Ask a student What time do you usually get up? Write the answer on the Bb. Get other students to ask the student questions in the same way: What time do you usually have supper? What do you usually do on the weekends? etc. Ask the class about this student: What time does she /he usually have supper? etc. Then get the students to ask and answer in pairs. Get some pairs to report their answers.

Step 2 Fast speech

SB Page 59, Part 1, Speech Cassette Lesson 112 (Phonic Reading Work). Explain that in many languages, words in a phrase are often “glued” together. This often happens in fast speech when a word that ends with a consonant comes before a word beginning with a vowel: e.g. on a farm. Get the students to listen for the liaison in the phrases and practise saying them.

Step 3 Number and tell

Note: This exercise is designed to help the students with describing something and telling a story. This is a different use of speech than a dialogue. They should try to make their story as interesting as possible.

SB Page 59, Part 2. In pairs, have the students look at the pictures carefully and number them. Then tell the story about Mike. Have them give specific details in their story. Take the first picture for example, Mike usually wakes up at 7:15 in the morning. Today he is late. It is 8:15 now. He is putting on his shirt and pants quickly. Picture 2: Breakfast is ready. Mum calls him to breakfast and tells him to eat. Mike says he doesn't have time to eat because he is late for school. Picture 3: Mike wears his schoolbag and rides his bike very fast. He is going to school. He thinks he is late. Picture 4: Mike is now at the school gates, but he can't get in. They are closed. Today is a holiday! Students should create their own story. Have several pairs volunteer to tell their story.

Step 4 Read and answer

SB Pages 59 - 60, Part 3*, Speech Cassette Lesson 112. Before the students read the passage carefully, first have them skim for the main idea. Check their answers. (Sun Yang is usually late for school because he has to give his mother medicine.) Play the tape, students listen and repeat. In pairs, have the students answer the questions. Come together as a class, and check the answers. The answers are: 1 Yes. 2 By bike. 3 10 minutes. 4 6:30. 5 7:40. 6 He must give his mother medicine at 7:30. 7 Yes. He takes good care of his mother.

Step 5 Checkpoint 28

Go through Checkpoint 28. Reteach any points that are necessary and ask the students to tell you of any problems they have. Revise the forms of the Present Indefinite Tense and use drills where appropriate.

Step 6 Workbook

SB Pages 140 - 142, Wb Lesson 112. Exx. 1 and 4. Exx. 2, 3 and 5 can be done as homework. Ex. 6 is optional. For Ex. 1, have the students work in small groups of four and ask each other the questions and fill in the chart in their exercise book. For Ex. 4, have the students work in pairs. Choose several pairs to read the dialogue. Following is an example for telling the second half of the story for Ex. 6: John gets up very early in the morning. He gets up at 6:00. He goes to work by bike, but his bike is broken. He needs to take the bus. He runs to the bus stop, but he can't catc

h the bus. It is the last bus. He runs to the river to take a boat. There are too many people on the boat. He needs to wait. He gets to the factory, but he is late.

Step 7 Test

Dictate this short passage and get the students to use the correct word where there is a blank (________). Show the students where the blanks are by using a gesture. If you think this is too difficult, dictate the whole passage without leaving any blanks. Give a short dictation. The * mark shows where you should pause while dictating.

I usually come ________ school* ________ bike,* but today* I am coming ________ foot. * My ________ is broken. *But,* I like walking.* It's a fine day* ________ a walk! * The air is nice* ________ clean.

(Answers: to, by, on, bike, for, and)

Homework

Finish off the Workbook exercises.

Some ideas for extra practice or enrichment

1　 Use the pictures that you have brought several times to your lessons. Give a picture to each pair. They should discuss the picture in as much detail as possible. By using pictures, students can become more comfortable with just speaking. As the students are describing the pictures, make sure they don't write down the description. Some students feel they need to write what they are going to say before they say it. However, this is a bad habit, and will actually hinder their language learning. Encourage the students just to speak. As they are talking wander around the room and give help as necessary.

2　 Have the students design their own kind of transportation and name it. They should give the purpose of their vehicle. Maybe they want to design something that takes them to the moon, the sun, or just around the block. Encourage them to be as creative as possible. You may need to help them with some of the names of parts of vehicles like tyres, windshield, etc.

初中一年级下学期Lesson 112教学设