Kids互動英語 No. 6
Go for A Physical Check-Up
(參考教案-以英文學齡三~四年以上學生為例)
Suggested Teaching Procedure:
| Stage | Content | Page | Time |
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|
10 mins | |
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pp.10-12 | 15 mins |
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pp.13-14 | 10 mins |
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pp.15-18 | 20 mins |
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pp.19-22 | 20 mins |
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5 mins | |
| Total: 90 mins (include 10 mins break) | |||
- Warm up-introduction + Video (10 mins)
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Steps:
A. Ask students some warm up questions. For example,
- Are you afraid of doing a physical check-up?
- When was the last time you did a physical check-up?
- How often do you do a physical check-up?
- Why do we need to do a physical check-up?
B. Play the video then discuss some questions from the video.
2. Vocabulary (15 mins)Steps:
A. The teacher uses Live Pen or scans the QR code of audios from page 10 to 12.B. Read over all the words from page 10 to 12 with students.
C. Talk about the meanings of each word by using the pictures from the book or the Internet.
D. Game (Pictionary)-The teacher picks a word from page 10 to 12 first. Divide the class into two teams. Then, pick a student from each team. The student needs to draw the word that the teacher picks on the whiteboard for the class. Each team takes turn and guesses the word by looking at the picture the student draws. The team which guesses the word first and correct can get one point.
3. Read (10 mins)
Steps:
A. Ask some leading questions from the story. For example,- How many students can you see in the picture?
- What are they probably doing?
- Are they comparing something?
- Can you find some differences between these students
C. Guide and read the reading part sentence by sentence by Live Pen and ask students to repeat.
D. The teacher can ask some questions from the reading.
E. Ask students to pair up and practice the conversation with each other.
4. Grammar Lesson I (20 mins)
Steps:
A. The teacher chooses and writes some simple adjective words on the whiteboard for students. Then explain what an adjective is.B. Let the class brainstorm some adjective words they have learned. Students could write those adjective words down on the whiteboard.
C. Next, the teacher can explain comparatives of adjectives by drawing some simple pictures for students. (For example, draw a ball first then draw another bigger ball next to the first one. Then let students see the differences between the two balls.)
D. Teach over the rules of comparatives of adjectives and words at page 15. Then read the sentences at page 16 with students together.
E. Guide and go over each part of practices at page 17 and 18.
F. Give students some time to do the practices by themselves.
G. Check the answers of practices with students together.
5. Gramar Lesson II (20 mins)
Steps:
A. Play the video of superlatives for students first. (The teacher can stop the video around 4:40.)B. Ask some questions after watching the video. For example,
- What color of balloons is the largest?
- Which robot is the nearest to the pizza?
- Which robot is the angriest?
D. Guide and go over each part of practices at page 21 and 22.
E. Give students some time to do the practices by themselves.
F. Check the answers of practices with students together.
G. Game (Say it aloud) (optional)-The teacher reads through some difficult words of part A at page 21. Divide the class into two teams.Call two students from each team by numbers of theirs. The teacher can call the words randomly then students need to say the adjective, the comparative and the superlative aloud. For example, if the teacher calls the number" one”, two students need to say “large, larger, largest. ”The student who can say the adjective, the comparative and the superlative first can get one point.
6. Wrap up- Ask some wrap-up questions (5 mins)
Steps:
A. Ask some wrap up questions. For example,- Who is older than you in your family?
- Who is taller than you in the class?
- Who is the nicest student in the class?
- Who is the most interesting student in the class?
- What is your best subject at school?
C. Game (Guess who) (optional) - Prepare some papers and markers ahead for the class. Each student gets one piece of paper. Ask students to draw three people (include the student himself /herself) on the paper. Encourage students to draw some differences between three people; for example, somebody is taller, somebody is shorter and somebody is thinner. Let students show their drawings and make some comparative or superlative sentences when they share their drawings. The class can guess the other people in students’ drawings.
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