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Unit 2 How often do you exercise?
Section B（2a-2e）
Teaching Aims
| - To learn about the free time activities of the students from No.5 High School.
- result, percent, online, although, through, mind, such, such as,
- together, die, writer, use the Internet, go online, go camping, the
- answer to questions, not...at all.
- 1. It's good to relax by using the Internet or watching game shows,
- but we think the best way to relax is through exercise.
- 2. You can spend time with your friends and family as you play
- 3. Most students use it for fun and not for homework.
| Teaching Difficulties
| Learn to present and analyze information using the pie chart.
| Teaching Aids
| A tape recorder ,CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can present some pictures of activities and elicit the target expressions from Ss and then present these phrases beside each of pictures.
- The T can encourage Ss to talk about these activities using the target structure and personalize the topic.The T can use the following prompts:
- Do you like these activities?
- What do you think of them?
- How often do you do these activities?
| | Step 2 Presentation & Reading
| | - The activity is to personalize the target language and prepare Ss for the subsequent reading activity. The T can ask Ss to close their books and give Ss dictation for these expressions in 2a. Then Ss can check their writings and do the activity 2a individually. At last, the T can invite some Ss to share their answers in class and explain why they rank like that.
- The T may want to elicit from Ss up to 6 more activities to add to those in the box in2a and write the additional activities on the board. The T can also recycle language from earlier in the unit or the previous unit. e.g. visit grandparents, go on vacation, eat junk food, etc.
- Task 1 & Task 2 Skimming and matching
- The T can ask Ss to read the passage quickly and try to get the main idea of teach paragraph and then get the structure of the passage.
- Task 3 Scanning and judging
- The T can ask Ss to read each paragraph carefully and choose T or
- Then the T can invite some Ss to share their answers. The task can help Ss get the specific details and have a better
- understanding of the passage.
- The T can analyze the structure with Ss and work out the
- mind-map of the passage. Ss can try retelling the passage according
- The activity is to provide reading practice with the target
- language and visual literacy. Before Ss fill in the pie chart in 2b, the
- T can make Ss work in pairs to answer the following the questions:
- 1.Look at the title and the pie charts.
- 2.What do the pie charts show?
- 3.What information is missing?
- 4.Where can the information probably be found?
- 5.Can numbers be written as words?
- Then Ss can read the passage again and the T can remind them to
- pay more attention to numbers appearing in the passage. Then Ss
- finish the task in 2b and check answers in pairs. At last the T
- present the correct answers and point out the significance and
- advantages of pie charts.
- 15% : every day 45%:4-6 times a week 20%:1-3 times a week
- 20%:1-3times a week 20%:no exercise
- Use the Internet: 90%: every day 10%:3-4 times a week
- Watch TV:85%: every day 13%:4-6 times a week
- The activity is to provide scanning and writing practice with the target language and practice visual literacy. The T may want to have Ss work in small groups to have a scanning competition. In each group,one S will look at the questions in 2c and the other Ss will only look at the article and pie charts in 2b. The S, who is looking at the questions, should read any one of the six questions (but one question only).Then the other Ss will compete to find the answer in the article. Then a new S is selected to ask another question,and the activity is repeated until all the questions have been asked and answered.
- When reviewing answers to question 5, point out that the information shows only how often students do these activities but not how long, so answers will vary, i.e. there is no right or wrong answer, but Ss should still be able to explain why they think the Ss at No. 5 High School are or are not healthy.
- 1. Twenty percent of the students do not exercise at all.
- 2. Ninety percent of the students use the Internet every day.
- 3. Most students watch TV every day. They usually watch game shows.
- 4. The writer thinks exercise is the best way to relax because it's
- healthy for the mind and body, and you can spend time with
- your friends and family as you play together.
- The activity is to provide writing practice with the target language. Ss can be asked to write sentences individually and then do peer correcting. At last the T can invite some Ss to read aloud their sentences in class.
- Ninety percent of the students always use the Internet.
- Eighty-five percent of the students always watch TV.
- Forty-five percent of the students usually exercise.
- Ten percent of the students usually use the Internet.
- Thirteen percent of the students usually watch TV.
- Two percent of the students sometimes watch TV.
- The activity is to provide practice with the target language and visual literacy. The T may have Ss read the activities in 2e and then choose their favourite one to interview other Ss in class. The T can also participate in Ss’ interview to arouse Ss’ enthusiasm. Then Ss get the information to fill in the chart and make their own pie charts. The T can invite some Ss to show their pie charts and have other Ss make feedback.
| | Step 3Language points learning
| | - “基数词+percent+of the+名词”结构作主语时，谓语动词的单复数由该结构中的名词来决定。
- not... at all 根本不；一点儿也不 表示强烈的否定，at all通常位于句尾。not at all有“不用谢，别客气；没关系，一点也不介意”之意。
- although作连词，相当于though，引导让步状语从句。在英语中，表示“虽然……但是……”时，although/though 不能和but同时使用。
- through作介词，表示方式，意为“以；凭借”还可意为“穿过；通过”，多指穿过门、窗、洞、森林、城市、隧道等。
across
| 介词
| 从事物表面横过
| I went across the road.
| through
| | 从事物内部穿过
| The thief got in through the window.
| over
| | 从事物上方越过
| She climbed over the wall.
| cross
| 动词
| 相当于go across
| He crossed the Atlantic twice.
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such as
| 通常用来列举同类人或事物中的几个例子。其前一般用逗号隔开。
| for example
| 用来列举某一论点或情况，一般只列举同类人或事物中的一个，在句中作插入语。用逗号与前后隔开，可置于句首、句中或句末。
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| The language points are for reference only.
| Step 4 Summary & Homework
| The homework
can be varied with the specific conditions.
| - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Read and recite the passage in 2b.
- Do the exercises in students’ book.
| | Teaching Reflection
| In the process of English teaching, teachers should try their best to encourage students to participate in the discussion and do not overemphasize the correct answers. This can not only broaden students' thinking space, help the development of creative thinking ability, but also help students master the language in use.
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