八年级下册 Unit 2 I'll help to clean up the city parks Section A 3a-3c 教案

Go For It 8A Unit 2 Section A 3a-3c (grammar)
Analysis of teaching material（Section B 2b- reading material） What: It’s an expository writing talking about No.5 high students’ activities in their free time. According to the survey, it mainly talks about how often students do exercises, use Internet and watch TV. Why: The authentic survey result reflects the current situation how often students do exercises, use Internet and watch TV. By the vivid statistics, it can help students form good habits and call them to do exercises. Meanwhile, focus and learn how to use adverbs of frequency. How: It is formed in the deduction and summary. In the part one, the writer introduces main activities students do in their free time. In the part two(para2-5), the writer mainly analyzes the survey result and their statistic. In this part, it includes important adverbs of frequency, such as every day, six times a week. In the final paragraph, it is suggested that students should do more exercises to relax themselves.
Teaching objectives By the end of the class, most students will be able to: 1. understand the meaning of adverbs of frequency by presenting the school schedule. (Learning and understanding) 2. know how to ask and answer by using adverbs of frequency, “How often do you have English class ” “We have English class three times a week.” (Applying and practicing) 3. discuss other topics by using adverbs of frequency. (Transferring and creating)
Teaching focus Vocabulary: always, usually, often, sometimes, hardly ever, never, once a week, twice, three times. Sentence: -How often do you do sth. – I do sth. + adverbs of frequency. -How often does he/she do sth. -He/She always does sth.
Anticipated difficulties Students may feel it difficult to use the adverbs of frequency properly.
Teaching procedure Activity1 Lead-in -Show pictures of Stranger Things and ask students if watched before. Then, introduce the main characters in this American series. Activity2 Guessing game - Guess what classes do they have in the American middle school and then show their class schedule for them. Activity3 Free talk - Talk the similarities and differences between classes in America and China. Activity4 Ask and answer. - By asking the question how often they have P.E./music/English/labor/morality class, students use adverbs of frequency to answer. Activity5 Learn and conclude - Invite students to conclude the rules of adverbs of frequency by listing examples. - Draw a pie chart about the relation between adverbs of frequency and make sentences by using the adverbs of frequency. Activity6 Apply and practice - Complete 3a in book. First complete the questions with do or does. Then, match the questions and answers - Use the words given to write questions. Then ask and answer them with a partner. Activity7 Group work - Four students in a group are given a topic “How Often do you do in your Free Time ” to share their hobbies. One of the students need to record and make a summary by using adverbs of frequency. After one group shows, invite other group to evaluate their performance. Activity8 Summary - Find out the sentences with the adverbs of frequency. - Discuss and summarize how to change the verbs into singular form in third personal. Introductions 1.arose students’ interest 2.inspire students’ imagination 3. develop students’ critical thinking skill. 4. understand the meaning of adverbs of frequency. 5. develop students’ logical skills by using mind map. 6.strengthen the usage of adverbs of frequency. 7. use what they have learned into authentic situation. 8. find more grammar rules about adverbs of frequency.
Assignment Must-do: Find a topic about how to improve English and make a table to record, like 3c in the book. (Use adverbs of frequency) Optional: Find more adverbs of frequency and know how to use them.
Blackboard design
Reflection The grammar adverbs of frequency seems easy, but it’s difficult to find a good way to present and elaborate it. At first, I use the students’ class schedule as the part of lead-in. By the end of class, I found that class schedule is known by students. Therefore, it’s a little meaningless to communicate with students about what they have already known. So, in class 7, I change my idea to present the class schedule by persons they are interested in, which will actively arouse students’ attention.