人教版2014八上Unit2第四课时

Unit 2 How often do you exercise?
第四课时Section B( 1a—1e)
Teaching and learning goals:
一、功能：talk about healthy lifestyle using “How often do you eat/drink…?
I eat/drink…”and “How many hours do you sleep…” .
二、词汇和常用表达：Learn and use the new words and phrases.
Words: junk food coffee and health
Sentences：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 speaking and listening skills.
四、文化知识：Help the students s to form healthy lifestyle and eating habits in daily life.
Teaching steps
Step 1：Revision
Role-play the dialogue in front of class
Talk about the weekend activities according to the chart..
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 .
(设计意图：可以引起学生的兴趣又复习了Section A中所学的目标语言，为接下来的综说训练奠定了基础。

）
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? Wha t’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.
4. Pairwork . Ask and answer with the words from 1a. Then make a similar dialogue.
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.
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，为以后养成健康的饮食习惯做准备。

）
Step 5 Listening
Listening for the general idea听取大意
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
（设计意图：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 activitie s听后活动
1.Play the tape and ask the Ss to read 1c after the tape and prepare for retelling.
2.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.
3.Role-play .Student A is the reporter .Student B is Tina or Bill.Ask and answer questions.
A:How often do you exercise?
B:I exercise every day.
A:And How often do you.....?
(设计意图：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。

)
Step 6 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。

___________________
（设计意图：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。

）
Step7The end-of class test
一、用所给单词的适当形式填空
1.His mother wants him _______(drink)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.
（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。

）
Step8The end-of class tes t
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。