Teachingplan:BackgroundinformationTeachingmaterialGradeSevenVolumeIIofSEPHedition(ShanghaiEducationalPublishingHouse)Unit2DailylifeReadingLessontypeReadingTime40minTheanalysisofteachingmaterialTheteachingmaterialforthislessonisthereadingpassageandreadingcomprehensionexercisesofUnit2.Thereadingtextisafirst-personnarrativewhichgivesanaccountofSam’sdayatschool.Thethemeofthetextiscloselyrelatedtostudents’life.Thetextiswritteninthepresenttense.Theteachingcontentincludes:Keyvocabularyandphrasesondescribingfrequencyandactivities:seldom,always,never,usually,takepartin,break,ride.Keysentencestructures:Inthemorning,weusually…Analysingthelogicalstructureofthetextdescribingaperson’sdailyschedule.TheanalysisofstudentsTheteachingobjectsareGrade7studentswhohavelearnedEnglishformorethanfouryears,andmostofthemhavemasteredacertainnumberofwordsandphrasesrelatedtodescribingactivities.Therefore,they’vealreadyhadalanguagefoundationforthislesson.Besides,thoughmostofthestudentsarecapableofproducingcorrectbutsimplesentencesdescribingactivities,theylacktheabilitytoorganisethesentenceslogicallyinwrittendiscourse.Thestudentsatthisageareawareoftheimportanceofcooperativelearning,butveryfewofthemfeelcomfortableaboutdiscussinginEnglish.TeachingAimsKnowledge:Bytheendofthislesson,studentswillbeableto(1)understandthemainideaofthereadingmaterial.(2)understandthemeaningofthekeyvocabularyandphrases:seldom,always,usually,takepartin,break,ride,ring,never(3)usethewordsandphrasesdescribingactivitiesinsentences.,(4)understandthemeaningsofthekeysentencestructuresandusetheminwriting:Iusually...,Iseldom,…endsat….(5)understandthelogicalstructureofthetext.(6)describehis/herdailyroutinelogicallyaccordingtotimeorder.Ability:Studentslearntheskimmingskillandareabletouseitwhenreadingthepassages.(2)Students’predictingandinferringskillsaretrained.(3)Studentscancooperatewithotherswhentheyworkingroupsorpairtofinishthetasks.Emotion:StudentsareexpectedtorealizetheimportanceofahealthylifestyleTeachingkeypoints

&difficultpoints1.Keypoints:(1)Studentscanunderstandthemeaningsofnewwordsandsentencestructuresandusethemwhenproducingsentences.(2)Studentscanunderstandthelogicalstructureofthetextandwillbeabletousethestructuretowritepassagesdescribingdailyroutine.2.Difficultpoints:(2)Toguidestudentstofindoutthelogicalstructureofthetextstepbystep.TeachingProceduresActivities/TimingMaterials/equipmentStep-by-stepdetailsInteractionPurposeNotesWarming-up(4min)AnEnglishvideoaboutdailyroutines.1.

Sswatchavideoaboutdailyroutines

2.

Sspayattentiontoexpressionsaboutdailyroutineinthevideo.3.TasksSstosharewhatexpressionsaboutdailyroutinestheylearnfromthevideo.4.Ssvolunteertoanswerthequestion.T>SsT>S,s..Towarmupthewholeclass,raisestudents’interestsandattention.Introducethetopicofthelessonviathevideo.Pre-reading(3mins)Textbookp17Picture(word-cloud)PPTpresentationActivity1[Predicting]Ssreadthetitleofthetextquicklyandpredictthecontent.Tpresentsapicture(word-cloud)ofverbalphrasestoSs.Ssguesswhichexpressionsmayappearinthetext.T>SsT>SsT>S,s,...1.TostimulateSs’interestsinreadingthearticle.2.Toclearthebarriersofnewexpressions.While-reading(20min)Textbookp17PPTpresentationActivity1[Skimming](4min)TasksSstoreadthewholepassagequicklyandfindoutthemainideaofeachpara.individuallywiththehintsfromthePPTpresentation.Ssareinvitedtotellthemainideaofeachpara.Tguidesthewholeclasstochecktheanswers.T>SsT>S,s,…T>Ss1.Topromotestudent’sskillofgettingthemainideasfastandcorrectlyinashorttime(skimmingskill)Textbookp17PPTpresentationActivity2[Scanning](4min)TpresentsatimelinetoSsandasksSstofinishthetimelineaccordingtothetext.OneSisinvitedtocompletethetimelineonthescreen.Tguidesthewholeclasstochecktheanswers.T>SsT>ST>SsT>SsT>SsT>SsT>SsT>S,s,sTotrainSs’abilityofextractingimportantinformationbyscanningthepassage.Activity3[Keyvocabulary](4min)1.TasksSstohighlight“always,seldomandusually”inthetextandreadthesentenceswiththehighlightedwords.AfterthatSsguessthemeaningsofthesewords.Tcommentsonit.3.TexplainstoSsthatthesewordsareadverbsoffrequencyandintroducetwootherwords:never,sometimes.4.TteachesSshowtousethesewordsandmakesamplesentences.“usually/often/sometimes/always+verb+(time)”“be+usually/often/sometimes/always+adj”5.TasksthreeSstomakesentenceswiththesewords.ToguideSstogettoknowadverbs&adverbialphrasesoffrequencyTotrainSs’abilitytousefrequencyadverbsinsentences.Textbookp17&p19PPTpresentationActivity4[DetailReading]8min)TasksSstoreadthewholepassagecarefully&completethetaskD1andD2inpage19individually.TinvitesSstoanswerthequestionsonebyone.(SsneedtopointoutthecorrespondingsentencesinthearticleforeachanswerintheQ&Aexercises.T>SsT>S,s,s1.TohelpSsunderstandthecontentofthetextandanalyzethedetailsofthetext.Postreading(11min)Textbookp17PPTpresentationActivity1[Elicitingthestructure](2min)TguidesSstofindoutthelogicalstructureofthetext.TteachesSsthatwhenonewantstowritethedailyroutineofsomeone,timeindicatorandactivitiesareessentialparts.T>SsT>Ss1.TohelpSsunderstandthelogicalstructureofthetextandthestructureoftextsdescribingdailyroutine.PPTpresentationActivity2[Discussion](4min)1.TaskSstoworkingroupsanddiscusswhetherSam’sdayatschoolisahealthywayoflivingandwhy.2.SsvolunteerstoanswerT>SsGroupworkT>S,s,s1.TodevelopSs’criticalthinkingskills2.TorelatethetopictoSs'actuallifePPTpresentationWorksheetActivity2[Interview](5min)1.TtellsSstoworkinpairsandaskabouteachother'sscheduleathomeduringweekendsusing“whatdoyouusually/often/alwaysdo…(time)?"“Whendoyouusually/often/always…(dosth.)”2.Sswritedowntheirpartners’scheduleonatable3.Twoorthree(basedonthetimeleft)pairsofSsareinvitedtoreporttheirpartners'scheduleinthethirdpersonsingular.T>SsPairworkT>Ss,Ss1.Reviewingtheuseof“what”and“when”toraisequestions.2.TobetterconsolidateSs’abilitytousethesentencestructures“Iusually/often/alwaysdo...”3.