Lesson 108教學(xué)設(shè)計(jì)示例

Lesson 108教學(xué)設(shè)計(jì)示例

一、教學(xué)目標(biāo)

1．知識(shí)目標(biāo)

（1）掌握字母組合ar, or, er, ir, ur的發(fā)音。

（2）復(fù)習(xí)一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)。

2．能力目標(biāo)

能夠區(qū)分一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)，并能正確運(yùn)用。

3．情感目標(biāo)

教育學(xué)生要早起早睡，上學(xué)不遲到，不早退。

二、教學(xué)過(guò)程

Step 1　 Revision

1　 Write a hotel timetable on the Bb

Breakfast—7:30

Lunch — 12:00

Supper — 6: 00

Ask What time can 1 have breakfast? etc.

2　 Revise It's too late! It's too early! Say (e.g.) It's eight o'clock. Can I have breakfast? Help the students to answer Sorry. It's too late. Practise in pairs.

Step 2　 Word families

SB Page 54, Part 1, Speech Cassette Lesson 108

(Phonic Reading Work). Follow the same steps as in Lesson 68, Step 2 of the TB.

Do Wb Lesson 108, Ex. 1.

Step 3　　Listening activity

Write the following lists of words in two columns on the Bb as follows:

Ⅰ　　　　　　　　　　　　 Ⅱ

car 　　　　　　　　　　 core

far 　　　　　　　　　　　 for

par 　　　　　　　　　　 pour

tar　　　　　　　　　　　　 tore

mar 　　　　　　　　　　 moor

star 　　　　　　　　　　 store

Follow the same steps as in Lesson 68, Step 3.

Step 4　　Stress and intonation

SB Page 54, Part 2, Speech Cassette Lesson 108. Books closed. Get the students to listen and repeat, showing the stress and intonation with gestures in the usual way. Explain how stress usually falls on the “key” words of a sentence: the words which carry the message. Books open! Listen and repeat.

Step 5　 Listen and answer

SB Page 54, Part 3, Listening Cassette Lesson 108. Let the students look at the sentences to be completed in Wb Lesson 108 Ex. 2 before playing the tape. Play the tape several times if necessary and discuss the answers with the students.

Listening Text

JIM: Uncle Wang, is the work in your factory very hard?

WANG: Oh, yes, we work very hard in our factory.

JIM: So you get up early on weekdays?

WANG: Well, I live near the factory, so I usually get up at about 6:30.

JIM: Do you have breakfast?

WANG: Yes. I have some bread, and a cup of tea. Sometimes I have an egg or two.

JIM: And what time do you get to work?

WANG: I begin work at 7:30, and have lunch at about 11:30.

JIM: What time do you go home?

WANG: I leave work at 5:30, and I'm home at 6:00.

The answers are:

6:30;　 7:30;　 about 11:30;　 5:30;　 6:00.

Step 6 Read and learn

SB Page 54, Part 4, Speech Cassette Lesson 108. Make sure the students understand the difference between the Present Indefinite and the Present Continuous Tenses.

Step 7 Read and answer

SB Pages 54 - 55, Part 5*, Speech Cassette Lesson 108. Before reading the passage, have the students read the questions. Give the students 3 minutes to scan for the answers to the questions. Now play the tape and have the students read it silently while they listen. Students practise reading the text aloud as a class.

Step 8 Checkpoint 27

Go through Checkpoint 27 and explain any problems. Revise the forms of do and does in questions. Drill:

T: Get up … you …

S: What time do you get up?

T: He …

S: What time does he get up?

T: Go to bed …, etc.

Practise questions beginning with What, Where, … if possible.

Step 9 Workbook

SB Pages 134-136, Wb Lesson 108. Exx. 3 and 6. Ex. 3 is a good review for the Present Tense and Ex. 6 is a good review for the Present Continuous Tense. Do both of these exercises in pairs, and then select several pairs to share their answers with the class. Exx. 8 and 9 are optional.

Step 10 Test

Use Ex. 5 of Wb Lesson 108 as the test paper.

Homework

Finish off the Workbook exercises.

Revise the language items in this unit.

Some ideas for extra practice or enrichment

1　 Have the students work in pairs. Each student is to pretend that they are either their mother or their father. Then have the pairs ask and answer questions concerning their parent's schedule. Make sure they answer in the first person, just as if they are their parent.

2　 Have the students interview a neighbor. They should ask about the neighbor's typical day. Then have the students write up a paragraph describing the neighbor's day. They should try to choose someone they think is interesting. If the students can, they should choose a neighbor who speaks English. However, if this is not possible, they may do the interview in Chinese, but write the paragraph in English.

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