Topic: Free time activities

教學(xué)目標(biāo) 語(yǔ)言目標(biāo) What do you usually do on weekends?

I sometimes go to the beach.

How often do you eat vegetables? Every day.

Most of the students do homework every day.

能力目標(biāo) Talk about how often you do things

語(yǔ)言結(jié)構(gòu) Wh-questions

What do …?

How often …?

Adverbs of frequency

All/most/some/none

學(xué)習(xí)策略 Using context

Transforming information

重點(diǎn)詞匯 Always, usually,often, sometimes, hardly, ever, never;

exercising, shopping, skateboarding,;

once, twice, three times a week, month, every day

milk, junk food, drink

任

務(wù)

型

活

動(dòng)

Teaching procedures

Task One Who is the best English student?

目的 Talk about how often you do things

Steps Teacher’s Activity Students’ Activity

前

期

任

務(wù) Step 1 Introduce the key vocabulary.

Ask the students to say what they see in the thought bubbles.

Check the answers on the board. Name each activity.

Repeat reading the following:

watching TV, reading, shopping, skateboarding, exercising, drawing

Step 2

Play the recording twice.

Correct the answers. Listen and write the letter of one activity(a through e) after the word in the list.

Step 3 Ask two students to read the dialogue to the class.

Practice the dialogue with one student.

Walk around the class to offer language support as needed. Work in pairs to make their own conversations about the people in the picture

Step 4 Explain how to do Activity 2a and 2b.

Play the recording four times.

Check the answers. Listen and number each activity.

Listen again and draw lines between the activities and the time statements.

Step 5 Have one student to read the list of activities to the class.

Fill in the chart with the words in 2a.

Make conversations.

Present the dialogue to the class.

中

期

任

務(wù) Step 6 Ask the students what they can do to improve their English. Give as many things as they can to improve English.

Step 5 Draw the table with the given examples on the board.

Move around the room offering language support.

Ask the students the questions on the right. Go around the classroom to ask questions so that they can find who is the best English student.

Answer the questions:

1 Why do you think that?

2 What does that student do?

3 How often does he/she do it?

任

務(wù)

后 Step 6 Ask one student to read the survey.

Talk with several different students about the activity survey and guide the students to respond.

Point out the magazine article.

Check the answers. Talk about the survey with the teacher and get to know the definitions and percentages.

Fill in the blanks in the article.

Step7 Check the answers. Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.

Task Two Who is the healthiest?

目的 Learn to talk about how often they do things to keep healthy.

Steps Teacher’s Activities Students’ Activities

布

置

任

務(wù) Step 1 Check the answers.

Say the words in the box. Match the pictures with the words in the box.

Repeat the words after the teacher.

Step 2 Move around the room monitoring their work.

Ask two students to present their dialogue. Two students read the conversation.

Work in pairs to make their own conversations with the words in 1a.

Step 3 Play the recording four times.

Check the answers. Listen to the recording and circle Yes or No or I don’t know.

Fill in the survey in 2b.

執(zhí)

行

任

務(wù)

Step 4

Ask two students to read the conversation in 2c.

Move around the room monitoring the work. Work in pairs to practice the conversation in 2b.

Step 5 Give some examples of healthy things and unhealthy things.

Ask some students to read their writings. Write about themselves. It must contain:

1 What healthy things do you do? How often?

2 What unhealthy things do you do? How often?

Step 6 Present the rules for the competition about the most healthy diet for the week. Make a diet for the week and show the diet to the class and also give some explanations.

驗(yàn)

收

任

務(wù) Step 7 Read the instructions to the class and elicit the answer to the first question from the class.

Ask the students to do the activity individually. Read the letter and write answers to the questions.

Step 8 Move around the room while the students are working， offering language help if needed. Fill in the blanks in Paul’s letter individually.