Lesson 104教学设计示例
　　Lesson 104教学设计示例

　　一、教学目标

　　1．知识目标

　　（1）掌握字母组合th，sh，wh的发音。

　　（2）继续学习一般现在时。

　　2．能力目标

　　（1）准确读出包括字母组合th，sh，wh的单词。

　　（2）熟练运用一般现在时。

　　二、教学过程

　　Step 1　 Revision

　　1　 Revise words of occupations and work places.

　　2　 Revise family trees and where the family works by having the students work in different pairs from last lesson and following Step 3, section 2.

　　3　 Check Homework.

　　Step 2　 Word families

　　SB Page 49, Part 1, Speech Cassette Lesson 104.

　　Follow the same steps as in Lesson 68, Step 2.

　　Do Wb Lesson 104, Ex. 1.

　　Step 3　 Stress and intonation

　　SB Page 49, Part 2, Speech Cassette Lesson 104. Books closed. Ask students to listen for the stresses in each sentence. Get them to show the stress with a gesture. Repeat, listening for intonation. Practise. Get students to ask and answer questions about their own aunts / uncles / mother / father. Pay attention to stress and intonation.

　　Step 4　 Read and answer

　　SB Page 49, Part 3. Have the students cover the reading text. Now have the students look at questions 1-4. Tell the students that they are going to scan the text for the answers to these questions. They are not to read each word, but just look for the answers to these questions. Give the students 3 minutes to scan for the information. Then check their answers as a class. Do the same with questions 5-8. Now have the class read the passage together. Pay attention to the rhythm and intonation.

　　Step 5　 Listen and chant

　　SB Page 50, Part 4*, Speech Cassette Lesson 104. Play the tape, have the students listen and repeat. Make sure students understand the meaning. Divide the class into 8 groups. Give each group a line from the chant. Have them practise it a few times. Then point to each group and have them say their line together. Now point to the groups randomly and change the order of the chant.

　　Step 6　 Ask and fill in the form

　　SB Page 50, Part 5*. Have the students interview each other. They should choose three different students other than their partner to interview. Make sure the students ask each other the questions and don't just give the form to the other students to write in the answers. Stress that this is a speaking activity!

　　Step 7　 Checkpoint 26

　　Go through Checkpoint 26 and explain any problems. Give examples of the differences between the Present Indefinite and the Present Continuous Tenses: e.g. She watches TV every evening. She is watching TV now. Drill the forms of the Present Indefinite Tense like this:

　　T: Work... They... S: They work.

　　T: She ... S: She works.

　　T: Run ... She ... S: She runs. (etc.)

　　Change one element (either verb or pronoun) each time. Drill the question forms like this:

　　T: Work ... He ... S: Does he work?

　　T: Speak French ... S: Does he speak French?

　　T: They ... S: Do they speak French?

　　See the grammar notes of the SB on the Present Indefinite Tense.

　　Step 8　 Workbook

　　SB Pages 128-130, Wb Lesson 104, Exx. 2 and 3. For Ex. 2, have the students fill in the blanks as they listen to the tape.

　　Listening Text

　　WEI LEI: Good evening, John!

　　JOHN: Oh, hi, Wei Lei!

　　WEI LEI: John, what does your father do?

　　JOHN: My dad? Oh, he works in a school near here. He's a teacher. He teaches English. What about your father?

　　WEI LEI: Oh, he's a worker. He works in a factory.

　　JOHN: A factory? What does he make?

　　WEI LEI: Oh, lots of different things. He makes machines. They are very good machines.

　　JOHN: That's good! It's not easy to make machines! What about your mother?

　　WEI LEI: She's a teacher. She teaches Chinese.

　　JOHN: That's good! Can I be one of her students?

　　WEI LEI: You must ask her. John, what about your mother? Does she work?

　　JOHN: Yes, she works at home. She makes clothes.

　　WEI LEI: That's nice. Can she make me a new shirt?

　　JOHN: Well, you must ask her!

　　The answers are: 1 teacher, English; 2 at home, clothes; 3 in a factory, machines; 4 teacher, teaches Chinese.

　　For Ex. 3, have the students work in pairs and fill in the blanks orally, while they ask each other the questions. If time allows, choose a pair to ask and answer each question for the class.

　　Ex. 7 is optional.

　　Step 9　 Test

　　Dictate the following sentences: Yang Jing is a postman. He works in a post office. He is very busy every day. He works hard. He likes his work.

　　Homework

　　Finish off the Workbook exercises.

　　Some ideas for extra practice and enrichment

　　1　 Word puzzles. Students really like to play with language. That's why word puzzles are effective for teaching language. You may make up your own puzzles or have the children work in small groups to make up their own word puzzles. Maybe they want to make up a crossword puzzle, or a word jumble, or a secret code. A word jumble is when a word is scrambled, and it needs to be unscrambled to make the correct word. For example, rhectae when unscrambled becomes teacher. Encourage the students to be creative. Below is an example of a secret code:

　　To use this secret code, first look in the box, find the number in the left-hand column and move across in the box until you come to the symbol you need. Then write down the correct letter.

　　Whatever the puzzle is, remind the students also to make an answer key!

　　2　 Riddles. Have the students work in pairs and write their own "Who am I?" riddle. The answer must be a profession, such as a factory worker, or a nurse, etc. See the following example:

　　I often wear white.

　　Every day I see many people.

　　I sometimes wear a mask.

　　People come to see me, feeling bad,

　　But they go home feeling good.

　　Who am I?

　　(A doctor.)