Where are you from? Lesson93教學設計（通用8篇）

Where are you from? Lesson93教學設計 篇1

　　lesson 96教學設計示例

　　一、教學目標 

　　1.知識目標

　　（1）學習元音字母i，u和igh的發音。

　　（2）繼續學習重音、語音語調。

　　（3）掌握英文信的格式。

　　2.能力目標

　　能夠用英文給朋友或同學寫一封信，做一下自我介紹。

　　二、教學過程 

　　step 1 revision

　　1 revise the words, expressions and the postcard from lesson 95.

　　2 check homework.

　　step 2 word families

　　sb page 39, part 1, speech cassette lesson 96 (phonic reading work). follow the same steps as in tb lesson 68, step 2. use flashcards rather than going straight to the book.

　　do ex. 1 of wb lesson 96.

　　step 3 stress and intonation

　　sb page 39, part 2, speech cassette lesson 96.

　　students listen and repeat. get them to show the stress and intonation with gestures.

　　step 4 guess and game

　　1 sb page 39, part 3. have the students look at the postcards on page ii in the sb. ask, where is this postcard from? help the students to answer i think it's from sydney / paris / toronto. now get the students to talk about the postcards.

　　2 in pairs, have the students make their own postcards. each pair should choose a place in china to draw their postcard from. each pair should make two postcards of the same place. they do not need to look alike, but they do need to be from the same place. for example, one pair may choose to make postcards of guilin. one student could make a postcard showing the mountains, and the other student could make a postcard showing the water of guilin. collect the postcards, mix them up. then pass them out, face down. explain in chinese that the object of this activity is for each student to find the other postcard that is from the same place as theirs. they do this by asking, where is your postcard from?/ do you have a postcard of … ? now say go ! the first two people who have found their matching postcard wins the game. continue with the game until everyone has found their match. once the matches have been found, have those two students work together and write a message for their postcards. they may use the postcard letter in part 3 of the sb as an example.

　　step 5 listen and answer

　　sb page 39, part 4, listening cassette lesson 96. let the students look at the table in wb lesson 96, ex. 3 before playing the tape.

　　listening text

　　(music at a party)

　　bill : hello! what's your name?

　　john : my name is john — john green. i'm from london, england.

　　bill : nice to meet you, john. i'm bill smith, from canada. i come from toronto.

　　john : how do you do, bill!

　　bill : how do you do! hey, you must meet my friend, tom king. tom, this is john.

　　tom : hi, john.

　　john : nice to meet you, tom! are you from new york?

　　tom : no, i'm from washington, d. c.

　　john : good! oh, there's my friend zhao bin. hi, zhao bin! this is tom. he's from the usa.

　　zhao : hello, tom!

　　tom : hello, zhao bin. nice to meet you. where are you from?

　　zhao : i'm from china. my home is in shanghai. tom : oh, really? shanghai is a good place, isn't it?

　　zhao : yes, it is.

　　do ex. 3 in the wb. help the students with the spelling of place names.

　　the answers are:

　　bill smith : canada, toronto

　　tom king : usa, washington, d. c.

　　zhao bin : china, shanghai

　　step 6 presentation

　　1 say e-mail is a way to talk to other people from around the world. ask does anyone have e-mail? do you e-mail people from other countries? (notice that e-mail is used both as a noun and as a verb.) put the following e-mail address on the bb:

　　2 have the students make up their own e-mail addresses. then let them share their address with their partner. encourage them to be creative.

　　step 7 read

　　1 before the students read the passage, say skim the text for the main idea. give the students 3 minutes to skim. then ask volunteer students to give the main idea. answers should include the following: the e-mail is from jack wilson. he wants to learn chinese. could li lei help him learn chinese?

　　2 have the students read the passage. ask comprehension questions such as, how old is jack? where does jack live? how many students are in his class? etc.

　　3 have the students read the text aloud together. pay attention to pronunciation and intonation.

　　step 8 read and complete

　　sb page 40, part 6* , speech cassette lesson 96. this part is optional. before playing the tape have the students fill in the blanks with the words they think. then play the tape and have them listen and change the words in the blanks if they guessed something else. suggested answers are: name; young /nice / small, etc.; and; in; them; are; is; am; speak; difficult; but; know; me; learning; you. now in small groups, have the students discuss their first answers with the answers on the tape. maybe some of their answers could also be correctly used in the blanks. have the groups make a list of the words they think could be put in the blanks. now come together as a class and discuss the optional words. some words may be correct. if they are, praise the students for their creative thinking. if an answer is wrong, explain why it isn't correct. this is a good chance to review the grammar taught so far.

　　step 9 write

　　sb page 40, part 7*. this part is optional. have the students write this letter as homework. the next day collect them, mix them up and give them out to the students. give the students a chance to read each other's letters. the best ones can be put on display.

　　step 10 checkpoint 24

　　go through checkpoint 24 on sb page 40 and discuss any problems. explain that the present indefinite tense is used to give general information, e.g. i come from china. i go to no. 3 middle school, etc. contrast i come from shanghai with i am coming from shanghai (i.e. at this moment i am on the train).

　　step 11 workbook

　　sb pages 116-118, wb lesson 96. revise the map on colour page i of the sb and do ex. 2. do e. 4-6 orally in class.

　　step 12 test

　　get the students to answer the questions in written form: 1 where are you from? 2 do you speak french/ english / chinese / japanese? 3 what do you speak? 4 why do you like english? 5 who do you speak english with?

　　homework

　　finish off the workbook exercises.

　　some ideas for extra practice or enrichment

　　1 if you have the chance, set up an e-mail account. many of your students are getting their own e-mail accounts. e-mail is a great way to practise english. you can have them write to you once a month about anything they want to. in this way, you not only build a good rapport with your students, but they also practise their english.

　　2 have the students make their own bookmarks with english phrases. you may teach them some slang or popular phrases, e .g. cool!, what's up? etc.

Where are you from? Lesson93教學設計 篇2

　　Lesson 95教學設計示例

　　一、教學目標 

　　1.知識目標

　　（1）繼續學習一般現在時。

　　（2）復習介詞：to her, from Lily, on Sundays

　　2.能力目標

　　能夠自制一張明信片（一定要用到本單元所學到的句型）。

　　3.情感目標

　　培養學生熱愛祖國、熱愛祖國大好河山的品質。

　　二、教學過程 

　　Step 1 Revision

　　1 Revise Where are you from? What do you speak? Do you speak French? etc.

　　2 Revise the dialogue in SB Page 37, Part 2. Choose several pairs to act it out.

　　Step 2 Presentation

　　1 Teach the word postcard. Bring in the real item. Draw the “writing” side of a postcard on the Bb. Teach Dear …, and Love from … Explain that Love from … is only used between family members and good friends.

　　2 Point out the way to write an address in English. Note that the name of the person comes first. Write the school address on the Bb, e.g. :

　　Miss Li Manhua

　　No. 27 Middle School

　　Donghuamen Street

　　Beijing, 100009

　　People's Republic of China

　　Get the students to write their own address. Check their work.

　　Step 3 Read

　　SB Page 38, Part 1, Speech Cassette Lesson 95. Before playing the tape, have the students practise scanning for information. First, read the questions with the students. Then give them no more than two minutes to scan the postcard for the answers. Check the answers. Now, play the tape. Students listen and repeat.

　　Get the students to translate Lily's letter into Chinese. Lincoln Drive means 林肯 (大)街/道.

　　Step 4 Practice

　　SB Page 38, Part 2. Students work alone and then check the answers in pairs. Get the students to correct “Wrong” answers (sentences 1,4,5 and 6).

　　Step 5 Talk and write

　　1 Revise telephone greetings e.g. This is … Is … at home / in? etc.

　　2 Have the students work in pairs and write their telephone conversation. Next, have them practise their dialogue, as they practise; remind the students to pay attention to their intonation. Also, have them act out the conversation. Tell the students in Chinese that even though it is a phone conversation, people do different things when they speak on the phone, e.g. some people pace back and forth, others twist the telephone cord around their finger, etc. Choose several pairs to act out their dialogue for the class. Ex. 1 of Wb Lesson 95 can be used as a model dialogue.

　　Step 6 Workbook

　　SB Page 115, Wb Lesson 95, Ex. 2. The letter is to a good friend. The first two paragraphs can be completed according to reality. The blanks in the last paragraph can be filled with words that fit in the blanks, but don't need to reflect reality.

　　Homework

　　Go over the language items listed in Checkpoint 24 and see if the students have any questions.

Where are you from? Lesson93教學設計 篇3

　　Lesson 93教學設計示例

　　一、教學目標 

　　1.知識目標

　　初步接觸一般現在時I/You/We/They come from London. Do you/they speak English?

　　2.能力目標

　　熟練運用本課所學到的日常用語：Where are you from? I’m from ___. How do you like ___. I like it very much等。

　　3.情感目標

　　培養學生和平相處、禮貌待人的良好品質。

　　二、教學過程 

　　Note: This lesson introduces a number of place names which students are required to understand and say. There is no need to teach the spellings of all the place names at this stage, so do not require the students to memorize spellings.

　　Step 1 Revision

　　1 Revise the dialogues in Unit 23.

　　2 Review Lesson 60, Page 134, Step 4 of the TB 1A, using a map of China. Draw one on the Bb if you don't have a map.

　　Step 2 Presentation

　　1 Teach Where's Taiyuan? It's in Shanxi. etc. Divide the class into two halves and have a competition. Get the students to ask each other where the places are.

　　2 SB Page 36, Part 1. Point to the countries and cities on the map of the world and say : This is Paris. Then ask Where is Paris? The students may answer in Chinese. Teach France and get the students to repeat after you. This part aims at giving students exposure to more English names of countries and cities in the world.

　　Step 3 Ask and answer

　　SB Page 36, Part 2, Speech Cassette Lesson 93. Books closed ! Ask Where's he (David) from? Where are Tom and Ann from? Play the tape. Check the answers (David, USA; Tom and Ann, UK).

　　Practise saying the names of countries by asking some students Where are you from? Tell them to use the name of a foreign country in their answer. Then ask the class Where's he / she from? What about him / her? Note the use of the pronoun after about.

　　Step 4 Presentation

　　Tell the students about yourself. Say I'm from Beijing.(etc.) Ask students Where are you from? What about you? Help them to answer, using the name of their own hometown.

　　Step 5 Listen, read and say

　　SB Page 36, Part 3, Speech Cassette Lesson 93. Students listen and repeat. Students practise the dialogue in pairs, then talk about themselves in groups of four, using the dialogue as a model. They should only speak, not write.

　　Step 6 Workbook

　　SB Page 113, Wb Lesson 93, E. 1 and 2. Do Ex. 1 with a student to demonstrate how to make the dialogue. Then get the students to work in pairs.

　　Encourage them to use their own imagination and create different dialogues.

　　For Ex. 2, let the students read through the three short passages before they fulfill the task.

　　Homework

　　Revise the new language and the dialogues in SB Lesson 93.

Where are you from? Lesson93教學設計 篇4

　　lesson 96教學設計示例

　　一、教學目標 

　　1.知識目標

　　（1）學習元音字母i，u和igh的發音。

　　（2）繼續學習重音、語音語調。

　　（3）掌握英文信的格式。

　　2.能力目標

　　能夠用英文給朋友或同學寫一封信，做一下自我介紹。

　　二、教學過程 

　　step 1 revision

　　1 revise the words, expressions and the postcard from lesson 95.

　　2 check homework.

　　step 2 word families

　　sb page 39, part 1, speech cassette lesson 96 (phonic reading work). follow the same steps as in tb lesson 68, step 2. use flashcards rather than going straight to the book.

　　do ex. 1 of wb lesson 96.

　　step 3 stress and intonation

　　sb page 39, part 2, speech cassette lesson 96.

　　students listen and repeat. get them to show the stress and intonation with gestures.

　　step 4 guess and game

　　1 sb page 39, part 3. have the students look at the postcards on page ii in the sb. ask, where is this postcard from? help the students to answer i think it's from sydney / paris / toronto. now get the students to talk about the postcards.

　　2 in pairs, have the students make their own postcards. each pair should choose a place in china to draw their postcard from. each pair should make two postcards of the same place. they do not need to look alike, but they do need to be from the same place. for example, one pair may choose to make postcards of guilin. one student could make a postcard showing the mountains, and the other student could make a postcard showing the water of guilin. collect the postcards, mix them up. then pass them out, face down. explain in chinese that the object of this activity is for each student to find the other postcard that is from the same place as theirs. they do this by asking, where is your postcard from?/ do you have a postcard of … ? now say go ! the first two people who have found their matching postcard wins the game. continue with the game until everyone has found their match. once the matches have been found, have those two students work together and write a message for their postcards. they may use the postcard letter in part 3 of the sb as an example.

　　step 5 listen and answer

　　sb page 39, part 4, listening cassette lesson 96. let the students look at the table in wb lesson 96, ex. 3 before playing the tape.

　　listening text

　　(music at a party)

　　bill : hello! what's your name?

　　john : my name is john — john green. i'm from london, england.

　　bill : nice to meet you, john. i'm bill smith, from canada. i come from toronto.

　　john : how do you do, bill!

　　bill : how do you do! hey, you must meet my friend, tom king. tom, this is john.

　　tom : hi, john.

　　john : nice to meet you, tom! are you from new york?

　　tom : no, i'm from washington, d. c.

　　john : good! oh, there's my friend zhao bin. hi, zhao bin! this is tom. he's from the usa.

　　zhao : hello, tom!

　　tom : hello, zhao bin. nice to meet you. where are you from?

　　zhao : i'm from china. my home is in shanghai. tom : oh, really? shanghai is a good place, isn't it?

　　zhao : yes, it is.

　　do ex. 3 in the wb. help the students with the spelling of place names.

　　the answers are:

　　bill smith : canada, toronto

　　tom king : usa, washington, d. c.

　　zhao bin : china, shanghai

　　step 6 presentation

　　1 say e-mail is a way to talk to other people from around the world. ask does anyone have e-mail? do you e-mail people from other countries? (notice that e-mail is used both as a noun and as a verb.) put the following e-mail address on the bb:

　　2 have the students make up their own e-mail addresses. then let them share their address with their partner. encourage them to be creative.

　　step 7 read

　　1 before the students read the passage, say skim the text for the main idea. give the students 3 minutes to skim. then ask volunteer students to give the main idea. answers should include the following: the e-mail is from jack wilson. he wants to learn chinese. could li lei help him learn chinese?

　　2 have the students read the passage. ask comprehension questions such as, how old is jack? where does jack live? how many students are in his class? etc.

　　3 have the students read the text aloud together. pay attention to pronunciation and intonation.

　　step 8 read and complete

　　sb page 40, part 6* , speech cassette lesson 96. this part is optional. before playing the tape have the students fill in the blanks with the words they think. then play the tape and have them listen and change the words in the blanks if they guessed something else. suggested answers are: name; young /nice / small, etc.; and; in; them; are; is; am; speak; difficult; but; know; me; learning; you. now in small groups, have the students discuss their first answers with the answers on the tape. maybe some of their answers could also be correctly used in the blanks. have the groups make a list of the words they think could be put in the blanks. now come together as a class and discuss the optional words. some words may be correct. if they are, praise the students for their creative thinking. if an answer is wrong, explain why it isn't correct. this is a good chance to review the grammar taught so far.

　　step 9 write

　　sb page 40, part 7*. this part is optional. have the students write this letter as homework. the next day collect them, mix them up and give them out to the students. give the students a chance to read each other's letters. the best ones can be put on display.

　　step 10 checkpoint 24

　　go through checkpoint 24 on sb page 40 and discuss any problems. explain that the present indefinite tense is used to give general information, e.g. i come from china. i go to no. 3 middle school, etc. contrast i come from shanghai with i am coming from shanghai (i.e. at this moment i am on the train).

　　step 11 workbook

　　sb pages 116-118, wb lesson 96. revise the map on colour page i of the sb and do ex. 2. do e. 4-6 orally in class.

　　step 12 test

　　get the students to answer the questions in written form: 1 where are you from? 2 do you speak french/ english / chinese / japanese? 3 what do you speak? 4 why do you like english? 5 who do you speak english with?

　　homework

　　finish off the workbook exercises.

　　some ideas for extra practice or enrichment

　　1 if you have the chance, set up an e-mail account. many of your students are getting their own e-mail accounts. e-mail is a great way to practise english. you can have them write to you once a month about anything they want to. in this way, you not only build a good rapport with your students, but they also practise their english.

　　2 have the students make their own bookmarks with english phrases. you may teach them some slang or popular phrases, e .g. cool!, what's up? etc.

Where are you from? Lesson93教學設計 篇5

　　Lesson 94教學設計示例

　　一、教學目標 

　　1.知識目標

　　進一步學習掌握一般現在時。

　　2.能力目標

　　能夠熟練運用以下句型：Do you speak English? Where are you from? I’m from China/England/Japan.etc.

　　3.情感目標

　　培養學生友好相處、禮貌待人的良好品質。

　　二、教學過程 

　　Note: Pay attention to the Present Indefinite Tense, especially to the use of the auxiliary verb do.

　　Step 1 Revision

　　1 Revise Where are you from? What about you? Where's he / she from? etc.

　　2 Look at the map on SB Page i and ask Where's London? etc. Get the students to point to the right place. Then they repeat the names after you.

　　Step 2 Presentation

　　1 Show a card with the name of a country: eg. China. Say Chinese come from China. They speak Chinese. Repeat with other cards with different country names on them. Get the students to repeat after you.

　　2 Teach the students with cards I speak Chinese / English / French. Ask What do you speak? What do they speak? Then ask Where are you from? What do you speak? Help the students to answer with the appropriate language for the appropriate country. Ask What does he / she speak? Do you speak English / French ? etc. Help the students to answer Yes, I do. / No, I don't.

　　3 Write down They speak English. What do they speak? Do they speak English? on the Bb and compare the sentence structures.

　　Step 3 Ask and answer

　　SB Page 37, Part 1, Speech Cassette Lesson 94. Books closed ! Students listen. Play the tape again, this time books open. Students listen and repeat, then ask and answer in pairs.

　　Step 4 Presentation

　　Ask Do Australians speak Chinese? What do they speak? etc. Add the answers to the question Do they speak English?

　　Step 5 Read and act

　　1 SB Page 37, Part 2, Speech Cassette Lesson 94. Books closed! Ask Is Bob Scott from the USA? Does Bob speak Chinese? Play the tape. Check the answers. Play the tape again and get the students to repeat. Point out that in western countries, a person's family name comes last, such as Bob Scott, Scott is the family name. This is the opposite order than in China, where the family name comes first, such as in Hu Dong.

　　2 In pairs, have the students read and act out the dialogue. If time permits, choose several pairs to perform their dialogue for the class.

　　3 Do Ex. 1 of Wb Lesson 94.

　　Step 6 Listen and chant

　　SB Page 37, Part 3*. This part is optional. Play the tape and have the students repeat. If the tape is too fast for the students, then first say one line and have the students repeat it. As they repeat, pay attention to their pronunciation, intonation and rhythm. Continue this way for the whole chant. Then divide the class into two groups. The first group says the first line and the second group says the second line. Continue in this way for the rest of the chant. Then switch parts so that the second group begins the chant.

　　Step 7 Workbook

　　SB Page 114, Wb Lesson 94, E. 2 and 3. Read and act out the dialogue in Ex. 2. If possible, get students to make up a new dialogue. Do Ex. 3 in class.

　　Homework

　　Learn the dialogue in SB Lesson 94 by heart.

Where are you from? Lesson93教學設計 篇6

　　Lesson 94教學設計示例

　　一、教學目標 

　　1.知識目標

　　進一步學習掌握一般現在時。

　　2.能力目標

　　能夠熟練運用以下句型：Do you speak English? Where are you from? I’m from China/England/Japan.etc.

　　3.情感目標

　　培養學生友好相處、禮貌待人的良好品質。

　　二、教學過程 

　　Note: Pay attention to the Present Indefinite Tense, especially to the use of the auxiliary verb do.

　　Step 1 Revision

　　1 Revise Where are you from? What about you? Where's he / she from? etc.

　　2 Look at the map on SB Page i and ask Where's London? etc. Get the students to point to the right place. Then they repeat the names after you.

　　Step 2 Presentation

　　1 Show a card with the name of a country: eg. China. Say Chinese come from China. They speak Chinese. Repeat with other cards with different country names on them. Get the students to repeat after you.

　　2 Teach the students with cards I speak Chinese / English / French. Ask What do you speak? What do they speak? Then ask Where are you from? What do you speak? Help the students to answer with the appropriate language for the appropriate country. Ask What does he / she speak? Do you speak English / French ? etc. Help the students to answer Yes, I do. / No, I don't.

　　3 Write down They speak English. What do they speak? Do they speak English? on the Bb and compare the sentence structures.

　　Step 3 Ask and answer

　　SB Page 37, Part 1, Speech Cassette Lesson 94. Books closed ! Students listen. Play the tape again, this time books open. Students listen and repeat, then ask and answer in pairs.

　　Step 4 Presentation

　　Ask Do Australians speak Chinese? What do they speak? etc. Add the answers to the question Do they speak English?

　　Step 5 Read and act

　　1 SB Page 37, Part 2, Speech Cassette Lesson 94. Books closed! Ask Is Bob Scott from the USA? Does Bob speak Chinese? Play the tape. Check the answers. Play the tape again and get the students to repeat. Point out that in western countries, a person's family name comes last, such as Bob Scott, Scott is the family name. This is the opposite order than in China, where the family name comes first, such as in Hu Dong.

　　2 In pairs, have the students read and act out the dialogue. If time permits, choose several pairs to perform their dialogue for the class.

　　3 Do Ex. 1 of Wb Lesson 94.

　　Step 6 Listen and chant

　　SB Page 37, Part 3*. This part is optional. Play the tape and have the students repeat. If the tape is too fast for the students, then first say one line and have the students repeat it. As they repeat, pay attention to their pronunciation, intonation and rhythm. Continue this way for the whole chant. Then divide the class into two groups. The first group says the first line and the second group says the second line. Continue in this way for the rest of the chant. Then switch parts so that the second group begins the chant.

　　Step 7 Workbook

　　SB Page 114, Wb Lesson 94, E. 2 and 3. Read and act out the dialogue in Ex. 2. If possible, get students to make up a new dialogue. Do Ex. 3 in class.

　　Homework

　　Learn the dialogue in SB Lesson 94 by heart.

Where are you from? Lesson93教學設計 篇7

　　Lesson 93教學設計示例

　　一、教學目標 

　　1.知識目標

　　初步接觸一般現在時I/You/We/They come from London. Do you/they speak English?

　　2.能力目標

　　熟練運用本課所學到的日常用語：Where are you from? I’m from ___. How do you like ___. I like it very much等。

　　3.情感目標

　　培養學生和平相處、禮貌待人的良好品質。

　　二、教學過程 

　　Note: This lesson introduces a number of place names which students are required to understand and say. There is no need to teach the spellings of all the place names at this stage, so do not require the students to memorize spellings.

　　Step 1 Revision

　　1 Revise the dialogues in Unit 23.

　　2 Review Lesson 60, Page 134, Step 4 of the TB 1A, using a map of China. Draw one on the Bb if you don't have a map.

　　Step 2 Presentation

　　1 Teach Where's Taiyuan? It's in Shanxi. etc. Divide the class into two halves and have a competition. Get the students to ask each other where the places are.

　　2 SB Page 36, Part 1. Point to the countries and cities on the map of the world and say : This is Paris. Then ask Where is Paris? The students may answer in Chinese. Teach France and get the students to repeat after you. This part aims at giving students exposure to more English names of countries and cities in the world.

　　Step 3 Ask and answer

　　SB Page 36, Part 2, Speech Cassette Lesson 93. Books closed ! Ask Where's he (David) from? Where are Tom and Ann from? Play the tape. Check the answers (David, USA; Tom and Ann, UK).

　　Practise saying the names of countries by asking some students Where are you from? Tell them to use the name of a foreign country in their answer. Then ask the class Where's he / she from? What about him / her? Note the use of the pronoun after about.

　　Step 4 Presentation

　　Tell the students about yourself. Say I'm from Beijing.(etc.) Ask students Where are you from? What about you? Help them to answer, using the name of their own hometown.

　　Step 5 Listen, read and say

　　SB Page 36, Part 3, Speech Cassette Lesson 93. Students listen and repeat. Students practise the dialogue in pairs, then talk about themselves in groups of four, using the dialogue as a model. They should only speak, not write.

　　Step 6 Workbook

　　SB Page 113, Wb Lesson 93, E. 1 and 2. Do Ex. 1 with a student to demonstrate how to make the dialogue. Then get the students to work in pairs.

　　Encourage them to use their own imagination and create different dialogues.

　　For Ex. 2, let the students read through the three short passages before they fulfill the task.

　　Homework

　　Revise the new language and the dialogues in SB Lesson 93.

Where are you from? Lesson93教學設計 篇8

　　Lesson 95教學設計示例

　　一、教學目標 

　　1.知識目標

　　（1）繼續學習一般現在時。

　　（2）復習介詞：to her, from Lily, on Sundays

　　2.能力目標

　　能夠自制一張明信片（一定要用到本單元所學到的句型）。

　　3.情感目標

　　培養學生熱愛祖國、熱愛祖國大好河山的品質。

　　二、教學過程 

　　Step 1 Revision

　　1 Revise Where are you from? What do you speak? Do you speak French? etc.

　　2 Revise the dialogue in SB Page 37, Part 2. Choose several pairs to act it out.

　　Step 2 Presentation

　　1 Teach the word postcard. Bring in the real item. Draw the “writing” side of a postcard on the Bb. Teach Dear …, and Love from … Explain that Love from … is only used between family members and good friends.

　　2 Point out the way to write an address in English. Note that the name of the person comes first. Write the school address on the Bb, e.g. :

　　Miss Li Manhua

　　No. 27 Middle School

　　Donghuamen Street

　　Beijing, 100009

　　People's Republic of China

　　Get the students to write their own address. Check their work.

　　Step 3 Read

　　SB Page 38, Part 1, Speech Cassette Lesson 95. Before playing the tape, have the students practise scanning for information. First, read the questions with the students. Then give them no more than two minutes to scan the postcard for the answers. Check the answers. Now, play the tape. Students listen and repeat.

　　Get the students to translate Lily's letter into Chinese. Lincoln Drive means 林肯 (大)街/道.

　　Step 4 Practice

　　SB Page 38, Part 2. Students work alone and then check the answers in pairs. Get the students to correct “Wrong” answers (sentences 1,4,5 and 6).

　　Step 5 Talk and write

　　1 Revise telephone greetings e.g. This is … Is … at home / in? etc.

　　2 Have the students work in pairs and write their telephone conversation. Next, have them practise their dialogue, as they practise; remind the students to pay attention to their intonation. Also, have them act out the conversation. Tell the students in Chinese that even though it is a phone conversation, people do different things when they speak on the phone, e.g. some people pace back and forth, others twist the telephone cord around their finger, etc. Choose several pairs to act out their dialogue for the class. Ex. 1 of Wb Lesson 95 can be used as a model dialogue.

　　Step 6 Workbook

　　SB Page 115, Wb Lesson 95, Ex. 2. The letter is to a good friend. The first two paragraphs can be completed according to reality. The blanks in the last paragraph can be filled with words that fit in the blanks, but don't need to reflect reality.

　　Homework

　　Go over the language items listed in Checkpoint 24 and see if the students have any questions.