Lesson 93教學設計示例（精選14篇）
Lesson 93教學設計示例 篇1
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(yǎng)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 93教學設計示例 篇2
一、教學目標
1.知識目標
區(qū)別一般過去時態(tài)和過去進行時態(tài)。
2.能力目標
能夠區(qū)分在什么情況下用過去時態(tài)，什么情況下用過去進行時態(tài)。
3.情感目標
教育學生要注意交通安全。
二、教具
錄音機；在教室一角布置一個“交通事故現(xiàn)場”。
三、課堂教學設計
1.復習 教師檢查課文復述。
2.要求學生四、五人就近一組。其中一位同學扮演警察，手持一個“記錄本”；其他同學以“見證人”的身份向“警察”紛紛敘述事故發(fā)生的經(jīng)過。四、五分鐘以后，請兩個大組到布置好的地點去表演。
教師也可考慮將學生分為若干個小組，分別扮演以下角色和準備以下內(nèi)容：
1）李磊敘述事情經(jīng)過；2）看門人敘述事情經(jīng)過；3）趙老師敘述事情經(jīng)過；4）騎摩托車人敘述事情經(jīng)過。
以下提示供教師備課時參考：（可用投影形式展示）
角色1 (Li Lei) left school and saw a bag fall off a truck; shouted to the driver, but the driver did not hear; a man on a motorbike hit the bag and fell off; came up to help; asked the girl students to stop the traffic; helped to carry the man to the gate keeper's room, went to find Miss Zhao
角色2 (the gate keeper) heard the children shouting outside the school gate; went out to see what happened; saw two boy students carry a man; asked the people not to crowd around the man; asked Li Lei to find a teacher; moved the bag of rice away with Lin Tao
角色3 (the man on the motorbike) rode too fast that day; saw the bag, but too late; had an accident and fell off; hurt, could not move; two boys came to help; a teacher came with a medicine box; took me to a hospital
角色4 (Miss Zhao) reading a book at the library; Li Lei ran in and looked worried; told me about the accident; asked Li Lei to telephone the police; went to find a medicine box; quickly ran to the gate keeper's room
3.全體同學填寫“事故報告”，教師應要求學生完全用書面形式答出。當堂核對答案。
4.教師扼要講解一般過去時態(tài)與過去進行時態(tài)的區(qū)別（見難點講解）。
5.打開練習冊，給學生一分鐘時間看聽力練習提示。聽錄音三遍，當堂核對答案。
6.指導學生做練習冊其他習題。
7.布置作業(yè)
1）繼續(xù)準備第18課課文復述；2）書面完成練習冊其他習題。
四、難點講解
過去進行時態(tài)和一般過去時態(tài)的區(qū)別：
過去進行時態(tài)表示過去某一時刻正在進行的動作，而一般過去時態(tài)表示一個完成的動作。請比較以下兩組句子：
I was writing a letter last night. 昨晚我在寫一封信。（信可能沒有寫完）。
I wrote a letter last night. 昨晚我寫了一封信。（信已經(jīng)寫完）。
I was doing my homework when he phoned me. 他給我打電話時，我在寫作業(yè) 。（表示當時沒做其他事情）。
I did my homework and went to bed. 我寫了作業(yè) 然后睡覺了。（表示說話人所做的兩件過去的事情）。
Lesson 93教學設計示例 篇3
一、教學目標
1.知識目標
（1）學習元音字母o及其字母組合發(fā)音；學習重音和語調(diào)。
（2）學唱：Let Your Kite Fly High。
（3）復習祈使句。
2.能力目標
能夠?qū)Ρ締卧鶎W的內(nèi)容做一個小結(jié)，并能熟練掌握本單元所學祈使句知識。
3.情感目標
培養(yǎng)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 My favourite sport is…. and personal information by doing SB Page 19, Part 4. In pairs, have the students fill out the Identification Card. Have several students share their answers.
2 Revise instructions for flying a kite.
3 Check homework.
Step 2 Spelling and pronunciation
1 SB Page 19, Part 1, Speech Cassette Lesson 80 (Phonic Reading Work). Books closed. Follow the same steps as in Lesson 68, Step 2, of the TB. Use flashcards rather than going straight to the book.
2 Do Ex. 1 in Wb Lesson 80. Instruct the students to associate the words in this exercise with the words listed in Part 1, SB Lesson 80. In this way they can learn how to pronounce English words without the phonetic symbols.
3 Do Ex. 2 in Wb Lesson 80. Have students read aloud the words and ask other students to spell them. This shows the function of spelling rules.
Step 3 Stress and intonation
1 SB Page 19, Part 2, Speech Cassette Lesson 80. Books closed. Ask students to listen for the stresses in each sentence. Play the tape. Play it again and get the students to repeat, showing the stress with a gesture.
2 Tell the students that intonation shows when the speaker is making a statement (usually a falling tone), asking a yes/no question (rising tone) or shows the speaker's feelings. Demonstrate by saying Yes in different ways:
A Yes. (falling) affirmative
B Yes? (rising) a question
C Yes! (falling with extra stress) an exclamation
Show the intonation with a gesture. Play the tape. Play it again and get students to repeat, showing the intonation with gestures.
Step 4 Read and chant
Note: Each language has its own rhythm, and the rhythm of English is different from the rhythm of Chinese. Stress, intonation and rhythm all work together. The purpose of a chant is to work on the rhythm of English. Along with rhythm, reduced speech is often used. Even though we want to emphasize correct pronunciation, reduced speech is also part of language. (An example of reduced speech from Chinese is when you ask someone多少錢, the少is often reduced and becomes /aou/with the/M/being pronounced lightly at all.) Also, it is reduced speech that tends to make listening very difficult for your students. By becoming familiar with reduced speech along with the rhythm of English, your students will not only increase their speaking fluency and naturalness, but also their listening capability.
1 SB Page 19, Part 3. Play the tape. Have the students listen for the rhythm and the reduced speech. For example: What's his favourite sport? becomes what's is, What's her becomes What's er, etc.
2 Play the tape again and have the students repeat, paying attention to the rhythm and intonation (Notice that the intonation for the questions is not rising but rising/falling because they are not yes/no questions.)
3 Divide the class into two groups. Group A reads the question lines e.g. What's…favourite sport? and Group B reads the sports' lines, e.g. football, football, football! Switch groups and repeat.
Step 5 Ask and answer
SB Page 19, Part 4. In pairs, have the students ask each other questions concerning themselves. Each person should fill in the “ID card” in their book. Have several students volunteer to tell the class about their partner. Make sure they use the correct pronouns (his/her).
Step 6 Listen and answer
SB Page 19, Part 5, Listening Cassette Lesson 80. Wb Lesson 80, Ex. 1. Let the students read the questions before listening to the tape.
Listening Text
LUCY: Hi, Han Mei!
HAN MEI: Hi, Lucy!
LUCY: That's a nice bike.
HAN MEI: Yes, it's new. Do you want a go?
LUCY: No, I don't think I can ride it. I think it's too high.
HAN MEI: No, it isn't! It's easy! Here, have a go. Let me help you.
LUCY: Like this?
HAN MEI: Yes, that's right, good! Now, go!
LUCY: I'm going! It's great. Oh, look out!(CRASH)
HAN MEI: Lucy, are you OK?
LUCY: Don't worry—I'm OK! But what about the bike? Is it broken?
HAN MEI: No, don't worry, it's fine. It's not broken.
Explain the meaning of want a go, I'm going, look out by gesture or in Chinese.
The answers are: 1B; 2C; 3C.
Step 7 Read
1 SB Page 20, Part 6*. This part is optional. Say My favourite basketball player is…. Ask Who is your favourite basketball player? Have several students answer.
2 Ask Who is Mike's favorite player? Write this question on the Bb. With books closed, play the tape. Check the answer. (Ronaldo.)
3 Read the passage together as a class, pay attention to the intonation and pronunciation.
4 In pairs have each student read to their partner and the partner corrects any pronunciation errors. Switch. Be sure to walk around the class during this activity and give help where needed.
5 Do Wb Lesson 80, Ex. 6*.
Step 8 Song
SB Page 20, Part 7*. Get the students to listen to the tape and then sing the song. If no tape is available, perhaps some of the students can make up a tune. Arrange a singing competition between different groups.
Step 9 Checkpoint 20
Go through Checkpoint 20 with the students. Encourage them to ask questions if there is anything they are not sure about.
Step 10 Workbook
SB Pages 92-94, Wb Lesson 80, E. 3 and 4. The two exercises can be done after class as homework. E. 6-10 are optional.
Step 11 Test
Dictate a few new words taught in this unit and the following dialogue.
A: Can you fly a kite?
B: No, I can't. It's too hard.
A: No, it's easy. Let me help you. Run with it like this.
B: Yes, it's high! Thanks very much.
Homework
Finish off the Workbook exercises.
Some extra practice and enrichment
1 Writing practice. The students know enough English at this point that they are able to write simple paragraphs. Help them write a short paragraph about their favourite athlete. Have them tell why they like the athlete. If some of the students don't want to write about a favourite athlete, have them write about a famous person they admire. Have them tell why that person is their favourite famous person.
2 Teach the following tongue twister to practice some of the vowel sounds found in Lesson 80, Page 19, Part 1.
How much wood could a woodchuck chuck if a woodchuck could chuck wood?
3 Many students love to watch and play sports. They often watch their favourite athletes. In western countries, students often collect “baseball cards” with the information about various athletes. However, these cards are for all sports such as basketball, football and even ice-skating. Have each student make their own“baseball card”with their favourite athlete. They should include the person's birthdate, age, and accomplishments. Then you can allow time for the students to “swap”their cards. Have them ask each other Can I see your card? Do you want to swap?
Lesson 93教學設計示例 篇4
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 93教學設計示例 篇5
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(xiàn)在進行時的用法。
2.能力目標
能夠用現(xiàn)在進行時描述現(xiàn)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 93教學設計示例 篇6
Lesson 84 教學設計示例
Teaching Objectives:
Develop the students’ four skills of listening, speaking, reading and writing;
Revise the whole unit.
Language Focus: leave. . . behind, It’s getting late. , It’s time for sb. to do sth., thank you for doing sth.
Properties: Tape- recorder
Teaching Procedures:
I. Revision
1. Ask 2 ～3 students to give a speech ‘Can Money Bring us Everything?
2. Dictate the language points of the whole unit.
II. Reading practice
1. Play the tape and ask the students to repeat the dialogue.
2. Listen to the tape and read after it.
3. Explain the language points.
1) leave sb./sth. behind: neglect or forget to bring or take.
Don’t leave me behind! It is very dark. I feel afraid.
The luggage has been left behind.
2) thank sb. for doing sth.
Thank you very much for help us. It’s very kind of you.
Thank you very much for sending us such a beautiful gift. We all enjoy it.
4. Ask the students to make a similar dialogue.
III. Listening practice
1. Pre-listening;
1) Ask the students to get ready for listening and tell them what they’ll hear.
2) Ask the students some situational questions related to the listening material.
2. While-listening:
Ask the students to bear the listening comprehension questions in mind.
3. After-listening;
Check listening comprehension questions.
IV. Grammar practice
1. Reflexive pronouns practice.
1)Ask the students to finish Exercise Two on Page 34.
2) Check the answers with the students.
3) Ask the students to read the dialogues.
2. The compound sentence practice.
1) Ask the students to finish the exercises on Page 35, making as many sentences as possible.
2) Ask the students to summarize the features of the compound sentences by themselves.
3) The teacher tells the students what the compound sentences are.
V. Writing
1. Ask the students to rewrite the scrambled thank-you note.
2. Check with the students.
VI. Revise the whole unit
1. Go over the checkpoint with the students.
2. Go over the words and expressions with the students.
VII. Exercises in class
改錯練習（劃出一處錯誤并改正。）
1. Don’t do faces while the teacher is teaching.
2. They often speak their son stories.
3. Will you please open the radio?
4. I want to thank you for invite us.
5. It’s time for go, hurry up!
Keys: 1. do→make 2. speak→tell 3. open→turn on 4. invite→inviting 5. for→to
VIII Homework
1. Finish exercises on page 100.
2. Revise the whole unit.
IX. Summary
根據(jù)上下文邏輯關(guān)系，排列對話順序：
1. A. I’d love to. Where shall we meet?
B. All right. See you later.
C. At the station.
D. Will you go to the cinema with me tonight?
E. See you later.
Keys:
D
A
C
B
E
2. A.Would you like something to drink?
B. I’d like some tea.
C. Well, a cup of tea and some cakes, OK?
D. All right.
E. No, I’d like something to eat? What about you?
Writing on blackboard
Lesson 93教學設計示例 篇7
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 93教學設計示例 篇8
一、教學目標
1.知識目標
區(qū)別一般過去時態(tài)和過去進行時態(tài)。
2.能力目標
能夠區(qū)分在什么情況下用過去時態(tài)，什么情況下用過去進行時態(tài)。
3.情感目標
教育學生要注意交通安全。
二、教具
錄音機；在教室一角布置一個“交通事故現(xiàn)場”。
三、課堂教學設計
1.復習 教師檢查課文復述。
2.要求學生四、五人就近一組。其中一位同學扮演警察，手持一個“記錄本”；其他同學以“見證人”的身份向“警察”紛紛敘述事故發(fā)生的經(jīng)過。四、五分鐘以后，請兩個大組到布置好的地點去表演。
教師也可考慮將學生分為若干個小組，分別扮演以下角色和準備以下內(nèi)容：
1）李磊敘述事情經(jīng)過；2）看門人敘述事情經(jīng)過；3）趙老師敘述事情經(jīng)過；4）騎摩托車人敘述事情經(jīng)過。
以下提示供教師備課時參考：（可用投影形式展示）
角色1 (Li Lei) left school and saw a bag fall off a truck; shouted to the driver, but the driver did not hear; a man on a motorbike hit the bag and fell off; came up to help; asked the girl students to stop the traffic; helped to carry the man to the gate keeper's room, went to find Miss Zhao
角色2 (the gate keeper) heard the children shouting outside the school gate; went out to see what happened; saw two boy students carry a man; asked the people not to crowd around the man; asked Li Lei to find a teacher; moved the bag of rice away with Lin Tao
角色3 (the man on the motorbike) rode too fast that day; saw the bag, but too late; had an accident and fell off; hurt, could not move; two boys came to help; a teacher came with a medicine box; took me to a hospital
角色4 (Miss Zhao) reading a book at the library; Li Lei ran in and looked worried; told me about the accident; asked Li Lei to telephone the police; went to find a medicine box; quickly ran to the gate keeper's room
3.全體同學填寫“事故報告”，教師應要求學生完全用書面形式答出。當堂核對答案。
4.教師扼要講解一般過去時態(tài)與過去進行時態(tài)的區(qū)別（見難點講解）。
5.打開練習冊，給學生一分鐘時間看聽力練習提示。聽錄音三遍，當堂核對答案。
6.指導學生做練習冊其他習題。
7.布置作業(yè)
1）繼續(xù)準備第18課課文復述；2）書面完成練習冊其他習題。
四、難點講解
過去進行時態(tài)和一般過去時態(tài)的區(qū)別：
過去進行時態(tài)表示過去某一時刻正在進行的動作，而一般過去時態(tài)表示一個完成的動作。請比較以下兩組句子：
I was writing a letter last night. 昨晚我在寫一封信。（信可能沒有寫完）。
I wrote a letter last night. 昨晚我寫了一封信。（信已經(jīng)寫完）。
I was doing my homework when he phoned me. 他給我打電話時，我在寫作業(yè) 。（表示當時沒做其他事情）。
I did my homework and went to bed. 我寫了作業(yè) 然后睡覺了。（表示說話人所做的兩件過去的事情）。
Lesson 99教學設計示例
Lesson 93教學設計示例 篇9
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(yè)相關(guān)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(yè)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 93教學設計示例 篇10
一、教學目標
1.知識目標
（1）掌握字母組合ar, or, er, ir, ur的發(fā)音。
（2）復習一般現(xiàn)在時和現(xiàn)在進行時。
2.能力目標
能夠區(qū)分一般現(xiàn)在時和現(xiàn)在進行時，并能正確運用。
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 Write a hotel timetable on the Bb
Breakfast—7:30
Lunch — 12:00
Supper — 6: 00
Ask What time can 1 have breakfast? etc.
2 Revise It's too late! It's too early! Say (e.g.) It's eight o'clock. Can I have breakfast? Help the students to answer Sorry. It's too late. Practise in pairs.
Step 2 Word families
SB Page 54, Part 1, Speech Cassette Lesson 108
(Phonic Reading Work). Follow the same steps as in Lesson 68, Step 2 of the TB.
Do Wb Lesson 108, Ex. 1.
Step 3 Listening activity
Write the following lists of words in two columns on the Bb as follows:
Ⅰ Ⅱ
car core
far for
par pour
tar tore
mar moor
star store
Follow the same steps as in Lesson 68, Step 3.
Step 4 Stress and intonation
SB Page 54, Part 2, Speech Cassette Lesson 108. Books closed. Get the students to listen and repeat, showing the stress and intonation with gestures in the usual way. Explain how stress usually falls on the “key” words of a sentence: the words which carry the message. Books open! Listen and repeat.
Step 5 Listen and answer
SB Page 54, Part 3, Listening Cassette Lesson 108. Let the students look at the sentences to be completed in Wb Lesson 108 Ex. 2 before playing the tape. Play the tape several times if necessary and discuss the answers with the students.
Listening Text
JIM: Uncle Wang, is the work in your factory very hard?
WANG: Oh, yes, we work very hard in our factory.
JIM: So you get up early on weekdays?
WANG: Well, I live near the factory, so I usually get up at about 6:30.
JIM: Do you have breakfast?
WANG: Yes. I have some bread, and a cup of tea. Sometimes I have an egg or two.
JIM: And what time do you get to work?
WANG: I begin work at 7:30, and have lunch at about 11:30.
JIM: What time do you go home?
WANG: I leave work at 5:30, and I'm home at 6:00.
The answers are:
6:30; 7:30; about 11:30; 5:30; 6:00.
Step 6 Read and learn
SB Page 54, Part 4, Speech Cassette Lesson 108. Make sure the students understand the difference between the Present Indefinite and the Present Continuous Tenses.
Step 7 Read and answer
SB Pages 54 - 55, Part 5*, Speech Cassette Lesson 108. Before reading the passage, have the students read the questions. Give the students 3 minutes to scan for the answers to the questions. Now play the tape and have the students read it silently while they listen. Students practise reading the text aloud as a class.
Step 8 Checkpoint 27
Go through Checkpoint 27 and explain any problems. Revise the forms of do and does in questions. Drill:
T: Get up … you …
S: What time do you get up?
T: He …
S: What time does he get up?
T: Go to bed …, etc.
Practise questions beginning with What, Where, … if possible.
Step 9 Workbook
SB Pages 134-136, Wb Lesson 108. E. 3 and 6. Ex. 3 is a good review for the Present Tense and Ex. 6 is a good review for the Present Continuous Tense. Do both of these exercises in pairs, and then select several pairs to share their answers with the class. E. 8 and 9 are optional.
Step 10 Test
Use Ex. 5 of Wb Lesson 108 as the test paper.
Homework
Finish off the Workbook exercises.
Revise the language items in this unit.
Some ideas for extra practice or enrichment
1 Have the students work in pairs. Each student is to pretend that they are either their mother or their father. Then have the pairs ask and answer questions concerning their parent's schedule. Make sure they answer in the first person, just as if they are their parent.
2 Have the students interview a neighbor. They should ask about the neighbor's typical day. Then have the students write up a paragraph describing the neighbor's day. They should try to choose someone they think is interesting. If the students can, they should choose a neighbor who speaks English. However, if this is not possible, they may do the interview in Chinese, but write the paragraph in English.
Lesson 93教學設計示例 篇11
一、教學目標
1.知識目標
（1）掌握字母組合th，sh，wh的發(fā)音。
（2）繼續(xù)學習一般現(xiàn)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(xiàn)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 93教學設計示例 篇12
一、教學目標
1.知識目標
繼續(xù)學習過去進行時態(tài)。
2.能力目標
能夠用過去進行時描述一下過去的某個時刻你和你的家人在做什么。（比如說描寫一下昨天晚上你放學回家的時候你的家人在做什么。）
二、教具
錄音機。
三、課堂教學設計
1.復習 值日生報告。檢查學生復述課文。
2.打開書，學生兩人一組，就課文第1部分內(nèi)容，進行對話練習。請幾組同學表演對話，并將對話形式擴展如下：
S1：What were you doing last night?
S2：I was watching TV.
S1：（面向全班） What was he/she doing last night?
Ss： He/She was watching TV.
教師也可采用以下形式：
Chain practice（連鎖式練習）由學生甲向?qū)W生乙提問，乙回答后，再向?qū)W生丙提問。后面的學生在回答問題時，不能重復已答過的內(nèi)容。例如：
S1：What were you doing at five yesterday afternoon?
S2：I was playing basketball. what were you doing at five yesterday afternoon?
S3：I was cleaning the classroom. What about you?
Pair work（結(jié)對活動）教師設定一個題目：What were your family members doing at 7:30 yesterday evening?
學生兩人一組，相互問答，然后由其中一人向全班報告他（她）所獲得的信息。例如：
At 7:30 yesterday evening Li Ming's father was reading a newspaper; his mother was washing clothes; his grandma was watching TV and Li Ming was doing his homework.
3.指導學生看課文第2部分的提示。要求學生用書面形式完成課本上的要求。請兩位同學到黑板上書寫自己的答案。
4.指導學生做練習冊習題，如果時間允許，當堂訂正部分習題答案。
5.布置作業(yè)
1）書面完成課文第 2部分要求； 2）書面完成練習冊習題； 3）繼續(xù)準備復述14課課文。
四、難點講解
at noon 在中午
一般說來，表示“在某一時刻”，用at。例如：He got up at 7:30. 他七點半起床。
這種用法也包括“在拂曉”at daybreak; “在中午”at noon; “在傍晚”at sunset; “在吃飯時間” at dinner-time等。表示“在夜晚”，用 at night。
表示“在某一天”，使用介詞on。例如：
1）He often takes a walk in the park on Sundays. 星期天他經(jīng)常到公園去散步。
2） She was born on December 23, 1981. 她出生于1981年12月23日。
表示一段時間，使用介詞in。例如：
in the morning在上午 in the afternoon在下午in the evening在晚上
in the week/month/ season/ year, etc. 在本周、本月、本季度、本年等。
如果要具體說明哪天的某段時間用on。例如：
They held the sports meeting on the afternoon of June 15. 他們在6月15日下午舉行了運動會。
We'll have a party on Saturday night. 我們將在周六晚上舉行一次晚會。
Lesson 93教學設計示例 篇13
Period: The Third Period
Properties: Recorder, Overhead projector
Teaching Aims:
1. Knowledge aims:
(1) Learn adverbial clauses of time and condition
(2) Grasp some useful phrases.
2. Ability aims:
(1) Students can understand the dialogue.
(2) Students can point out which are adverbial clauses of time and condition.
Language Focus:
1. clauses: if, when, after, before
2. phrases: get up, be (get) ready for, feel very well, what’s wrong? after, throw about, reach home
Teaching Procedures:
a) Organizing the class
T: Good morning, class. Nice to see you again.
Ss: Good morning, teacher.
T: It’s a fine day today, isn’t it?
Ss: Yes, it is.
T: Let’s listen to a duty report.
b) Revision
T: Let the students do translation exercise:
1.他們學校就在這條街的盡頭。
Their school is at the end of the street.
2.在這條街的街頭是一個飯店。
At the head of the street is a restaurant.
3.當你等公共汽車時，你必須排隊等候。
You must wait in line when you wait for a bus.
c) Leading-in
T: Show the students the sentences from Exercise Two, write them down on the blackboard, and underline some important words.
1. You should be quiet when you are in the reading room.
2. When I grow up, I’ll be a nurse and look after patients.
3. If you don’t want to go alone, I’ll go with you.
4. After you use plastic bags, you mustn’t throw them about.
5. People in the US can’t drink beer or wine before they reach 21.
T: Ask the students to read the sentences and let them discover the language point.
d) Practise
T: Tell the students to make familiar sentences according to Exercise Two.
For example:
1. You should be quiet when you are in the hospital.
2. When I grow up, I’ll be a teacher and teach students.
3. If you don’t want to do the cooking, I’ll do it.
4. After you use the toilet paper, you mustn’t throw them about.
5. People in China can’t drive before they reach 18.
e) Teaching grammar
T: 時間狀語從句由when, before, after等連詞引導，時間狀語從句中不使用一般將來時，而用一般現(xiàn)在時代替一般將來時。
For example:
1. She began to feed her dog when she got home.
2. Don’t tell them the keys before they take the exam.
3. I went out for a walk after I had supper.
T: 條件狀語從句由if（如果）來引導，在條件狀語從句中不用一般將來時，而用一般現(xiàn)在時來代替。
For example:
1. He’ll fall behind the other students if misses too many lessons.
2. If you feel sick, you must see the doctor at once.
3. They will go to the park if the rain stops.
f) Teaching Language Points
1. get up起床/wake up醒來
(1) I usually get up at six, but today I got up at eight.
(2) Don’t wake him up, he is too tired.
2. be/get ready for為…準備好
be ready for表“狀態(tài)”；get ready for表“動作”
(1) We get ready for the next exam.
(2) They are ready for the school sports meeting.
3. feel very well: 感覺很好
feel: link verb
(1) I’m feeling tired, let’s have a rest.
(2) Are you feeling better now?
4. What’s wrong? ＝What’s the matter?
(1) I don’t feel well. What’s wrong?
(2) He looks pale today. What’s the matter?
5. throw about亂仍
(1) Don’t throw about the waste paper.
(2) Throwing the plastic bags about is a bad habit.
g) Read and act
T: 1. Listening: Ask the students to listen to Exercise One, dialogue. Let them try to understand it.
2. Reading: Tell the students to read the dialogue.
3. Speaking: Read the dialogue together, then individually.
4. Practising: Practise the dialogue in pairs, close pair first, then open pair.
5. Acting: Ask the students to act out the dialogue.
h) Homework
1. Listen to the tape and read the dialogue.
2. Do Exercise Three. Make ten sentences.
3. Do exercises on page 75.
i) Summary
單項選擇填空：
1. She is afraid the horse may ___ herself.
A. be hit B. be hurt C. hitted D. hurt
2. Don’t laugh ___ her, she started to cry.
A. of B. to C. at D. on
3. ___ the head of the queue was an old lady.
A. At B. Of C. In D. On
4. We’ll go to visit our teacher if it ___ tomorrow.
A. no rain B. doesn’t rain C. won’t rain D. not to rain
Keys: 1. D 2. C 3. A 4. B
Lesson 93教學設計示例 篇14
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(xù)學習過去進行時態(tài)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(fā)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?qū)W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(jié)出過去進行時態(tài)陳述句式和疑問句式的構(gòu)成。
3.打開書，學生兩人一組練習課文第1部分內(nèi)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?qū)W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?qū)W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(yè)
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(jīng)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(gòu)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？