《How often do you rcise》Section A教学设计.doc

How often do you exerciseSection A教学设计Additional materials to bring to class:large monthly calendar showing the days of the weeklarge paper bagDisplay a large calendar that shows the days of the week.Point to Saturday and Sunday.Say,This is the weekend.Saturday and Sunday are the weekend.Repeat.Weekend.Students repeat Weekend.Then say,Listen and repeat.How of ten do you play tennis?Students repeat.Point to Monday,then Wednesday,then Friday,and say,I play tennis three times a week.Repeat.I play tennis three times a week.This activity introduces the key vocabulary.Focus attention on the picture.Ask a few students to say what they see in the thought bubbles.Say,Each thought bubble shows something a person does on weekends.Name each activity,asking students to repeat each one,saying.One girl is shopping.Another girl is reading.This boy is exercising.Another boy is watching TV.These girls are skateboarding.Point out the sample answer.Then ask the students to list all the activities in the thought bubbles.They can use bilingual dictionaries to help them.Ask the student who finishes first to write the answers on the board.Check the answers on the board and students to correct their own activities.Answer：watching TV readingskateboarding exercisingshoppingThis activity gives students practice in understanding the target language in spoken conversation.Point to each scene in activity la.Ask students to look at each picture and tell what the person does on weekends.Play the recording the first time.Students only listen.Play the recording a second time.Point to the pictures.This time say,Listen to the conversation.The people are talking about what they do on weekends.Listen to the recording and write the letter of one activity(a through e)after the word in the list.For example,on the recording someone says,I always go shopping.Shopping is letter a in the picture in activity la.So you put an a after the word always in this list.Repeat the explanation,if necessary.Ask students to complete the activity individually.Correct the answers.Answer：always:a usually:c often:esometimes:d hardly ever:d never:aAnswerReporter:What do you usually do on weekends?Boy 1:I usually exercise.Girl 1:I always go shopping.Boy 2:Eeeeew.1 never go shopping.I cant stand shopping.Girl 2:I often go skateboarding.Boy 2:And 1 sometimes watch TVReporter:How about you?Girl 3:I hardly ever watch TV 1 love reading.Reporter:Oh,why is that?Girl 3:Oh,I dont know.I guess I just like books.This activity provides guided oral practice using the target language.Point to the example in speech bubbles.Ask two students to read the dialogue to the class.Say,Now work with a partner.Make your own conversations about the people in the picture.Say the dialogue in the picture with a student.Point to the first picture and say,What does she do on weekends?Guide the student to answer,She often goes to the movies.Do a second example,if you wish.Then have students work in pairs.As they talk,move around the room monitoring their work.Offer language or pronunciation support as needed.See Follow-up activity 1.This activity focuses on vocablary introduced in the unit.Ask students to fill in the blanks on their own.Tell them that they can find all the words in the preceding unit.Check the answers.Ask students to make their own sentences with the words,preferably sentences that are meaningful.Write a number of studentsanswers for each word on the board.Underline any mistakes(it is not necessary to say which student made the mistake)and ask students to suggest how to correct the mistake.Answers.:I.Mum wants me to get up at 6:00 and play ping-pong with her.2.Grandpa is pretty healthy because he exercises every day.3.A lot of vegetables help you to keep in good health.4.You must try to eat less meat.3.Do you have a healthy lifestyle if you exercise every day?This activity provides writing practice using the target language of the unit.Write the name of a famous personality on the board(perhaps a movie star or a sports person or politician).Ask the students to imagine what he or she does every day,and write a few examples on the board.Ask students to think of another famous personality,draw his or her picture,and write about him or her.Encourage students to use the words in the box in their writing.As students work,move around the room offering language support where necessary.Just for Fun!This activity provides reading practice with the target language.Ask students to read the cartoon to themselves.If some students dont understand it,ask others to explain it.The snake makes his neck into a basketball hoop.The mouse can throw a basketball through the hoop.The cartoon is surprising because when you play basketball you dont usually turn yourself into the basketball hoop.Follow-up activities:I,Weekend DiarySee Section A,activity lcAsk some students to keep a weekend diary showing what they do on weekend.You can have the students mark off sheets of notebook paper into one-hour sections.Have students write down what they do from the time they get up until they go to sleep.They can use a dictionary to learn new vocabulary words,if necessary.Ask some students to read their diaries to the class.Ask students how often they do some of the activities.Write any new words on the board and have the student explain these words.2.How Of ten?See Section A,activity 2cAsk students to write five statements about how often they do different activities.For example,I play soccer three times a week.I visit the doctor twice a year.Then ask a student to come to the board and list the activities in one column and list thehow oftenstatements in random order in another place on the board.Class members see if they can make correct statements about the student using one item from each list.For example the statement,I visit the doctor three times a week,is wrong.I visit the doctor twice a year isright.3.More Survey QuestionsSee Section B,activity 4Ask some students to find real survey forms.They may find surveys in magazine or newspaper articles that ask you to answer questions about yourself.Or they may ask a doctor for the kind of survey you fill out the first time you visit the office.If the form is not in English,help students translate some of the questions.Ask students to write these questions on the board and use these questions for oral practice in class.Your students can use the exercises on pages 2-4 of the workbook to practice the language presented in this unit.Answer keys for the workbook are on page 161 of this TeachersEdition.Call attention to the survey on page 82 and read the first three questions to the class.Then point out the spaces for students to write questions 4 through 8.Say,You can write your own questions here.Then point to the three blank spaces where can write in names.Say,You can ask other students the questions.You can write their names here a