八年级下册 Unit 3 Could you please clean your room Section A 3a-3c 教案(表格式）

Go For It 8A Unit 2 Section A 3a-3c
Analysis of teaching material What: The passage is about an American girl’s good and bad habits. Why: To inspire students to develop a good habit in their daily life and encourage students to learn to help others by doing some volunteer work. How: The author starts with a topic sentence, and then explains it by detailing it.
Teaching objectives By the end of the class, students will be able to: Understand the different usages of frequency words: always, usually, often, hardly ever, never, etc. Use frequency to talk about weekend activities correctly. Know the importance of exercise and show the love to life.
Teaching focus Reading: Understand the main idea of the story. Grammar: Distinguish the different usages of frequency words.
Anticipated difficulties Students may feel it difficult to distinguish the person of singular and plural.
Teaching procedure Step 1 Lead-in 1. Show students a video about a housewife’s daily activities and let students complete the blanks of frequency words. 2. Let students have a free talk about the following question “What do you usually do on weekends ” And present the frequency words on the screen(the frequency of words is from high to low). Besides, guide students to use more precise phrases to express the frequency of words. “always” can equal to “every day”, “sometimes” can equal to “twice a week”, etc. Step 2 Look and say 1. There are some pictures on the screen, students should describe the pictures according to the person and frequency. 2. Guide students to use precise words to express the same meaning of the sentence. Pay attention to the order of frequency words and precise words. Step 3 Observe and summarize 1. Students work in pairs to make a discussion about the following question “How to ask questions about frequency words ” Guide students to distinguish the person of singular and plural. If the subject belongs to the first and second person, “do” should be followed as the question word “how often”. If the subject belongs to the third person, “does” should be followed as the question word “how often”. Step 4 Group work Work in groups of four. There is a table on the screen listing Mike’s weekly food. All the students in a group should count the food that Mike likes most or hates most, and try to analyze the reason and make a conclusion. For example, Mike has rice 7 times a week, but he hardly ever has vegetables, mainly because vegetables are not so delicious. So we can know that he likes rice most and it’s his favourite food. Step 5 Summary Identify the different usages of frequency words. Know when to use “do” and “does”. Learn how to make a chart and give conclusion. Step 6 Exercises Finish the exercises on the task sheet. Introductions Step 1 helps students activate their schema and arouse their interests. Step 2 and Step 3 make students explore and use today’s grammar point, involving the inductive method. Step 4 encourages students to apply what they have learned into practice.
Homework Required: ①To introduce your favourite food using frequency words, and list your reasons. ②To complete the 3b on the exercise book. Optional: ①To serf the Internet to find more precise expressions about frequency words.
Blackboard design Unit 3 Section A How often do you exercise Frequency words:always(every day) ----How often do you read books usually ----I often read books. often(19 times a month) sometimes ----How often does he use the Internet hardly ever(twice two months) -----He sometimes uses the Internet. never
Reflection Grammar class is a challenge for both teachers and students. Most students find it boring and difficult to have grammar class, so teachers should design multiple and meaningful activities to draw students’ attention. The focus of grammar class is to let students communicate in English unconsciously, using the correct grammar point. In this class, the activity of “ Look and say” is aimed at stimulating students’ interests and activate their prior knowledge. However, students may find it hard to speak the correct sentences. And teachers should play the role of prompter in this activity. What seems imperfect in this class is that the stage of “lead-in” fails to connect with students’ real life. In future’s design of grammar class, interesting and meaningful activities should be included.