Daily
life,
Unit
2教学设计
The
Learning
Design
of
grammar
Lesson
Type
Grammar
Duration
of
the
lesson
40
minutes
Analysis
of
Learning
Material
The
grammar
part
in
the
unit
is
the
simple
present
tense
and
adverbs
of
frequency.
The
main
reading
material
in
Reading
which
they
have
recited
is
written
in
the
simple
present
tense
with
adverbs
of
frequency.
The
tense
and
the
adverbs
have
been
showed
in
their
primary
school
English.
Analysis
of
learners
For
the
students,
the
simple
present
tense
is
the
most
often
used
tense
in
their
primary
school
English
learning.
They
read
many
stories
or
picture
books
which
are
also
in
it.
The
know
the
adverbs
of
frequency,
too.
In
their
daily
language,
teachers
found
they
use
them
a
lot
and
they
can
use
them
correctly.
Learning
objectives
By
the
end
of
this
class,
students
will
be
able
to:
use
the
simple
present
tense
use
the
adverbs
and
adverbial
phrases
of
frequency
Learning
key
points
Learn
how
to
use
the
correct
forms
of
verbs
in
a
sentence.
Know
the
differences
among
the
adverbs
of
frequency.
Judge
the
conditions
which
the
simple
present
tense
is
needed.
Learning
difficult
points
How
to
form
singular
forms
of
verbs
according
to
the
subject.
Learning
methods
Task-based
Language
Approach,
Communicative
Language
Approach
Learning
aids
Multimedia
computer
system,
PPT,
blackboard,
chalks
Teaching
procedures
Procedures
Teacher’s
activities
Students’
activities
Purpose
A
quick
review
(2mins)
1.Let
students
have
a
review
of
Sam's
day
at
school
and
pay
special
attention
to
the
verbs.
1.Have
a
review
of
Sam's
day
at
school
and
take
a
close
look
at
the
verbs.
1.
Engage
the
students
To
be
an
acute
observer
(8mins)
Show
the
pictures
and
let
the
students
better
memorize
the
conditions
in
which
we
use
the
simple
present
tense
Let
students
read
the
sentences
and
make
their
own
similar
ones
Watch
the
pictures
and
try
to
memorize
each
situation.
Read
and
think
about
sentences
of
their
own.
2.Arouse
students
interest
and
lead
in
the
topic;
let
them
get
ready
for
the
rules
followed.
3.
Check
whether
they
understand
each
situation.
To
be
a
careful
listener
(10mins)
4.
Display
sentences
and
conclude
how
to
change
a
positive
sentence
into
a
question
and
negative
one.
5.
Observe
the
words
and
draw
the
rules
of
changing
words
into
singular
forms.
4.
Observe
and
tell
the
rules.
5.
Draw
the
rules
of
the
singular
form
of
verbs
4.Know
the
rules
based
on
their
observation.
5.Use
the
correct
form
skillfully
according
to
the
subject.
To
be
a
skillful
learner
(15mins)
6.Remind
the
usage
of
adverbs
of
frequency
and
show
the
bar
to
help
better
memorize
the
adverbs.
7.Show
the
sentences
with
adverbs
and
check
the
positions
of
the
adverbs.
6.
Say
the
adverbs
one
by
one.
And
then
say
out
them
in
order
according
to
the
frequency.
7.Tell
the
position
of
the
adverbs.
6.
Help
students
confirm
the
knowledge.
7.Students
will
be
clear
of
the
places
where
they
put
the
adverbs
in
writing.
To
be
a
clear
summarizer
(3mins)
8.Provide
the
outline
of
this
period
and
make
students
recall
what
they
have
learnt
during
the
period.
8.Try
to
recall
and
summarize
the
knowledge
they
have
learnt.
8.Help
students
consolidate
the
knowledge
and
practise
their
summarizing
ability.
Self-assessment
(1mins)
Homework
(1mins)
Finish
the
exercise
on
Grammar
in
the
workbook
and
write
down
your
mother’s
weekend
life
in
the
simple
present
tense.Daily
life,
Unit
2教学设计
The
Learning
Design
of
Daily
life
Lesson
Type
Listening
and
speaking
Duration
of
the
lesson
40
minutes
Analysis
of
Learning
Material
This
is
a
listening
material
about
the
weekend
of
a
junior
high
school
student
named
Jack,
aiming
at
helping
students
who
are
just
be
Grade
7
students
be
familiar
with
junior
high
students’
weekend
life,
forming
good
learning
habits,
encouraging
the
students
to
have
a
healthier
lifestyle.
Analysis
of
learners
The
students
are
from
Grade
7
who
have
already
had
6
years
of
study,
so
they
are
able
to
get
the
general
idea
of
the
passage.
They
are
easily
activated
and
willing
to
share
their
opinions
in
the
class.
However,
they
might
have
difficulty
in
dealing
with
how
to
be
good
learners
and
happy
people
at
junior
high
school.
Therefore,
in
this
lesson
learners
will
not
only
obtain
language
skills
and
reading
strategies
but
also
learn
to
observe
top
learners’
learning
strategies
and
time
management.
Learning
objectives
By
the
end
of
this
class,
students
will
be
able
to:
1.Listen
to
the
material
and
catch
the
detailed
information.
2.Have
a
basic
understanding
of
top
student's
weekend.
3.Try
to
describe
other's
weekend.
4.Know
how
to
live
a
healthy
life.
Learning
key
points
Learn
how
to
plan
your
weekend
in
a
healthier
way.
Learning
difficult
points
How
to
plan
your
weekend
in
a
healthier
way.
Learning
methods
Task-based
Language
Approach,
Communicative
Language
Approach
Learning
aids
Multimedia
computer
system,
PPT,
blackboard,chalks
Teaching
procedures
Procedures
Teacher’s
activities
Students’
activities
Purpose
A
quick
review
(2mins)
1.Let
students
have
a
review
of
Sam's
day
at
school
by
using
the
schedule.
1.Have
a
review
of
Sam's
day
at
school
by
using
the
schedule
1.
Engage
the
students
To
be
an
acute
observer
(6mins)
Play
a
video
and
ask
students
about
the
content.
-What
is
this
song
about?
-It's
about
the
boy's
weekend.
Let
students
say
the
activities
the
boy
does
during
his
weekend
with
the
help
of
several
pictures.
Introduce
Jack’s
weekend.
Watch
a
video
and
answer
teacher’s
question.
Find
out
the
activities
the
boy
does
during
his
weekend
with
the
help
of
several
pictures.
4.Get
ready
to
listen
Jack’s
weekend.
2.Arouse
students
interest
and
lead
in
the
topic,
let
them
get
ready
for
the
listening
material.
To
be
a
careful
listener
(10mins)
5.
Introduce
the
listening
strategies.
Play
the
material,
let
students
listen
and
fill
in
the
blank.
Then
check
the
answer
together.
6.
Introduce
a
student
from
Shenzhong
Nanshan
Innovation
School
and
her
weekend.
Play
the
video,
let
students
listen
and
fill
in
the
blanks.
Then
check
the
answers
together.
5.
Listen,
fill
in
the
blank
and
check
the
answers.
6.
Learn
more
about
different
students’
weekends.
Watch
the
video,
listen,
fill
in
the
blanks
and
check
the
answers.
5.Let
students
learn
more
about
the
culture
of
English
Week
and
be
familiar
with
the
poster.
To
be
an
interviewer
(5mins)
Let
students
try
to
ask
and
answer
questions
and
complete
his/her
deskmate’s
weekend
schedules
in
pairs.
7.
In
pairs,
take
turns
to
ask
and
answer
questions
and
complete
your
deskmate’s
weekend
schedules
below.
6.
Help
students
connect
the
knowledge
with
the
real
world.
7.Students
will
be
able
to
use
what
they
learned
from
the
lesson
and
their
life
experience
to
create
a
work.
To
be
a
presenter
(5mins)
Provide
several
sentence
patterns,
encourage
the
student
share
his/her
answer.
Let
students
listen
to
a
sample
answer
and
pay
attention
to
the
third
person
singular
form.
Present
the
weekend
of
a
desk
mate.
9.Learn
the
sample
version.
8.Exercise
students'
interpersonal
skills
and
oral
expression
skills.
To
be
a
sharp
thinker
(3mins)
Introduce
the
topic
of
unhealthy
lifestyle
and
its
effects.
Let
student
think
about
this
question:
how
to
live
a
healthy
life?
10.Find
out
the
unhealthy
lifestyle
and
its
effects.
11.
Think
about
how
to
live
a
healthy
life.
9.Cultivate
students’
awareness
of
the
importance
of
healthy
life.
To
be
a
connector
(7mins)
With
the
mind
map,
the
teacher
gives
the
key
factors
and
examples
to
help
students
summarize
how
to
live
a
healthy
life.
12.With
the
mind
map,
students
learn
to
summarize
the
key
to
live
a
healthy
life.
Self-assessment
(1mins)
Homework
(1mins)
Interview
two
of
your
family
members'
daily
lives,
record
a
short
video
to
introduce
them,
make
a
comparison,and
tell
us
whose
lifestyle
is
healthier.
Blackboard
design:A
day
at
school,
Unit
2教学设计
The
Learning
Design
of
A
day
at
school
Lesson
Type
Reading
Duration
of
the
lesson
40
minutes
Analysis
of
Learning
Material
This
is
a
reading
passage
about
the
school
day
of
a
junior
high
school
student
named
Sam,
aiming
at
helping
students
who
are
just
be
Grade
7
students
be
familiar
with
junior
high
school
life,
forming
good
learning
habits,
encouraging
the
students
to
take
part
in
more
after-school
activities
and
leading
a
happy
school
life.
Analysis
of
learners
The
students
are
from
Grade
7
who
have
already
had
6
years
of
study,
so
they
are
able
to
get
the
general
idea
of
the
passage.
They
are
easily
activated
and
willing
to
share
their
opinions
in
the
class.
However,
they
might
have
difficulty
in
dealing
with
how
to
be
good
learners
and
happy
people
at
junior
high
school.
Therefore,
in
this
lesson
learners
will
not
only
obtain
language
skills
and
reading
strategies
but
also
learn
to
observe
top
learners’learning
strategies
and
time
management.
Learning
objectives
1.Understand
Sam
and
his
school
day.2.Introduce
yourself
and
your
school
according
to
Sam's
way
.3.Plan
your
school
day
in
a
better
way.
Learning
key
points
Plan
your
school
day
in
a
better
way.
Learning
difficult
points
How
to
plan
your
school
day
in
a
better
way.
Learningmethods
Task-based
Language
Approach,
Communicative
Language
Approach
Learning
aids
Multimedia
computer
system,
PPT,
blackboard,chalks
Learning
procedures
Procedures
Teacher’s
activities
Students’
activities
Purpose
Step
ILead-
in(3mins)
Watch
and
think1.Play
the
vlog
of
a
student
named
Tang
Zhe
and
guide
students
to
think
how
to
describe
their
school
days.
1.Watch
the
video
and
answer
the
teacher’s
question.
Lead
into
the
topic
and
arouse
students’
interest.
Step
IIPredict
&
Skimming(5mins)
Read
the
title
and
predict2.Ask
students
to
predict
what
it
is
about.Skim
and
find
out
the
main
idea3.Ask
students
to
skim
paragraph
by
paragraph
and
answer
questions.
Be
a
curious
learner2.Read
the
passage
quickly
and
find
out
the
main
idea
of
the
passage.3.Skim
paragraph
by
paragraph
and
answer
questions.
Guide
students
to
know
the
general
idea
and
the
structure
of
this
passage.
Step
IIIDetailed
reading(23mins)
Scan
and
explore4.Ask
them
to
find
phrases
expressing
“like”
and
the
adverbs
“always”
and
“often”.Introduce
and
match5.Introduce
the
Cornell
Method
and
ask
students
to
make
a
match
between
words
and
pictures
paragraph
by
paragraph.Use
fish
bone
maps
and
describe6.Ask
students
in
groups
to
use
fish
bone
maps
to
describe
Sam’s
school
day.
Be
a
curious
learner
Find
phrases
expressing
“like”
and
the
adverbs
“always”
and
“often”.Learn
the
Cornell
Method
and
make
a
match
between
words
and
pictures
paragraph
by
paragraph.Be
a
cooperatorUse
fish
bone
maps
to
describe
Sam’s
school
day
in
groups
To
help
students
get
the
details
of
the
text
and
understand
it
correctly.
To
encourage
students
to
share
opinions
in
English
and
help
students
join
in
the
class
activities.
Step
IVPost-reading
&
summary(8mins)
Observe
and
appreciate7.Observe
a
student
introducing
him
and
his
school
day
and
a
top
student
introducing
how
to
have
a
great
time
at
school.
Be
a
critical
thinker:7.Summarize
the
contents
that
have
been
learnt
with
the
videos
about
school
day
and
having
a
great
time
at
school.
To
consolidate
what
students
have
learnt
and
plan
their
school
day
better.
Step
VIHomework(1
min)
Option1.Make
a
video
by
using
a
mindmap
to
retell
Sam
and
his
school
day.2.Make
a
video
by
creating
the
mindmap
of
your
own
school
day
according
to
the
maps
of
Sam's,
Li's.
8.Make
a
video.
To
check
if
the
students
have
achieved
the
learning
objectives.
Blackboard
design:
Unit
2
A
day
at
schoolDaily
life,
Unit
2教学设计
The
Learning
Design
of
Writing
Fang
Fang’s
daily
life
Lesson
Type
Writing
Duration
of
the
lesson
40
minutes
Learning
objectives
By
the
end
of
this
class,
students
will
be
able
to:
read
Fang
Fang’s
daily
schedule
and
complete
the
article
about
her
daily
life
learn
to
write
about
people’s
daily
life.
Learning
key
points
Introduce
people’s
daily
life
in
time
order.
Learning
difficult
points
Write
a
sentence
with
third-person
singular
verbs.
Learning
methods
Pre,
while,
and
post
writing
teaching
approach
Learning
aids
Multimedia
computer
system,
PPT,
blackboard,
markers
Learning
procedures
Procedures
Teacher’s
activities
Students’
activities
Purpose
Step
I
Lead-
in
(3mins)
Talk
and
discuss
1.Show
a
picture
of
weekly
plan
and
point
out
what
the
people
are
doing
in
the
picture
--
planning.
1.Observe
the
picture
and
share
what
they
can
see.
Lead
into
the
topic
and
arouse
students’
thinking.
Step
II
Pre-writing
(10mins)
2.Ask
students
to
look
at
Fang
Fang’s
schedule
and
describe
her
daily
life.
3.
Raise
questions:
What
does
Fang
Fang
do
at
…
/
from…to…?
Guide
students
to
pay
attention
to
third-person
singular
verbs.
2.
Observe
the
table
of
Fang
Fang’s
schedule
and
find
out
what
she
does
in
a
day.
Answer
the
teacher’s
questions
with
third
-person
singular
verbs.
Guide
students
to
get
ready
for
writing
about
people’s
daily
life.
Step
III
While-
writing
(15mins)
Complete
the
article
about
Fang
Fang’s
daily
life
according
to
her
schedule
3.Give
students
some
sentences
with
blanks
and
ask
them
to
fill
in
the
activities
during
Fang
Fang’s
day.
Observe
the
structure
of
the
article
4.Guide
the
students
to
observe
the
order
of
the
sentences.
Retell
the
day
of
Fang
Fang
5.Ask
students
to
retell
the
daily
schedule
of
Fang
Fang
with
the
picture
presented.
3.Read
the
sentences
about
Fang
Fang’s
daily
life.
Fill
in
the
blanks
(with
third-person
singular
verbs)
4.Find
out
that
the
sentences
are
organized
in
time
order.
5.Retell
in
time
order
about
Fang
Fang’s
day.
To
help
students
get
the
details
of
Fang
Fang’s
day.
To
make
sure
students
can
change
the
form
of
a
verb
correctly
(third-person
singular).
To
encourage
students
to
talk
about
people’s
daily
life
in
time
order.
Step
IV
Post-
reading
(9mins)
6.
Work
in
pairs.
List
your
daily
schedule
and
send
it
to
your
partner.
7.
Ask
students
to
share
what
their
partner’s
daily
life
is
like
in
time
order.
Work
in
pairs:
6.
Write
down
students’
own
activities
in
a
day
and
give
the
list
to
the
partner.
7.Use
what
is
learnt
in
today’s
class
to
introduce
the
partner’s
daily
life.
To
encourage
students
to
communicate
fluently
and
help
students
to
realize
the
importance
having
a
plan.
(If
you
have
no
plan,
you
plan
to
fail.)
Step
V
Summary
(2mins)
8.Help
students
summarize
what
they
have
learnt
today.
8.Summarize
the
contents
that
have
been
learnt
with.
To
consolidate
what
students
have
learnt.
Step
VII
Homework
(1
min)
Write
an
article
about
one
of
your
classmates’
daily
life.:
Fill
in
the
schedule
of
a
classmates’
daily
life;
Complete
the
article
in
time
order.
Blackboard
design:
