教学重难点 重点 1、复习并懂得运用的重点词汇：

go shopping, shop, read, watch TV, go to the movies

2、学会并会运用的难点词汇：exercise, do exercise，help with housework, use the internet.

3. 重点句型，要求大部分学生学会并能进行顺畅的对话：

What do you usually do on weekends? I usually go to the movies.

What does he do on weekends? He sometimes goes to the movies.

How often do you shop? I shop once a month.

How often does Cheng watch TV? He watches TV twice a week. 难点 1. 通过活动和对话让学生意识到频率副词在句子中的位置（实前助后）。

2. 第三人称单数谓语动词在重点句型中的运用。 教学策略与设计说明 　　学生合作讨论归纳如何谈论活动的频率和次数。

　　教学"谈论日常活动和活动的频率和次数"让学生在语言知识与技能方面得到收获，过程教学中注重培养学生的合作和自主归纳能力，情感态度方面则着眼于培养学生的分辨能力和选择意识，使学生身心健康。 教学过程 教学环节 教师活动 学生活动 设计意图 Step1 Organizing the class and leading in new class

5分钟 1. Tell the class what we're learning this class.

2. Help students to do 1a and ask them other activities. Do 1a and think of other activities.

1、简单介绍本课要学习的内容。

2、完成1a，进一步搜集其他活动，为完成1b学习任务服务。

媒体设计思想：导入新课，让学生了解本课所学内容。 Step2

Learning new words do 1b&1c

7分钟 Introduce my own weekend activities Students learn about my activities in order to learn new words and frequency words" always\often\usually\sometimes\hardly ever\never. 让学生在自然亲切的语境中学习新的词汇。

媒体设计思想： 学生了解教师活动， 并学习新词汇并使用频率副词。 Step3 Listening

(一) Listening One

8分钟

（二）Listening two

8分钟 Before-listening

While-listening

Post-listening

Before-listening

Teacher leads students to be familiar with ChengTao's activities and "How often he does it?"

While-listening

Post-listening

Encourage the students to say out the ways to answer "How often do you...?". Learn more about frequency words and know the differences between them

1)Students listen to 1b and write the activities.

2) Students listen again and fill in the blanks with frequency words.

Students practice the conversation in 1b and make their own conversations

1.Students listen to 2a. Number the activities [1--5] in the order they hear them.

2. Students listen again and match the activities in 2a with how often Cheng Tao does them?

1、学生在前面的练习基础上完成1b。

2.通过增加听力练习，使学生进一步学习和掌握频率词。

3.学生练习对话并将对话真实化。

1、继续听力练习，进一步熟悉重点句型。

2、培养学生自主归纳的学习能力和习惯。

媒体设计思想：1、核对听力答案，进一步巩固频率副词的使用。 2、让学生明确任务，根据2c要求进行对话练习。