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Unit 2 How often do you exercise?
Section B（3a-Self Check）
Teaching Aims
| - Learn how to write a report about good and bad habits.
- dentist, magazine, however, than, more than, almost, none, less, less
- than, point, 16-year-old, go to the dentist.
- 1. She never goes to the dentist for teeth cleaning.
- 2. How often do you eat fast food?
- 3. How many hours do you watch TV every week?
| Teaching Difficulties
| Figure out the structure of a passage and organize your own report like this.
| Teaching Aids
| CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can ask Ss to brainstorm the good and bad habits they have as much as possible . The T can list them on the board and encourage Ss to think about what they will do with these habits. During the process, the T should make Ss realize the importance of good habits and guide Ss to develop and keep on good habits and break bad habits.
- At last, the T can present an English saying about habits and encourage Ss to think of more sayings or mottoes in English or Chinese.
| | Step 2Presentation
| | - This activity is to prepare Ss to write using the target language.
- In activity 3a,the T may want to help Ss understand the relationship between the number of days in the chart and the word always, usually, often,sometimes,hardly ever,never and every day used in the passage. It may be easier to visualize if the number of days is expressed as a percentage.
- 1.Elicit from Ss the number of days in a year-365 days.
- 2.Have Ss calculate the percentage for each activity. Then have Ss match the percentages with words.
- 365/365*100=100%(always,every day)
- 15/365*100=4%(hardly ever)
- 95/365*100=26%(sometimes)
- 20/365*100=5%(hardly ever)
- Then Ss fill in the blanks to complete the report individually and
- the T check the answers as a class. Then the T may invite some Ss to
- read and translate the report.
- every day, often, hardly ever, usually, sometimes, hardly ever, never.
- The activity is to personalize the target language. Ss may perform
- better when they have clear targets to achieve in an activity. For
- example, in activity 3b, the T may want to make clear that Ss only need to list one activity in each box. On the other hand, the T may ask Ss to generate multiple activities, but the specific number of activities should be made clear to the Ss.
| | Step 3 Writing
| | - The T may want to make it very clear to the Ss how to organize a report. This can be easily done by retaining key sentences and maintaining key vocabulary in the model paragraph in 3a. Suggestions:
- Sentences 1 and 3---Change the name and other information such as age,type of school and country to match the S.
- Change the gender words as necessary to match the S,e.g.change her to him.
- Change the adverbs of frequency or activities in the sentences to match the S's information in activity 3b.
- I’m ×××, a 15-year-old boy. I have a lot of good habits. I always arrive at school and do my homework on time. Also, I hardly ever stay up late and I exercise every day. However, I have some bad habits too. I often play computer games for more than two hours a day, and I sometimes ride my bike too fast. Besides, I eat chocolate four or five times a week, and I hardly ever eat vegetables. I know these bad habits are not good for me, I will break them.
- The activity is to let Ss use the target language to communicate about themselves.The T may want to have Ss take the health quiz in a different way:
- ·Listening-Have Ss close their textbooks.Read aloud the questions and the answers. Ss mark a,b,or c for each question.
- ·Reading-Then have Ss read the questions and answers and confirm that their responses were correct.
- ·Finally,have Ss score themselves.
- Finish by discussing whether the Ss agree with the individual scoring for each answer and the overall interpretation of the total scores, e.g. Do students agree that eating breakfast almost every day is best and that scoring 9 or more points means they are really healthy?
| | Step 4Self Check
| | The part of Self Check is to provide a comprehensive review of key vocabulary and functions presented in the unit.
1. Have Ss look at the Self Check activities.
2.Read aloud the prompts in the textbook and the words in the boxes. 3.Model the activities if necessary.
4. Give Ss time to do the activities and compare their work with a partner.
5. Elicit answers from the Ss and write them on the board.
Answers:
- usually, How often, Hardly, How often, every, always
| | Step 5 Summary & Homework
| The homework can be varied 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 Unit 3 Section A (1A-1C).
- Do the exercises in students’ book.
| | Teaching Reflection
| In the last period of the unit, the students should use the new items they have learned to practice writing. And before writing practice, students should learn how to figure out the structure of a passage and organize a report.The T can make full use of the sample to help students.After writing, the teacher can ask the students to correct and polish the passage they write together, which will help to foster their spirit of cooperation.
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