Unit2 Daily life Lesson 3 Grammar Adverbs of Frequency 教学设计 2023-2024学年沪教牛津版七年级上册

Unit2 Daily life Lesson 3 Grammar Adverbs of Frequency 教学设计 设计思路 According to the requirements of the curriculum standards and core literacy, and with an eye on the actual learning situation of the students in the junior middle school of Shenzhen Longhua Senior High School, I made the following design for this micro lesson: 1. Reorganizing teaching material, conformity teaching: The grammar of unit 2 is mainly about the simple present tense, but the grammar content of the simple present tense is much more, and frequency adverbs in the simple present tense are more difficult content, so this topic is set as frequency adverbs in the general present tense. Since the use of frequency adverbs is inseparable from the present tense, we will review the grammar content of the present tense at the beginning of the course, and then enter the core content of this grammar class -- frequency adverbs. In the following content, we will also use the present tense throughout the whole class, so that students can have a better understanding of the language environment when perceiving the use of frequency adverbs: this grammar point is explained in the context of the present tense. 2. Form innovation, stimulate interest The tasks of this lesson are small, but the focus of learning is quite prominent -- the use of frequency adverbs in the present simple tense. This lesson starts with the examples that students will mention in their daily life. Let students perceive the expressions of some examples and help students find the adverbs of frequency in sentences. At the same time, arouse the students' interest -- lead the students to discover the use of frequency adverbs and when to use frequency adverbs. At the beginning of the lesson, ask the students What/When/how： Guide students to summarize this grammar point step by step, improve the efficiency of students' independent learning, and give play to their subjective initiative. 3.Intact structure, achieve objectives The structure of this micro-lesson is complete. In addition to the micro-lesson video, the teaching plan of the micro-lesson is detailed and rich. Micro class exercises adopt layered operations, use appropriate practice strategies, carry out different training, with the help of the strength of each layer to promote the students at each level to get better development; In addition, the reflection of micro-lessons combined with the actual broadcast effect provides a direction for continuous improvement in the future. Through a series of supporting materials, it is helpful to complete the set teaching objectives, effectively solve the practical teaching problems and improve students' ability. 教学设计 内容 教学目的 1.Linguistic knowledge: By reading and figuring out the rules of using the adverbs of frequency,students know when and how to use adverbs of frequency in the sentence. 2.Emotional attitude: By learning the English adverbs of frequency, students can perceive the time expressions in English and at the same time students can use it in their daily life to describe their life by using the single present tense. 教学重难点 1.Linguistic knowledge: The frequency level of these six frequency adverbs: always> usually> often> sometimes> seldom> never.Besides, students need to memorize the specific position of each adverbs:(1) before notional verbs (2)after be/modal verbs/ auxiliary verbs. 2.Emotional attitude: Students can feel the difference and relation between Chinese and English in using adverbs of frequency. At the same time, by comparing the different using of frequency adverbs, students can have a better understanding of two languages distinguish. 教学过程 教学过程 学生活动 教师活动 评价要点 设计意图 Warming Up [3分钟] Students’ sharing: 1. Listen to the three students’ sentences and look for the adverbs of frequency. 2. Connect their sharing with own life. Show the three students’ sharing which have been prepared before and lead students to look for the adverbs of frequency. Can students find the adverbs of frequency in the three students’ sentences? Link the grammar point to their daily life and arouse their interest. Presentation [15分钟] Look and Find: 1. Compare the different bar charts and the frequency. 2. Find out the different levels of frequency they stand for and know how to use them. 3. Summarize the main difference and can make the correct order on their own. Guide Students to think about the difference of these adverbs and help them master the order of them. Do students think can find out the different frequency and can they find the correct order? Introduce the grammar. Practice [10分钟] Observe and fill in blanks： 1. Observe the water in each columns and use the corresponding words to fill in the blanks. 2. Think about the relationship between the columns with water and adverbs of frequency. Teach Ss to find out the connection between the columns with water and the adverbs of frequency. Besides, help students have a deeper learning of these adverbs. 1. Do students really know the comparison among these adverbs? 2. Can students apply the knowledge of adverbs of frequency？ Lead students to understand adverbs of frequency better by comparing the columns with water and adverbs of frequency. Production [10分钟] Oral English: Ss are required to describe their daily life by using adverbs of frequency and they need to share it with classmates. They need to pay attention to the frequency level and the position of the adverbs. · Encourage students to apply their oral skills on describing their most familiar things and help them to apply their knowledge into their daily life. 1. Can students make a complete story and without too many grammar mistakes? 2. Can students correct their grammatical mistakes actively and promptly? Train Ss’ oral activity and grammatical ability Homework [2分钟] 1. Finish the hand out of adverbs of frequency. 2. Write a story about their own daily life by using the grammar. 3. *Optional task: Are there any adverbs of frequency in Chinese? What’s the difference of using between it in English and Chinese ? 1. Can Ss finish the grammar exercise correctly? 2. Do Students produce better expressions? 3. *Are students interested in the optional task and find out the relationships and difference between two languages? 1.Consolidate what Ss have learnt in class. 2.Help students learn a new language points by using comparison ways. 教学反思 Main teaching reflection: For this micro-teaching online class, due to the short time, not only does it bring benefits to this class but also brings some regrets. Micro lessons focus on simple present tense--a specific grammar point - the frequency adverbs. Compared with large classes, students are more likely to catch the key point of this lesson and to achieve the language skill of this grammar point. Unfortunately, this class is limited, some content can not be extended too much or given in-depth explanation, students may not be able to achieve the desired effect. Teaching advantages: 1. Combine different knowledge, teach step by step In order to review the introduction, link between the preceding and the following, the teacher contact the knowledge learned before which can systematize the knowledge for students, and better help students to form a knowledge network. 2.Guided teaching, students as the main body This course design mainly carry out the "student-centered" guidance. By raising three questions: What/When/How, first put the question to the student, it lets the student bring questions to discover the sentence rule, and students can independently study summarized points by themselves. In this section of grammar knowledge, students' autonomous learning is as the main way, which can stimulate students learning initiative ability. 3.Relate students’ real life, make the grammar points alive Grammar learning tends to be seen as a boring process in the whole language learning. Students are more likely to learn a grammar point just for test. In this micro-teaching lesson, main examples are given mostly based on students’ life, such as “elder brother””Covide-19””measure temperature” and so on. Changing grammar points into their daily life rather than just for examination will help students learn grammar points more deeply and usefully. Shortages : After this class, I feel that there are still many areas that are not so perfect. Specifically, the following points need to be improved: 1. Insufficient understanding of students' basic knowledge. 2. There is a lack of interaction with students. How to truly achieve "student-oriented" in micro lessons needs to be explored constantly. 3. The art of asking questions needs to be improved. The whole micro-class did not form a complete chain of questions and failed to achieve theme-based teaching. 4.Teaching language needs to be polished, teaching tone should be more full of emotion, in order to truly infect students. 学科网（北京）股份有限公司 $$