Lesson 84 教學設計示例（精選13篇）
Lesson 84 教學設計示例 篇1
一、教學目標
1.知識目標
（1）掌握新詞匯：usually, right now, sometimes, take off, after school.
（2）掌握現在進行時的用法。
2.能力目標
能夠用現在進行時描述現在進行的動作。
二、教學過程
Step 1 Revision
1 Revise the dialogue in Lesson 105.
2 Call out some students to do questions and answers as required in SB Lesson 105, Part 2.
Step 2 Presentation
Teach weekend (=Saturday and Sunday) and usually. Draw two columns on the Bb. Label one On weekdays and the other On weekends. Answer questions from the class: e.g. On weekdays, what time / when do you usually get up? Make a note of the answers on the Bb:
On Weekdays On Weekends
get up? 7:00 7:30
have breakfast? 7:15 7:45
have lunch? 12:15 12:00
have ,supper? 6:30 6:00
watch TV? 7:00 6:30
go to bed ? 9:30 10: 00
Ask randomly On weekends, what time / when do you usually have lunch? etc.
Step 3 Practice
Get the students to ask and answer in pairs, in order to make a table like the one on the Bb.
Step 4 Ask and answer
SB Page 52, Part 1, Speech Cassette Lesson 106. Books closed! Listen and repeat. Then open the books and ask and answer the questions. Do the first two as examples. Then get the students to work in pairs.
Step 5 Answer
SB Page 52, Part 2. In pairs, have students ask and answer the questions concerning the times given. Also encourage the students to ask more questions. Then have several students tell about their partner's schedule. Again, make sure the students are talking to each other, and not just writing down the information.
Step 6 Workbook
SB Page 132, Wb Lesson 106. E. 1 and 3 must be done in class. Ex. 2 should also be done orally in class. After students form the correct sentences, they should translate them into Chinese so that they may find out the different word order in Chinese and English.
Homework
Act out the dialogue in Ex. 3 of Wb Lesson 106. Write down the sentences in Ex. 2.
Lesson 84 教學設計示例 篇2
一、教學目標
1.知識目標
掌握過去進行時的用法。
2.能力目標
能夠用自己的話復述課文里的小故事（盡量用到過去進行時）。
3.情感目標
教育學生不要打擾別人休息，鄰里之間要友好相處。
二、教具
同上課。
三、課堂教學設計
1.復習 教師參照練習冊習題1，與學生進行問答練習。可通過如下方法，培養學生口頭復述課文的能力：
對一組學生逐個提問，這組學生每次回答一個問題；從另外一組中找出一位同學，依次將每個同學及他前面同學的答案像滾雪球似的復述下來。例如：
T： Where did the man live？
S1：The man lived in a tall building in the city of Moscow.
S0：The man lived in a tall building in the city of Moscow.
T：Why did he like to live there?
S2：Because it was usually very quiet and he could see the park from his window.
S0：The man lived in a tall building in the city of Moscow. He liked living there because it was usually very quiet and he could see the park from his window.
T： What did the man upstairs always do when he came home every night?
S3：The man upstairs always took off his shoes and threw them on the floor.
S0：The man lived in a tall building in the city of Moscow. He liked living there because it was usually very quiet and he could see the park from his window. The man upstairs always took off his shoes and threw them on the floor.
扮演S0的角色，一次可以是一個人；可以是一個組；也可以是班上其他學生。剛開始練習時，問題不宜一次提得過多，三至五個即可，逐步過渡。此外，較難回答的問題要注意修改，通常不使用一般疑問句（除非學生掌握更靈活的方法 注）。
2.聽課文錄音，學生跟讀一遍。
3.教師解釋難句（見難點講解）。
4.打開練習冊，做習題2。當堂核對答案，并要求學生按此準備課文復述。
5.布置作業
1）練習朗讀本課文，準備復述；2）書面完成練習冊其他習題。
四、難點講解
1.the man upstairs 樓上的人
the man downstairs樓下的人
upstairs和downstairs都是副詞，用來修飾前面的名詞the man。當副詞用作定語修飾名詞時，一般要放在被修飾的名詞之后。例如： On his journey home, he made a lot of friends. 在回家的旅途中，他交了很多朋友。（句中home是副詞）
Look at the photo above. 請看上面的照片。（句中 above是副詞）
2.He liked living there. 他喜歡住在那里。
作為動詞，like后既可接動詞不定式也可接動名詞，但在意義上有細微差異。like to do 表示的是具體的動作，往往有特定的場合；而 like doing是抽象意義，表示習慣性動作。例如：
I like walking in the evening. 我愛在傍晚散步。
I like to walk in the evening. 我喜歡傍晚去散步。
I like playing basketball. 我喜歡打籃球。
I like to play basketball. 我現在想去打籃球。
3.He found it very difficult to get to sleep and he was very unhappy. 他發現難以入睡，很不高興。
句中的it是形式上的賓語，而真正的賓語是動詞不定式短語to get to sleep. it作形式賓語時，句子結構往往是：主語+ 謂語+ it+ 賓語補足語+ 真正賓語。除動詞不定式以外，that 引導的從句也常作真正賓語。這時，句中謂語動詞往往是find, think, make, believe等。例如：
Do you think it right to play tricks on others? 你覺得開別人的玩笑好嗎？
He thought it best to say nothing. 他覺得最好是什么也不說。
I make it a rule that I should spend at least two hours learning English every day. 每天至少花兩小時學英語是我的規律。
get to sleep是“入睡”的意思。動詞 get有“漸漸”的含義。例如：
We got to know each other later. 后來我們逐漸相互了解了。
When winter comes, the nights are getting longer and the days are getting shorter. 冬天來臨，夜晚變長，白天變短。
4. With a smile the man from downstairs said, “I'm sorry to trouble you, comrade.” 樓下的人微笑著說：“對不起，同志，打擾一下。”
句中 with a smile是介詞短語，在句子里用作狀語，表明樓下的人說話時的伴隨狀態。介詞短語用作狀語的情況很多，再如：
Thank you for teaching us so well. 謝謝您把我們教得這樣好。
Classes begin at eight. 八點開始上課。
5.He was just falling asleep when there was a loud knock at the door. 他剛睡著，就有人大聲敲門。
fall asleep是“睡著”的意思。 asleep是形容詞，接在連系動詞 fall之后。句中 when等于 and then，意思是：那時。再如： He was walking in the park when he saw a watch on the ground. 他正在公園里行走，看見地上有一塊手表。
Lesson 84 教學設計示例 篇3
一、教學目標
1.知識目標
（1）掌握字母組合th，sh，wh的發音。
（2）繼續學習一般現在時。
2.能力目標
（1）準確讀出包括字母組合th，sh，wh的單詞。
（2）熟練運用一般現在時。
二、教學過程
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, E. 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.)
Lesson 84 教學設計示例 篇4
一、教學目標
1.知識目標
（1）掌握詞匯：get to, exercise, shopping, garden, over, do some reading
（2）繼續學習一般現在時。
2.能力目標
能夠用一般現在時描述自己某一天的生活、學習情況。
3.情感目標
教育學生要早起早睡，上學不遲到，不早退。
二、教學過程
Step 1 Revision
1 Revise What time do you usually have breakfast / lunch / supper? What do you often / sometimes do on Sunday? and other questions from the previous lesson. Add questions using the new words get ready for bed, wash, etc.
2 Revise Ex. 1 in the Wb Lesson 106.
Step 2 Presentation
1 Say Stand up, please. Let's do morning exercises. Do a few jumping jacks (跳躍). Have the students also do jumping jacks and count in English for everyone they do, 1, 2, 3, etc. Say OK, what are we doing? Morning exercises! Have students repeat, Morning exercises. Ask again, What are we doing? Students answer, Morning exercises! Have the students sit down. Write morning exercises on the Bb and have the students write this phrase in their notebooks.
2 Repeat Lesson 106, Step 5, but have the students work with a different partner. Ask several different students from the last lesson to share with the class their partner's schedule. Make sure they are using she/he properly.
Step 3 Look, ask and answer
SB Page 53, Part 1. Teach go swimming / shopping / boating/skating, do the cleaning/cooking/washing, etc. In pairs have the students ask and answer the questions about Mrs Morison.
Step 4 Read
1 SB Page 53, Part 2. Before reading, have the students cover the text and just talk about the title. Ask What do you think this reading is about? Write down the answers on the Bb.
2 Students read through the passage silently. They may not use their dictionaries! See if the students understand the meaning of garden and over. If they did not, explain these words to them, but first let the students guess. Teach get to school and get home.
3 Speech Cassette Lesson 107. Play the tape and let the students listen and repeat. Pay attention to the pronunciation and intonation.
4 Choose three students to read the passage aloud. Each student should read one paragraph.
Step 5 Look and answer
SB Page 53, Part 3. Assign this as Homework. Students should write down their answers in their exercise books.
Do Ex. 2 of Wb Lesson 107.
Step 6 Write a short passage about your day
SB Page 53, Part 4*. Have the students write a short paragraph about their day, using “Jim's Day” as a model. Then have the students switch their papers with their partner. Have each student read and correct their partner's paper. Tell the students that it often takes a writer 3 or more times to rewrite something to make it perfect. Good writers usually have other people read their writing to help them make it good. This will lower the students' anxiety about having their partner read what they wrote. Have the students hand in their work. Choose some of the best to put on the wall of the classroom.
Step 7 Workbook
SB Page 133, Wb Lesson 107. E. 1 and 3 should be done orally in class. Then write down the answers. If possible, get the students to think up more pairs of opposites for Ex. 1 and more sentences for Ex. 3.
Homework
Finish off the Workbook exercises.
Revise the reading passage in SB Lesson 107.
Prepare a talk on “My Day”.
Lesson 84 教學設計示例 篇5
一、教學目標
1.知識目標
進一步學習和職業、工作相關的知識。
2.能力目標
熟練運用下列句型：
What do you do? Where do you work? Are you a ___? Is he/she a ___?
3.情感目標
教育學生職業無高低貴賤之分，只有分工不同。
二、教學過程
Step 1 Revision
1 Revise the numbers 101- 200.
2 Revise What do you do? Where do you work? etc.
3 Revise SB Page 46, Part 1. Say Answer my questions about Hu Yulan. What does she do? Where does she work? etc.
4 Collect a list of questions about personal information on the Bb. Get the students to suggest questions beginning with What … ? What time do you … ? Where … ? How old …? How many… ? etc. ( You could ask a student with good handwriting to write the questions on the Bb.)
Step 2 Presentation
Tell the students to guess the job that you do. Say What do I do? Get them to ask Are you a farmer? etc. Perform a short action that shows the job you do (but don't make the action too easy to guess!) When the students guess the answer, they must ask you more questions, such as, What's your name? Where's your home? (My home is at… / near here.) Where do you work? Do you like your work? etc. Make up some answers. Play the game again with another job. Translate on a farm near here and compare the word order of English and Chinese.
Step 3 Ask and answer
SB Page 47, Part I, Speech Cassette Lesson 102. Play the tape. Students listen and repeat; then practise the dialogue in pairs. Then get the students to make up their own dialogues, using the extra questions such as What time do you go to work in the morning? How many days do you work in a week? How do you like your work? etc. written on the Bb. Encourage the students to think up as many questions using all the English they have learned so far. Have some students act out their dialogues in front of the class, without books!
Step 4 Listen and answer
SB Page 47, Part 2, Listening Cassette Lesson 102. Let the students read the sentences to be completed in Wb Lesson 102, Ex. 2 before playing the tape.
Listening Text
Betty Hill is an American girl. She is from New York. She is twelve years old. Her mother is teaching English in a school. Her father is working in a big factory. They live in Shanghai Hotel. Betty studies in No. 9 Middle School. Every morning she goes to school at 7:30 and comes back home at 4:30 in the afternoon. On Saturdays and Sundays she often goes out with her parents.
Do Ex. 2 in the Wb. A sample dialogue follows:
A: Is Betty Hill English or American?
B: She's American.
A: She's from New York, right?
B: Right.
A: How old is she?
B: I think she is 12 years old.
A: Where does she live? Does she live with a Chinese family?
B: No, she is living in Shanghai Hotel, in Shanghai.'
A: What do her parents do?
B: Her father works in a factory. Her mother is an English teacher.
A: In which school does Betty study?
B: She studies in No. 9 Middle School.
A: What time does she go to school in the morning?
B: 7:30.
A: What time does she come back home?
B: 4:30.
A: What does she do on Saturdays and Sundays?
B: Betty goes out with her parents.
Step 5 Play the games
1 SB Page 47, Part 3*. Read through the dialogue. You may need to teach your turn and use if the students don't get the meaning from the context. Get some students to play the game in front of the class. When the class guesses the answer they must ask some questions,. as in Step 2. Then play the game in groups of four.
2 In the same groups, students make cards with the pictures in Section 2. Also have them make cards with pictures of the people who use these things. Now, have the students turn the cards face down and play a matching / memory game. One student picks a card, and then tries to find the matching card e.g. businessman / briefcase, schoolbag / student, etc. If the student matches correctly he / she gets another turn. If he / she doesn't match correctly, it is the next person's turn. The student with the most matches wins.
Step 6 Workbook
SB Page 126, Wb Lesson 102. Do Ex. 1 orally in class. Write down the answers in the exercise book. Ex. 2, Listening Cassette Lesson 102. With books closed, have the students listen to the story about Betty Hill. Then have them complete the dialogue.
Homework
Write a paragraph about Betty Hill in the exercise book.
Lesson 84 教學設計示例 篇6
一、教學目標
1.知識目標
（1）掌握表示職業的名詞：
driver, farmer, soldier, businessman, doctor, worker, student, shop assistant, nurse, postman
（2）掌握句型：
He/She is ___. He/She works ___.
2.能力目標
能夠用所學知識介紹某人所從事的職業（尤其要注意第三人稱單數）。
3.情感目標
教育學生職業無高低貴賤之分，只有分工不同。
二、教學過程
Step 1 Revision
1 Review numbers 1-100. Teach numbers 101- 200. Tell the students to say one hundred and one for 101, one hundred and twenty-two for 122, etc.
2 Revise personal details: What's your name? Where are you from? / Where do you come from? How old are you? What do you like to do? What's your address? etc.
3 Get the students to ask each other in pairs and then to make a short report about their partners.
Step 2 Presentation
1 Use pictures or gestures to teach driver. Get one student to hold the picture or make the gestures. Ask What do you do? Help the student to answer I'm a driver. Ask the students What does he / she do? Help them to say She /He's a driver. Call out more students to hold the pictures or make the gestures for farmer, student, soldier, worker, businessman, doctor, shop assistant, nurse and postman. Ask randomly What do you do? What does she /he do?
2 Teach the questions. Get students to ask in your place.
3 Tell the students to stop holding the pictures or making the gestures. Get the class to test each other's memory in pairs by asking and answering What does … do?
Step 3 Practice
SB Page 46, Part 1, Speech Cassette Lesson 101. Books closed! Ask about each person in the pictures: e.g. What does Hu Yulan do? Play the tape. Check the answers. Play the tape again. Students listen and repeat. Books open! Say Turn to Lesson one hundred and one, page 46. Students match the words and pictures in pairs. Check answers as a class.
Step 4 Look and say
SB Page 46, Part 2. Look at the pictures and help the students make up sentences like Mr Chen is a farmer. He works on a farm. For the other pictures, students may say Miss Hu is a driver. She works for a bus company, etc.
Step 5 Ask and answer
SB Page 46, Part 3. Read through the options. Point out the difference between on a farm and in a factory, etc. Play the tape and have students listen and repeat. Now have students ask and answer questions in pairs.
Step 6 Practice
Ask 10 students to represent the 10 people in SB Page 46, Part 1. Get them to say My name is Hu Yulan. I am a driver. I drive a car. I work in a factory, etc. Ask the class What's his / her name? What does she / he do? Where does she / he work? etc.
Step 7 Workbook
SB Page 125, Wb Lesson 101, E. 1-3. Get the students to pick out the verbs ending in y from Ex. 1. Tell them how to change them into the 3rd person singular form. Remind them that fly, carry and study all end in “consonant +y”. Then ask the students to pick out the verbs ending in /s, z, CM/. They should add es to watch, catch and pass. Use E. 2 and 3 for consolidation of what has been taught in this lesson.
Homework
Do Ex. 1 in the exercise book.
Revise the new words and sentence patterns in Lesson 101.
Lesson 84 教學設計示例 篇7
一、教學目標
1.知識目標
（1）掌握句型：What does your brother/sister/aunt/father/mother/grandma/grandpa do? Where dose she/he work/study?
（2）復習和職業相關的知識。
2.能力目標
能夠用所學知識介紹你的同學、朋友或家人。
3.情感目標
教育學生職業無貴賤之分，只有分工不同。
二、教學過程
Step 1 Revision
1 Revise verb forms.
2 Revise What does Hu Yulan do? Where does Chen Fang work? etc.
3 Check Homework: Say something about Betty Hill.
Step 2 Presentation
Tell the students they are going to invent some families:
1 Draw a family tree on the Bb:
Liang Hong's Family
Father
Mother
Uncle
Aunt
Liang Hong
42
40
38
37
11
a driver
a farmer
a teacher
a worker
a student
in a
on a
in a
in a food
in No. 3
factory
farm
School
factory
Middle School
2 Ask, e.g. What does Liang Hong's father do? Where does he work? Get the students to answer the questions. Write the answers on the Bb.
3 Practise the questions What does she / he do? Where does she / he work? Get the students to work in pairs and talk about Liang Hong's family.
Step 3 Practice
1 Get the students to make up a family tree for Liang Hong's friend, Zhang Meng.
2 Work in pairs. Each student asks about the other's family tree: e.g. What does Zhang Meng's uncle do? etc.
Step 4 Ask and answer
SB Page 48, Part 1. Read through the table. Practise I don't have a (sister). Ask some students about their families. Then get the students to work in pairs.
Step 5 Read and say
SB Page 48, Part 2, Speech Cassette Lesson 103. Books closed! Ask two or three questions such as, Does Mr Baker speak Chinese? Does he like working in China? Play the tape as many times as necessary. Then get the students to listen and repeat. Teach Good evening! and friendly.
Do E. 1 and 2 of the Wb Lesson 103.
Step 6 Workbook
SB Page 127, Wb Lesson 103. Ex. 4 is a game. To help your students, you may suggest verb phrases like play basketball, watch TV, etc. When they finish a story, they may start another story. See which team gives more correct sentences.
Homework
Revise the new language in this unit.
Go over the content in Checkpoint 26.
Lesson 84 教學設計示例 篇8
Period: The Second Period
Properties: Tape-recorder, Overhead projector
Teaching Aims:
1. Knowledge aim:
Students can understand the story.
2. Ability aims:
(1) Students can point out the adverbial clauses of condition.
(2) Students can retell the story in their own words.
3. Emotion aim:
Wait in line for the bus/tickets etc.
Language Focus: Some new words and phrases: sick, patient, wait in line, laugh at, at the head of
Teaching Procedures:
a) Organizing the class
1. Ask the students to get ready for class.
2. Select some good sentences from the students’ homework and share them together.
3. A duty report.
b) Revision
T: dictate Exercise Three in Lesson 65.
c) Leading-in
T: Ask the students to do Exercise One.
Let them talk about the following three questions.
1. When you are at a bus stop, do you wait in line for the bus?
2. How do you feel if someone doesn’t wait for his/her turn to do things?
3. Do you think it necessary for us to learn to wait?
d) Presentation
T: Look at the picture in the students’ book.
This is a doctor’s waiting for the doctor to hospital.
The people are waiting for the doctor to come.
Some people are sitting on the long chair, one person is standing on the left, on the right there are two persons, they are a doctor and a patient, they are talking, the doctor is showing the way to the door.
T: Look at the title “The Queue Jumper”, try to discuss the title in class.
e) Teaching reading
1. Listening: Ask the students to listen to the tape three times with their books closed.
2. Reading: Let the students read the text with the help of the tape, then read it by themselves.
3. Language points:
(1) sick 僅用于表語be sick/feel sick
I felt very sick after running at the sports meeting yesterday.
(2) patient ＝person who has received, is receiving, or is on a doctor’s list for medical treatment.
There are a lot of patients outside the doctor’s.
(3) wait in line ＝wait for one’s turn and stand in line
When you are at a station, you should wait in line.
(4) laugh at ＝make fun of
It’s unkind to laugh at a person who is in trouble.
(5) at the head of/at the end of
There is a beautiful lady at the head of the row.
4. Reading again: Try to understand the whole story.
5. Retelling: Ask the students to retell it in their own words.
f) Practise
1. Select one student to read the text fluently.
2. Choose two or three students to tell their understanding about the text.
3. Ask the students to work in groups of three and act out the passage.
g) Homework
1. Read the passage and listen to the tape.
2. Make sentences with the useful words and phrases.
3. Rewrite the passage.
4. Do exercises on page 74.
h) Summary
1. He ___ lunch at school last year.
A. didn’t have B. doesn’t have C. hasn’t D. hadn’t
2. The bus is coming! Let’s ___ the bus.
A. get down B. get on C. get off D. get to
3. You are ___ again. Please, come ___ next time.
A. later earlier B. late early C. late earlier D. later early
4. Alice enjoys playing ___ piano.
A. a B. the C. / D. one
Keys: 1. A 2. B 3. C 4. B
Lesson 84 教學設計示例 篇9
一、教學目標
1.知識目標
復習 can的用法。
2.能力目標
能夠熟練運用以下句型：
Do you want a go? Don't throw it like that! Throw it like this!
3.情感目標
培養學生熱愛體育運動，積極鍛煉身體的良好習慣。
二、教學過程
Step 1 Revision
1 Revise What's your favourite sport? and My favourite sport is….
2 Revise sports words, using pictures: basketball, ping-pong, etc.
3 Check homework.
Step 2 Presentation
1 Teach yo-yo, ride a bike, fly a kite, run, swim, jump, sing, skate, play cards and play volleyball by using pictures and gestures.
2 Play “Polly says” using verbs the students know.
3 Play the Don't Game: tell the students Pick up your pen. Don't use your hands! See who can do it!
Step 3 Read and say
SB Page 17, Part 1, Speech Cassette Lesson 78. Ask What is it? Play the tape. Students listen and repeat. Explain Do you want a go? in Chinese. Teach throw. When teaching like that and like this, remind the students of Hello, Mimi! You look like Lucy's hat. from Lesson 35.
Step 4 Presentation
1 Ask for a student to volunteer to help you model this part of the lesson. Say (student's name), can you throw a yo-yo like this? If you can actually play with a yo-yo, give a demonstration now. If you can't, just pretend. Help the student to answer Yes, I can. It's easy! Say Thank you for your help. Please sit down. Get the class to repeat the dialogue.
2 Ask for another student to volunteer to help. Say (student's name), can you throw a yo-yo like this? Do the same as in step 1 of this presentation. Now help the students to answer No, I can't. It's too hard! Say Thank you for your help. Please sit down. Remind students of the meaning of too. Drill as above.
Step 5 Practice
1 SB Page 17, Part 2, Speech Cassette Lesson 78. Ask students Can you do this/that? Can you play with a yo-yo? Then substitute play football/fly a kite/jump, etc. using the pictures in this part. Teach any new words. Start an action chain:
A: Can you play football?
B: Yes, I can. It's easy! Can you ride a bike?
C: No, I can't. It's too hard! etc.
When students give correct answers, say Yes, that's right or Good/good job.
2 Play the tape. Students listen and repeat. Correct the students' pronunciation and intonation as necessary.
3 Have students ask and answer questions in pairs. Then ask and answer questions with the whole class. Encourage students to ask you questions.
Step 6 Workbook
1 SB Page 90, Wb Lesson 78, E. 1-2. While doing Ex. 1, help students think of as many verbal phrases as possible.
2 Listening Cassette Wb Lesson 78, Ex. 2. Tell the students that for each thing a person can do, put a smiley face .For each thing a person can't do, put a sad face .
Listening Text
1 John can make a cake.
2 Mike can't make a plane.
3 A: Can Li Lei skate?
B: No, he can't.
4 A: Can Lucy and Lily play chess?
B: Yes, they can.
5 A: Can Han Mei jump?
B: No, she can't.
6 A: Can Jim ride a bike?
B: Yes, he can.
The answers are: 1 Can; 2 Can't; 3 Can't; 4 Can; 5 Can't; 6 Can.
Homework
Finish off the Workbook exercises.
Lesson 84 教學設計示例 篇10
一、教學目標
1.知識目標
（1）掌握句型： 1） It's nice of you. 2） You'd better not talk. 3） As quickly as she could, Miss Zhao got a medicine box.
（2）繼續學習過去進行時態的用法。
2.能力目標
（1）能夠熟練運用過去進行時。
（2）能夠用自己的話復述課文內容。
3.情感目標
教育學生要注意交通安全。
二、教具
錄音機；教學掛圖。
三、課堂教學設計
1.復習。
教師根據練習冊習題1向學生提出問題。
2.聽課文錄音，學生跟讀一遍。解答學生提出的問題。
3.重復第14課（Ⅱ）課堂教學設計1的做法，訓練學生復述課文的能力。4.教師講解課文難句（見難點講解）。
5.指導學生做練習冊其他習題。
6.布置作業
1）在熟讀課文的基礎上準備復述課文； 2）書面完成練習冊其他習題。
四、難點講解
1.He didn't see the bag until it was too late. 他看到這口袋米時，已經太晚了。not…until…是“直到……才”的意思。例如：
I won't believe it until I see it with my own eyes.直到我親眼所見，我才相信這件事。
Li Lei didn't go to bed until he finished his homework.李磊直到做完作業 才去睡覺。
2.The children shouted to the driver, but he did not hear them.孩子們對著司機大聲喊叫，但是他沒有聽到。
shout to sb.與shout at sb.有點區別。前者側重喊某人做某事，后者則表示沖某人大喊大叫。例如：
He shouted to us to help him.他向我們大喊，叫我們去幫他。
“Don't shout at him, ” Lenin said to the young man.“He is right. We must be strict in our work.”列寧對年輕人說：“不要沖他大叫大嚷。他做得對。我們在工作中必須嚴格。”
3.hurry up和 hurry off
hurry up是“趕快”的意思。例如：
Hurry up! You'll be late!快點！你要遲到了！
I tried to hurry him up, but he wouldn't walk any faster.我盡量催促他，但他就是不愿意快走。
hurry off是“匆匆離去”的意思。例如：She truned off the light and hurried off.她關上了燈，急匆匆地走了。
4.表示“看”的幾個動詞的用法。
look，see，watch，read 這四個詞的漢譯都有“看”的意思。如果表示主動地、有意識地去“看”或強調“看”這一動作時，要用look。look是不及物動詞，后邊有賓語時，要用lookat這一短語。如果表示“看到”，表示眼睛的無意識動作或側重于看的結果時，要用及物動詞see。watch一詞也是及物動詞。它的含義是“注視”、“觀看”等。read一詞雖在漢語上也有“看”意思，但它側重于“讀”一些有文字的東西。請看下面例句：
1） He looked at his watch, but it had stopped.他看了看手表，但表停了。
2） Look! There is a rabbit there.瞧！那邊有只兔子。
3） Did you see my dog just now?你剛才看見我的狗了嗎？
4） The thief was seen to steal into the house.有人看到那個賊溜進了房子。
5） Do you often watch TV?你常看電視嗎？
6） The students are watching a football match.學生們在觀看一場足球賽。
7） Can you read?你識字嗎？
8） I was reading a newspaper when I heard my name called.我在看報紙時聽到有人叫我的名字。
5.The man lay on the road.這個人躺在馬路上。
lie作為動詞時，有幾種不同的含義。當它意為“躺；位于”時，其過去式和過去分詞分別為lay和lain。而lie還可以有“說謊”之意，此時它的過去式和過去分詞是規則的，即lied，lied。不論它的意義是“躺”，還是“說謊”，其現在分詞形式均為lying。下面就該詞的不同含義舉例說明。
1） The boy lay on his back under a big tree.那男孩躺在一棵大樹下。
2） When I came in, he was lying in bed, fast asleep. 當我進去時，他躺在床上睡得正香。
3） Japan lies to the east of China. 日本位于中國以東。
4） It's no good lying to others. 對別人撒謊沒好處。
5） She lied to me about you just now. 她剛才對我編造了你的謊話。
Lesson 84 教學設計示例 篇11
一、教學目標
1.知識目標
（1）掌握詞匯：get to, exercise, shopping, garden, over, do some reading
（2）繼續學習一般現在時。
2.能力目標
能夠用一般現在時描述自己某一天的生活、學習情況。
3.情感目標
教育學生要早起早睡，上學不遲到，不早退。
二、教學過程
Step 1 Revision
1 Revise What time do you usually have breakfast / lunch / supper? What do you often / sometimes do on Sunday? and other questions from the previous lesson. Add questions using the new words get ready for bed, wash, etc.
2 Revise Ex. 1 in the Wb Lesson 106.
Step 2 Presentation
1 Say Stand up, please. Let's do morning exercises. Do a few jumping jacks (跳躍). Have the students also do jumping jacks and count in English for everyone they do, 1, 2, 3, etc. Say OK, what are we doing? Morning exercises! Have students repeat, Morning exercises. Ask again, What are we doing? Students answer, Morning exercises! Have the students sit down. Write morning exercises on the Bb and have the students write this phrase in their notebooks.
2 Repeat Lesson 106, Step 5, but have the students work with a different partner. Ask several different students from the last lesson to share with the class their partner's schedule. Make sure they are using she/he properly.
Step 3 Look, ask and answer
SB Page 53, Part 1. Teach go swimming / shopping / boating/skating, do the cleaning/cooking/washing, etc. In pairs have the students ask and answer the questions about Mrs Morison.
Step 4 Read
1 SB Page 53, Part 2. Before reading, have the students cover the text and just talk about the title. Ask What do you think this reading is about? Write down the answers on the Bb.
2 Students read through the passage silently. They may not use their dictionaries! See if the students understand the meaning of garden and over. If they did not, explain these words to them, but first let the students guess. Teach get to school and get home.
3 Speech Cassette Lesson 107. Play the tape and let the students listen and repeat. Pay attention to the pronunciation and intonation.
4 Choose three students to read the passage aloud. Each student should read one paragraph.
Step 5 Look and answer
SB Page 53, Part 3. Assign this as Homework. Students should write down their answers in their exercise books.
Do Ex. 2 of Wb Lesson 107.
Step 6 Write a short passage about your day
SB Page 53, Part 4*. Have the students write a short paragraph about their day, using “Jim's Day” as a model. Then have the students switch their papers with their partner. Have each student read and correct their partner's paper. Tell the students that it often takes a writer 3 or more times to rewrite something to make it perfect. Good writers usually have other people read their writing to help them make it good. This will lower the students' anxiety about having their partner read what they wrote. Have the students hand in their work. Choose some of the best to put on the wall of the classroom.
Step 7 Workbook
SB Page 133, Wb Lesson 107. E. 1 and 3 should be done orally in class. Then write down the answers. If possible, get the students to think up more pairs of opposites for Ex. 1 and more sentences for Ex. 3.
Homework
Finish off the Workbook exercises.
Revise the reading passage in SB Lesson 107.
Prepare a talk on “My Day”.
Lesson 84 教學設計示例 篇12
一、教學目標
1.知識目標
（1）掌握句型： 1） You'd better go to bed earlier tonight. 2） A woman saw it happen when she was walking past. 3）I was walking in the park when I dropped my pen on the ground. 4）You look tired today.
（2）繼續學習過去進行時態的用法。
2.能力目標
（1）能夠熟練運用過去進行時表達過去某個時刻發生的事情。
（2）能夠用You'd better do sth. 造句。
二、教具
錄音機；幾件學習用具，如鋼筆、書等。
三、課堂教學設計
1.復習 值日生報告。
2.教師快速向學生提問，要求學生給予肯定或否定回答，并練習各種人稱形式。例如：
T：（對某位同學） Were you watching TV last night?
S1：Yes, I was. /No, I wasn't.
T：（面向全班） Was he/she watching TV last night?
Ss：Yes, he/she was. No, he/ she wasn't.
通過上述練習，由學生小結出過去進行時態陳述句式和疑問句式的構成。
3.打開書，學生兩人一組練習課文第1部分內容。
4.請兩位同學到前面來，低聲囑咐學生甲裝作很累的樣子，無精打采；學生乙裝作不舒服，伏在課桌上（如能課前布置效果更好）。
T：（面向學生甲） You look tired today. You'd better go to bed earlier tonight, if you can.
引導大家猜測這兩個句子的意思。
（面向學生乙） You are not feeling well today. You'd better go to see the doctor.
板書 You'd better do sth. 給學生幾分鐘時間，讓大家設計一些情景，然后提出建議。
教師扼要講解這個句型（見難點講解）。
5.教師由前面走到后面，途中掉下書或鋼筆。用英語解釋這一情景：I was walking in the classroom when I dropped my book(pen).
6.打開書，聽課文第2部分錄音，學生跟讀一遍。教師解釋難句（見難點講解）。
7.指導學生做練習冊習題。
8.布置作業
1）練習朗讀本課對話；2）預習第18課生詞；3）書面完成練習冊習題。
四、難點講解
1.You'd better go to bed earlier tonight. 今晚你最好早點睡。
had better加動詞原形表示：最好做某事，用來向別人提出建議。可縮寫為：'d better。例如：
You'd better watch carefully before you cross the road. 過馬路之前你最好要看仔細。
We'd better hurry up, or we'll be late. 我們最好快一點，要不然就晚了。
如果建議別人最好不做某事，使用“had better not加動詞原形”這一句型。例如：
You'd better not read in bed. It's bad for your eyes. 你最好不要躺著看書，對你眼睛不好。
You'd better not play basketball after lunch. It's bad for your health. 你最好不要在午飯后就玩籃球，它對健康有害。
2.A woman saw it happen when she was walking past. 一位婦女走過的時候，看到了事情的經過。
上述句子包含以下句型： see sth. happen.
表示感覺的動詞如：see, hear, watch等，以及其他動詞如：make, let等，后面構成復合賓語時，動詞不定式的to要省去。例如：
The children saw the motorbike hit the bag of rice. 孩子們看見摩托車撞在了米口袋上。
Whose photo is that? Let me have a look at it. 那是誰的照片？讓我看看。
Did you hear him play the piano just now? 剛才你聽見他彈鋼琴了嗎？
Lesson 84 教學設計示例 篇13
一、教學目標
1.知識目標
（1）復習一周七天的表達。
（2）掌握句型：When do you get up? What time do you get up?
2.能力目標
熟練朗讀課文，并能復述課文大意。
3.情感目標
教育學生要早起早睡，上學不遲到，不早退。
二、教學過程
Note: Pay attention to the use of different prepositions in time expressions.
Step 1 Revision
1 Revise time expressions: on weekdays / Monday / Wednesday morning, in the evening / afternoon, at six o'clock, etc.
2 Revise two ways of telling the time. ( Please see Unit 15.)
Step 2 Presentation
Draw a clock on the Bb (or use a real one). Teach this dialogue.
A: What's the time?
B: It's seven o'clock. It's time to get up.
Repeat with wash your face, leave home, begin school, go to bed, etc. changing the time on the clock each time.
Step 3 Practice
Students practise the dialogue above, changing the information if desired, in pairs, using watches or pictures of a clock. They should just speak, and need not write anything down.
Step 4 Read and act
SB Page 51, Part 1, Speech Cassette Lesson 105. Books closed. Ask two or three question, such as, What's the time? What's .Jim doing? Then play the tape. Check the answers (7:30; Jim is putting on his school clothes.) Books open! Play the tape again. Students listen and repeat. Let the students guess the meaning of the word early. Then get the students to practise reading the dialogue in pairs. Get some pairs to act it out.
Step 5 Presentation
Review the days of the week. Teach weekdays (=Monday—Friday). Ask On weekdays, what time does Jim get up? Help the students to answer. Then ask On weekdays, what time do you get up? Introduce the word when. Help the students to talk about their daily routine in pairs.
Step 6 Ask and answer
SB Page 51, Part 2. Students work in small groups. Have them make a survey of their group using the questions in the boxes on the right such as get up, have breakfast, leave home, etc. Get them to make up more questions: e.g. What time / When do you play games / clean your classroom / do your Homework / go to bed? etc. Have one person give the results of the survey, e.g.: Two people in our group get up at…, All of us begin school at …, etc.
Step 7 Workbook
SB Page 131, Wb Lesson LOS, E 1-3. Do Ex. 1 paying special attention to the inflection of the verbs. Do E. 2 and 3 in class. Ex. 2 can he extended.
Homework
Ask and answer questions in SB Lesson 105, Part 2. Write down the verb forms in Ex. 1 of Wb Lesson 105.