Unit 2 what time do you go to school？Section BSelf-check&revision 表格式教学设计

Unit 2 what time do you go to school？Self-check&revision 教学设计
I. Analysis of teaching material and students:
Analysis of teaching material
The topic of this class is daily routines. Students are supposed to talk about routines and ask and say time by using present tense. Based on real stories and tasks, students can achieve language goals in real contexts.
Analysis of Students:
1. Ss have a basic understanding of daily routines.
2. Ss have already learned how to talk about routines by using target language and present tense.
3. But some students have difficulties in expressing their routines by combining feelings and linking verbs.
II. Teaching emphasis and difficulties
Teaching emphasis
Describe activities, time and feelings in listening, speaking, reading and writing.
Use the present tense and frequency adverbs to describe daily routines.
Teaching difficulties
Share their own opinions about others’ daily routines.
Give their advice to improve others’ living habits.
Learn to express thanks to parents, teachers and friends.
III. Teaching Objectives
(1). Knowledge and skill objectives
1. Use time, activity, frequency adverbs to talk about daily routines in real context.
2. Use the target language What time & When to ask and answer.
(2). Culture and emotion
1. Understand the difficulties and love in daily activities of mothers and teachers.
2. Respect and express thanks for mothers and teachers.
3. Share their own opinions and give their advice to others’ living habits.
.Learning ability
1.Improve the ability of applying the target language into listening, speaking, reading and writing by using the mind-map.
2.Improve the ability of observing and summary in passages and conversations.
(4). Quality thinking
Logical thinking; Critical thinking
IV. Teaching and learning approach
1. Situational Language Teaching 1. Cooperative learning
2. Task-based Language Teaching 2. Inquiry learning
3. Student-centered Language Teaching 3. Task-based learning
4. Communicative Language Teaching
V. Teaching procedures
Purpose Teacher Activity Student Activity Interaction Pattern
Step one: Warming-up
Make Ss ready Greet Greet
To arouse Ss’ interest, reduce the Ss’ stress and lead into the topic. Use the photos of the teacher and a friend, Lindsay. The class is based on messages between Lindsay and the teacher. Guess This is a photo of my best friend Lindsay and me. She is a new college student. Do you want to know the story of us
Step two: Listening
Guess the main idea of the listening. Show Ss a message from Lindsay and make them know the background information of the listening, schedule. Guess and observe Let’s read the message from Lindsay. Do you want to know the schedule of her college life
Review the key phrases in Unit 2 and make sentences. Guide Ss to observe the chart which is presented according to time order. Guide Ss to observe the forms of each blanks. Observe, predict and conclude. What does Lindsay do on school days. She usually + activities + time.
Step three: Speaking
Understand the topic of the listening. Invite Ss to conclude the main idea of the listening. Summarize and express What does the passage talk about
Share opinions about others’ daily activities and find out the reasons to support the fact. Guide Ss to underline the clues and give different opinions. Think and share What do you think of Lindsay’s living habits
Give detail advice to improve others’ living habits and their own living habits. Guide them to think about what Lindsay can do to have a healthy living habits. Think and express What advice can you give to Lindsay
Step three: Reading
1.Apply the verb phrases to describe daily activities in real context. 2.Develop critical thinking and Learn from others’ living habits and improve their own. Invite Ss to match the verbs with the nouns in two columns. Guide Ss to complete the email from Lindsay to Ms. Wu. Match the verbs and nouns. Use the phrases to complete the email. What do you think of her college life What can you learn from Lindsay and her parents
1.Review how to describe daily routines in conversations. 2. To pave the way to achieve the emotional objective 3. To develop their critical thinking Guide Ss to complete the conversation in real context by using the words in brackets. Guide Ss to know the love of parents and teachers, and then give their thanks. Think critically, conclude and express thanks What do you think of your mother What can you do for your parents When do you go to school Are you late for school What do you think of your teachers
Step four: Homework & Writing
To help Ss have a further practice of target language Level A: Writing: Please write a letter to Lindsay to introduce your daily routines in the order of time. A. Your writing should include beginning, body and ending. B. Add your feelings about activities. C. Add some pictures. Level B: Draw a timeline to show your and your friends’ activities on the weekend. A. Add your feelings. B. Draw some pictures about your daily routines.
Step five: Objective checking
To help Ss comment themselves for further study. Guide them to check the objectives My learning recordsSelf-assessment（自评）Score:7/28Reading I know more about how to describe daily routines and conclude the topics. Listening I can listen for useful information in the listening practice.Speaking I know more about how to give advice and share opinions.Writing I know more about how to organize writings by using linking verbs.Peer assessment (同伴评价)Score:6/12Speaking I can ask and answer questions about daily routines loudly and clearly.Writing I can plan and organize ideas before writing my articles.Grades and comments (评价) 30~40 Well done! 21~29 Good Practice makes perfect 10~20 OK!Keep it up. Below 10 Try harder!