Do you have an eraser? Lesson 85教學設計（精選8篇）

Do you have an eraser? Lesson 85教學設計 篇1

　　Lesson 87教學設計示例

　　一、教學目標 ：

　　1.知識目標

　　（1）復習一周七天的表達。

　　（2）復習請求幫助和提供幫助的用語。

　　2.能力目標

　　能夠用所學英語表達請求幫助和提供幫助。

　　3.情感目標

　　培養學生互相幫助的好習慣。

　　二、教學過程 ：

　　Step 1 Revision

　　1 Check homework

　　2 Revise dialogues from Lesson 86, Part 2. Have several pairs, other than the pairs that were chosen in the last lesson to share their dialogues with the class.

　　3 Revise family relationships, e.g. aunt, uncle, grandma, etc.

　　Step 2 Presentation

　　Ask Who do you ask for help? Write this question on the Bb. In pairs, have students discuss it, and they may also discuss when was the last time they asked for help from someone. Give the students about 3 minutes to discuss, then come back together as a class. Have a few students volunteer to answer.

　　Step 3 Read and act

　　1 SB Page 28, Part 1, Speech Cassette Lesson 87. Books closed! Ask and write the question on the Bb, Why does Jim want Uncle John's help? (Something's wrong with Jim's computer.) Play the tape, students listen. Check for the correct answer. Books open! Play the tape again and have students repeat.

　　2 In pairs, have the students practice the dialogue. For the girls, let them change the names from Uncle John to Aunt Jan, and from Jim to Jenny. Choose several pairs to perform their dialogue for the class.

　　Step 4 Practice

　　Note: For this activity, instruct the students that in English when introducing ourselves on the telephone, we do not say I am…, rather we say This is…

　　1 In pairs, have students write a 10 line dialogue using the dialogue in Part 1 as an example. The dialogue should be on the telephone. They may use any topic they wish. As they are writing their dialogue, walk around and give help as needed.

　　2 Choose several pairs to present their dialogue.

　　Step 5 Read and chant

　　First read the chant aloud together as a class. Pay attention to the rhythm, intonation and pronunciation. The first line of each section is rising because it is a question. Next, divide the class into seven groups. Assign each group a day of the week. Each group should take a few minutes and practise their part of the chant. When you point to a group, they should say their chant together, Continue in this way for the entire chant. If time permits, assign new parts for each group and say the chant again.

　　Step 6 Workbook

　　SB Page 103, Wb Lesson 87, E. 1 and 2. Make sure the students understand the dialogue in Ex. 1. Let them read it in pairs after completing it. Ex. 3 is optional. Students are encouraged to give different sentences. Collect sentences from the class. Students should be encouraged if they make good sentences.

　　Homework

　　Write down the sentences as Ex. 2 requires. Tell the students to pay attention to the use of prepositions on, in or at.

Do you have an eraser? Lesson 85教學設計 篇2

　　Lesson 86教學設計示例

　　一、教學目標 ：

　　1.知識目標

　　（1）學會單詞dictionary, back, tomorrow以及詞組a lot (of)。

　　（2）繼續學習動詞have的用法。

　　2.能力目標

　　能夠用動詞have展開情景聯想，造句，表演對話。

　　3.情感目標

　　培養學生互相幫助的好習慣。

　　二、教學過程 ：

　　Step 1 Revision

　　1 Revise the days of the week and their spellings. Hold a quiz.

　　2 Revise borrow by saying the action chain from Lesson 85, Step 4.

　　Step 2 Presentation

　　Play this game, Find the ruler. Ask two students to leave the room. After they leave the room, have the class give a ruler to one student. The students must not tell the two students who left the room where the ruler is. Say to the two students, Come in, please. Explain in Chinese, that the students must find the ruler, by asking them, May I borrow a ruler, please? The students in the class can reply, I'm sorry, I don't have one, ask… I think he / she has one. They should try to make the students who left the class go to as many people as possible before finding the ruler. However, the two students who left the room try to find the ruler as quickly as possible. The first student who finds the ruler wins.

　　Step 3 Read and say

　　SB Page 27, Part 1, Speech Cassette Lesson 86. Books closed! Ask a few questions, e.g. Does Jim have a dictionary? Who has one? Play the tape again. Books open! Students listen and repeat, then practise in pairs.

　　Step 4 Presentation

　　Practise Do you have any (plural or uncountable noun) …? Yes, I do. Teach and practise Sorry, I don't have any. Ask Li Lei. I think he has some. (Teach one sentence at a time.)

　　Step 5 Ask and answer

　　SB Page 27, Part 2. Ask three students to come to the front of the class and demonstrate the dialogue. Show both the dialogue on the right-side and the left-side of the box. Say Thanks very much. Sit down, please. Divide the class into groups of three and have them practise these dialogues substituting with the words given at the top of the box. Walk around and give help as needed. Choose several groups to give their dialogue for the class.

　　Step 6 Practice

　　Do Wb Lesson 86, Ex. 2 in pairs. Get students to practise and act out the dialogues. Then get the students to make up new dialogues in pairs, borrowing things from each other.

　　Step 7 Listen and answer

　　SB Page 27, Part 3, Listening Cassette Lesson 86. Go over the questions in Ex. 1 of Wb Lesson 86 before playing the tape.

　　Listening Text

　　(Classroom noises)

　　A: Hi, Jim!

　　B: Hi, Li Lei!

　　A: Do you have a red pen, please?

　　B: A red pen? No, I don't. I only have a red pencil.

　　A: Can I borrow it, please?

　　B: Sure.

　　A: Thanks a lot. I can give it back tomorrow.

　　B: Tomorrow? Tomorrow's Saturday!

　　A: Oh, I'm sorry! Let me give it back on Monday.

　　B: OK.

　　A: Thanks very much.

　　B: You're welcome.

　　The answers are: 1C; 2B; 3C.

　　Step 8 Workbook

　　SB Page 102, Wb Lesson 86, E. 3 and 4. Go over the phrases in Ex. 3 and make sure the meaning is clear before the students start making sentences. Collect the sentences from the class. Make comments and corrections.

　　Ex. 4 helps the students with their spelling. They should learn words in clusters, e.g. swimming, skating, skiing, drawing, singing, etc.

　　Homework

　　Practise the “Borrowing something” dialogue in pairs. Write down E. 3 and 4 in the exercise book.

Do you have an eraser? Lesson 85教學設計 篇3

　　Lesson 88教學設計示例

　　一、教學目標 ：

　　1.知識目標

　　（1）學習字母y以及字母組合ay，ey，oy的發音。

　　（2）繼續學習重音和語音語調。

　　（3）復習本單元的語言點。

　　2.能力目標

　　（1）能夠用自己的話介紹Jim Green的基本情況。

　　（2）準確掌握重音和語音語調。

　　二、教學過程 ：

　　Step 1 Revision

　　1 Review What day is it today/ tomorrow?

　　2 Review the days of the week. Sing the song.

　　3 Revise the dialogue in SB Page 28.

　　Step 2 Spelling and pronunciation

　　SB Page 29, Part 1, Speech Cassette Lesson 88 (Phonic Reading Work). Follow the same steps as in Lesson 68, Step 2. Use flashcards rather than going straight to the book.

　　Do E. 1 and 2 in Wb Lesson 88.

　　Step 3 Word stress

　　SB Page 29, Part 2, Speech Cassette Lesson 88. Students listen and repeat. Get them to say where the stress lies. Use gestures to show the stress.

　　Step 4 Stress and intonation

　　SB Page 29, Part 3, Speech Cassette Lesson 88. Practise in the usual way (see Lesson 80, Step 3).

　　Step 5 Presentation

　　1 Revise What are you doing? In pairs have the students talk about what other students are doing in the classroom as in TB Lesson 84, Step 4.

　　2 In small groups, have the students ask each other What do you do on Monday / Tuesday etc.? Ask several students to share what the other students in their group do on certain days.

　　3 Teach the new word and phrases, e.g. model, maths, all, part, rest, have a rest, from… to…, work hard, etc.

　　Step 6 Read

　　1 Before playing the tape, have students skim the passage for the main idea. Remind them to just read the first and last sentence of each paragraph. Give the students 2 minutes. Then have them close their books and ask several volunteer students to give the main idea. Remember, the answers will not be exactly the same, but the answers should contain the following elements: Jim Green is a middle school student. The writer is talking about what Jim does during the week. It's now in the morning, and Jim is probably at school. He is working hard.

　　2 SB Page 29, Part 4, Speech Cassette Lesson 88. Play the tape and have the students read along silently. Then have the students read aloud.

　　3 In pairs, have the students read to each other. As one student reads, the other listens and helps with pronunciation and intonation, etc. Then the students switch and the other student reads.

　　4 Do Wb Lesson 88, Ex. 3. Do the questions and answers in pairs. Then do this exercise with the whole class.

　　Step 7 Make an interview

　　SB Page 29, Part 5*. In pairs, complete the interview. Then act out the interview. Choose several pairs to give their interview for the class.

　　Step 8 Guess the riddles

　　SB Page 30, Part 6*. Read the riddles to your class. See who can guess the answer the quickest. Then in pairs, have the students write their own riddles, using the five riddles as a model. Or you may choose to put one riddle on the board each day. Then have the students answer the riddle as part of their homework. If they answer correctly, they could earn extra points on their homework.

　　The answers are: 1 ruler; 2 football; 3 bike; 4 roller skates; 5 basketball

　　Step 9 Checkpoint 22

　　Go through Checkpoint 22 in the usual way. Encourage the students to ask questions if there is anything they are not sure about.

　　Step 10 Workbook

　　SB Pages 104-106, Wb Lesson 88, E. 4 and 5. Read aloud the instructions and make sure the students know what to do. After finishing these exercises, the students should be encouraged to make an interview and write a letter.

　　E. 6-8 are treated as optional.

　　Homework

　　Revise the new language in this unit.

　　Write down the answers to the questions in Ex. 3 of the Wb.

　　Some ideas for extra practice and enrichment

　　1 This activity is a long term activity, but one in which your students will not only learn English, but also responsibility. The object of this activity is to set up a city in which all the students are both sellers and buyers. In order for the students to have money to use for buying, set a system in which through their school work, they can earn money. For example, for each time they volunteer to give an answer, they can earn one yuan. (Of course this is not real money, but money you have made, or you can have the students make.) So you don't have to disturb your class by stopping to give money when a student volunteers, have one student responsible for keeping track of who volunteered an answer. You can also assign all the students jobs in the classroom where they earn a weekly or monthly salary. After a few months have gone by-wait this long so that the students can earn money, announce a day when for the whole class period, the students will run their own business. The students should be put into pairs so that the two of them can run their store together. They must come up with the name of their store, and make something to sell. They may use things they find around the house to make something, or they may buy supplies to make their product to sell. Be sure to put a limit of 5 yuan for materials. The students should make their product the night before you do this activity in the class. Each student should have a time to be able to shop, and to mind the store. Be sure they use English.

　　2 Have the students make a “dream schedule”. This is a schedule where for one week they can do anything they want to do. Have them make out the schedule for each day of the week. For example:

　　Monday: Sleep until 10:00 a.m.;

　　Help mum cook a big breakfast with baozi and youtiao;

　　Play video games;

　　Go to friend's house for dinner;

　　Play with friends until 11:00 p.m.;

　　Go to bed.

　　Tuesday: ….

　　After the students make out their schedules, have them share it with their partner.

Do you have an eraser? Lesson 85教學設計 篇4

　　Lesson 87教學設計示例

　　一、教學目標 ：

　　1.知識目標

　　（1）復習一周七天的表達。

　　（2）復習請求幫助和提供幫助的用語。

　　2.能力目標

　　能夠用所學英語表達請求幫助和提供幫助。

　　3.情感目標

　　培養學生互相幫助的好習慣。

　　二、教學過程 ：

　　Step 1 Revision

　　1 Check homework

　　2 Revise dialogues from Lesson 86, Part 2. Have several pairs, other than the pairs that were chosen in the last lesson to share their dialogues with the class.

　　3 Revise family relationships, e.g. aunt, uncle, grandma, etc.

　　Step 2 Presentation

　　Ask Who do you ask for help? Write this question on the Bb. In pairs, have students discuss it, and they may also discuss when was the last time they asked for help from someone. Give the students about 3 minutes to discuss, then come back together as a class. Have a few students volunteer to answer.

　　Step 3 Read and act

　　1 SB Page 28, Part 1, Speech Cassette Lesson 87. Books closed! Ask and write the question on the Bb, Why does Jim want Uncle John's help? (Something's wrong with Jim's computer.) Play the tape, students listen. Check for the correct answer. Books open! Play the tape again and have students repeat.

　　2 In pairs, have the students practice the dialogue. For the girls, let them change the names from Uncle John to Aunt Jan, and from Jim to Jenny. Choose several pairs to perform their dialogue for the class.

　　Step 4 Practice

　　Note: For this activity, instruct the students that in English when introducing ourselves on the telephone, we do not say I am…, rather we say This is…

　　1 In pairs, have students write a 10 line dialogue using the dialogue in Part 1 as an example. The dialogue should be on the telephone. They may use any topic they wish. As they are writing their dialogue, walk around and give help as needed.

　　2 Choose several pairs to present their dialogue.

　　Step 5 Read and chant

　　First read the chant aloud together as a class. Pay attention to the rhythm, intonation and pronunciation. The first line of each section is rising because it is a question. Next, divide the class into seven groups. Assign each group a day of the week. Each group should take a few minutes and practise their part of the chant. When you point to a group, they should say their chant together, Continue in this way for the entire chant. If time permits, assign new parts for each group and say the chant again.

　　Step 6 Workbook

　　SB Page 103, Wb Lesson 87, E. 1 and 2. Make sure the students understand the dialogue in Ex. 1. Let them read it in pairs after completing it. Ex. 3 is optional. Students are encouraged to give different sentences. Collect sentences from the class. Students should be encouraged if they make good sentences.

　　Homework

　　Write down the sentences as Ex. 2 requires. Tell the students to pay attention to the use of prepositions on, in or at.

Do you have an eraser? Lesson 85教學設計 篇5

　　Lesson 86教學設計示例

　　一、教學目標 ：

　　1.知識目標

　　（1）學會單詞dictionary, back, tomorrow以及詞組a lot (of)。

　　（2）繼續學習動詞have的用法。

　　2.能力目標

　　能夠用動詞have展開情景聯想，造句，表演對話。

　　3.情感目標

　　培養學生互相幫助的好習慣。

　　二、教學過程 ：

　　Step 1 Revision

　　1 Revise the days of the week and their spellings. Hold a quiz.

　　2 Revise borrow by saying the action chain from Lesson 85, Step 4.

　　Step 2 Presentation

　　Play this game, Find the ruler. Ask two students to leave the room. After they leave the room, have the class give a ruler to one student. The students must not tell the two students who left the room where the ruler is. Say to the two students, Come in, please. Explain in Chinese, that the students must find the ruler, by asking them, May I borrow a ruler, please? The students in the class can reply, I'm sorry, I don't have one, ask… I think he / she has one. They should try to make the students who left the class go to as many people as possible before finding the ruler. However, the two students who left the room try to find the ruler as quickly as possible. The first student who finds the ruler wins.

　　Step 3 Read and say

　　SB Page 27, Part 1, Speech Cassette Lesson 86. Books closed! Ask a few questions, e.g. Does Jim have a dictionary? Who has one? Play the tape again. Books open! Students listen and repeat, then practise in pairs.

　　Step 4 Presentation

　　Practise Do you have any (plural or uncountable noun) …? Yes, I do. Teach and practise Sorry, I don't have any. Ask Li Lei. I think he has some. (Teach one sentence at a time.)

　　Step 5 Ask and answer

　　SB Page 27, Part 2. Ask three students to come to the front of the class and demonstrate the dialogue. Show both the dialogue on the right-side and the left-side of the box. Say Thanks very much. Sit down, please. Divide the class into groups of three and have them practise these dialogues substituting with the words given at the top of the box. Walk around and give help as needed. Choose several groups to give their dialogue for the class.

　　Step 6 Practice

　　Do Wb Lesson 86, Ex. 2 in pairs. Get students to practise and act out the dialogues. Then get the students to make up new dialogues in pairs, borrowing things from each other.

　　Step 7 Listen and answer

　　SB Page 27, Part 3, Listening Cassette Lesson 86. Go over the questions in Ex. 1 of Wb Lesson 86 before playing the tape.

　　Listening Text

　　(Classroom noises)

　　A: Hi, Jim!

　　B: Hi, Li Lei!

　　A: Do you have a red pen, please?

　　B: A red pen? No, I don't. I only have a red pencil.

　　A: Can I borrow it, please?

　　B: Sure.

　　A: Thanks a lot. I can give it back tomorrow.

　　B: Tomorrow? Tomorrow's Saturday!

　　A: Oh, I'm sorry! Let me give it back on Monday.

　　B: OK.

　　A: Thanks very much.

　　B: You're welcome.

　　The answers are: 1C; 2B; 3C.

　　Step 8 Workbook

　　SB Page 102, Wb Lesson 86, E. 3 and 4. Go over the phrases in Ex. 3 and make sure the meaning is clear before the students start making sentences. Collect the sentences from the class. Make comments and corrections.

　　Ex. 4 helps the students with their spelling. They should learn words in clusters, e.g. swimming, skating, skiing, drawing, singing, etc.

　　Homework

　　Practise the “Borrowing something” dialogue in pairs. Write down E. 3 and 4 in the exercise book.

Do you have an eraser? Lesson 85教學設計 篇6

　　Lesson 85教學設計示例

　　一、教學目標 ：

　　1.知識目標

　　（1）學習單詞Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。

　　（2）初步接觸have 的用法。

　　2.能力目標

　　熟練掌握Do you have ___? I have ___. 并能夠切換人稱。

　　3.情感目標

　　（1）培養學生禮貌購物的好習慣。

　　（2）培養學生互相幫助的好習慣。

　　二、教學過程 ：

　　Note: Remember to ask the students on duty What day is it today? Hopefully, the students know the days of the week by now. In this unit, all the days of the week will be taught.

　　Step 1 Revision

　　1 Check homework.

　　2 Revise Excuse me, Sorry, Certainly, I would like…. and Thanks very much by having the students work in pairs and write a short dialogue using some of these words and phrases. Choose several pairs to read their dialogue to the class. A sample dialogue might be:

　　A: Excuse me, what would you like?

　　B: I would like a green sweater.

　　A: I'm sorry, there is no green one, but here is a blue one. Do you want it?

　　B: Certainly! Thanks very much.

　　A: You're welcome.

　　Step 2 Presentation

　　1 Before class, draw a big picture of a shop on the Bb. In the window draw a sign that tells the opening and closing times.

　　2 Pretend that your pen doesn't work. Ask one of the students, Excuse me, may I borrow your pen? The student can say, Certainly, or OK, etc. Take the pen and start to write something, but pretend that this pen doesn't work either. Say Oh dear, your pen doesn't work. We have to go to the shop to get a new one. What time does the shop close? Help the students to answer eight o'clock by pointing at the sign in the window of the shop.

　　Step 3 Read the dialogue

　　1 SB Page 26, Part 1, Speech Cassette Lesson 85.Teach at this time of day, supermarket, and open24 hours. Ask and write the following question on the Bb, Where do they go to get an eraser? (the supermarket). With books closed, play the tape. Check the answer to the question. With books open, play the tape again, students listen and repeat.

　　2 Divide the class into two. One section reads Part A, the other section reads Part B. Pay attention to the intonation. When groups read together, the intonation tends to become very flat, which sounds rather like foreigners speaking Chinese.

　　3 Get the students to read the dialogue in pairs, using the look and say method. They should talk to each other. Then call out several pairs to read aloud the dialogue.

　　Step 4 Presentation

　　1 Teach borrow by asking a student, May I borrow your pencil sharpener? Help the student to answer Certainly, or OK. Say, Thanks very much.

　　2 Start an action chain. Write the above dialogue on the Bb.

　　A: May I borrow your pencil sharpener?

　　B: Certainly!

　　A: Thanks very much.

　　B: May I borrow your…?

　　C: Certainly etc.

　　Step 5 Read and act

　　1 SB Page 26, Part 2, Speech Cassette Lesson 85.Ask Why does the person have no money? With books closed, play the tape. The students listen and answer the question. Check answer. (Her purse is at home.) With books open, play the tape again and have the students read along silently.

　　2 Divide the class into boys and girls. The boys read Part A and the girls read Part B.

　　3 In pairs, have the students practise reading the dialogue and acting it out. If time allows, choose several pairs to act out the dialogue for the class.

　　Step 6 Practice

　　Note: The following practice is a role-play. The purpose of a role-play is to give the students “real-life” situations for them to use their English. It is a powerful tool in language learning and helps the students to learn language within a context. The main object of a role-play is to have the students use the language in speaking and not in writing. Therefore, writing is discouraged in this activity.

　　Ask What do we get at a book shop? Help the students to make a list and write it on the Bb. They could say, books, pens, pencils, erasers, paper, etc. In small groups of 5-6 students, have the students role-play shopping at a book store / shop. One student should be the shopkeeper and the other students should be the customers. The students should not write out a dialogue, but rather act out shopping and speak as naturally as possible when they are pretending to buy something, or are “just looking”. Before you begin, you may want to give them some shopping phrases that are useful, but which they will not be responsible for learning. For example, write on the Bb, How much does this cost? I'm just looking. That's too expensive. That's very cheap. Walk around the room as the students are role-playing. Give help where needed. Choose several role-plays to be performed before the class.

　　Step 7 Presentation

　　1 Tell the class that you are going to describe your week. Write 1,2,3,4,5,6,7 in a column on the Bb. Point to each number and say On this day I make cakes, etc. Then write down the activity, so the Bb looks like this:

　　Day 1 make cakes

　　2 talk to Ann

　　3 walk to school

　　4 think and learn

　　5 fly a kite

　　6 sing a song

　　7 see my sister

　　Note that the first letter matches the day of the week.

　　2 Now say (but don't write) On Monday I make cakes. Get the students to repeat and practise.

　　3 Repeat for Tuesday, Wednesday, Thursday Friday, Saturday and Sunday.

　　Step 8 Read and learn

　　1 Play the tape and have the students repeat.

　　2 Divide the class into seven parts. Give each part a day. Then point to the different groups. As you point to them, the group says their day and spells it as loud as they can. First point to the groups in random order for example, Friday F-R-I-D-A-Y, Tuesday, T-U-E-S-D-A-Y, etc. Then ask the groups to say their day in order. You can help the groups to do this by “conducting”.

　　3 Do Wb Lesson 85, Ex. 1.

　　Step 9 Workbook

　　SB Page 101, Wb Lesson 85, E. 2-3. Both the two exercises must be done in class with the teacher's help. Make sure that the students understand the meaning and fill in the blanks with correct words. After completing the dialogues, have the students read them aloud.

　　Ex. 4 is treated as optional.

　　Homework

　　Finish off the Workbook exercises.

　　Learn the spelling of the days of the week.

Do you have an eraser? Lesson 85教學設計 篇7

　　Lesson 88教學設計示例

　　一、教學目標 ：

　　1.知識目標

　　（1）學習字母y以及字母組合ay，ey，oy的發音。

　　（2）繼續學習重音和語音語調。

　　（3）復習本單元的語言點。

　　2.能力目標

　　（1）能夠用自己的話介紹Jim Green的基本情況。

　　（2）準確掌握重音和語音語調。

　　二、教學過程 ：

　　Step 1 Revision

　　1 Review What day is it today/ tomorrow?

　　2 Review the days of the week. Sing the song.

　　3 Revise the dialogue in SB Page 28.

　　Step 2 Spelling and pronunciation

　　SB Page 29, Part 1, Speech Cassette Lesson 88 (Phonic Reading Work). Follow the same steps as in Lesson 68, Step 2. Use flashcards rather than going straight to the book.

　　Do E. 1 and 2 in Wb Lesson 88.

　　Step 3 Word stress

　　SB Page 29, Part 2, Speech Cassette Lesson 88. Students listen and repeat. Get them to say where the stress lies. Use gestures to show the stress.

　　Step 4 Stress and intonation

　　SB Page 29, Part 3, Speech Cassette Lesson 88. Practise in the usual way (see Lesson 80, Step 3).

　　Step 5 Presentation

　　1 Revise What are you doing? In pairs have the students talk about what other students are doing in the classroom as in TB Lesson 84, Step 4.

　　2 In small groups, have the students ask each other What do you do on Monday / Tuesday etc.? Ask several students to share what the other students in their group do on certain days.

　　3 Teach the new word and phrases, e.g. model, maths, all, part, rest, have a rest, from… to…, work hard, etc.

　　Step 6 Read

　　1 Before playing the tape, have students skim the passage for the main idea. Remind them to just read the first and last sentence of each paragraph. Give the students 2 minutes. Then have them close their books and ask several volunteer students to give the main idea. Remember, the answers will not be exactly the same, but the answers should contain the following elements: Jim Green is a middle school student. The writer is talking about what Jim does during the week. It's now in the morning, and Jim is probably at school. He is working hard.

　　2 SB Page 29, Part 4, Speech Cassette Lesson 88. Play the tape and have the students read along silently. Then have the students read aloud.

　　3 In pairs, have the students read to each other. As one student reads, the other listens and helps with pronunciation and intonation, etc. Then the students switch and the other student reads.

　　4 Do Wb Lesson 88, Ex. 3. Do the questions and answers in pairs. Then do this exercise with the whole class.

　　Step 7 Make an interview

　　SB Page 29, Part 5*. In pairs, complete the interview. Then act out the interview. Choose several pairs to give their interview for the class.

　　Step 8 Guess the riddles

　　SB Page 30, Part 6*. Read the riddles to your class. See who can guess the answer the quickest. Then in pairs, have the students write their own riddles, using the five riddles as a model. Or you may choose to put one riddle on the board each day. Then have the students answer the riddle as part of their homework. If they answer correctly, they could earn extra points on their homework.

　　The answers are: 1 ruler; 2 football; 3 bike; 4 roller skates; 5 basketball

　　Step 9 Checkpoint 22

　　Go through Checkpoint 22 in the usual way. Encourage the students to ask questions if there is anything they are not sure about.

　　Step 10 Workbook

　　SB Pages 104-106, Wb Lesson 88, E. 4 and 5. Read aloud the instructions and make sure the students know what to do. After finishing these exercises, the students should be encouraged to make an interview and write a letter.

　　E. 6-8 are treated as optional.

　　Homework

　　Revise the new language in this unit.

　　Write down the answers to the questions in Ex. 3 of the Wb.

　　Some ideas for extra practice and enrichment

　　1 This activity is a long term activity, but one in which your students will not only learn English, but also responsibility. The object of this activity is to set up a city in which all the students are both sellers and buyers. In order for the students to have money to use for buying, set a system in which through their school work, they can earn money. For example, for each time they volunteer to give an answer, they can earn one yuan. (Of course this is not real money, but money you have made, or you can have the students make.) So you don't have to disturb your class by stopping to give money when a student volunteers, have one student responsible for keeping track of who volunteered an answer. You can also assign all the students jobs in the classroom where they earn a weekly or monthly salary. After a few months have gone by-wait this long so that the students can earn money, announce a day when for the whole class period, the students will run their own business. The students should be put into pairs so that the two of them can run their store together. They must come up with the name of their store, and make something to sell. They may use things they find around the house to make something, or they may buy supplies to make their product to sell. Be sure to put a limit of 5 yuan for materials. The students should make their product the night before you do this activity in the class. Each student should have a time to be able to shop, and to mind the store. Be sure they use English.

　　2 Have the students make a “dream schedule”. This is a schedule where for one week they can do anything they want to do. Have them make out the schedule for each day of the week. For example:

　　Monday: Sleep until 10:00 a.m.;

　　Help mum cook a big breakfast with baozi and youtiao;

　　Play video games;

　　Go to friend's house for dinner;

　　Play with friends until 11:00 p.m.;

　　Go to bed.

　　Tuesday: ….

　　After the students make out their schedules, have them share it with their partner.

Do you have an eraser? Lesson 85教學設計 篇8

　　Lesson 85教學設計示例

　　一、教學目標 ：

　　1.知識目標

　　（1）學習單詞Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。

　　（2）初步接觸have 的用法。

　　2.能力目標

　　熟練掌握Do you have ___? I have ___. 并能夠切換人稱。

　　3.情感目標

　　（1）培養學生禮貌購物的好習慣。

　　（2）培養學生互相幫助的好習慣。

　　二、教學過程 ：

　　Note: Remember to ask the students on duty What day is it today? Hopefully, the students know the days of the week by now. In this unit, all the days of the week will be taught.

　　Step 1 Revision

　　1 Check homework.

　　2 Revise Excuse me, Sorry, Certainly, I would like…. and Thanks very much by having the students work in pairs and write a short dialogue using some of these words and phrases. Choose several pairs to read their dialogue to the class. A sample dialogue might be:

　　A: Excuse me, what would you like?

　　B: I would like a green sweater.

　　A: I'm sorry, there is no green one, but here is a blue one. Do you want it?

　　B: Certainly! Thanks very much.

　　A: You're welcome.

　　Step 2 Presentation

　　1 Before class, draw a big picture of a shop on the Bb. In the window draw a sign that tells the opening and closing times.

　　2 Pretend that your pen doesn't work. Ask one of the students, Excuse me, may I borrow your pen? The student can say, Certainly, or OK, etc. Take the pen and start to write something, but pretend that this pen doesn't work either. Say Oh dear, your pen doesn't work. We have to go to the shop to get a new one. What time does the shop close? Help the students to answer eight o'clock by pointing at the sign in the window of the shop.

　　Step 3 Read the dialogue

　　1 SB Page 26, Part 1, Speech Cassette Lesson 85.Teach at this time of day, supermarket, and open24 hours. Ask and write the following question on the Bb, Where do they go to get an eraser? (the supermarket). With books closed, play the tape. Check the answer to the question. With books open, play the tape again, students listen and repeat.

　　2 Divide the class into two. One section reads Part A, the other section reads Part B. Pay attention to the intonation. When groups read together, the intonation tends to become very flat, which sounds rather like foreigners speaking Chinese.

　　3 Get the students to read the dialogue in pairs, using the look and say method. They should talk to each other. Then call out several pairs to read aloud the dialogue.

　　Step 4 Presentation

　　1 Teach borrow by asking a student, May I borrow your pencil sharpener? Help the student to answer Certainly, or OK. Say, Thanks very much.

　　2 Start an action chain. Write the above dialogue on the Bb.

　　A: May I borrow your pencil sharpener?

　　B: Certainly!

　　A: Thanks very much.

　　B: May I borrow your…?

　　C: Certainly etc.

　　Step 5 Read and act

　　1 SB Page 26, Part 2, Speech Cassette Lesson 85.Ask Why does the person have no money? With books closed, play the tape. The students listen and answer the question. Check answer. (Her purse is at home.) With books open, play the tape again and have the students read along silently.

　　2 Divide the class into boys and girls. The boys read Part A and the girls read Part B.

　　3 In pairs, have the students practise reading the dialogue and acting it out. If time allows, choose several pairs to act out the dialogue for the class.

　　Step 6 Practice

　　Note: The following practice is a role-play. The purpose of a role-play is to give the students “real-life” situations for them to use their English. It is a powerful tool in language learning and helps the students to learn language within a context. The main object of a role-play is to have the students use the language in speaking and not in writing. Therefore, writing is discouraged in this activity.

　　Ask What do we get at a book shop? Help the students to make a list and write it on the Bb. They could say, books, pens, pencils, erasers, paper, etc. In small groups of 5-6 students, have the students role-play shopping at a book store / shop. One student should be the shopkeeper and the other students should be the customers. The students should not write out a dialogue, but rather act out shopping and speak as naturally as possible when they are pretending to buy something, or are “just looking”. Before you begin, you may want to give them some shopping phrases that are useful, but which they will not be responsible for learning. For example, write on the Bb, How much does this cost? I'm just looking. That's too expensive. That's very cheap. Walk around the room as the students are role-playing. Give help where needed. Choose several role-plays to be performed before the class.

　　Step 7 Presentation

　　1 Tell the class that you are going to describe your week. Write 1,2,3,4,5,6,7 in a column on the Bb. Point to each number and say On this day I make cakes, etc. Then write down the activity, so the Bb looks like this:

　　Day 1 make cakes

　　2 talk to Ann

　　3 walk to school

　　4 think and learn

　　5 fly a kite

　　6 sing a song

　　7 see my sister

　　Note that the first letter matches the day of the week.

　　2 Now say (but don't write) On Monday I make cakes. Get the students to repeat and practise.

　　3 Repeat for Tuesday, Wednesday, Thursday Friday, Saturday and Sunday.

　　Step 8 Read and learn

　　1 Play the tape and have the students repeat.

　　2 Divide the class into seven parts. Give each part a day. Then point to the different groups. As you point to them, the group says their day and spells it as loud as they can. First point to the groups in random order for example, Friday F-R-I-D-A-Y, Tuesday, T-U-E-S-D-A-Y, etc. Then ask the groups to say their day in order. You can help the groups to do this by “conducting”.

　　3 Do Wb Lesson 85, Ex. 1.

　　Step 9 Workbook

　　SB Page 101, Wb Lesson 85, E. 2-3. Both the two exercises must be done in class with the teacher's help. Make sure that the students understand the meaning and fill in the blanks with correct words. After completing the dialogues, have the students read them aloud.

　　Ex. 4 is treated as optional.

　　Homework

　　Finish off the Workbook exercises.

　　Learn the spelling of the days of the week.