Lesson 84 教學(xué)設(shè)計示例（精選17篇）
Lesson 84 教學(xué)設(shè)計示例 篇1
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握表示職業(yè)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(biāo)
能夠用所學(xué)知識介紹某人所從事的職業(yè)（尤其要注意第三人稱單數(shù)）。
3.情感目標(biāo)
教育學(xué)生職業(yè)無高低貴賤之分，只有分工不同。
二、教學(xué)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(xué)設(shè)計示例 篇2
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（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(biāo)
能夠用現(xiàn)在進行時描述現(xiàn)在進行的動作。
二、教學(xué)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(xué)設(shè)計示例 篇3
一、教學(xué)目標(biāo)
1.知識目標(biāo)
掌握過去進行時的用法。
2.能力目標(biāo)
能夠用自己的話復(fù)述課文里的小故事（盡量用到過去進行時）。
3.情感目標(biāo)
教育學(xué)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(xué)設(shè)計
1.復(fù)習(xí) 教師參照練習(xí)冊習(xí)題1，與學(xué)生進行問答練習(xí)。可通過如下方法，培養(yǎng)學(xué)生口頭復(fù)述課文的能力：
對一組學(xué)生逐個提問，這組學(xué)生每次回答一個問題；從另外一組中找出一位同學(xué)，依次將每個同學(xué)及他前面同學(xué)的答案像滾雪球似的復(fù)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(xué)生。剛開始練習(xí)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(xué)生掌握更靈活的方法 注）。
2.聽課文錄音，學(xué)生跟讀一遍。
3.教師解釋難句（見難點講解）。
4.打開練習(xí)冊，做習(xí)題2。當(dāng)堂核對答案，并要求學(xué)生按此準(zhǔn)備課文復(fù)述。
5.布置作業(yè)
1）練習(xí)朗讀本課文，準(zhǔn)備復(fù)述；2）書面完成練習(xí)冊其他習(xí)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(dāng)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(xì)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(xí)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(xiàn)在想去打籃球。
3.He found it very difficult to get to sleep and he was very unhappy. 他發(fā)現(xiàn)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(jié)構(gòu)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(dǎo)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(xué)英語是我的規(guī)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(tài)。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(xué)設(shè)計示例 篇4
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（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(xué)習(xí)過去進行時態(tài)的用法。
2.能力目標(biāo)
（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(xué)習(xí)用具，如鋼筆、書等。
三、課堂教學(xué)設(shè)計
1.復(fù)習(xí) 值日生報告。
2.教師快速向?qū)W生提問，要求學(xué)生給予肯定或否定回答，并練習(xí)各種人稱形式。例如：
T：（對某位同學(xué)） 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(xí)，由學(xué)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(xué)生兩人一組練習(xí)課文第1部分內(nèi)容。
4.請兩位同學(xué)到前面來，低聲囑咐學(xué)生甲裝作很累的樣子，無精打采；學(xué)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(dǎo)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(xué)生幾分鐘時間，讓大家設(shè)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(xué)生跟讀一遍。教師解釋難句（見難點講解）。
7.指導(dǎo)學(xué)生做練習(xí)冊習(xí)題。
8.布置作業(yè)
1）練習(xí)朗讀本課對話；2）預(yù)習(xí)第18課生詞；3）書面完成練習(xí)冊習(xí)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(xì)。
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(fù)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(xué)設(shè)計示例 篇5
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）學(xué)習(xí)元音字母o及其字母組合發(fā)音；學(xué)習(xí)重音和語調(diào)。
（2）學(xué)唱：Let Your Kite Fly High。
（3）復(fù)習(xí)祈使句。
2.能力目標(biāo)
能夠?qū)Ρ締卧鶎W(xué)的內(nèi)容做一個小結(jié)，并能熟練掌握本單元所學(xué)祈使句知識。
3.情感目標(biāo)
培養(yǎng)學(xué)生熱愛體育運動，積極鍛煉身體的良好習(xí)慣。
二、教學(xué)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 84 教學(xué)設(shè)計示例 篇6
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握字母組合ar, or, er, ir, ur的發(fā)音。
（2）復(fù)習(xí)一般現(xiàn)在時和現(xiàn)在進行時。
2.能力目標(biāo)
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(biāo)
教育學(xué)生要早起早睡，上學(xué)不遲到，不早退。
二、教學(xué)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 84 教學(xué)設(shè)計示例 篇7
一、教學(xué)目標(biāo)
1.知識目標(biāo)
進一步學(xué)習(xí)和職業(yè)、工作相關(guān)的知識。
2.能力目標(biāo)
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(biāo)
教育學(xué)生職業(yè)無高低貴賤之分，只有分工不同。
二、教學(xué)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(xué)設(shè)計示例 篇8
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握詞匯：get to, exercise, shopping, garden, over, do some reading
（2）繼續(xù)學(xué)習(xí)一般現(xiàn)在時。
2.能力目標(biāo)
能夠用一般現(xiàn)在時描述自己某一天的生活、學(xué)習(xí)情況。
3.情感目標(biāo)
教育學(xué)生要早起早睡，上學(xué)不遲到，不早退。
二、教學(xué)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(xué)設(shè)計示例 篇9
一、教學(xué)目標(biāo)
1.知識目標(biāo)
復(fù)習(xí) can的用法。
2.能力目標(biāo)
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(biāo)
培養(yǎng)學(xué)生熱愛體育運動，積極鍛煉身體的良好習(xí)慣。
二、教學(xué)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(xué)設(shè)計示例 篇10
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握詞匯：get to, exercise, shopping, garden, over, do some reading
（2）繼續(xù)學(xué)習(xí)一般現(xiàn)在時。
2.能力目標(biāo)
能夠用一般現(xiàn)在時描述自己某一天的生活、學(xué)習(xí)情況。
3.情感目標(biāo)
教育學(xué)生要早起早睡，上學(xué)不遲到，不早退。
二、教學(xué)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(xué)設(shè)計示例 篇11
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）復(fù)習(xí)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(biāo)
熟練朗讀課文，并能復(fù)述課文大意。
3.情感目標(biāo)
教育學(xué)生要早起早睡，上學(xué)不遲到，不早退。
二、教學(xué)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.
Lesson 84 教學(xué)設(shè)計示例 篇12
一、教學(xué)目標(biāo)
1.知識目標(biāo)
繼續(xù)學(xué)習(xí)過去進行時態(tài)。
2.能力目標(biāo)
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(xué)回家的時候你的家人在做什么。）
二、教具
錄音機。
三、課堂教學(xué)設(shè)計
1.復(fù)習(xí) 值日生報告。檢查學(xué)生復(fù)述課文。
2.打開書，學(xué)生兩人一組，就課文第1部分內(nèi)容，進行對話練習(xí)。請幾組同學(xué)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(xí)）由學(xué)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(xué)生在回答問題時，不能重復(fù)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(shè)定一個題目：What were your family members doing at 7:30 yesterday evening?
學(xué)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(dǎo)學(xué)生看課文第2部分的提示。要求學(xué)生用書面形式完成課本上的要求。請兩位同學(xué)到黑板上書寫自己的答案。
4.指導(dǎo)學(xué)生做練習(xí)冊習(xí)題，如果時間允許，當(dāng)堂訂正部分習(xí)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(xí)冊習(xí)題； 3）繼續(xù)準(zhǔn)備復(fù)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 84 教學(xué)設(shè)計示例 篇13
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(xué)設(shè)計示例 篇14
一、教學(xué)目標(biāo)
1.知識目標(biāo)
復(fù)習(xí) can的用法。
2.能力目標(biāo)
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(biāo)
培養(yǎng)學(xué)生熱愛體育運動，積極鍛煉身體的良好習(xí)慣。
二、教學(xué)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(xué)設(shè)計示例 篇15
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）學(xué)習(xí)元音字母o及其字母組合發(fā)音；學(xué)習(xí)重音和語調(diào)。
（2）學(xué)唱：Let Your Kite Fly High。
（3）復(fù)習(xí)祈使句。
2.能力目標(biāo)
能夠?qū)Ρ締卧鶎W(xué)的內(nèi)容做一個小結(jié)，并能熟練掌握本單元所學(xué)祈使句知識。
3.情感目標(biāo)
培養(yǎng)學(xué)生熱愛體育運動，積極鍛煉身體的良好習(xí)慣。
二、教學(xué)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 84 教學(xué)設(shè)計示例 篇16
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（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(xué)習(xí)過去進行時態(tài)的用法。
2.能力目標(biāo)
（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(xué)習(xí)用具，如鋼筆、書等。
三、課堂教學(xué)設(shè)計
1.復(fù)習(xí) 值日生報告。
2.教師快速向?qū)W生提問，要求學(xué)生給予肯定或否定回答，并練習(xí)各種人稱形式。例如：
T：（對某位同學(xué)） 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(xí)，由學(xué)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(xué)生兩人一組練習(xí)課文第1部分內(nèi)容。
4.請兩位同學(xué)到前面來，低聲囑咐學(xué)生甲裝作很累的樣子，無精打采；學(xué)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(dǎo)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(xué)生幾分鐘時間，讓大家設(shè)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(xué)生跟讀一遍。教師解釋難句（見難點講解）。
7.指導(dǎo)學(xué)生做練習(xí)冊習(xí)題。
8.布置作業(yè)
1）練習(xí)朗讀本課對話；2）預(yù)習(xí)第18課生詞；3）書面完成練習(xí)冊習(xí)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(xì)。
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(fù)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(xué)設(shè)計示例 篇17
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握句型： It's quite a nice elephant.
（2）初步學(xué)習(xí)過去進行時態(tài)的用法。
2.能力目標(biāo)
能夠用過去進行時準(zhǔn)確表達過去某個時刻正在進行的動作。
二、教具
錄音機；一組圖片，畫有人物和動作，如：打籃球、跑步、唱歌、寫作業(yè) 等，并標(biāo)有具體的過去時間。如： 8:30 yesterday morning等。
三、課堂教學(xué)設(shè)計
1.請三位同學(xué)到前面來，分別做出掃地、讀書、寫字等動作。教師依次提問：
T：What are you doing?
S1：I'm sweeping the floor.
S2：I'm reading a book.
S3：I'm writing.
教師手指這三位同學(xué)，依次問大家：
T：What is he/she doing?
學(xué)生按照實際情景，依次答出：
Ss：He is sweeping the floor. She is reading a book. He is writing.
教師要求全班將三個人的動作分別記清楚。
2.復(fù)習(xí) 值日生報告。
教師可繼續(xù)要求學(xué)生就所學(xué)科目提出看法，并就他人看法表示同意或不同意。
3.就剛才三位同學(xué)的動作，向全班提問： What was ×doing when I came in?
重復(fù)兩至三遍，板書這個句式，用彩色粉筆標(biāo)出was，啟發(fā)大家猜測句子的含義，并引導(dǎo)全班回答：
He was sweeping the floor. She was reading a book. He was writing.
板書上述三個答句，啟發(fā)學(xué)生觀察謂語部分的變化，并簡要介紹一下過去進行時態(tài)所表示的含義。
4.打開書，借助課文插圖教授本課詞匯，反復(fù)練習(xí)。
5.兩人一組，練習(xí)課文第1部分問答。請幾組說出自己的答案。教師講評。
6.合上書。準(zhǔn)備放課文第 2部分錄音。教師給出聽前提問（Pre-reading questions）:
What is Li Lei doing?
放錄音一遍，學(xué)生回答問題。
7.指導(dǎo)學(xué)生兩人一組做課文第3部分練習(xí)。教師先與一位程度較好的學(xué)生表演以下對話：
T：What was Li Lei doing when the teacher came in?
S：He was drawing a picture.
T：What was he drawing?
S：He was drawing a horse.
T： What was he using?
S：He was using chalk.
T：Where was he drawing?
S： He was drawing on the blackboard.
全班兩人一組，就Meimei及the twins進行內(nèi)容相似的問答練習(xí)，請幾組同學(xué)表演。
教師出示事先準(zhǔn)備好的圖片，就上面的人物及活動與學(xué)生進行問答練習(xí)。
8.教師解釋課文難句（見難點講解）。
9.布置作業(yè)
1）抄寫生詞、短語，練習(xí)朗讀本課對話；2）完成練習(xí)冊習(xí)題。
四、難點講解
But please don't play with my chalk. 但是請不要玩粉筆。
句中的 play是不及物動詞，意思是：玩，玩耍。例如： Let's play together. 讓我們一起玩吧。
play還可作為及物動詞，有“參加游戲、玩球、扮演、彈琴”等意思。例如：
1）The children are playing basketball over there. 孩子們正在那邊打籃球呢。
2）Let's play doctors and nurses. 讓我們扮演醫(yī)生和護士。
3）She plays the piano wonderfully. 她鋼琴彈得非常好。