Mainly revision Lesson 90教學(xué)設(shè)計（通用6篇）

Mainly revision Lesson 90教學(xué)設(shè)計 篇1

　　Lesson 90教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）復(fù)習(xí)有關(guān)請求幫助、提供幫助的用語。

　　（2）復(fù)習(xí)現(xiàn)在進(jìn)行時。

　　（3）復(fù)習(xí)人稱代詞的用法。

　　2.能力目標(biāo)

　　（1）能夠熟練地運(yùn)用現(xiàn)在進(jìn)行時。

　　（2）能夠簡單的介紹你的一個朋友、同學(xué)、親人。

　　二、教學(xué)過程 

　　Step 1 Revision

　　1 Check the dialogues made by the students.

　　2 Revise all the adjectives learnt, e. g. big / small, long / short, etc .

　　3 Revise the Present Continuous Tense and all the verbs learnt, e. g. jump, run, swim, etc .

　　Step 2 Presentation

　　Divide the class into small groups. In this activity, the students will be drawing a face. Each person should have a blank piece of paper and one color marker that is a different color from the others in the group. For example, one student has a green marker, one has a red one, etc . You are going to give instructions for each student to draw something. For example, when you say Draw a big circle, everyone will draw a circle on their own paper. Then each person will pass their paper to the right to the next student in their group and draw something else until the picture is completed. Give the following instructions:

　　1 Draw a big circle.

　　2 Pass your paper to the right.

　　3 Draw two eyebrows. (Point to your own eyebrows as an example.)

　　4 Pass your paper to the right.

　　5 Draw two eyes.

　　6 Pass your paper to the right.

　　7 Draw a nose.

　　8 Pass your paper to the right.

　　9 Draw a mouth.

　　10 Pass your paper to the right.

　　11 Draw two ears.

　　12 Pass your paper to the right.

　　13 Draw the hair.

　　14 Pass your paper to the right.

　　15 Add something that is missing. For example, earrings, or a moustache , etc . (You may need to say this in Chinese.)

　　16 Now give your person a name, a job, an age, etc .

　　17 Describe your person to your group.

　　As the students are drawing and talking about their person, walk around the class and give help as needed. Make sure they are using English.

　　Step 3 Describe the people

　　SB Page 32, Part 1. Using the model, have the students work in pairs to describe the pictures. If time allows, have the students make up stories about the pictures. For example, in Picture 1, The girl is 22 years old. She lives in Harbin . She is very good at singing and dancing. She is now dancing, etc .

　　Step 4 Presentation

　　Play “Polly says”, but as the students are doing an action ask what they are doing. For example: Say Polly says “jump ”. As the students are jumping, ask What are we doing? The students answer, We are jumping!

　　Step 5 Look and say

　　In pairs have the students tell what is happening in each picture. You may do Picture 1 together to help them get started. Ask What is happening in Picture 1 ? Help the students to answer, Mrs Smith, David and Joy are going to the park. Now let the students discuss the rest of the pictures. Choose several pairs to tell the class their story about the pictures. (Each story may be a little different, but if the story fits the pictures, then it is OK.) Suggested answers:

　　1 Mrs Smith and her children David and Joy are going to the park. They are happy.

　　2 They are boating in the middle of the lake.

　　3 David is eating an apple. Joy is eating bread. They are hungry.

　　4 They are watching the fish in the water.

　　5 Oops ! The girl is in the water. Oh dear! She can't swim.

　　6 Mrs Smith is jumping into the water.

　　7 Mrs Smith is now swimming to her daughter.

　　8 David is looking at them. He is worried.

　　9 Mrs Smith is saving her daughter.

　　Step 6 Workbook

　　SB Page 108, Wb Lesson 90, E 1-3. E . 1 and 2 require the students to complete the passages or dialogue with the given language. Ex. 3 leaves the students more freedom. After they describe the picture, they should write down their description. The best compositions may be displayed on the wall of the classroom.

　　Homework

　　Write E . 1 and 3 in the exercise book.

Mainly revision Lesson 90教學(xué)設(shè)計 篇2

　　Lesson 92教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）復(fù)習(xí)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(jié)現(xiàn)在進(jìn)行時的陳述句和疑問句形式。

　　2.能力目標(biāo)

　　（1）能夠正確讀出課本第一和第二部分的單詞。

　　（2）熟練運(yùn)用現(xiàn)在進(jìn)行時。

　　二、教學(xué)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.

Mainly revision Lesson 90教學(xué)設(shè)計 篇3

　　Lesson 90教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）復(fù)習(xí)有關(guān)請求幫助、提供幫助的用語。

　　（2）復(fù)習(xí)現(xiàn)在進(jìn)行時。

　　（3）復(fù)習(xí)人稱代詞的用法。

　　2.能力目標(biāo)

　　（1）能夠熟練地運(yùn)用現(xiàn)在進(jìn)行時。

　　（2）能夠簡單的介紹你的一個朋友、同學(xué)、親人。

　　二、教學(xué)過程 

　　Step 1 Revision

　　1 Check the dialogues made by the students.

　　2 Revise all the adjectives learnt, e. g. big / small, long / short, etc .

　　3 Revise the Present Continuous Tense and all the verbs learnt, e. g. jump, run, swim, etc .

　　Step 2 Presentation

　　Divide the class into small groups. In this activity, the students will be drawing a face. Each person should have a blank piece of paper and one color marker that is a different color from the others in the group. For example, one student has a green marker, one has a red one, etc . You are going to give instructions for each student to draw something. For example, when you say Draw a big circle, everyone will draw a circle on their own paper. Then each person will pass their paper to the right to the next student in their group and draw something else until the picture is completed. Give the following instructions:

　　1 Draw a big circle.

　　2 Pass your paper to the right.

　　3 Draw two eyebrows. (Point to your own eyebrows as an example.)

　　4 Pass your paper to the right.

　　5 Draw two eyes.

　　6 Pass your paper to the right.

　　7 Draw a nose.

　　8 Pass your paper to the right.

　　9 Draw a mouth.

　　10 Pass your paper to the right.

　　11 Draw two ears.

　　12 Pass your paper to the right.

　　13 Draw the hair.

　　14 Pass your paper to the right.

　　15 Add something that is missing. For example, earrings, or a moustache , etc . (You may need to say this in Chinese.)

　　16 Now give your person a name, a job, an age, etc .

　　17 Describe your person to your group.

　　As the students are drawing and talking about their person, walk around the class and give help as needed. Make sure they are using English.

　　Step 3 Describe the people

　　SB Page 32, Part 1. Using the model, have the students work in pairs to describe the pictures. If time allows, have the students make up stories about the pictures. For example, in Picture 1, The girl is 22 years old. She lives in Harbin . She is very good at singing and dancing. She is now dancing, etc .

　　Step 4 Presentation

　　Play “Polly says”, but as the students are doing an action ask what they are doing. For example: Say Polly says “jump ”. As the students are jumping, ask What are we doing? The students answer, We are jumping!

　　Step 5 Look and say

　　In pairs have the students tell what is happening in each picture. You may do Picture 1 together to help them get started. Ask What is happening in Picture 1 ? Help the students to answer, Mrs Smith, David and Joy are going to the park. Now let the students discuss the rest of the pictures. Choose several pairs to tell the class their story about the pictures. (Each story may be a little different, but if the story fits the pictures, then it is OK.) Suggested answers:

　　1 Mrs Smith and her children David and Joy are going to the park. They are happy.

　　2 They are boating in the middle of the lake.

　　3 David is eating an apple. Joy is eating bread. They are hungry.

　　4 They are watching the fish in the water.

　　5 Oops ! The girl is in the water. Oh dear! She can't swim.

　　6 Mrs Smith is jumping into the water.

　　7 Mrs Smith is now swimming to her daughter.

　　8 David is looking at them. He is worried.

　　9 Mrs Smith is saving her daughter.

　　Step 6 Workbook

　　SB Page 108, Wb Lesson 90, E 1-3. E . 1 and 2 require the students to complete the passages or dialogue with the given language. Ex. 3 leaves the students more freedom. After they describe the picture, they should write down their description. The best compositions may be displayed on the wall of the classroom.

　　Homework

　　Write E . 1 and 3 in the exercise book.

Mainly revision Lesson 90教學(xué)設(shè)計 篇4

　　Lesson 92教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）復(fù)習(xí)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(jié)現(xiàn)在進(jìn)行時的陳述句和疑問句形式。

　　2.能力目標(biāo)

　　（1）能夠正確讀出課本第一和第二部分的單詞。

　　（2）熟練運(yùn)用現(xiàn)在進(jìn)行時。

　　二、教學(xué)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.

Mainly revision Lesson 90教學(xué)設(shè)計 篇5

　　Lesson 91教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　進(jìn)一步復(fù)習(xí)現(xiàn)在進(jìn)行時的用法。

　　2.能力目標(biāo)

　　能夠根據(jù)課本里的對話再自編一段對話，練習(xí)課文里用到的句型。

　　二、教學(xué)過程 

　　Step 1 Revision

　　1 Use pictures and revise Who's this? Where is he / she? What's he / she doing?

　　2 Get some students to ask the questions. Then practise in pairs.

　　3 Revise He / She's wearing …

　　Step 2 Game

　　Perform an action. Ask What am I doing? Get students to guess Are you making a cake? etc . The student who guesses correctly then comes to the front of the classroom and performs an action for the class to guess.

　　Step 3 Listen and answer

　　SB Page 33, Part 1, Listening Cassette Lesson 91. Let the students look at the table in Wb Lesson 91, Ex. 2 before playing the tape. Play the tape three times.

　　Listening Text

　　(Playground noises)

　　A: Excuse me, Mrs King. Where are the twins?

　　B: I don't know.

　　A: We must find them. It's time to play basketball.

　　B: They are here somewhere. But look at all these children! It's not easy to find them.

　　A: What are they wearing? What colour are their clothes?

　　B: Well, Lucy is wearing green trousers and a blue blouse. Oh, what colour shoes is she wearing? I think they're brown. Yes, she's wearing brown shoes.

　　A: What about Lily?

　　B: Lily — oh, she's wearing blue trousers and a sweater.

　　A: What colour is her sweater?

　　B: It's yellow, I think. Yes, it's yellow.

　　A: What about her shoes?

　　B: Her shoes? Oh, sorry! I don't know.

　　A: Right! Let's go and find them.

　　After answering some questions orally, the students fill in the blanks in the table in the Wb Lesson 91, Ex. 2.

　　The answers are:

　　Lucy: green trousers, blue blouse, brown shoes

　　Lily: blue trousers, yellow sweater

　　Step 4 Read and act

　　1 SB Page 33, Part 2, Speech Cassette Lesson 91. Working in pairs, have the students first cover the dialogue and describe the pictures to each other. Ask What are they wearing? What is happening? What are they looking for? etc . Help the students to answer. They may have different answers, but if the answer is reasonable according to the picture, then the answer is correct.

　　2 Books closed! Play the tape. On a scrap piece of paper, have the students write down all the words that they hear. (This is a good exercise to improve the students' listening without looking at a chart, or only listening for certain information. In this exercise, the student is required to listen to everything.) Then ask What did you hear? Have the students tell you all that they heard, even if it's just it, the, etc . However, at this point, the students should be able to give you “chunks” of language like, Excuse me. and I don't know. Write the words on the Bb. It is encouraging for the students to actually see all they are able to hear.

　　3 Play the tape again and have the students repeat.

　　4 Students read and act out the dialogue in groups of three.

　　Step 5 Practice

　　Divide the class into groups of three and do a roleplay. Tell the students they are in an international airport and that one of them has lost something. They may use the dialogue as a model, but they should try to act out the situation using the book as little as possible. They may change the dialogue as much as they want to. Remember, in a role-play the students do not write anything, but rather try to speak in that particular situation.

　　Step 6 Workbook

　　SB Page 109, Wb Lesson 91. Do Ex. 3 in class. Read aloud the instructions making sure the students know what to do. Encourage them to create different stories. The best ones may be put on display.

　　Homework

　　Write down the complete dialogue in the exercise book as required in Ex. 3.

Mainly revision Lesson 90教學(xué)設(shè)計 篇6

　　Lesson 91教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　進(jìn)一步復(fù)習(xí)現(xiàn)在進(jìn)行時的用法。

　　2.能力目標(biāo)

　　能夠根據(jù)課本里的對話再自編一段對話，練習(xí)課文里用到的句型。

　　二、教學(xué)過程 

　　Step 1 Revision

　　1 Use pictures and revise Who's this? Where is he / she? What's he / she doing?

　　2 Get some students to ask the questions. Then practise in pairs.

　　3 Revise He / She's wearing …

　　Step 2 Game

　　Perform an action. Ask What am I doing? Get students to guess Are you making a cake? etc . The student who guesses correctly then comes to the front of the classroom and performs an action for the class to guess.

　　Step 3 Listen and answer

　　SB Page 33, Part 1, Listening Cassette Lesson 91. Let the students look at the table in Wb Lesson 91, Ex. 2 before playing the tape. Play the tape three times.

　　Listening Text

　　(Playground noises)

　　A: Excuse me, Mrs King. Where are the twins?

　　B: I don't know.

　　A: We must find them. It's time to play basketball.

　　B: They are here somewhere. But look at all these children! It's not easy to find them.

　　A: What are they wearing? What colour are their clothes?

　　B: Well, Lucy is wearing green trousers and a blue blouse. Oh, what colour shoes is she wearing? I think they're brown. Yes, she's wearing brown shoes.

　　A: What about Lily?

　　B: Lily — oh, she's wearing blue trousers and a sweater.

　　A: What colour is her sweater?

　　B: It's yellow, I think. Yes, it's yellow.

　　A: What about her shoes?

　　B: Her shoes? Oh, sorry! I don't know.

　　A: Right! Let's go and find them.

　　After answering some questions orally, the students fill in the blanks in the table in the Wb Lesson 91, Ex. 2.

　　The answers are:

　　Lucy: green trousers, blue blouse, brown shoes

　　Lily: blue trousers, yellow sweater

　　Step 4 Read and act

　　1 SB Page 33, Part 2, Speech Cassette Lesson 91. Working in pairs, have the students first cover the dialogue and describe the pictures to each other. Ask What are they wearing? What is happening? What are they looking for? etc . Help the students to answer. They may have different answers, but if the answer is reasonable according to the picture, then the answer is correct.

　　2 Books closed! Play the tape. On a scrap piece of paper, have the students write down all the words that they hear. (This is a good exercise to improve the students' listening without looking at a chart, or only listening for certain information. In this exercise, the student is required to listen to everything.) Then ask What did you hear? Have the students tell you all that they heard, even if it's just it, the, etc . However, at this point, the students should be able to give you “chunks” of language like, Excuse me. and I don't know. Write the words on the Bb. It is encouraging for the students to actually see all they are able to hear.

　　3 Play the tape again and have the students repeat.

　　4 Students read and act out the dialogue in groups of three.

　　Step 5 Practice

　　Divide the class into groups of three and do a roleplay. Tell the students they are in an international airport and that one of them has lost something. They may use the dialogue as a model, but they should try to act out the situation using the book as little as possible. They may change the dialogue as much as they want to. Remember, in a role-play the students do not write anything, but rather try to speak in that particular situation.

　　Step 6 Workbook

　　SB Page 109, Wb Lesson 91. Do Ex. 3 in class. Read aloud the instructions making sure the students know what to do. Encourage them to create different stories. The best ones may be put on display.

　　Homework

　　Write down the complete dialogue in the exercise book as required in Ex. 3.