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课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 2 How often do you exercise Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 在本节课中，学生在教师的引导下，发挥主动性，以3a语篇作为可模仿的写作模板，熟练运用有关生活习惯的词汇和频率副词及短语，完成一份简单的健康问卷，并学习写一篇有关如何健康生活的短文。学生在学习的同时，可以了解自己的健康状况，以便更加健康地生活，学习养成良好的生活习惯，并意识到语言学习可以服务自身。通过本节课的学习，夯实学生基本的语言能力，发展学生的语言运用能力以及思维能力，培养学生积极的情感态度，能够运用有效的学习策略来完成学习任务。
课标分析 课标要求八年级学生能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系；能在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够围绕“健康生活”的话题，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够综合运用有关活动词汇、频率副词描述自己和他人的生活习惯；提升写作技能，培养良好的写作习惯；
文化意识 增强健康生活意识，注重良好生活习惯的养成；
思维品质 通过对调查报告类文本结构的关注与具体内容的依序合理呈现，提升思维的逻辑性；通过针对调查结果的深入反思和观点表达，提升思维的批判性和创新性；
学习能力 通过完成健康问卷、分析自己的生活习惯等，意识到语言学习可以服务自身，保持学习积极性；通过多渠道学习英语；提高自我监控与反思能力。
教材内容分析 本单元话题为“课余活动”，B部分主要谈论“日常饮食和其他生活习惯”。写作板块包括三个活动，内容环环相扣，要求层层递进。3a让学生根据表格信息不全范文，3b让学生运用表格整理信息，3c让学生仿照范文，利用所整理的信息写一篇有关自己自生活习惯的短文，活动4提供了一份简单的健康问卷。
重点 本单元所学关于“健康生活”话题下的词汇和表达的正确运用；学会写作，正确运用有关活动词汇、频率副词汇报自身的生活习惯；
难点 目标语言运用的准确性；所写短文内容的逻辑条理。
学情分析 在前面的学习中，学生已通过听、说、读、看等多种方式理解并运用相关活动类词汇及频率和次数的表达，具备了一定的数字文本与图表的转换能力，对于生活习惯的话题也较为熟悉；在本节课中，学生可能会在信息的规划方面有欠缺，同时，能否准确使用所学目标语言（如频率副词在句中位置等），也将成为学生的困难之一。
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Step 1. Review and lead-in. Enjoy the song and chant together with T. Sa: Something we often do. Sb: Something we do without thinking. Step 2. Reading. Sa: “365” means I always drink milk. Sb: “365” means I drink milk every day. Have a brainstorm of different kinds of habits. Talk about their good and bad habits with partners. Then report in class. Read the beginning of the article and fill in the chart. Read the chart and classify the habits into “good habits” and “bad habits”. Talk about their answers and reasons. Then find out the linking words and sentences. Step 3. Practice. Work with their partners and make conversations based on the article in 3a. Sa: I’m from...magazine, may I know your name and age Sb: ... Sa: May I ask you about habits Sa: How often... Do you like... Step 4. WritingⅠ. Listing an outline. Try to come up with some useful expressions. Writing. After drawing the outline, write a passage based on it. 10 minutes will be given. Appreciate the sample writing and try to accumulate the useful structures. Step 5. Post-writingⅠ. Close their textbooks and listen to the teacher’s questions and mark a, b or c for each question. Then open their textbook and read the questions and answers and confirm that their responses were correct. After that, score pare their results with their partners’ to see who’s healthier. Sa: I’m very healthy. I eat breakfast every day and I never eat fast food. … Sc: Bob is very healthy. He eats breakfast every day and he never eats fast food. … Step 6. WritingⅡ. 1.Thinking. Read the instruction of the second composition. With the help of T, analyze the tense, the person, text type of the passage 2.Listing. Have a brainstorm in groups to list the information points they will write as many as they can. 3.Linking. 4.Beautifying. With T’s help, try to use some adverbs, conjuctions and beautiful sentences to make their compositions better. 5.Checking. After practicing, read the sample writing and have a self-check. Evaluation. Step 7. Self check. Report their answers and talk about their reasons. Step 8. Summary. With T’s help, sum up the writing steps of this lesson. Play a video of the song and guide Ss to chant. T: What is“habit”？ Show the chart “Days a year” in 3a and guide Ss to make sentences. T: What does “365” mean T: How many kinds of habits do teenagers usually have T: How many sides of habits do teenagers usually have (We have a lot of good habits…However, we have some bad habits...) T: Do you have any good habits or bad habits T: What should we do with them (We should keep on good habits, and try to break bad habits.) T: Please remember, first we make our habits, then our habits make us. Guide Ss to read the chart and the beginning part in 3a and find out some background information and judge the habits. Ask Ss to read the passage and fill in the blanks with frequency words. Then guide Ss to analyze the structure of the passage. Encourage Ss to work in pairs and play the roles of a reporter and Jane. Provide the structure of the passage and guide Ss to think about the beginning, body and ending part. After Ss finish writing, let them have a self-check for 3 minutes. Provide the evaluation standards. Pick out one or two examples to evaluate in class. Have Ss take the health quiz. T: Do you think you are healthy T: Are you healthier than your classmates Read aloud the questions one by one and have students choose their own answers. Invite “the healthiest student” in class and “the least healthy student” to talk about their habits. Have Ss write down the healthy habits, retell their words, and give some advice to the students with the most unhealthy habits. Guide Ss to analyze the instruction. Guide Ss to list some phrases.. Ask Ss to fill in the blanks to complete the sentences. Then ask Ss to write a passage for 10 minutes. Provide some questions for Ss to have a check. Ask Ss to finish the self check part. Early to bed and early to rise, makes us healthy and wise. Where there is a will, there is a way!. Work harder and practice more. “冰冻三尺非一日之寒，要多练习才行 An apple a day keeps the doctor away 利用有关运动的英文歌曲和关于习惯的歌谣，激发学生学习兴趣，引出“习惯”话题，为接下来的教授新知做铺垫。 呈现3a中的表格，以“喝牛奶”为例，引导学生复习频率副词及其用法，激活和复习所学语言，为写作做铺垫。 通过头脑风暴，收集写作信息点，激活学生背景知识，并在语境中渗透写作目标语言，为之后的环节做好准备。 适时引入经典谚语（习惯造就人生），引导学生积累，并进行情感态度价值观教育。 通过寻找信息、判断信息、频率副词填空、寻找逻辑词句和分析文章结构等多个阅读任务的完成，引导学生精读文本，为接下来的口头和笔头输出活动做好准备。 通过记者采访的情境创设，让同伴之间进行思维碰撞，重塑文本信息的呈现方式，培养学生的合作精神和口语表达能力。 通过提纲的罗列，帮助学生搭建文章结构的支架。 让学生在限定的时间内完成作文，教师提供文章结构及语言等方面的支持。 通过活动4健康问卷的完成，帮助学生在实际运用中巩固语言知识、提升综合语言运用能力。 培养学生的审题意识，包括对人称、时态、体裁的分析等。 通过问题逐步引导学生进行篇章结构的构思，培养学生的写作“微技能”，为后面的写作搭好结构支架。 就提纲中所罗列的有关句式要求学生套用练习，并在老师的指导下逐渐过渡到段落写作。学生使用经过训练的句式尝试写出类似的文章。 培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。 在自我修改和同伴修改的基础上，集思广益，取其精华，学会运用更多的方法把文章写好。
课 时 达 标 检 测
Ⅰ. 单项选择 ( )1.This is _______boy. That girl is _______. A. an 8-year-old; 6 years old B. a 8 -year-old; 6 years old C. an 8-year-old; 6-years old D. a 8 year-old; 6-year-old ( )2.We couldn't buy anything because _______of the shops were open. all B. both C. nothing D. none ( )3.Mark is a great _______. If you have problems with your teeth, you can ask him for help. A. dentist B. singer C. musician D. writer ( )4.—Can you catch what I said —Sorry, I can _______understand it because you speak very quickly. A. almost B. probably C. mostly D. hardly Ⅱ. 任务型阅读 Hi，I'm Amy!Let me tell you something about my family's and my free time activities．①My father almost spends all his free time watching TV． In other words，he is a couch potato．He knows it's not （5）h 　 　．（6）H 　 　，he still likes doing that．My mother always spends her free time doing the （7）h 　 　．Sometimes she cleans the house．And sometimes she washes the clothes．She's always busy doing things．My brother always goes （8）o 　 　 in his free time．②He either plays computer games or （9）l 　 　 to music on the Internet．As for me，I only do one thing in my free time﹣play tennis with my friends． 任务一：根据短文内容及首字母提示填空． 任务二：根据短文内容完成下面的表格． My FamilyFree Time Activitiesfatherwatching TVmother（10）　 　brother（11）　 　I（12）　 　
任务三：根据①处句意完成下面的同义句（每空词数不限）． （13）It 　 　my father almost all his free time 　 　TV． 任务四：将②处句子翻译成汉语． （14）　 　．
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板 书 设 计
Unit 2 How often do you exercise (Section B 3a-Self check)
作 业 设 计
Level A Write a report about your parent’s habits. Before writing, please help them take a health quiz.
Level B Draw a mind map to sum up the knowledge of this unit.
教 学 反 思

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