整体设计思路 |
The topic of Unit 2 is “free time activities”, and this class is designed for Section A which language goal is talking about how often you do things. T will focus on adverbs of frequency. The former part is to acquaint Ss with frequency words and know the differences among each of them. Then, the second past is for doing some practice to enhance Ss’ comprehension of frequency words. After that, they can use these words to describe how often they do things in daily life. |
教学目标 |
By the end of this class, Ss will be able to: 1．Remember some adverbs of frequency and know their differences. 2．Know how to describe the frequency of doing something by use some sentence patterns. 3．Understand that something they can always do, but something can never. |
教学重难点 |
1. Key point: Students know how to describe the frequency of doing something. 2. Difficult point: tell the differences of these adverbs of frequency. |
教学过程 |
教学步骤 |
教师活动 |
学生活动 |
设计意图 及资源准备 |
Warming up |
Greetings with all students |
Give responds to T’s questions |
Create a lively atmosphere in the classroom |
Leading in |
1. Shows a piece of news on screen, leads students to the topic, “What do you do at home?” |
Talk about what they do at home and try to describe how often they do that. |
1. Lead to the topic. 2. Stimulate students’ interest in learning frequency words. |
Presentation |
1. Presents several charts and phrases, let students answer what they do according to the frequency in the charts. 2. Lists the definite frequency adverbs, five students a chance to find the principles in how to expressing “times” in English. 3. Gives task 1: a simple practice. 4. Gives task 2: play the tape, give students 1 minute to look through the message in the screen. 5. Poses a question: what are indefinite frequency adverbs? Show a short passage. 6. Listen to 7. 6 8. Listen 9. |
1) Think and write their answer. 2) Observe the list of definite frequency adverbs, try to summary some principles. 3) Use what they got in step 2 to create some new phrases. 4) Listen to the tape carefully, and number the activities [1-5] in the order according to the tape. 5) Think about what are indefinite frequency adverbs, and underline them in the short passage. |
(1) Let students get familiar with frequency words. (2) It’s thinking time for students. (3) Let students know how to use these principles. (4) Strengthens students’ impression of definite frequency adverbs. (5) Turns to indefinite frequency adverbs, rich students vocabulary. |
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6. Provides students with a vertical axis from 0% to 100%. 7. Invites students think about that how can we remember these seven words easily. Teacher gives a example firstly: the term, always, has two same letters with word “all”, so we can say that if someone do something all the time, he/she must always do it. 8. Poses a question: how to make questions by use these adverbs? 9. Asks what’s the between “ How often do you exercise?” and “ What do you often do?” |
6) List these indefinite frequency adverbs according to percentage beside the axis. 7) Students are divided into several groups to discuss the task given by teacher. After their discussion, some of them can share their answer, others can express their different opinions. 8) Give more sentences like the structure of “What do you usually do on weekends?”. 9) Have a discussion in groups. |
(6) Makes it easier to see the difference among these adverbs. (7) It is good for students to digest the words they have learned. (8) Helps students knowing how to use them in a question sentence. (9) Helps students knowing how to use these two sentence patterns. |
Practice |
1. Presents a Multiple-choice test. 2. Shows a group of verbal phrases and a model of survey. |
(1) . Choose the best answer for each question. (2) Design a survey and do a interview with their classmates. |
1) . Tests whether students master what they have got. 2) Practices students skills under a settled circumstance. |
Production |
1. Forms two groups of habits: one is “good habits”, and the other is “bad habits”. 2. Presents a health quiz. After students answering all questions, show the way of counting scores. |
a. Put habits they had written in the paper into the right group. b. Answer the question on screen. And then count their own scores. Compare the result with their partners, higher score means healthier body. |
1) Help students understanding that something they can always do, but something can never. 2) Know that health is essential. Teacher encourage some unhealthy habits owners to change themselves. |
