one or two times a month. My life is relaxing, and I really enjoy it.
3. Talk about the best way to relax.
4. Read the last paragraph and answer the following question.
Question: What does the writer think is the best way to relax? Why?
5. Read the whole passage and give a comment on No. 5 High School students’ activities.
1. The leader of the fastest group read the answer to the whole class.
2. The students watch the video about Tina.
3. The students show their opinions about the best way to relax.
4. Read the last paragraph.
5. Read the whole passage and make a comment.
在这一环节，课堂竞赛暂时领先的小组获得公布Where is Tina?答案的机会。形成性评价有效地维持了学生的学习积极性，也对学生的课堂表现做出了及时的反馈。
将Tina拟人化，播放一个关于Tina生活方式的原创视频，适时调节课堂氛围，也借此引出文章的summary，在文本理解的基础上，鼓励学生分析反馈信息，运用所学语言进行归纳表述。使得学生讲所学的知识转化成技能。
加强朗读训练，课堂上开展各种形式的读不仅能帮助学生形成语感，也能培养学生说英语的自信心。
Step 6: Post-reading
1. T: As we know, old habits die hard, but it’s never too late to make the change. Please work in groups and give advice on how to be healthy.
2. Make an assessment on the students’ performance.
The students get into group work and show their ideas.
The students get the prizes from the teacher.
通读全文之后，以Tina的视频带出“温水煮青蛙”的典故，让整节课的主题得以突出，情感得以升华。
读后活动的主要目的是操练语言和拓展话题。设计How to be healthy这一活动贴近学生实际生活，group work能够顺利有效开展，进一步促进学生的“学”的能力的提高。
本节课教师通过赠送与健康生活方式有关的谚语对学生进行有效评价，并将评价形式与pie charts相结合，再次突显本节课的主题。
Step 7: Homework
Essential homework:
1. Read the article.
2. Finish 2e.
Optional homework:
Write a passage about your free time activities.
将基本作业和弹性作业相结合，既面向群体,又关注个体差异,尊重学生学习上的差异性、阶梯性,给学生以选择的权利。
九、板书设计：
What Do No. 5 High School Students Do in Their Free Time?
percent: % go online
mind for fun N=100
pie chart
