A teaching plan speech for Unit 2, period 3 Chen Xiaoyi

1. A teaching plan speech for Unit 2, period 3 Chen Xiaoyi

2. Analysis of teaching materials • 说教材 • The function of this unit is to 1. talk about routine 2. ask about and say times. It’s a very important function for Ss in Junior high schools. And the topic is “Daily routine” which is closely related to Ss’ daily life, so it is easy to get Ss to talk about the target language. • After learning this lesson, students can use “ the adverbs of frequency “ to talk about daily routine .

3. 2. Analysis of Ss 说学生 Students in Grade7 have formed certain abilities to listen and speak and they are interested in the topic. And they have learned how to express time in an easy way and also learned something about the actions . All these make it easy to for the Ss to learn the target language.

4. 3. Teaching objectives: 教学三维目标和重难点 Knowledge: let the Ss learn the adverbs of frequency Get Ss to apply the adverbs of frequency to talk about routine Ability:train Ss’ ability of story-telling, listening and discussing about routine. Affection:develop Ss to form good living habits in daily life. Important points:the usage of adverbs of frequency Difficult points:How to use the adverbs of frequency to talk about time and routine flexibly in the real context.

5. 4. The analysis of teaching and learning methods: 说教法和学法 All the teaching will be based on learning-task. Teacher will adopt the method like observation, analysis, induction and generalization. Situational Approach will also be adopted to help Ss practice the new language in a co-operative way. Ss will work in pairs. Ss will be guided to learn for using and learn by doing.

6. 5. Teaching and learning arrangement 1)．Lead-in: Let’s tell a story about Garfield. Teacher gives the pictures and action information about Garfield. Then, add the adverbs of frequency before the actions. Ss are required to connect these story elements and try to make a story about Garfield. Requirement: level 1: plain story: just connect the elements together. level 2: excellent story: use the describing expressions. level3: splendid story: pay attention to the tone ( a story-telling tone).

7. (It will arouse students’ interest in learning English. It’s happy for them to see the cute, lazy and fat cat. • It will also train Ss’ story organizing and telling ability and draw out the adverbs of frequency successfully)

8. 2)．Presentation1: Teacher presents the scale of frequency: always, usually, often, sometimes, seldom, never 7 4-3 2-1 0.001 0 times Teacher will explain the meaning of these adverbs: e.g. Garfield never likes Odie = Garfield doesn’t like Odie at all. (Teacher uses the arrow to express the frequency vividly.)

9. 3). pairwork1. ①. A: Do you... e.g. A: Do you get up at 4:30? B: I never... B: I never get up so eary. ②. A: What time do you usually...? B: I usually...at... but I sometimes...at.. e.g. A: What time do you usually go to school? B: I usually go to school at 7:00, but I sometimes go to school at 7:30. (Pairwork helps Ss better understand the usage of adverbs of frequency and they can use them in a real routine discussing context.)

10. 4). Presentation2: Teacher will give the different examples in positive way. And then, let Ss change the positive way into negative way. After that, teacher will let Ss try to observe the place of those adverbs. Ss can analyze and induct from the examples: 频度副词+行为动词 助动词+频度副词+行为动词 Be动词+行为动词 情态动词+行为动词 generalization推理、归纳 频度副词放于行为动词前，助动词、be动词和情态动词后 （This step will present the usage of adverbs of frequency and it will also help to train Ss’ ability of observing, inducting, analyzing and generalizing.）

11. 5) Practice To finish 3a, Ss can use the adverbs of frequency in their answers. (It aims to let Ss put the adverbs of frequency into use) 6) Free talk. Give lots of pictures on actions, Ss should talk about things they always do, things they usually do and things they never do. e.g I always ….. I usually….. but I never…. (Still practice the application of adverbs of frequency in talking about routine)

12. 7) Consolidation 1> Match. T will let Ss try to finish Section B 1a. 2> pairwork 1] A: When do students usually …? (according to the information and pictures) B: They usually eat dinner at …. Then give the example like that: 2] A: When do students usually…? B: They usually….but they sometimes… (this step is intended to review asking about and saying time, and it also helps to consolidate the application of adverbs of frequency in talking about routine in the real context.)

13. 8) Listening. 1c. Listen and circle the activities 1d. Then listen again. Write the times. (Some Ss may still feel it difficult to tell “a quarter to/past…,, so this step amis to train Ss’ ability of listening to times. )

14. 9) Report Ss should give short report about Tom’s routine according to 1c and 1d. Level 1: just connect the elements. (students have already done the similar activity in period 1, but here level 1 is set for the low level Ss to review or consolidate.) Level 2: use the describing expressions: interesting, boring, difficult, etc. Level 3: put the adverbs of frequency into use. e.g. Tony always… Tony usually…but he sometimes .. (It aims to integrate this period. Ss can integrate what they put in and output the integration thoughts)

15. 6. Homework 7. Blackboard presentation: • To help the Ss to learn the target language well, I’ll try to write the key words and sentence patterns on the blackboard clearly during the class. • always usually often sometime seldom never • When/What time do you…? • I always/usually/often/ sometimes/ seldom/ never..… • I usually…. but I sometimes….

16. In a word, I’ll try my best to let the Ss enjoy the beauty of the English language and help them to express themselves with the beautiful language. I hope this will be a successful class. That’s all. Thank you.