八年级下册 Unit 2 I'll help to clean up the city parks Section A 1a-2d 教案（表格式）

Go For It 8A Unit 2 Section A 1a-2d
Analysis of teaching material What: “Good interpersonal relationship and interpersonal communication” under the theme of “men and society”, the content is about the frequency of an activity a people does. Why: learn basic social manners among people to ask free time and frequency of things they do and know how to response others in proper manners. How: it is a daily conversation, ask for frequency of activities and use frequency adverb like “always, usually, often, sometimes, hardly ever, never, once, twice,...times, everyday”.
Teaching objectives By the end of the session, most students will be able to make a conversation about what people do things in free time and how often they do them. This will be achieved by: 1. teaching students vocabulary such as watch TV, use the Internet, read English books, go to the movies, exercise and some other words. 2. teaching students frequency adverbs like always, usually, often, sometimes, hardly ever, and sentence structure “How often do you...” to ask the frequency of things people do.
Teaching focus Speaking: make a conversation about how often people do things fluently. Listening: listen and make clear about new words, such as watch TV, use the Internet, read English books, go to the movies, exercise and some other words. Frequency adverbs and its function: always, usually, often, sometimes, hardly ever, once, twice and so on. Make them know fruitful activities is important for their study and growing.
Anticipated difficulties Students may feel it difficult to use the adverbs of frequency properly, and they may hard to use the sentence structure “how often...” to start a conversation.
Teaching procedure Teaching Objective 1: learning and understanding Step 1 Lead-in Activity1: show a picture to students and ask them how many activities there. Activity2: ask them the frequency of these activities they do. Step 2 1. Listen and talk Listen and write the activities next to the correct frequency words. Make a dialogue:What do you do on weekends (use always...to response) Step 3 Listen and order; listen and match, fill the chart: How often do you... (use once, twice,..times... to response) Summary: What do you do on weekends (use always...to response) How often do you... (use once, twice,..times... to response) Teaching Objective 2: applying and practising Step 4 Role-play Play a video about swing dance. Question:Is Claire busy next week Does Claire often have swing dance lesson How often does she have piano lesson Step 5 Listen and complete Make an interview and fill the chart. Activity1Activity2Activity1LilyGray...
Teaching Objective 3: transferring and creating Step 6 Work in pairs work in pairs to discuss: students should have different kind of activities in their free time. Agree or disagree Step 7 Summary 1. Adverbs of frequency: always, usually, often, sometimes, hardly ever, never, once, twice,...times, everyday 2. Sentence structures:What do you do on weekends How often do you... Introductions Justification(step1): arouse students’ interests and their prior knowledge, master new words Justification(step2-3):help students to master the usage of frequency words and sentence structures like “What do you do on weekends ””How often do you... ” Justification(step4-5):master the meaning of swing dance; use sentence structures to make a conversation and improve their listening skills. Justification(step6-7): improve their speaking skills and make them know fruitful activities is important for their study and growing.
Homework Must-do: choose some kinds of activities and asked your parents or friends how often they do these things and make a chart to record it. Optional: write an essay based on the chart in 2c and talk abut your feeling.
Blackboard design Unit2 How often do you exercise Listening & Speaking Frequency: Always>usually>often>sometimes>hardly ever>never 100% 0% A: What do you do on weekends B: I usually watch TV. C: How often do you watch TV D: I watch TV 4 a week.
Reflection The part of lead-in is not interesting at all, how to arouse students’ interests and make the content of lead-in match context is a question; How to make one step move to the next smoothly is a question; The blackboard design needs more original ideas.