(1) Knowledge Obj ect
In this unit students learn to talk about how often they do things. (2)Ability Objects
To improve students’ability of listening，speaking，reading and writing. (3)Moral Objects
To help students form a good eating habit. To do exercise every day and keep fit. 3 .Teaching Key Point
To master the key vocabularyand the target language presented in this unit. 4 .Teaching Difficult Point
To train students how to use the key vocabulary and the target language by reading and writing.
5 .Studying Ways
Teach students how to use context. Teach students how to do a survey. Ⅱ.Language Function
Talk about how often you do things. Ⅲ.Target Language
What do you usually do on weekends? I sometimes go to the beach.. How often do you eat vegetables? Every day.
Most of the students do homework every day. Ⅳ.Structure Wh-questions What do…?
How often…? Adverbs of frequency All/most/some/none V .Vocabulary
always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink
Ⅵ.Recycling
reading，watching TV，go to the movies, fruit，vegetables Ⅶ.Learning strategies Using context.
Transforming information.
Ⅷ.Teaching times Six periods Period One Teaching Aims:
1. Learn to talk about how often do you do things
2. To learn the words of the adverbs of frequency. Teaching Difficulties: 1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.
2.phrases: how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes . 3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ?
Once a week / Twice a week ? . Teaching Aids: Tape recorder; Multi-Media. Teaching Procedures: Step 1 ：Greeting.
1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?
2. Encourage students to share their holidays with the whole class. Step 2 ：Leading – in
Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over).
Teacher: I often sing on weekends, what do you usually do on weekends? S1: I often take piano lessons.
Teacher: What does she usually do on weekends? (Ask another student) S2: She often takes piano lessons. Teacher: What about you? (Ask S2) S2: I often play basketball
Teacher: What does he usually do on weekends? (Ask another student) S3: He often plays basketball. (Ask more students in the same way)
Step 3： Look at the screen. Make a list of the different weekend activities. First let students list different activities, then
Teacher: Now work in pairs, ask and answer ---What does he/she do on weekends? --- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding.
Step 4：1b Listen and write the letters from the picture above on the lines
Unit 2 How often do you exercise？说课稿（模板二）
尊敬的各位评委专家，您们好!
今天我要进行说课的题目是《Unit 2 How often do you exercise？》。下面我将从教材、教法、学情、学法、教学过程、板书设计六个方面来谈谈我的课堂教学设想：
一、 教材分析 （一）教学内容分析
本单元的中心话题是exercise. 主要语言功能项目是Talk about how often people do things.以活动为主线，围绕着谈论活动频率等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化有目的地学习语言。
（二）教学目标
《新课程标准》之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：
1、语言知识目标：掌握谈论运动以及表述做某件事情的词汇和语言结构。 2、语言技能目标：通过学习本课，学生能够用英语互相讨论课余时间的活动安排。 3、情感态度目标：
（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。
（2），培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，提倡健康生活方式。
4、学习策略目标：
（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。
（2）Classifying. 通过分类法，可简化学习过程，利于记忆。 （3）Guessing. 通过猜测，并大胆发言，以学习新知。
5、文化意识目标：了解不同的生活方式以及表示频率的一些常用表达法 （三）教学重点和难点
教学重点：使学生熟练掌握运用Hoe often...? 问句询问他人的活动并能对他人的询 问做出准确回答，使学生学会运用 I often....句型谈论自己的活动，而且能进行实际交际。
为了突出重点，每一个环节都要以教学重点为依托，围绕着谈论课余生活展开丰富的训练，并采用实物和多媒体等教学手段，运用大量的动画设计，使学生在一种生动活泼逼真的氛围中获得信息掌握知识。
教学难点：1、交际用语How often do you exercise？ I/She/He often... 2、学会使用usually,once a month,twice a week等的运用
二、教学方法和学习策略（说教法和学法） 1、教法
（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。
（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
2、学习策略：
（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。
（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。
Unit 3 I’m more outgoing than my sister.说课稿 Section A 1a—1c（第1课时） 学习目标 1)
能掌握以下单词：outgoing, better, loudly, quietly, hard-working,
competition, fantastic, which, clearly, win
能掌握以下句型：
① Tina is taller than Tara. ② Sam has longer hair than Tom. ③ She also sings more loudly than Tara. 2) 能掌握以下语法：
① 形容词或副词比较级形式的构成。 ② 表示两者进行比较的句式结构。 3) 情感态度价值观目标：
能对人物的外表进行描绘，个性进行比较。 教学重难点 1. 教学重点：
1) 形容词或副词比较级形式的构成。 2) 表示两者进行比较的句式结构。 2. 教学难点：
He has shorter hair than Sam. Is Tom smarter than Tim? She also sings more loudly than Tara.
教学过程 Ⅰ. Lead-in
1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]
tall --- short; thin --- heavy, long hair --- short hair, calm --- wild … Give Ss an example by comparing Old Henry and Santa Claus. e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus. Henry is younger than Santa
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