Book III, Lesson Nine

Book III, Lesson Nine

新竹縣立芎林國民中學

My Friend Like Sport But I Don't

一.準備:

1 各種球類運動的工具

例如棒球、足球、籃球、排球、、、等。
可向學校體衛室借。

1 baseball

2 football

3 basketball

2 各種球類名稱的卡片。

　

二.活動:

一．將各種球類運動的中英文名稱稍做介紹，順便介紹各種運動的規則及特徵。

二．將全班同學分成二人一組，一組拿一種球類練習問:

例:A拿著

問B:
Do you like sports?
Do you like basketball?
.......... 練習本課內容。

三．接著做交換角色扮演。

四．待練習10-20分鐘後，將各組球類收回，放在教室前面。

五．請一位同學到教室前面，再請另一位拿起一種球類，問他問句，請他回答。

六．一組練習完後，可以考其他同學，剛剛同學的喜好是什麼? 然後發給小禮物。

My Friend Like Sport But I Don't

一.教學準備:

一. 一張CHICAGO BULLS 的海報

二. 平日收集的相關剪報等

　

二.活動過程

一．先問同學如何做休閒活動，再把主題帶到全美體壇年度盛事-NBA 籃賽，及最有名的籃球SUPERSTAR-MICHAEL JORDAN, 接著和同學分享個人收集。

二. 藉著圖片介紹本課句型: I like sports.

Do you like sports?

I like basketball.

Do you like basketball?

I watch basketball twice a week?

How often do you watch basketball games?

This is Michael Jordan.

I am a Michael Jordan fan.

Do you like Michael Jordan?

三. 請同學找三五好友，選一種共同喜好的運動，然後分工收集資料, 於下一堂課分享。

四. 第二堂課時，請各組同學上台介紹收集所得，其它同學則以不用筆的方式記下各組同學的喜好，待會再來個記憶大考驗。

例: Who likes basketball?

Who likes baseball?

Who is a Michael Jordan fan?

............

五．給予表現好的同學適當鼓勵。

大家來排列組合

教學情境問題情描述

一. 來源：遊戲之一

二. 內容：藉由同學排列組合的遊戲，練習頻率副詞的位置，使枯燥的句型趣味化。

三. 教學問題:

頻率副詞的位置，常是一般國中生心中的痛，副詞本身已夠抽象，其位置又因詳答句與簡答句有所不同，老師上課如果照本宣科，勢必乏味，不如讓同學們以遊戲的方式，做排列組合的句型練習，必定能激發孩子們的組合能力，提高學習興趣。

四.教學技巧演示過程:

1. 教師在黑板上貼了許多寫上英文字的紅白卡片,其中紅卡片寫上頻率副詞, 然後選出程度較好的幾位同學做示範演出。

2. 教師把句子逐字唸出,邊念邊叫演示組的同學上台拿卡片,按順序排成一行, 然後由演示學生每人唸出自己卡片上的字,把句子串出(唸到頻率副詞的學生則高舉雙手,左右搖晃,加強印象)全班同學再跟著唸兩遍。

3. 演示組同學表演完後,教師可鼓勵其他同學,上台參與活動。

4. 教師放錄音帶,每聽完一句即停下,徵求同學上台把聽到的句子排出來, 並要求全班同學大聲念出,隨後問同學們句子是否正確,如果有誤,再做修正。

5.先由整組同學做練習,再由個人做練習,至熟練為止。

How often do you do it?

教學情境問題描述:

一.來源:

To help students get familiar with the expressions of frequency.

二.內容:

Present simple, interrogative + ' do ' ( auxiliary ) in questions, expressions of frequency

教學問題:

Students can learn more and understand better through asking each other some questions about what they will do in the daily life.

教學技巧演示過程:

1. Put the following lists on the board:

See---closest friend, a movie on video , a film in a movie theater,

grandparents

Wash---hair, speedy shoes, bed sheets, uniforms

Write to your friends

Have an English test

Go to church

Go swimming

2. Start asking the class questions like:

How often do you go swimming?

How often do you see your grandparents?

Encourage precise answers like:

Every day
Every other day
Every second day
Once a week
Twice a week, etc..

3. Pair the students. Tell the students to find out how often their partner does the things in the lists on the board. Go round and supply extra frequency words or phrases that are needed. Tell the students to take note of their partner's answers.

4.Call the students back together and ask them to guess how often a certain person does a certain thing. You simply say the name of the student and point to an item on the board. The group has to guess how frequently the person named does the thing pointed at. The person's partner then confirms or denies and corrects it.

How often ?

教學情境問題描述:

一.來源:

To help students get familiar with the expressions of frequency.

二.內容:

Adverbs of frequency + present simple

教學問題:

Students can learn more and understand better by using the expressions of frequency to talk about something they will do in daily life.

教學技巧演示過程:

1. Divide your class into 7 groups. Have the students put their names on slips of paper which they fold over. One person in each group collects the slips and shuffles them. Each person in the group takes a slip, be sure no-one takes their own slips. If they do, get them to exchange it for another slip.

2. Write on the board:

I always---

I ---

I never ---

Elicit from the students the adverbs and adverbial phrases of frequency between always and never. The list might include usually/ often / sometimes/ seldom etc.

3. Now tell the students they are to become the person whose name they have. Make sure that the idea of identity exchange is clear by asking students:

You used to be called Juan, who are you now? In their new identity they are to write one first-person sentence for each adverb of frequency which is up on the board. In doing this, they will be describing habits they know or suppose the other person to have. As they write, go round behind helping them.

4. Within the groups, ask student A to say who they were writing as. Ask them to read the sentence one by one. Student B, the person written about, has a right of reply after each sentence. If B agrees then the reply is simply yes; if B disagrees then they correct student A the structure:

A ( speaking as B ) : 'I always go to see my grandparents on the weekend'

B ( objecting ) : 'No, I never go to see my grandparents on the weekend.'

5. Have each of the students in the sub-groups read out their projections and get them corrected by their 'victim'. The work in the sub-groups is to go on simultaneously.

My Hobbies

一.相關主題:

like 與 don't like 的區別

I like swimming.

I don't like swimming.

can 與 can't 的區別

What can/can't you do?

Can/Can't you swim?

Yes,I can.

No,I can't.

I can swim.

I cannot/can't swim.

good at 與 not good at 的區別

I'm good at swimming.

I'm not good at swimming.

常見嗜好活動(參見附錄)

二.材料: 　; 將MY/04 影印給每位學生; 厚卡紙; 膠水; 剪刀

三.活動步驟

1. 每人將MY/04貼在厚卡紙上,然後一一剪下。

2. 每人將做好的圖卡正面朝下疊成一疊。

3. 全班輪流翻自己的圖卡並用"I like ~."句型造句:

T:	(翻到圖卡swim) I like swimming.
John :	(翻到圖卡 sing) I don't like swimming.I like singing.
Mary :	(翻到圖卡 sing) I like singing too. (說完後拿走John與自己的圖卡 sing)

4. 最後,拿到最多組相同圖卡的學生獲勝。

四.教學情境對話

1.T :	Let's glue the thick paper on the back... All right.Now cut the pictures... Are you finished?
2.T :	Put your cards upside down in a pile. Ready?
3.T :	Turn over one card and make a sentence. I'll start..."I like swimming."How about You,John?...
John :	(翻到圖卡sing)I don't like swimming.I ..like singing.
Mary :	(碰巧也翻到圖卡sing) I like singing,too. (Mary 拿走John的圖卡sing 與自己的圖卡sing)
4.T :	Let's count who has the most cards... OK.Amy has the most cards,so Amy is the winner.Yeah!

　

五.變化應用

1.本活動亦可用來練習下列其他句型,如:

-good at/bad at
-can/can't
-現在進行式

: I'm good at swimming.
: I can't swim.
: He's swimming.

2.參見圖一,請每位學生製作兩張圖卡:一張是笑臉(happy face), 另一張是傷心臉(sad face);每人將自己喜歡的活動圖卡藏在笑臉圖下方,將自己不喜歡的活動圖卡藏在傷心臉圖卡下方;然後兩人一組,互相猜猜夥伴喜歡和不喜歡的興趣。

附件:圖卡

My School Day 我的學校生活

一.相關主題

　

描述生活作息,如:

What time do you have breakfast?; I have breakfast at seven o'clock.

用現在簡單式描述生活作息:

　

wake up
get dressed
have my breakfast
brush my teeth
go to school
eat lunch
return from school
do my homework
watch TV
go to bed

(醒來)
(穿好衣服)
(吃早餐)
(刷牙)
(上學)
(吃午餐)
(放學回家)
(做功課)
(看電視)
(睡覺)

頻率副詞如: always/sometimes/never

二.材料

將MY/15影印給每位學生

三.活動步驟

　

1.將MY/15(學校生活作息圖)影印給每位學生,請每人在各時鐘上畫出自己的時間。

2.兩人一組,用完成的MY/15做問答練習,如:

A:What time do you have breakfast.

B:I have breakfast at 7:30.

3.請每位學生將ALWAYS,SOMETIMES,NEVER三個字寫在白紙上,再根據自己完成的學校生活作息圖,將各類活動歸類在相關字的右邊,如:

ALWAYS	go to school at 8:45 go to bed at 10:00 ....
SOMETIMES	watch TV at 8:00 wake up at 5:00 ....
NEVER	eat lunch at 2:00 brush my teeth at 5:00 ....

4. 兩人一組,用問問題的方式(如:Do you sometimes go to bed at 7 o'clock?...) 找出四種對方的作息時間,以較少個問題問出四種答案的學生獲勝。

四.教學情境對話

1T :	This is your school day.Draw your own timing....
2T :	Work in pairs.Then ask your partner about his timing.... S1 : What time do you have breakfast? S2 : I have breakfast at 7:30. ....
3T :	Take out a piece of paper.... Write the three words on your paper.... List your activities under the three words,for example, look,I always go to school at 8:45. So I write "go to school at 8:45" under the word ALWAYS.And I sometimes watch TV at 8:00,so I write "watch TV at 8:00" under the word SOMETIMES....
4T :	Work in pairs Ask your partners.Find out four activity timing of your friends....

五.後續活動

　

學生可參照MY/15的圖,製作'My Holidays'的作息表,然後讓其他同學來填寫假日作息時間。

附件:圖卡

My Hobbies 我的嗜好

一.相關主題

　

like 與 don't like 的區別

I like swimming.

I don't like swimming.

can 與 can't 的區別

What can/can't you do?

Can/Can't you swim?

Yes, I can.

No, I can't.

I can swim.

I cannot/can't swim.

good at 與 not good at 的區別

I'm good at swimming.

I'm not good at swimming.

常見嗜好活動(參見附錄)

二.材料

將MY/04 影印給每位學生

厚卡紙

膠水

剪刀

三.活動步驟

1.每人將MY/04貼在厚卡紙上,然後一一剪下。

2.每人將做好的圖卡正面朝下疊成一疊。

3.全班輪流翻自己的圖卡並用"I like ~."句型造句:

T :	(翻到圖卡swim) I like swimming.
John :	(翻到圖卡 sing) I don't like swimming. I like singing.
Mary :	(翻到圖卡 sing) I like singing too. (說完後拿走John與自己的圖卡 sing)

4. 最後,拿到最多組相同圖卡的學生獲勝。

四.教學情境對話

1 T :	Let's glue the thick paper on the back... All right. Now cut the pictures... Are you finished?
2.T :	Put your cards upside down in a pile. Ready?
3 T :	Turn over one card and make a sentence. I'll start..."I like swimming. "How about You, John?...
John :	(翻到圖卡sing)I don't like swimming. I ..like singing.
Mary :	(碰巧也翻到圖卡sing) I like singing, too. (Mary 拿走John的圖卡sing 與自己的圖卡sing)
4 T :	Let's count who has the most cards... OK. Amy has the most cards, so Amy is the winner. Yeah!

五.變化應用

1.本活動亦可用來練習下列其他句型,如:

-good at/bad at
-can/can't
-現在進行式

: I'm good at swimming.
: I can't swim.
: He's swimming.

2.參見圖一,請每位學生製作兩張圖卡:一張是笑臉(happy face),另一張是傷心臉(sad face);每人將自己喜歡的活動圖卡藏在笑臉圖下方,將自己不喜歡的活動圖卡藏在傷心臉圖卡下方;然後兩人一組,互相猜猜夥伴喜歡和不喜歡的興趣。

附件:圖卡