Lesson 88教學設計方案（精選12篇）
Lesson 88教學設計方案 篇1
教學目標 ：
1.掌握重點單詞和詞組：take an active part in, catch up with, neck and neck, go on doing sth,
2.熟練掌握as…as 句型的用法.
3.能讀懂課文的短文并能回答問題。
教具：教學磁帶，圖片，掛圖，接力棒和卡片。
教學過程 ：
Step 1 Revision.
1.寫出下列形容詞、副詞的比較級和最高級形式：good, far, long, short, slow.
出示圖片，根據圖片提問：
What are the girls doing?
Does Zhang Ping run faster than Helen?
Who win the game?
What are the boys doing?
Who swims highest?
Does Jack swim as quickly as Xiao An?
2. Revise the vocabulary of sports meetings.
A: Which kinds of sports are there in a sports meeting?
B: There are 100-metre race, 400-metre race, 800-metre race, long jump and high jump, and so on.
Step2 Presentation
利用掛圖、插圖、接力棒等教授本課詞匯。并通過這些圖示，要求學生反復練習這些詞匯。
Pre-read
Ask the students to discuss the questions on page 37. Then ask the students to discuss what is happening in the pictures on page 37.
Step3 Reading
1. Let the students read the passage to find the answer to the question: Which two classes were in front? (Class 1 and Class 3)
2. Ask the students to draw a chart of the race like this:
Lap1
Lap2
Lap3
Lap4
Class 1
Yu Yan
Wu Peng
Class 2
dropped stick
Jiang Honglin
Class 3
Li Lei
Jim
Lin Tao
Class 4
fell & hurt leg
Who ran Lap 1 for Class 3?
3. Listen to the tape, and answer these questions:
Where did Mr. Hu stand?
Who passed the stick to Yu Yan?
Did he catch up with Jim?
Which Class runner dropped the stick when he was passing it on to the last runner?
Who hurt his leg and stopped running?
4. Explain the language points.
1) get ready to do/be ready to do 準備做…… 例如：
強調行為 強調狀態
I will get ready to leave for Shanghai.
I’m ready to help you.
get ready/be ready + for sth.
I'm ready( =I have got ready)for the exam.
Are you ready for the spelling? Yes, We are all ready.
2) But he quickly got up and went on running. 但他迅速爬起來繼續賽跑。
go on doing sth. 意為:繼續做某事。如：He went on talking about the film after the guest left. 客人走后，他繼續談論那場電影。
注意：這句話的意思是指客人在場時，他也在談論電影。如果用下一種表達方法，則意思有改變：
He went on to talk about a film after the guest left. 客人走后，他(改變話題)開始談論一場電影。
這個句子的形式是：to go on to do sth.
與go on doing sth. 意思相近的有go on with sth. , 例如：Please go on with your work. 請繼續干你的工作。
3) He began to catch up with Jim. 他開始趕上吉姆了。
catch up with是追趕，趕上的意思。如：
1) You have to work hard in order to catch up with the others. 你得努力學習，趕上別人。
2) You walk on and I'll catch up with you later. 你接著走，我一會兒會趕上你的。
這一句也可寫成：You walk on and I'll catch you up later.
在朗讀這個短語時，注意將短語中的副詞up讀得稍重一些；而將介詞with讀得稍弱一
些。
4) pass…on to sb. 把……傳給某人 on是副詞，表示“繼續，接著”，強調動作發生的連續性。pass的賓語是名詞可位于on前或后，pass的賓語是代詞必須位于on前。例如：
I’ll read the story after you, and then I'll pass it on to Lucy.
They both passed on their sticks/passed their sticks on at the same time.
After you read the note, please pass it on.
5. 教師板書以下短語，要求學生用動作表演：
1) stand at the starting line 2) Ready? Go! 3) Come on！4) pass the stick onto sb. 5) to be neck and neck 6) drop one's stick 7) fall, hurt one's leg, quickly get up and go on running
6. 學生討論: Which Class will win the match? And what happened in this match at last?
A: 學生先將比賽最后的過程寫下來.（三五句話就可以）
B: 分小組進行討論.
C: 選出每小組寫的比較好的同學讀自己寫的段落.
Step 4 Summary
利用簡筆畫讓學生復述整個比賽的過程，并讓學生自己總結課文中關于運動會的詞匯和短語及交際用語。
Step 5 Exercises in class
根據句意填上一個恰當的詞。
1. Lily did _________ of all in the 200- metre race. Bad luck!
2. Walk down the road and you will see a large hospital ________ the end of the road.
3. It's about supper time and they won't stop. They just work ________.
4. Look at the two dogs! One is sitting on _________.
5. Let's get ________ for the spelling!
6. What sports will you be ________ tomorrow?
7. We all know Sam studies _________ carefully in our class.
8. Mary didn't run fast enough, but she ran _________ than Lucy.
9. Jame sits ________ me and often pulls my hair in class.
10. The two runners passed their sticks ________ the same time.
Keys: l.worst 2.at 3.on 4.the other 5.ready 6.in 7.most 8.faster 9.behind 10. at
Step 6 Homework
1. Copy the words and the phrases.
2. Do the exercises 2.3 on page 104.
3. Retell Lesson 86.
4. Finish the work book exercise.
Writing on blackboard
Lesson 86
The Relay Race
Language points
1. get ready to do sth./get read for sth.
2. pass. . .on to sb.
3. go on doing sth. =go on with sth.
4. as.. .as
At the end of the second lap Class 3 runner and Class I runner were neck and neck.
Lesson 88教學設計方案 篇2
教學設計示例
Lesson 104 教學設計方案
Teaching Aims
1.Practise the listening firstly with the whole class.
2.Practise the word study and writing.
Teaching procedures
Step 1 Revision
1 Check the homework exercises.
2 Revise the reading passages about Bob Geldof.
Step 2 Preparation for listening
Tell the Ss In 1986, Bob Geldof had another idea. This time, he asked people to organize sports and games to raise money for Africa. Let’s find out what some people did to help. Read through the information in Wb Listening, Unit 26 and make sure the Ss understand what to do.
Step 3 Listening
Listening Cassette Unit 26. For each exercise, play the tape once or twice as necessary. Let the Ss discuss their answers in pairs and then with the whole class.
Step 4 Word study
As this is a revision exercise, let the Ss work in pairs. For those groups of words where no word transformation is necessary (Compounds and Opposites), you can ask the Ss, if you like, to translate these words into Chinese. Check the answers with the whole class at the end.
Step 5 Writing
SB Lesson 104, Part 3. This exercise may be done as class revision or for homework, as time permits. If done in class, let the Ss work alone or in pairs first, then discuss the answers with the whole class.
Answers:
1. has collected 2. found out 3. is grown 4. is given 5. decided 6. started 7. bought 8. used 9. sailed 10. got 11. felt 12. were not doing 13. shouted
Step 6 Conclusion
Finish the lessons by giving the Ss some advice on revising for the end of year examination.
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Lesson 88教學設計方案 篇3
Lesson 91教學設計方案
Teaching Aims:
1. Get the Ss to master the expressions of description.
2. Get the Ss to make a similar passage by using the phrases they have learned.
Teaching procedures:
Step I Revision
1. Check their homework.
2. Do the exercise in the ppt to revise the expressions of description.
Step II Presentation
1.ask the Ss to read the text one by one, if one makes a mistake ,then he should sit down and another one will go on reading.
2.If possible , we can stop and deal with the language points.
Step III Practice
Ask the Ss to pick out the main phrases in this unit and help them to make one sentence by using each phrase.
本單元重點詞匯：
feel like doing: He doesn’t feel like walking very much that day.
a place of interest: There are many places of interest in Xi’an.
in danger: The doctor said that the patient was in great danger and they decided to operate on him at once.
date from: My interest in stamp collecting dates from schooldays.
flood: He received a flood of letters this morning.
face: Our house faces the park.
figure: The wall was covered with figures of birds and flowers.
Step IV Writing
要求：盡可能多用已學過的詞組或句型. (如果是第一次做這樣的練習, 建議老師領著學生做,熟練之后可以放手,并要求學生可以適當發揮)
去年夏天我的家鄉發生了水災。當水災到來時，許多房屋倒塌了，更多的房子處于危險之中。但是人們并不害怕。他們竭盡全力重建家園，現在許多新民居拔地而起，并且看起來比舊房子好的多。我家的房屋也在水災中沖毀掉了。但現在我們有了一個更新更大的。我家的舊房屋朝北，冬天冷，夏天熱。現在事情完全不一樣了。我家的新房屋朝南，住著又舒服又開心。
Last summer there was a flood in my hometown. Many houses fell down when the flood came and more houses were in danger. But the people were not afraid. They tried their best to rebuild the town. Now many new houses have appeared and they look much better than the old ones. Our house, too , was destroyed by the flood. But now we have a new and a much bigger one. Our old house faced north and it was cold in winter, hot in summer. Things are quite different now. Our new house, which faces south, is pleasant and comfortable.
Step VI Homework
1.If we have no time to do the writing above in class, we can leave it as homework
2.Do the Ex 2 on P 88.
Lesson 88教學設計方案 篇4
Lesson 104 教學設計方案
教學目標：
1. Grasp the rules of spelling and word formation.
2. 掌握請假條等英文應用文的寫作。
重點語言點：
1. Making words
1) Nouns→Adjectives “+ ful, +y”
eg. help→helpful sun→sunny
2)Adjectives→Adverbs “+ly”
eg. lucky—luckily nice—nicely simple—simply good—will
3)Verbs→Nouns “+er, +or”
eg. teach—teacher run—runner visit—visitor
4) Compounds
eg. schoolbag
2. New words and expressions.
stay in bed, ask for, two days leave, take. . . to. Penguin, as cold as an ice box, all around, all the time, not. . .at all, most of. . . , lay, at last, stand on one s toes, rub, human, shellfish
教具：Picture, recorder and overhead projector.
教學過程：
Step 1 Making words
教師可以用投影儀出示如下單詞：
1.help → helpful, wonder→wonderful, color→colorful
2.sun → sunny, wind →windy, snow → snowy, hill→ hilly
3.run→ runner, teach → teacher, driver → driver, listen → listener
4.shop→ shopkeeper, class→ classroom, some → sometime
5.lucky→ luckily, true→truly, great→greatly, new→newly
再讓學生觀察以上單詞并找出詞型變換規律：名詞變形容詞+ ful , y動詞變名詞+ er, 形容詞變副詞+ ly
最后，組織學生朗讀這些單詞，并完成書上的練習。
Step 2 Word study
教師可以事先讓學生收集一些單詞的縮寫形式和原形，上課時將學生分成小組進行討論，總結本組所找到的單詞。然后，讓組長將本組的詞寫在黑板上，其他同學在下面記錄（重復的不記）最后，教師解釋What’s anther ways of saying bike/ TV…? 這句話的意思然后再提問，讓學生回答。
教師可進行這樣的游戲：讓一個學生說short from，另一人學生說出其full from。
Step 3 Listening
Listen to the tape and compete the sentences on the page130.
First Listen and try to get the general meaning of the material.
Play the tape again and pause after important information. Let the students check the answer.
Listen sentence by sentence and check the answers.
Step 4 Writing
Tell the student how to write a note for sick leave:
Pay attention to some points. In the note you have to write out clearly the date, who this note is to, why you are asking for a leave, how many days you are asking for, your name, etc.
格式：
Date:
Dear _____:
正文
Name
Explains some phrases.
1. stay in bed
He's very sick, so he has to stay in bed.
2. two days’ leave
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Julia asked for three days, leave from work because her son was ill.
3. sick leave is a period of time when you are allowed to spend away from work or school because you are ill.
教師組織學生根據書中設計的情景寫一張病假條。
Step 5 Reading
課前教師可讓學生了解一些有關企鵝的知識，也可聯系生物知識對這種動物進行一定的了解。
Have the students read the story and guess where the penguins live.
并找出生詞和不懂的地方，自己去查字典。教師向學生講解重點詞匯和句子。
go back to, jump up, stand on my toes, rub, etc.
Play the tape for the students to listen and repeat. Answer the questions:
1. What season does the Penguin like best?
2. What does the Penguin eat?
3. Can they fly?
4. Who lays eggs, James Penguin or Jane Penguin?
Step 6 Exercises in class
Choose the correct words to fill in the blanks.
1. He didn’t do the work ________(careful/carefully) .
2. The rain had already washed the car________(clean/cleanly) .
3. I can understand him if he speaks English ________(slow/slowly) .
4. The coat will keep you _________(warm/warmly) .
5. He drank the beer _________(quick/quickly) .
Keys: 1. carefully 2. clean 3. slowly 4. warm 5. quickly
Fill in the blanks with correct prepositions.
1. He is asking ________ a leave.
2. I want to rest ________ a few days.
3. Penguins get their food ________ the sea.
4. _______ last he found his lost car.
Keys: l. for 2. for 3. from/in 4. At
Step 7 Homework
1. Finish off the workbook exercises in this unit.
2. Recite the article.
3. Go over the whole unit.
Writing on blackboard
Lesson 104
Making words
1. Nouns→adjectives “+ful, +y”
eg. help→helpful sun→sunny
2. Adjectives→Adverbs “+ ly”
eg. lucky→luckily nice→nicely, simple→simply
3.Verbs→Nouns “+er, +or”
eg. teach→teacher visit→visitor
4. Compounds
eg. schoolbag
5. Discussion
1) Where does a penguin live?
2)What’s the weather like there?
3) What do they eat?
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Lesson 88教學設計方案 篇5
Lesson 96 教學設計方案
Teaching objectives:
Grasp the Past Continuous Tense and some useful expressions.
Language focus:
street seller, in class, walk along, do morning exercises, be fed up with, borrow. . . from, decide to do sth., scissors, tennis rackets
Properties: Tape-recorder, Overhead projector，多媒體視頻，圖片。
Teaching procedures:
Step 1 Revision
First get the students ask what were they doing at a certain time yesterday with each other.
What were you doing at eight o’clock yesterday night?
I was doing my homework.
Show the students some pictures and Get them to answer the question “What were they doing?”
或者讓學生準備一些他們自己的照片，然后談談照片中自己那時在干什么？如：
A: What were you doing in the picture?
B: I was reading a story book.
In the picture Li Lei was swimming in the river.
Step 2 Listening
Listen to the tape and make sure the students understand what to do.
Play the tape again. Then finish the Exercise one on page 118. Let them check their answer in pairs.
Step 3 Read and say
Say: I am a policeman. Yesterday morning a man was killed. I want to know what you were doing at ten o’clock yesterday morning.
Then teacher goes around the classroom, asks the questions “What’s your name? What do you do? What were you doing at ten o’clock yesterday morning? Who was with you at that moment?” Students may answer the questions with the sentences given or they may make up their own answers.
First read through the directions. 讓學生選擇不同的職業的人的答語。
Then, students make u dialogues like this:
A: What was the driver doing?
B: He was driving a truck to Tianjin.
Step 4 Practice
播放視頻文件：Lesson 96情景演示，展示過去進行時的運用。
然后讓學生進行模仿練習，可以給出下面的一個情景：
Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyone has answered the question, the class discuss together, “Who do you think stole the painting from the gallery? Why?”
Step 5 Read and talk
Read the table about what David was doing at different times yesterday, then ask and answer in pairs.
A: What was he doing at three thirty yesterday afternoon?
B: He was playing basketball.
播放視頻：What were you doing?，讓學生進行模仿練習。
Have each student write out their own time table of what they did yesterday. Then they can ask and answer questions according to their own time table.
Step 6 Writing
Get the students to write a paragraph about what they were doing at a certain time/during a period of time yesterday.
教師可讓學生參照Part 3列出昨天的時刻表，然后根據表中的時間提示寫出昨天這些時間正在干什么。
Step 7 Reading
Say: We've talked about the relationship among neighbours. Now we re going to read another story about how neighbours get on with each other.
Play the tape for the students to listen.（或播放視頻：A bad neighbour）Ask How do you think the neighbour wasn’t a good neighbour?
Learn new words by showing pictures. (scissors, racket)
Play the tape again for the students to listen and repeat. Then answer these questions:
1. Why were Masha and Sasha tired of Misha?
2. What did Masha borrow today?
3. Did Sasha want to lend him?
4. What did Sasha decide to do?
5. How did Sasha do?
6. What do you think happened at last?
7. What will you do if you were Sasha?
Step 8 Discussion
Students talk about the story and the people in the story and discuss what a person should or should not do in the neighbourhood.
People shouldn't make too much noise after 11:00 at night.
Step 9 Checkpoint
Go through the checkpoint
教師可通過句子簡單歸納過去進行時的構成和用法，可通過視頻：過去進行講解進行分析。
總結本單元的主要短語和句型。
Step 10 Exercise
Fill in the blanks with proper forms of the word “borrow” and “lend”.
1. I’ve left my pen at home. Can you _________ me one?
You can ________ this one. But let me have it back at the end of the lesson.
2. Banks make a profit by _________ money, but they also have to _________ it from time to time.
3. The bank would not _________ him any money. But he managed to _________ what he needed from friends.
4. I don’t trust him. He’s always _________ from friends and forgetting to pay them back. I wouldn’t _________ any money to him if I were you.
5. You can _________ books from the library but they won’t _________ you a book unless you are a member. They don’ t_________ books to non-members.
Keys: 1. lend, borrow 2. lending, borrow 3. lend, borrow 4. borrowing, lend 5. borrow, lend, lend
Step 11 Homework
1. Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. . . .”
2. Finish off the workbook exercises.
3. Write a short passage about what you were doing at different times yesterday.
Writing on blackboard
Lesson 96
A Bad Neighbour
1. Answer the questions according to the question.
(1) What was he doing at three thirty yesterday afternoon?
(2) He was playing basketball.
2. Discussion.
What should/should not a person do in the neighbourhood?
Lesson 88教學設計方案 篇6
Lesson 78 教學設計方案
Teaching Aims
1. Learn the text by finishing reading it in proper time, getting the general idea and further comprehension .
2. Let the students know the development of paper-making.
Teaching Procedures
Step 1 Preparation
Show the picture of the text. Ask:
What can you see in the picture?
We can see some pieces of bamboo tied together. And there are words written on the bamboo.
Step 2 Reading aloud
Read through the question at the top of page 22.
Get the students to read the text and then find the answer to the question.
(Stones, bones, metal pots, wood, silk and so on. )
Step 3 Reading
Read the text and choose the test answer to each question.
1. What did people use weeping records in the past?
A. Stones, bones, metal pots. bamboo wood. silk and so on.
B. The outside of trees, pieces of clothes, fishing nets and so on.
C. Stones, metal pots, pieces of clothes, the outside of trees and so on.
D. Bamboo, silk, fishing nets and so on.
2. Which is the right order of the following events?
a. They carved words on animal bones.
b. Writing was developed.
c. They used silk for writing.
d. Words were carved on metal pots.
e. They developed a kind of paper made from the fibers of plants.
f. They wrote on pieces of bamboo or wood.
A. a, b, c, d. e, f B. d, f, a. d, c, e
C. b, a, d, f, c, e D. f, e, b, a, c, d
3. Which of the following statements is true?
A. People in China kept records before writing was invented.
B. People know little about Chinese history’ before writing was developed.
C. The making of paper was first started in the Middle East.
D. Paper making has been started in Europe ever since paper was invented.
4. What’s the problem with using bamboo for writing?
A. Pieces of bamboo were difficult to tie together to form a book.
B. Bamboo books were difficult to read and heavy to carry.
C. People spent much time to cut bamboo into pieces.
D. It was not easy to write words on bamboo.
5. Which of the following statements is true?
A. Middle East made paper earlier than China.
B. Europe made paper earlier than Middle East.
C. Spain made paper earlier than Russia.
D. Russia made paper earlier than Middle East.
[ACABC]
Step 4 Listen paragraphs
Listen to the tape paragraph by paragraph, then deal with the language points.
Step 5 Summary
Compare the paper made from silk and the fibers of plants.
Step 6 Workbook
Finish off the workbook exercises.
Step 7 Exercises
I.單詞拼寫
1 .Ten people were killed in the accident,_________(包括) Tang Li.
2. This article has been t__._____ into several languages.
3. Printing was one of the most important ________(發明) .
4. Can you ________ (描述) it in your own words?
5. By the 13th century printing had d.________ further.
II.用所給單詞的適當形式填空
例：We had a discussion on the project, (discuss)
1. I asked the doctor for his _________. (advise)
2. You may find a great many helpful ________. (suggest)
3. What do you think of that ________. (perform)
4. I've only ________ begun to learn French, (recent)
5. The country has always had fair ______. (govern)
6. Why don't you _________ me to the house? (invitation)
7. Pandas are very _______ animals, (value)
8. The _______ called for a model of the structure to be made. (design)
9. ____this button to start this engine, (pressure)
10. I was walking in tile ________ of the country, (beautiful)
參考答案
I.
1. including 4. describe
2. translated 5. developed
3. inventions
II.
1. advice 6. invite
2. suggestions 7. valuable
3. performance 8. designer
4. recently 9. Press
5. government 10. beauty
Lesson 88教學設計方案 篇7
Lesson 99 教學設計方案
Teaching Objectives:
Be able to distinguish the usages between the Simple Past Tense and the Past Continuous Tense.
Language focus:
The different points between the Simple Past Tense and the Past Continuous Tense.
The Simple Past Tense is used to refer to events that happened in the past.
The Past Continuous Tense is used to refer to events that happened at a particular, specific time in the past.
Properties: Overhead projector, Pictures, 在教室一角布置一個“交通事故現場”。
Teaching procedures:
Step 1 Revision
1. Call students to tell the story learnt the day before.
2. Dictate some words: cause, accident, comer, suddenly, shout, land, luckily, gatekeeper, crowd, hurry, police, medicine, choose, traffic, motorbike, carry, quickly, fast, move
3. To read some traffic signs.
Step 2 Read and answer
Say Yesterday we learnt about a traffic accident. In the accident, there was a man who got hurt. He was taken to hospital. But after a while, policemen came. Let’s see what happened after that.
Let the students imagine they are the children. Try to answer the policemen’s questions on page 123 Ex 1 in the workbook.
Get the students to act out the story.
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”紛紛敘述事故發生的經過。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容：
l）李磊敘述事情經過；2）看門人敘述事情經過；3）趙老師敘述事情經過；4）騎摩托車人敘述事情經過。
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 gatekeeper's room
Step 3 Presentation
Ask a student to come and perform an action at the front of the class. (e.g. sweeping the floor)
Ask What is he/she doing?
Then invite another student to come an perform a different activity (e.g. cleaning the blackboard) at the same time as the first student is sweeping the floor.
Say: The girl is sweeping the floor while the boy is cleaning the blackboard.
Explain while=during the time that something is happening.
Divide the class into two groups. Tell one group to mime writing. Tell the other group to mime reading. Say Group A is writing while Group B is reading.
Get the students to practise this sentence as they mime.
Step 4 Practice
Do the first sentence with the students, making sure they understand what to do.
Then let the students work alone, check the answer with the class.
Explain the difference between the Simple Past Tense and the Past Continuous Tense.
Step 5 Exercise in class
Fill in the blanks with the Simple Past Tense or the Past Continuous Tense.
1.When I ________(arrive) at the meeting, the headmaster had just finished her speaking and the students _________(clap).
2.When I_________(hear)his knock, I________(go)to the door and________(open)it, but I ________(not recognize) him at first, because I________(not wear) my glasses.
3. When he _________(get) into the bus, it ________( start) suddenly and he ________(fall) backwards on to the road.
4.When I _________ ( cross) the road, I ________ ( step) on a banana skin and ________ ( fall) heavily.
5. The boys _________ ( play) cards when they ________ ( hear) their father’s steps. They immediately________(hide) the card and________(take) out their lesson books.
Keys: 1.arrived, were clapping
2.heard, went, opened ,didn’t recognize, wasn’t wearing
3.was getting, started, fell
4.was crossing, stepped, fell
5.were playing, heard, hid, took
Step 6 Homework
1. Write about a traffic accident.
2. Preview next lesson.
3. Do exercises on page 123. Finish off the workbook exercises.
Writing on blackboard
Lesson 99
Answer the policeman's questions.
1. When did you see the accident?
2. Where did the accident happen?
3. What happened to the man?
4. Where did the bag come from?
5. Did anyone else see the accident?
Lesson 88教學設計方案 篇8
Lesson 100 教學設計方案
Teaching Aims
Teaching procedures
Step 1 Revision
l .Check the homework exercises.
2. Revise the contents of the story in Lessons 98 and 99.
Step 2 Listening
Listening Cassette Unit 25. Play the tape for Ex. 1 two or three times as necessary. Then do E. 2 and 3. Pause the tape at important moments and help the Ss to find the answers when they need help.
Step 3 Practice
Listening Unit 25, Ex. 4. The Ss tell the story to their partners.
Step 4 Presentation
Write this on the Bb:
CERTAIN POSSIBLE IMPOSSIBLE
1 He must might / may / could can't be American.
2 They might not / may not be very happy.
For sentence 1, if possible, show some pictures of men to the Ss and ask them to guess whether they are American or not, using these phrases. Point out the categories: Certain and Impossible. Tell the Ss that when we are sure about something we can use must be or can't be. Point out that it is a mistake to say mustn't when we are talking about something which we think is impossible. Tell the Ss that might, may and could are used when we are not very sure about our guess.
For sentence 2, tell the Ss that we say might not/may not when we are not very sure about our guess, but that could not is incorrect.
Step 5 Practice
SB Lesson 100, Part 2. Go through the instructions and do Number I orally with the class. Then get the Ss to complete this exercise individually. Go over the answers with the class.
Suggested answers:
1. He must be in his office.
2 .He may / might / could be at the conference.
3 .They must have / earn a lot of money.
4 .They must be foreign.
5 .He must walk too fast.
6 .They may / might not be at the station.
7 .He can't be terribly busy.
8 .She may / might / could be in the organizer's office.
9 .It may / might / could be an interesting talk.
10. You may / might not be interested in the conference.
Step 6 Test
Give the Ss this test which practise modal verbs. Write sentences about these situations, using must / might / may / could / can't.
1. Perhaps the theatre will be full.
2. I'm sure that necklace is valuable.
3. I'm sure the medicine isn't in the cupboard.
4. Perhaps my neighbours are away.
5. Perhaps we will have a good trip.
6. I'm sure it isn't made of gold.
7. Perhaps his girlfriend isn't in the hotel.
8. I'm sure that restaurant is a good one.
9. Perhaps the train ticket is as expensive as the air ticket.
10. Perhaps there will be all sorts of different nationalities there.
Answers:
1. The theatre might / may / could be full.
2. That necklace must be valuable.
3. The medicine can't be in the cupboard.
4. My neighbours might / may / could be away.
5. We might / may / (could) have a good trip.
6. It can't be made of gold.
7. His girlfriend may / might not be in the hotel.
8. That restaurant must be a good one.
9. The train ticket might / may / could be as expensive as the air ticket.
10. There might / may / could be all sorts of different nationalities there.
Step 7 Writing
SB Lesson 100, Part 3. Give the Ss some time to write the summary. Let them look at each other's writing in groups, then revise their drafts and finalize their compositions.
Step 8 Workbook
Wb Lesson 100, E. 1 - 3.
E. 1 and 2 should be done orally in class. For Ex. 2, your help is needed. For example, you have to tell the Ss in what kind of situation “Come on!” is used. Say He Xiaofeng sings English songs beautifully. Would you please sing us a song, Xiaofeng? Seeing she is hesitating, you may say Come on! Don 't feel shy. Similar explanations have to be made with some of the other sentences.
If possible, ask your Ss to do Ex. 3. You may make up one with a good student. Then let the Ss work in pairs. Call out several pairs to give their performance.
Step 9Homework
Finish off the Workbook exercises.
Lesson 88教學設計方案 篇9
Teaching Objectives:
Grasp the Past Continuous Tense.
Language focus:
cook a meal, play volleyball, PE/physical education, chemistry lab, feed, sweep the floor, look out of...
Properties: Tape-recorder, Overhead projector, 課本掛圖。
Teaching procedures:
Step 1 Revision
1. Act out the play about neighbourhood relationship. Other students answer the question “What were they doing in the play?”.
2. Revise the Past Continuous Tense by performing actions, such as: cleaning the floor, closing the window.
What was I doing? What was he/she doing? What were they doing?
Step 2 Presentation
Draw this time table on the blackboard. (or on a flashcard) as a model:
Yesterday: Li Lei
9:0010:20noon
reading playing football
12:001:404:40
having a rest shopping with Jim
Present this dialogue:
A: What was Li Lei doing at half past nine yesterday morning?
B: He was reading.
Get the students to practise the dialogue with other time. Repeat it for Han Mei instead of Li Lei.
Get the students to ask and answer in pairs.
Step 3 Ask and answer
Students ask and answer the questions in pairs.
Then get the students to draw a time line showing what they were doing at a certain period of time last Sunday. Have them ask and answer about what they were really doing.
Explain the word: PE, chemistry, sweep
Step 4 Practice
Show the students the picture and say: One Sunday morning the man upstairs heard the sound of children playing in the park. What did he see when he looked out of his window.
Now look at the picture, what were the children and other people doing?
Explain the using of playing in the park.
Get the students to ask and answer in pairs.
A: What was the man doing?
B: He was selling the fruit.
The boys were playing basketball.
Do WB EX.1.
Play the video: 過去進行時, Get the students to act in pair.
Step 5 Exercise
Ask questions.
1. The girl was making a paper boat.
2. Tony was telling a story.
3. My brother was playing the piano at six o clock yesterday.
4. They were doing homework. (general question)
Keys: 1. What was the girl doing?
2. Who was telling a story?
3. When was your brother playing the piano?
4. Were they doing homework?
Step 6 Homework
1. Write a short article to describe the picture in this lesson.
2. Draw a picture for other students to talk about.
3. Do exercises on page 117. Finish off the workbook exercises.
Writing on blackboard
Lesson 95
1. The Past Continuous Tense
What was the girl/boy/man/woman doing?
What were the men/women doing?
Lesson 88教學設計方案 篇10
Lesson 91 教學設計方案
Teaching Objectives:
1.Get more information about Bill Gates.
2.掌握I’m sure that. . .句型的運用。
3. Grasp the using of Articles.
Language focus:
1. Object clause
I’m sure that. . .
2. Articles: a, an, the
3. Useful expressions
l) plan to do sth.
2)
3) millions of, thousands of, hundreds of
4) decide to do sth.
5) give away
6) It’s adj. for sb. to do sth.
Properties: Tape-recorder, Overhead projector
Teaching procedures:
Step 1 Revision
1.To dictate new words learnt.
2. To say something about Bill Gates.
3. Get the students to say something about themselves.
Step 2 Leading-in
Say “We all love our parents. We have special days for them. Mother’s Day and Father’s Day. Do you know when these days are? Have you spent these special days with your parents? What did you do for them? Are you going to buy something as presents?” Call them to answer.
如果學生感興趣時間允許的話，教師可講講關于父親節的信息，使學生增加對父母親的愛。
Then say: Let’s see what Kate and Jim’s plan is for Father’s Day.
Step 3 Read and practice
Play the tape for the students to listen carefully and try to find out the answer: Will Kate buy a gift to her father? 或者播放本課對話的視頻文件：Lesson 91情景對話。
Teach the new words: T-shirt, pleased，教師可展示物體和表情圖片教學。
Then get students to repeat after the tape.
教師也可播放此對話的動畫文件：Lesson 91 Read and practise讓學生跟著朗讀對話，并講解I’m sure that . . . /I’m sure if . . .句型的用法，并讓學生練習。
教師還可播放視頻文件：I'm sure句型，讓學生觀看此句型的運用。
Explain: plan to, be pleased, I’m sure
Then get the students to read in pairs and act it out in front of the class. (They may add the role of the mother to make some suggestions about the present.)
Step 4 Read and complete
Students read the passage and fill in the blanks with the proper articles, (the answers: a, a, The, a, the, a, a, the).
Explain the using of articles. 教師可運用動畫來進行演示講解。
Learn the new words: disease, TB, decide, etc. Compare lucky with unlucky and million with billion.
Explain some words and phrases.
1. millions of, thousands of, hundreds of
1) There are thousands of people in the square.
2) Millions of people die of disease every year.
2. It’s+ adj. + for sb. to do sth.
(1) It’s easy for them to climb the trees.
(2) It’s good for you to do more sports.
Step 5 Listening practice
Students listen to the tape and fill in the blanks on Page 111.教師可運用聽力課件進行教學，可根據學生的不同水平選擇方式：Lesson 91課文聽力練習。
The answers are: friends, when, grew, different, young, smarter, 9, 10, talked, sometimes, understand, better, science, interested, at, famous, bright.
Step 6 Exercises in class
1. Rewrite the sentences.
1) When shall we go to see our teacher?
I’ m not sure ______________________.
2) Can they finish the work in time?
I’m not sure ______________________.
3) The little girl is waiting for us.
I’m sure ______________________.
4) What shall I do to help him?
I’m not sure ______________________.
5) How can we solve the problem?
I’m not sure _____________________.
2. Fill in the blanks with proper articles.
1) Yesterday I saw________ girl in the street. I don’t know the nationality of________ girl.
2) –There is_________ green apple and _________ red one on the table. Which one would you choose?
–Of course. I’ll have ________ red one.
3)_________ earth moves round________ sun.
4) There was_________ strange man asking for you just now.
5) That’s ________easy job.
Keys: 1.l) I’m not sure when we shall go to see our teacher.
2) I’m not sure if/whether they can finish the work in time.
3) I’ m sure the little girl is waiting for us.
4) I’m not sure what I shall do to help him./what to do to help him.
5) I’m not sure how we can solve the problem./how to solve the problem.
2. l)a, the 2)a, a, the 3)The, the 4)a 5)an
Step 7 Homework
1. Tell the story of Bill Gates to your friends or parents.
2. Do exercises on page 111.
3. Finish off the workbook exercise.
Writing on blackboard
Lesson 91
Language points Drills
1. millions of I am sure. . .
2. decide to do sth. I am not sure...
3. give away sth.
4. It’s+ adj. +for sb. to do sth.
5. I’m sure that . . ./ I’m sure if . . .
Lesson 88教學設計方案 篇11
Lesson 72 教學設計方案
Properties: Recorder, Overhead Projector and a map of world.
Teaching Objectives:
1. Practise listening ability.
2. Revise the grammar: the Comparative Degrees of Adjective and Adverbs
The Past Perfect Tense
Language Focus: Checkpoint 18
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework, then ask the students to read the partners' homework to share with each other.
Revise the use of the Infinitive
III. leading in
T: Today we'll learn something about Coco. Do you know where she is from?
IV. Listening practice
Play the tape or for the students to listen and find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.
V. Presentation
Show the students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world.
Ask: What’s the population of China and what’s the population of India? Let the students read Part 2 and answer the questions. (China's population is 1 328 000 000 and India's population is 1 000 000 000). That’s to say India’s population is smaller than China’s .Ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.
VI. Practice
Revise the Grammar: The Past Perfect Tense, give some examples:
1. He had left before his wife came back.
2. I remembered that Peter had already got a bike.
3. By the end of last month, he had learned 2000 new words.
4. When I got to the cinema, the film had begun.
Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the students read these sentences together.
VII. Practice
Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to
VIII. Workbook
Give the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers.
The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had
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The answers to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on
IX. Summary
Exercises in class
Fill in the blanks according to the text in this unit.
Lucy and Lily are___1___. They are living together___2___. But sometimes they fight. It doesn't last too___3___. They___4___very well with each other again.
They look___5__, so it's hard for people to recognize them: Who is Lucy___6__Lily. We always___7___mistakes. They feel___8__. They like most of the same things, for example: music, food and___9__. But Lily likes to___10__, Lucy likes to___11__, they don’t like the same colour,____12___. So they have some___13____Sometimes they disagree, but they never___14__. They love each other and they are___15___happy that they are twins.
Answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differences 14. fight 15.both
X. Homework
Prepare for the final examination.
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Lesson 88教學設計方案 篇12
Lesson 75 教學設計方案
Teaching Aims
1. Study the second part of the story.
2. Go through attributive clauses with relative pronoun whose
Teaching procedures
Step 1 Revision
Ask the students to say something about the first part of the story according to the main idea of each paragraph.
1. Who was Mr. King and where he worked?
2. The accident.
3. In the hospital.
4. The secret was out.
5. Mr. King’s reason for the secret.
Step 2 Reading
1. Ask the students to read the text quickly.
2. Get the students to find out the main ideas of the first 3 paragraphs.
(1) What the company did the next day and why?
(2) Mr. Little’s opinion about Mr. King’s matter.
(3) Mr. Pattis’ opinion about the matter.
3. Ask the students to infer the company’s final decision; Let Mr. King stay there.
Step 3 Listening
Listen to the tape and then work in pairs to finish Ex. 1, 2 in the workbook.
Step 4 Language points
Deal with the language points in the text:
discuss the problem/the matter make a decision
tell a lie for a moment
not have somebody doing =not allow somebody to do. . .
Step 5 Grammar
whose引導的定語從句的鞏固，讓學生快速譯句子：
This is the boy whose father/mother/brother/sister is a worker.
This is the girl whose leg/arm/hand/foot/head was hurt.
This is the house whose window is broken.
Step 6 Practise
Language study of part 3
1. Get the students to join the sentences by using “whose”.
2. Ask the students to tell the differences between the following sentences:
(1) I know the person whose company produces new machines,
(2) I know the person, whose company produces new machines.
(3) I know the person, and his company produces new machines.
Step 7 Exercise
Do Ex.3,4,5 on Page 71.
I. 完成句子。
1. It is easy to use a short-wave radio to ______________ (收聽) the programmes.
2. _____________(使我們失望的是) , he wasn’t chosen our monitor.
3. One can’t learn a foreign language well_____________ (如果……不) he studies hard.
4. I’m going to start early _____________ (以便) I can catch the first bus.
5. Our new neighbour _____________ (訪問) us as soon as they moved here.
II. 句型轉換
1. In my opinion, there will not be any chance for him.
I _____________ _____________ that there _____________ be _____________ chance for him.
2. It seems that it’s harder for women to get a job in that company.
It seems ______________ ______________ for women _____________ _____________ a job in that company.
3. The teacher was surprised to find some flowers on the table when she opened the door.
_____________ _____________ ______________, the teacher found some flowers on the table when she opened the door.
4. It is so hot that we don’t want to go out.
It is _____________ a hot day ______________ we don’t want to go out.
5. This afternoon I will ask the barber to cut my hair shorter.
This afternoon I will ______________ my hair _____________ shorter.
參考答案
I. 1. pick up 2. To our disappointment 3. unless 4. so that 5. called on
II. 1. don’t, think; will; any 2. more, difficult; to, get 3. To, her, surprise 4. such; that 5. have; cut