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Unit 2 How often do you exercise?
Section A（Grammar Focus-3c）
Teaching Aims
| - Learn the usage of adverbs of frequency and review the present
- maybe, least, at least, stay up late, go to bed early, eat a healthy
- 1. How often does he watch TV?
- 2. What do they do on weekends ?
- 3. He plays at least twice a week.
| Teaching Difficulties
| The correct position of adverbs of frequency.
| Teaching Aids
| CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can make Ss talk about their weekends using the target structure. The T can observe and give feedback. Pay attention to the fluency of Ss’ speaking and accuracy of the target structure, but don’t over correct Ss’ small mistakes so that Ss can speak as much as possible.The T can use the following prompts:
- —What do you usually do on weekends?
- —How often do you go to the movies / watch TV / ...?
| | Step 2 Grammar learning
| | - The T can ask Ss to read the sentences in the chart and underline the auxiliary verb in the sentences from the left column. Guide Ss to think about when to use do or does so that they can review the prior knowledge about present simple tense.
- Then the T can have Ss circle the adverbs of frequency in the sentences from the right column. Guide Ss to pay attention to the position and try to find some rules.
- At last the T can summarize the usage of the target grammar structure from several aspects. And the T can also present some knowledge of present simple tense to help Ss review .
| | Step 3Presentation & Practice
| | - Ask Ss to fill in the blanks with do/does to complete the question sentences in 3a. Then Ss can check answers with partners. At last the T can have Ss read these question sentences aloud in chorus to make sure they get the correct answers.
- The T can ask Ss to read these answers first and then finish the match task individually. Then the T can check Ss’ answers by
- making a conversation with them like these:
- T: How often does he play soccer?
- S1:He plays at least twice a week.
- If possible, the T can ask Ss why they choose the answer. If Ss have problems, the T should explain the related knowledge clearly.
- Ask Ss to complete these questions in 3b individually. Then Ss talk with their partners to check answers(peer correcting).At last the T can present the correct answer on the board and have Ss read in chorus. Guide Ss to review the structure of wh-question.
- Remind them to pay attention to the subject, the auxiliary verb and the word order.
- How often do you help with housework
- What do you usually do on weekends
- How often does your best friend exercise
- What do you usually do after school
- Then Ss can work in pairs to make conversations using the full sentences like this:
- S1: How often do you help with housework?
- S2: I help with housework twice a week.
- The T can observe and make assessments. Offer help to Ss in
- At last the T can invite some pairs to share their conversations with class. After listening to the conversation, the T can choose another two Ss to paraphrase the conversation. The T should remind them the changes of subject and verbs when paraphrasing. The T can make a sample:
- S1: How often do you help with housework?
- S2: I help with housework twice a week.
- S3: How often does Sun Hua help with housework?
- S4: He helps housework maybe twice a week.
- The activity is to give Ss the opportunity to use the target language in a controlled manner.
- Teaching Tip: Model the activity:
- In order to make sure that Ss understand how to do an activity , the T may want to do the activity in front of the class before having Ss do the activity on their own. In the case of activity 3c, the T could complete another line in the “how often do you ...”section on the board and then interview a S in the classroom, writing on the board their name and how often the S does the activity.
| | Step 4 Language Points
| | - maybe副词，常位于句首作状语，意为“大概;或许;可能”,相当于perhaps。
- may be may是情态动词，may be为“情态动词+动词原形”结构，在句中作谓语，意为“可能是”。
- at least 至少；不少于；起码 其反义短语是at most，意为“至多；不超过”。
| | Step 5 Summary & Homework
| | - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the new words and phrases in Section B(1a-1e).
- Do the exercises in students’ book.
| The homework can vary with the specific conditions.
| Teaching Reflection
| - To enable students to master the grammatical structure, they should practice and use the grammatical structure repeatedly in different contexts for the purpose of communication. We must effectively improve students' participation and frequency, carry out various activities and ensure students' real participation.
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