1、 Unit Two How often do you exercise? Section B (3a-3c) 教学设计Teaching contentUnit Two How often do you exercise? Section B (3a-3c).Background information1. Something about the teaching material: This textbook is from Go for it (Book 3) which published by Peoples Education Press. Unit 2 consists of thr
2、ee parts, Section A, Section B and Self check. This lesson mainly focuses on section B part. This unit is to be carried out by talking about peoples free time activities. Students tend to talk about “how often they do something” and learn to express the daily activities with the target language and
3、adverbs of frequency. The content is close to students lives, so students they are willing to discuss and share with others. Through different methods such as group work, pair work，reporting, students can make a further study on the adverb of frequency. Students can also use adverb of frequency to w
4、rite a report about their free time activities and habits. 2. Something about the Students：Forty Junior high school students, Grade 2 (1) The students who have been learning English for almost a year, and have learnt some basic knowledge, so they can use some words and simple sentences to express th
5、eir ideas. (2) This topic of this class is close to students daily life. There are some activities what theyre interested in it and they will enjoy showing themselves in class.3. Lesson duration: Forty-five minutes. Teaching objectives1. Knowledge objectives：After this class，students will be able to
6、 (1) master the key vocabularies and phrases: dentist, magazine, however, than, more than.(2) understand and use the target language: How often do you do something?(3) talk about free time activities and good habits & bad habits and write a report like the one in 3a on page 15 with adverbs of freque
7、ncy.2. Ability objectives：After this class，students will be able to develop the ability of writing about habits with adverbs of frequency. 3. Emotional objectives：After this class，students will be able to (1) learn how to work with others and express ideas during the communication and gain a sense o
8、f success and achievement by working together.(2) talk about habits of daily life and arrange for their daily activities reasonably to form good habits so as to enjoy a colorful campus life.Key and difficult points1. Key points:(1) Key vocabularies and phrases: dentist, magazine, however, than, more
9、 than. (2) Key structures: How often do you/they do something? How often does she/he do something?2. Difficult points: (1) Enable students to express their free time activities and habits with the target language and adverbs of frequency.(2) Enable students to use the cue words to describe individua
10、ls habits of daily life.(3) Enable students to survey others for their good habits and bad habits with some relevant information.Teaching methodsTask-based Language Teaching method.Situational Language Teaching method.Teaching aidsmulti-media, pictures, cards, the textbook. Stages and procedureSteps
11、TimeInteraction modelStudents activitiesTeachers activitiesPurpose/roots1. Revision1) Daily greeting.2) Check homework- passage of 2b based on Task-based Language Teaching method. Task： Topic：Review the message of 2b on Page 13 with some exercises. Procedure:1. Ask each student in the class to revie
12、w the message of 2b again and answer some questions.2. After 2 minutes, three students are invited to write down their answers on the blackboard.5Whole class work1. Look at the screen and think about the answers carefully. 2. Three students come to the blackboard to write down their answers.3. Answe
13、r the question together:“Old habits die hard.” 1. Ask students to finish some exercises according to the information of 2b. (show them on the screen). The questions about No.5 High School Students free times activities are :_,_and_.2. Ask three students as representatives to write down their answers
14、 on the blackboard. 3. Ask students to find out the saying in the passage.4. To present new lesson with the word “habits”.This part aims to 1. arouse the enthusiasm of the students to learn new lesson by reviewing. 2. consolidate what they learned yesterday and get them prepared for the new lesson.
15、2. Lead-in Activity: “Prize contest” based on Situational Language Teaching method.In this activity, the best will get a prize for his or her performance. 6Whole class work1. Find their teams. 2. Answer the questions.3. Ss(working together)All of students look at the pictures carefully. 4. Students
16、raise their hands to answer the questions:5. Some students discuss their free time activities and show their activities (habits) to the whole class. 1. Divide all of students into 5 groups, 8 persons of each group.2. Ask students to look at the screen and think about these questions: A: What do they
17、 usually do in their free time?B. How often do they do them? 3. Show some pictures of some superstars and ask Ss to imagine what daily activities the superstars do in their free time. 4. Ask students the following questions: (after discussion )A: What does Fan Bingbing usually do in the picture?B. W
18、hat does Yao Ming usually do in the picture? C: How often does Fan Bingbing drink juice? D: How often does Yao Ming exercise? 5. Ask students to discuss some of their free time activities and habits with adverb of frequency according to the chart in 3a and try to tell whether those daily activities
19、or habits (read books, go to the dentist, stay up late) are good or not. This part aims to 1. set up a situation for the students to think about their habits.It not only helps students master the target language but also helps them learn from each other. 3. Writing practice (Pre-writing: work on 3a,
20、 talk about good habits and bad habits).Activity: “Competition” based on Task-based Language Teaching method. At this activity, the best will get a prize for his or her performance.Task: Topic: talk about Janes good habits and bad habits.Procedure:1. Read the message and then find out how many activ
21、ities there are for Jane and what they are.2. Discuss the message with their teammates. Then try to distinguish between good habits and bad habits in Janes activities in 3a.3. Fill in the blank and check the answers, and then learn new words and phrases.10Group work1. Turn to page 15.2. Read the inf
22、ormation of passage in 3a and think about the questions in the blank with their teammates.3. Answer the questions after discussion.4. Some students give their answers (adverbs of frequency).5. Read the new words and try to remember them.1. After talking about students habits, ask them to learn some
23、habits of Jane in 3a.2. Ask students to read the information about Jane in 3a on page 15 carefully, and then discuss the message with their teammates. 3. Ask students to answer the following questions: A: what are Janes free time activities? B. Can you distinguish between good habits and bad habits
24、in Janes activities in 3a?An example: Jane does exercise and reads books 365 days a year, which means that Jane always exercise and reads books every day. These habits must be good ones.4. Ask students to write the answers (adverbs of frequency) in the blank to finish 3a and check it. 5. Write some
25、new words on the blackboard and ask students to think about the meaning of the following new words and phrases, then show the meaning of them on the screen:New words: dentist, magazine, than, more than, however.This part aims to 1. form the value of judging others reasonably and fairly.2. train stud
26、ents speaking skills and improve their ability of working with others.4. While-writing(work on 3b)Activity: “Retelling” based on Task-based Language Teaching method and Situational Language Teaching method.procedure1. Encourage student to retell the information of Jane in 3a and give a description o
27、f her by using some good habits and bad habits. .2. Compare the description of Janes habits with the description of students habits.3. Some students who are invited to read the massage of their tables to the whole class.9Whole class work1. Retell the information of Jane with teammates and make a des
28、cription of her to the whole class.2. Make a comparison between Janes habits and theirs.3. Complete the table alone: (See Appendix 1 for more details)4. Read the message of their tables respectively in class. (See Appendix 2 for more details)1. Encourage students to retell the information of Jane in
29、 3a and give a description (including some good habits and bad habits) of her. A few students need to say the description of Janes habits in class.2. Ask students to make a comparison between Janes habits and theirs and then check it. 3. Display some tables which show some good habits and bad habits
30、. Students need to fill in the table according to their actual situation. The table is as follows: (See Appendix 1 for more details)4. Ask some students to read the message of their tables in class. By analyzing information themselves, students have an improvement in the skill of analysis. 5. Post-w
31、riting(work on 3c) Activity: “I can do it” based on Task-based Language Teaching method and Situational Language Teaching method. 10Group work /Individual activity1. By using some of the sentences in 3a, discuss their own report with teammates.After discussing with teammates, try to write a report i
32、ndividually according to the following questions: A: What healthy things do they do? How often do they do these healthy things? B: What unhealthy things do they do? How often? 2. Read their writing one by one to the whole class. 1. After discussion and practice in 3b, ask students to form a report b
33、y using the information of the table in 3b with their teammates. There are some questions for their report: A: What healthy things do they do? How often do they do these healthy things? B: What unhealthy things do they do? How often? 2. Give an example of report and ask some students to read their w
34、riting in class one by one. An example: My name is Sam. I have a lot of good habits. I always exercise and read books. I drink milk every day. However, I also have some bad habits. I watch TV for over 2 hours twice a week. I eat hamburgers every day. I always stay up late and hardly ever help with h
35、ousework. My families always call me “the lazy guy”.1.Task-based Language Teaching method and Situational Language Teaching method are used here to develop the students ability of communication and cooperation. This oral practice of using the target language can consolidate the key structures adverb
36、s of frequency and develop students skills of writing. 2. Creating an environment of report is useful to arouse the interest of the students to talk about daily activities and habits by using the target language.End of- class summary3Individual activityTask 1: Sum up what they have learned today. Fi
37、rst ask students to sum up, and then show the following on the screen.Such as: (1) “How often +” (2) Talk about good habits and bad habits.(3) New words and phrases.Task 2: Do Exercise 4 on page 16.By making a summary themselves, the students may have a deep impression on the new words and key sente
38、nces they have learned, which also embodies the concept of new curriculum reform of student as subject and teacher as guider.Optional activities and Assignment2Pair work/Individualwork 1. Optional activities: Work in pairs and find out your familys daily activities after class. 2. Writing: Do a surv
39、ey and write a report about your family habits after class.To practice students skills of writing and apply what they have learned in reality.Bb designUnit 2 How often do you exercise?Section B 3a-3cNew words and phrasesUseful SentencesActivitiesdentistmagazinehoweverthanmore than1. How often do you
40、 do something?2. Talk about good habits and bad habits.exercise, read books, drink juice, help with housework, stay up late, go to the dentist.On the top is title of this lesson. Some key words on the left and the structures of the expression in the center. Words or phrases of activities & habits ar
41、e on the right. It is clear for students to know the importance that they should remember.After lesson reflection(1)In the teaching video, there is no a short video or song to present in my lesson, so the students will be lack of interest to pay more attention to the class.(2) There are so many acti
42、vities which are appearing in my teaching video that have not enough time was given at the practice stages. Full preparation should present in the next lesson.Such reflections can contribute greatly to teachers professional development. From the reflection, the teacher makes a conclusion of the lesson so as to have an improvement in the next lesson.
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