Mainly revision Lesson 92教學設計

一、教學目標 

1.知識目標

（1）復習課文第一部分中列出的元音字母和字母組合的讀音。

（2）小結現(xiàn)在進行時的陳述句和疑問句形式。

2.能力目標

（1）能夠正確讀出課本第一和第二部分的單詞。

（2）熟練運用現(xiàn)在進行時。

二、教學過程 

Step 1 Revision

1 Revise How many students / teachers … are there in our class / school?

2 Revise the numbers and the difference between 18 and 80, etc .

Step 2 Presentation

Tell the students that, as in Chinese, some words sound the same but are spelt differently and have different meanings. Give an example ( e. g. two, to and too). Help them to think of more examples.

SB Page 34, Part 1, Speech Cassette Lesson 92. Play the tape. Students listen and repeat.

Step 3 Writing

1 Get the students to copy the words in their notebooks. Ask the meaning of each word in Chinese and get the students to note it down.

2 In pairs, have the students write a short story, about 4-5 sentences, using 5 of the words. Choose several pairs to share their stories.

Step 4 Read

1 Books closed! Explain that it is possible to work out the pronunciation of new words using spelling rules. Write cap on the Bb. Then write old words: coat, hat, help. Draw a circle around the c of coat, the a of hat and the p of help. Ask the students to say the sounds of the letters in the circles. Isolate each sound: /k/, /$/, and /p/. Then put them together as /k$p/. Practise the pronunciation. Give the meaning of cap. Repeat with driver. Tell the students this is a good way of learning English spelling.

2 Books open! SB Page 34, Part 2, Speech Cassette Lesson 92. Get students to work out the pronunciation of gun and farmer. Ask some students to come to the Bb and circle the parts of the old words that show the pronunciation of the letters of the new word. Play the tape. Have the students listen and repeat.

3 Do Ex. 1 of Wb Lesson 92. You may get the students to associate these unknown words with known words, e. g. tank-thank, chalk-talk, grass-glass, etc .

Step 5 Presentation

1 Revise open, close, shop, etc .

2 Revise days of the week.

3 Say I want to open a toy shop. What time should my shop open and close? Have students help you make a sign with the opening times and closing times for each day of the week. Write the sign on the Bb.

Step 6 Read and say

1 SB Page 34, Part 3, Speech Cassette Lesson 92. Play the tape while students listen. Tell them to pay attention to the intonation. Now you read one sentence at a time and have the students repeat.

2 In pairs, have the students practise the dialogue and ask and answer questions about the sign. (What time does the shop open / close on … ? etc .)

3 Do Ex. 4 of Wb Lesson 92.

Step 7 Read and learn

1 SB Pages 34-35, Part 4, Speech Cassette Lesson 92. Books closed! Ask What does Li Fen borrow from Mr Green? (two books). Have the students listen. Check the answer. With books open, have students listen and repeat. In pairs, have the students read and practise the dialogue. As they are practising, walk around the room and choose a pair whose pronunciation and intonation is good to read the dialogue for the class. Also, give help when needed as you are wandering around the room.

2 Have the students, still in pairs, write their own dialogue about trying to find a time to meet with each other to do something. For example, maybe they want to play football or ping - pong together, or maybe they want to study together. Let the students decide what they want to do. The students can use this dialogue as a model.

3 Do Ex. 9 of Wb Lesson 92.

Step 8 Complete and read

SB Page 35, Part 5*. Make this into a contest. See which student can finish the quickest. Then give the rest of the students a couple more minutes to finish. As they are finishing, the student who finished first, can write the answers on the board.

Step 9 Checkpoint 23

Go through Checkpoint 23 and encourage the students to ask questions about the Present Continuous Tense. Give examples of the Negative and Interrogative forms as well. See the grammar notes of the SB on the Present Continuous Tense. If the students are still having trouble with this tense, perhaps you can draw the following diagram on the board:

Explain in Chinese, that the Present Continuous Tense describes an action that started in the past, is happening as the speaker is talking, and will probably continue, at least for a time, into the future.

Step 10 Workbook

SB Pages 110-112, Wb Lesson 92, E. 2, 3, and 5-7 should be done in class with your help.

E. 10 and 11 are optional.

Listening Text

David: For breakfast I have two pieces of bread, a glass of orange juice and a cup of coffee. I don't have a big lunch. I often take a sandwich, a banana or an apple with me to school. For drink, I like coke or water. For supper, I eat a lot at home. I have meat, vegetables, potatoes, ice-cream or chocolate. Sometimes I have a piece of cake.

Ling Feng : I have milk, bread and an egg for breakfast. For lunch I eat rice, vegetables and some meat at school. For supper I have rice or noodles, vegetables and meat. Sometimes I have soup, too.

Homework

Finish off the Workbook exercises.

Do E . 3 and 8 in the exercise book.

Some ideas for extra practice or enrichment

1 Choose the name of a famous person such as Michael Jordan or Chen Lu , the famous Chinese ice-skater, or Wang Zhizhi and write one of their names on the Bb. Tell the students that they are going to write as many English words as they can see in the name. (See example below.) Give the students 5 minutes. Then check the answers. Make sure the words are spelled correctly.

Michael Jordan

1 me

2 and

3 jail

4 or

5 hair, etc .

2 Play Hangman. In this game, you think of a word and put a dash for each of the letters of the word. Then the students try to guess the letters. As the letters are guessed, fill in the space with the correct letter. If the students guess incorrectly, then draw a part of the body on the scaffold such as a head, arms, etc . (See below.)

word: colour (don't show this to the class)

Note, in the above drawing, a head, body and leg are drawn because the letters a, v, and p were guessed, but these letters are not in the word colour. If the whole body is drawn before the students guess the word, then they lose. Usually only the head, arms, body, legs, eyes, nose and mouth are drawn, but you can add other parts such as hands and feet if you wish. Once the students know how to play the game, they can play this game in small groups or pairs.