资源简介

Unit 2 What time do you go to school 2d & Grammar focus-3c （教学设计）
教材分析 What：The text is a conversation about answering the routine of a radio station worker. And summarizes the target language of this unit in form, that is, special questions guided by what time and when. answers with time. Why：The dialogue provides context for grammar learning. Learning grammar points in context can help students understand the knowledge points better and deepen their understanding of grammar phenomena. How：The activities of 3a-3c are arranged in different levels. 3a let the students use the frequency adverbs to answer the question, mainly focusing on the language form. And it is the language structure exercise; 3b asks students to write their own experience by using the frequency adverbs. 3c is an open communication activity, and it is a more real language use activity with poor information, so it pays more attention to semantics.
教学目标 By the end of this lesson, students will be able to: 1. 语言能力：correctly understand and use common frequency adverbs and special interrogative sentences guided by what time and when through observation and induction, peer cooperation, etc., , and ask and talk about their own or others' daily routines. 2. 文化意识：broaden your horizons, understand the daily life and rest habits of people in English-speaking countries, share and communicate your daily work and rest time, and develop good habits. 3. 思维品质： explore common frequency adverbs and special question sentences guided by what time and when through observation, discussion and induction, and improve the logic and criticality of thinking, and realize the transfer of thinking ability. 4. 学习能力：Actively cooperate with others in learning activities to complete learning tasks together. Talk about your daily habits and stay interested in learning English.
教学重与 难点 Teaching important points: 1) Summarize the sentence patterns that use frequency adverbs to talk about one's daily life and daily habits. 2) Train and skillfully use the use of frequency adverbs to talk about the daily life and daily habits through different forms of practice. 2. Predicted parts of difficult points: 1) Summarize the sentence patterns that use frequency adverbs to talk about one's daily life and daily habits. 2) Use frequency adverbs to form sentences to express daily routines.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method 2. Situation teaching method 3. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T leads Ss to review the sentence patterns by showing pictures and asking questions, “what time does he… ” ” And then invites some Ss to answer them. Ss think about the three questions by observing pictures and then actively answer T. Pictures and question can provides a good review for former knowledge.
效果评价 学生是否能认真观察图片给出正确答案；是否能认真并且无误的回忆所学的知识点。
Presentation (10’)
Step 2 T asks Ss two questions “Where does the man work What’s his job Let Ss predict the answers according to the picture in 2d. Then read the passage and find the right answers. Ss make a prediction of the passage and read the passage to find the answers Making predictions can improve the interest of reading. Conversations in 2d provides a good context for grammar learning so reading them can help Ss firstly know the grammar rules.
Step 3 Let Ss repeat after the recording to try to imitate the pronunciation and tone of 2d. and let them role play it. Then let Ss try to make sentences with the given words. Ss repeat to try to imitate the pronunciation and tone. Make sentences with the given words. Role play can help Ss enhance the main idea of the conversation. And know the grammar better.
Grammar focus(15’)
Step 4 T asks Ss to observe the grammar focus and answer the questions. Ss think about how to ask time. and learn the what time and when question sentence patterns. Learning grammar rulers by observing can help students realize grammar rules better.
Step 5 T teaches them the usage of the frequency adverbs by circling the key information of the Grammar focus. Ss learn the usage by the key information and write down the rules in notebook. Underline and make notes can provide a clear logic of the grammar rule which can help Ss memorize and realize the grammar better
Step 6 T leads Ss to know the position of frequency adverbs by showing the examples sentences. Ss conclude the position of frequency adverbs by observing the examples. Learning grammar rulers by observing the example sentences can help students realize grammar rules better.
效果评价 学生在学习知识时学生是否能表现积极和专心; 学生在遇到不认识的知识点时能否采取认知策略寻求帮助解决问题；学生是否能积极的跟着老师的思路来学习语法知识点。
Practice (10’)
Step 7 T asks Ss to finish the exercises in textbook-3a Ss finish the exercises and then read the conversations with the desk mates Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening.
Step 8 T asks Ss to finish the exercises in textbook 3b and then ask Ss to practice the conversations with the desk mates. Ss finish the exercises and then practice the conversations with the desk mates Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening.
Step 9 T asks Ss to finish the task in 3c in groups by using the knowledge that have been learned today. Ss finish the task in 3c in groups. It can enhance Ss’ controlling of today’s knowledge. And the group work can help Ss to improve their communicating ability and their cooperative spirit of group.
效果汇总 学生是否能准确无误的完成练习。学生是否能在积极主动地在组内进行对话练习；学生在进行小组活动的过程中发音和语调是否正确。
Exercise (5’)
Step10 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step11 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (1’) 请根据下列表格内容，介绍Lisa的一天，注意使用always、usually、often、never等频度副词。 Homework can help students strengthen the knowledge which they have learned.
Unit 2 What time do you go to school Grammar focus
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