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Unit 2 How often do you exercise?
Section A（1a-1c）
Teaching Aims
| - Talk about how often you do things.
- housework, hardly, hardly ever, help with housework, go to the
- movies, go shopping, on weekends.
- 1. How often do you exercise?
- 2. What do you usually do on weekends?
| Teaching Difficulties
| Learn to use the adverbs of frequency correctly to describe daily life activities.
| Teaching Aids
| A tape recorder ; CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can lead in the unit topic by asking Ss What can we do on the weekend? Ss may be asked to brainstorm kinds of weekend activities so that their prior knowledge can be activated. Then the T can write these activities on the board to prepare for the next activity.
- The T present some pictures and encourage Ss to make conversations with partners.
| | Step 2Presentation & Practice
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| - Before Ss do activity 1a, the T may want to review vocabulary using the unit topic picture. The T can use the following prompts:
- Name two types of food in the picture.
- Name four articles of clothing in the picture.
- Name six things the students are doing in the picture.
- The activity is to introduce Ss to the unit goal and set the scene. The T can do the activity 1a as a class or have Ss do this alone or in pairs first before doing the activity as a class.
- Before listening, the T should make sure that Ss understand the meaning of the words in activity 1b by having Ss close their textbooks and writing the following on the board:
- Never, usually, always, often, sometimes, hardly ever
- Then have Ss work in pairs to list the words in order from top to bottom. Then check the answers as a class. The T can explain the usage of these adverbs of frequency to Ss.
- While listening, the T may play the recording for the first time and ask Ss to complete activity 1b with the boys’ answers in the conversation. Then check the answers as a class:
- always—exercise, usually—watch TV, never—go shopping
- Then the T can play the recording for the second time and ask Ss to complete activity 1b with the girls’ answers in the converstion. Then check the answers as a class:
- always—read, often—help with the housework, sometimes—go
- shopping, hardly ever— watch TV
- If Ss are able to discuss gender stereotypes comfortably, ask them whether they are surprised by the different answers between the boys and girls in the recording. Does this reflect the different activities boys and girls in the class usually do on weekends?
- always(100%): exercise, read
- often: help with housework
- After listening, the T can play the video and ask Ss to try to imitate the intonation and pronunciation. Provide the tape script to Ss in need. The T can also ask more questions to check Ss’ understanding:
- 1) What does the first girl sometimes do on weekends?
- 2) What does the first boy never do?What does he usually do?
- 3)What does the second boy always do?
- 4)What does the second girl often do?
- 5) What does the third girl hardly ever do? What does she love to do?
- This activity is to help Ss use the target language in natural speech. Ss may find it easier to start by imaging they are one of the students in the picture. Ss point to the picture of the person they are pretending to be. Then they should take turns to be the reporter and the other people in the picture. The T should remind Ss to include an adverb of frequency in each question/answer. Once they have practiced using the picture clues, Ss should find it easier to personalize the conversation using models provided in 1c and the tape script from 1b.
| | - Step 3 Language points learning
| | - how often意为“多久一次”，用来询问动作或行为发生的频率，常用于对表示频率的词或短语(often, usually, sometimes, never, twice a week等)进行提问。
- 易混辨析：sometimes; some times; sometime; some time
sometimes
| 频度副词
| 意为“有时；间或”，相当于at times。可位于句首、句中和句末，对其提问要用how often。
| some times
| 名词短语
| 意为“几次；几倍”，其中time为可数名词，意为“次；回”。对其提问要用how many times。
| sometime
| 副词
| 意为“某时” 多用于将来时，表示将来的某个时间点。
| some time
| 名词短语
| 意为“一段时间” ，表示动作或状态持续了多长时间。
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| The language points are for reference only.
| Step 4 Summary & Homework
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homework can vary with the specific conditions.
| - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the conversation in 2d.
- Do the exercises in students’ book.
| | | - This is the first period of the unit.During this period, teachers interact with students through high-density questions according to the topic picture in 1a, which is helpful for students to learn new vocabulary, and also help students review the language content they have learned. Teachers' questions can play a good demonstration role for students in pronunciation, intonation, expression and sentence making. At the same time, they can quickly activate the relevant schemata in students' brain and enter the state of language learning. Therefore, teachers should make effective use of the topic picture and improve their questioning skills.
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