浙江省湖州四中八年级英语上册《Unit 1 How often do you exercise》练习（无答案） 人教新目标版

Unit 1 How often do you exercise?I Teaching objectives 单元教学目标.Skill Focus 听Listen to people talking about how often they do things.说Talk about free time activities using adverbs of frequency.读Read about someones lifestyle.写Write about habits with adverbs of frequency.功能句式Talk about how often people do things1.What do you usually do on weekends？I sometimes go to the beach.2.How often do you eat vegetables？Every day.3.Most students do homework every dayLanguageFocus词汇1.重点词汇 exercise, hardly, ever, once, twice, time, Internet, program, most, no, result, active, for, about, milk, coffee, chocolate, drink, health, habit, try, grade, better, same, as, different, difference, maybe, although, keep, must2.认读词汇 skateboard, shop, surf, junk, chip, cola, interviewer, lifestyle, unhealthy, yuck, grandpa, less3.短语how often, surf the Internet, high school, as for, junk food, how many, of course, look after, the same as, a lot of语法1.The Simple Present TenseI usually play soccer.He sometimes watches TV.2.The use of the adverbs of frequencyalways, usually, often, sometimes, hardly ever, never .StrategyFocusCooperationTransforming informationII. Teaching materials analyzing and rearranging 教材分析和教材重组1. 教材分析本单元的主要内容是表达“频率”, 旨在通过听力、对话练习、小调查、讨论饮食及其它生活方式等活动帮助学生掌握如何提问及表达有关频率的内容（做运动的频率，日常活动的频率，学习的频率等）；让学生初步掌握一般现在时和频率副词的用法，这也是本单元的语法重点；本单元的写作任务是借助频率副词来描述自己或他人的生活习惯或方式。Section A 1a让学生根据图画内容列出一些周末休闲活动，由此引出有关的动词短语；1b让学生听对话录音，根据听到的内容给频率副词找到相对应的活动，帮助学生从听力材料中获取目标语言；1c是一个口头会话练习，指导学生如何用目标语言进行对话；2a和2b是两个听力活动，通过听力训练帮助学生进一步了解目标语言的用法；2c要求学生根据自己的实际情况填表并结对完成对话，是对学生的一种语言输出练习；3要求学生根据表格填空，帮助学生进一步掌握几个频率副词的用法；4 给学生提供了一个应用所学语言的机会，通过调查谁是最好的学英语的学生来帮助学生掌握如何提问及表达有关频率的内容。 Section B 1a让学生把图片与相应的单词配对，考查并学习有关食品的词汇；1b是在1a基础上的口头训练，练习用目标语言谈论生活习惯；2a和2b是两个听力练习，要求学生能够听懂大意并学会用频率副词作答；2c是一个口头活动，旨在培养学生综合运用语言的能力；3a一篇有关“生活方式”的阅读材料，要求学生根据材料内容用频率副词回答问题；3b是在3a基础上的阅读和写作的综合训练, 是对学生语言应用能力的综合检验；3c是一个描述自己的生活习惯的写作训练，即语言输出训练；4设计了一个表格，要求学生运用本单元所学句型进行调查, 讨论并决定谁的饮食习惯更健康，引导学生了解什么样的饮食习惯才能保持健康的体质，从而体现了目标语言的功能性。Self check 1对几个重点词汇进行填空训练，帮助学生在语境中学习、巩固词汇；2是对目标语言运用的检验，要求学生根据所提供的词汇和短语写一篇文章介绍某位名人的生活习惯，把目标语言和真实场景结合起来，培养学生应用语言的能力。2 教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c)Function Period 2 (Section B: 1a, 1b, 2a, 2b, 2c, 4) Listening and SpeakingPeriod 3 (Section A: 3, 4)Integrating skills Period 4 (Section B: 3a, 3b, 3c) Reading and WritingPeriod 5 (Self check)Grammar and Practice. Teaching plans for each period 分课时教案Period 1 FunctionTarget language 目标语言1. Words and phrases生词和短语how often, exercise, skateboard, hardly, ever, shop, once, twice, time, surf, Internet, program2. Key sentences重点句子What do you usually do on weekends？I sometimes go to the movies.How often do you shop？I shop once a month.Ability goals 能力目标Enable students to talk about how often people do things using the target language.Learning ability goals 学能目标Help students learn how to talk about free time activities using adverb of frequency. Teaching important and difficult points教学重难点The use of the adverbs of frequency.Teaching aids 教具准备Pictures, tape recording.Teaching procedures and ways 教学过程与方式Step I Lead-inT: Nice to see you again, boys and girls! You all look great after the summer vacation. Tell me about your vacation activities. Use verb phrases, for example, go to the movies. Students speak out their summer vacation activities in turn. T: Oh, what a happy and colorful vacation! Today, we will talk about free time activities. (Write “Free time activities” on the Bb) Free time means the time you dont go to school or have lessons, for example, weekends. What do you usually do on weekends? (Write the question on the Bb) Lets talk about weekend activities.Step Function presentation (Section A: 1a, 1b, 1c)T: Now, lets think about what we can do on weekends and write them down on the paper.Students work alone to write down the activities. When theyve finished, ask some students to read out their lists.Then let students practice talking about free time activities. T: What do you do on weekends?S1: I often play basketball.T: What does he do on weekends? (point to S1, and ask S2)S2: He often plays basketball.T: What do you do on weekends?S3: I usually go to the movies.T: What does she do on weekends? (point to S3, and ask S4)S4: She usually goes to the movies.Ask a few more students in the same way. T: Here are five pictures which show different activities. Work in pairs and talk about them by asking and answering the question for each picture.Q: What does he/she do on weekends?A: Picture a: She goes shopping.Picture b: She reads books.Picture c: He exercises.Picture d: He watches TV.Picture e: She goes skateboarding.Then let students focus on the six adverbs in activity 1b and guess their meanings. Help students to understand:always-100% usually-90% often-80%sometimes-50% hardly ever-10% never-0%T: Now lets listen to a dialogue and write the letters from the picture above on the lines below.Play the tape. Check the answers.Then play the tape again and let students repeat the sentences with these adverbs. T: Listen again. Try to catch the main sentences in the dialogue.Ask students to repeat the main sentences in the dialogue, and then write them down on the board or show them on the screen.I usually exercise.I always go shopping.I often go skateboarding.I sometimes watch TV.Then let students practice talking about the people in the picture following the conversation in activity 1c. Step III CompetitionT: Look at the pictures below and write the right frequency words for each picture. Lets find who is the winner. Be quick！Key: always, usually, often, sometimes, hardly ever, neverT: Would you like to have a competition?Ss: Yes.T: I want you to work in pairs and tell a story by using the frequency words we learned. Remember your story must be reasonable and attractive.When they have finished, ask them whose story they like best.Step IV Listening (Section A: 2a, 2b)T: I have a friend named Cheng, lets listen to an interview about him. First, number the activities in the order they talk about them.Play the recording. Then check the answers.Point out the heading How often in the chart in activity 2a. Read the list of time statements and have students repeat.T: Now listen to the recording again. This time, please listen to the conversation and draw a line from the activity to the time statement that tells how often Cheng does that activity. Look at the sample answer of item b, watch TV. There is a line drawn to twice a week because Cheng watches TV twice a week.Play the recording. Then check the answers.T: Peter, how often does Cheng go to the movies?S: He goes to the movies once a month.T: Good. How often does he watch TV?S: He watches TV twice a week.Do the same with shop, exercise, and read.Step V Pairwork (Section A: 2c)1. Provide guided oral practice using the target language. Role play the conversation in 2c.Call attention to the chart. Say: How often do you do these activities? Fill in the chart.Direct Ss to the sample conversation. Now make conversations like this.Ask some pairs of Ss to present their dialogues.2. Make conversations. T: Imagine you are interviewing sb about his / her weekend activities. Make your own small talk. You can use the expressions in the box below.Ask a student to read them.What do you do on weekends?How often do you .?Sample conversation:A: What do you do on weekends?B: I usually watch TV.A: How often do you watch TV?: I watch TV every day.A: What is your favorite program?B: News 30.A: How often do you watch it?B: I watch it three times a week.Step VI An activityAsk students to write five statements about how often they do different activities. For example, I play the piano four times a week I listen to the music twice a weekThen have a student come to the board and list the activities on the left and list the “how often” statements on the right of the boardCheck the class to see if they can make correct statements, using one item from each list Step VII Grammar Focus 1. Review the grammar box. Ask Ss to say the questions and answers.2. Point out the use of adverbs of frequency. T: Lets look at the sentences below. Can you find out the use of adverbs of frequency? What do you usually do on weekends? I usually play soccer. What do they do on weekends? They often go to the movies. How often does she watch TV? She watches TV twice a week.How often do you shop? I shop once a month. 通过体会以上的例句，我们会发现：（1）不确切的频率副词，如：often, usually等是放在句中的；而确切的频率副词，像once a month等是放在句末的；（2）用特殊疑问句的结构来提问时，what提问用不确切的频率副词回答；how often提问用确切的频率副词回答。Step VIII Summary and HomeworkT: In this period weve learnt some adverbs of frequency. And we learnt to talk about how often people do things. After class have more practice and investigate: What do your friends usually do on weekends? Language points：1. 英语中表次数的用法once一次，twice两次，three times三次，four times四次我们可以看出表示次数的词，除了“一次，两次”特殊外，后面的次数都是“基数词+times”构成。另外同学们要记住以下词组：once a day/a week/a month/a yeartwice a day/a week/a month/a year2. 频率副词：表示事情或活动发生的频率的副词，可分为确切频率的副词，如：every day, once a week；不确切频率的副词，如：often, sometimes等。常用的频率副词有：always（总是） usually（通常）often（经常） sometimes（有时）hardly ever（几乎不）never（从来不）every year（每年）once a day（一天一次）three times a week（一周三次）3. How often do you watch TV? 你多久看一次电视？how often是问频率，后面跟一般疑问句。如：How often do you do eye exercises? 你多久做一次眼保健操？Exercises:I. 根据自己的情况回答问题，然后在班内进行调查。1. How often do you read English books?_.2. How often do you watch TV?_.3. What do you usually do on weekends?_.4. What do your parents do on weekends?_.5. How often do you surf the Internet?_.II. 根据示例，用所给词语组成一问一答的对话。例：you, on Sundays, visit my grandparents, twice a week A: What do you usually do on Sundays? B: I usually visit my grandparents on Sundays.A: How often do you visit your grandparents?B: I visit my grandparents twice a week. 1. Tom, after school, play soccer, three times a week A: _ ? B: _. A: _ ? B: _. 2. your brother, in the evening, do homework, every day A: _ ? B: _ . A: _ ? B: _. 3. his father, on Sunday evening, watch TV, five times a week A: _ ? B: _ . A: _ ? B: _. 4. you, on Saturday, look after my little sister, once a week A: _ ? B: _ . A: _ ? B: _. 5. you, on Sunday morning, go shopping with mom, twice a week A: _ ? B: _ .A: _ ? B: _. III. 补全单词1. What do you usually do on w_?I often watch TV.2. How often does she shop? O_ or t_ a week.3. Grandpa is pretty healthy because he e_ every day.4. Animal World is my favorite TV p_.5. Eating a lot of vegetables is good for our h_.Key: 1. weekends2. once, twice 3. exercises 4. program 5. healthPeriod 2 Listening and SpeakingTarget language 目标语言1. Words and phrases生词和短语junk food, milk, coffee, chip, cola, chocolate, drink, health, interviewer, how many, be good for2. Key sentences重点句子She says its good for my health.How many hours do you sleep every night?Ability goals 能力目标Enable students to talk about life habits with the target language. Learning ability goals 学能目标Help students learn how to tell junk food from healthy food. Teaching important and difficult points 教学重难点The use of how many, how often and how much.Teaching aids 教具准备CIA or lantern slides, tape recording and cards or pictures about food.Teaching procedures and ways 教学过程与方式StepVocabulary building (Section B: 1a)T: Mary, can you tell me what you do on Sundays？M: I usually get up at 7:30, then I watch TV in the morning. My parents and I sometimes go out for lunch. In the afternoon, I often stay at home.T: It sounds relaxing. What do you have for lunch?M: I usually have vegetables, meat and rice for lunch.Ask more students about the food they usually have. Then show some cards about food to students. T: OK. Lets talk about food. Here I have some cards. Look, can you name the food on each card?This activity will help students to review the names of food they have learned before and learn some new words about food. Then choose the cards with junk food (cola, chocolate, pop corn, fried chicken, chips etc.) and put them together.T: Pay attention to these food. Do you like eating them? Ss: .T: It seems most of you like eating them. But its not good to eat them. People call them “junk food”. Do you know what that means in Chinese? (.) Yes, 垃圾食品。And the rest of the food here are healthy food. We should eat healthy food, not junk food. Let students complete the following chart with names of food.Healthy foodJunk foodThen let students match the words in activity 1a with the pictures. Check the answers. Then have a free talk about the food given with students using the target language. T: How often do you eat junk food?S1: I eat junk food once a month.T: Do you like it?S1: Yes, I like it very much.T: Most young people like eating junk food, but you can not eat too much. T: How often do you drink milk?S2: I drink milk every day.T: I drink milk every day, too. I dont like milk at all. But my husband says it is good for my health.Step II Pairwork (Section B: 1b)T: Now talk about how often you eat the food in the pictures. Make up a conversation with your partner. You may make one like this. Call two students to read the sample conversation. Then students make up their own conversations.At last ask some pairs to present their conversations.Step III Listening (Section B: 2a, 2b)T: Now you will hear a reporter interviewing two people, Katrina and Bill. First look at the chart in activity 2a.Let students read the questions in the chart. T: What is healthy? If I never exercise and eat lots of junk food, am I healthy? Ss: No. T: If I eat lots of fruits and vegetables and drink milk, am I healthy?Ss: Yes. T: Listen to the recording and decide if Bill and Katrina are healthy. Circle Yes, No, or I dont know.Play the recording. Ss only listen.Play it again and Ss circle.Then check the answers.T: Now look at the questions in 2b. What are Katrina and Bills answers to these questions? Listen again and write down the correct adverbs of frequency. Play the recording again.Check the answers.Step IV Pairwork (Section B: 2c)Deal with activity 2c. Let Ss work in pairs and role play the interview they just heard. Instructions: SA is the interviewer, SB is Katrina. SB is the interviewer, SA is Bill. The interviewee should give complete answers, not just key words. Step V Survey (Section B: 4)T: I think all of you want to be healthy, but how can we keep healthy?Ss: Eat healthy food and take exercise.T: Do you think you are healthy? (.) Lets make a survey and find out who is the healthiest in our class. Please turn to page 81. There are three questions and add five questions to the survey.Ill divide you into six groups. Ask other students in your group questions about their habits. Use the eight questions in your survey.A few minutes later, ask group representatives to report their survey result by saying:. is the healthiest student in our group because he /she .Finally, let students vote for the healthiest student in their class. This activity gives students listening, speaking and writing practice using the target language.Step VI Homework According to the table below, write a short dialogue between Lisa and the reporter of school magazine.ActivitiesHow oftenDrink milkEvery dayEat fruitsFour times a weekEat junk foodOnce a weekExerciseFive or six times a weekWatch TVEvery dayGo to the moviesTwice a weekReporter: _Lisa:_Reporter:_Lisa:_Reporter:_Lisa:_Reporter:_Lisa:_Language points:1. She says its good for my health.她说它对我的健康有益。此句为宾语从句，says后面跟的从句的时态必须和主句中谓语动词时态保持一致，都用一般现在时。如：She says both of us are good students. 她说我们俩都是好学生。be good for ones health对某人的健康有益be good for sth. 对有益be not good for sth. 对有害。如：Vegetables are good for our health.蔬菜对我们的健康有益。Junk food is not good for our health. 垃圾食品对我们的健康有害。2. exercise的用法作为可数名词，复数为exercises，意为“练习，习题”。作为不可数名词，意为“锻炼，运动”。e.g. Most people need to do more exercise. Jogging is a healthy form of exercise.作动词，意为“练习, 运动”。e.g. How often do you exercise? 你多长时间做一次运动？I exercise every day. 我每天运动。Exercises:I. 请列举出五种健康食品和运动方式。健康食品_ _ _ _ _运动方式_ _ _ _ _II. 情景对话。( ) 1. What do you usually do on weekends?( ) 2. What does she do on weekends?( ) 3. How often does he watch TV?( ) 4. How often does Lily exercise?( ) 5. Wha