Lesson 91教學設計方案（通用15篇）
Lesson 91教學設計方案 篇1
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 91教學設計方案 篇2
Lesson 83教學設計方案
Teaching Aims
1. Study the second part of the text.
2. Write a passage about Karl Marx using the information given.
Teaching Procedures
Step 1 Pre-read
Today we are going to read more about the life and work of Karl Marx. Now read the passage and find the answer to this question:
What did Marx write together with Engles during the 1840s? (The Communist Manifesto)
Step 2 Listening
Listen to the tape for the students to listen and follow.
Step 3 Summary the main idea
Ask the students to find out the main ideas of each part of the text.
Part 1
( Paragraph 1) Brief introduction to Karl Marx before die year 1849, in which year he made London the base for his revolutionary work.
Part 2
( Paragraphs 2-6) Marx s success in learning English and Russian and his advice on how to learn a foreign language.
Part 3
(Paragraphs 7-9) Marx and Engels started a new programme called “Communism”.
Deal with the language prints.
Step 4 Practise
Ask the students to make a short passage according to the chart below, and then let them read their own passage.
Timeline for Karl Marx
In 1818
was born in Germany
as a young man
was forced to leave his homeland for political reasons; went to Belgium and France.
in April 1841
received his doctor’s degree
in 1849
went to England; made London the base for his revolutionary work
later
started working hard to improve his English; made rapid progress
in 1853
wrote articles in English; was praised; was encouraged; was not sure about two things
later
kept on studying and using English
in the 1870s
began to learn Russian; read articles and reports in Russian
Step 5 Workbook
Finish the workbook exercises Lesson 83.
Step 6 Exercise
I.單項選擇（一般過去時和過去完成時）
1. She has an uncle, whom she ________ since childhood.
A. had not seen B. did not see C. has not seen
2. When I was six, I _________ in a school in a lonely mountain village.
A. studied B. had studied C. have studied
3. I will ask her for the book now, for she ________ plenty of time to read it since I lent it to her.
A.has had B. has C. had had
4. She said that she ________ the colour TV set for five years.
[1] [2] 下一頁
A. has bought B. had bought C. has had
5. As soon as I came in, the lights _________ all at once.
A. was going out B. has gone out C. went out
6. We _________ the work by six yesterday evening.
A. finished B. would finish C. had finished
7. She said her mother _________ for three years.
A. has been dead B. has died C. had been dead
8. When I got to the theatre, the play _________.
A. had begun B. began C. is beginning
9. —How long _________ each other before they ________ married? —For about a year.
A. have they known; get
B. did they know; were going to get
C. had they known; got
10. She was so interested in the book that she _________ it for three hours before she realized it.
A. read B. had read C. was reading
Keys: 1 -5CACBC 6-10 CCACB
上一頁 [1] [2]
Lesson 91教學設計方案 篇3
Teaching Objectives: Grasp the general question of past continuous tense and some words and phrases.
Language focus:
1. 句型：
1）You’d better go to bed earlier tonight.
2） A woman saw it happen when she was walking past.
3）My wallet dropped on the ground when I was walking in the park
4）You look tired today.
2. Words and expressions
play the piano/violin/guitar/flute, watch video tape, review, look tired/young/worried, mend, forget sth./forget to do sth. had better(not) do sth., novel, accident, wallet, walk past, give sth. (back) to sb.
3.過去進行時態的陳述句和疑問句
We were not traveling too fast.
Was she traveling too fast?
Properties: Tape-recorder, Overhead projector, novel, pictures, 學習用具，如鋼筆、書等。
Teaching procedures:
Step 1 Revision
Talk about what students were doing at different times yesterday.
Student1: What were you doing at eight o’clock yesterday evening?
Student2: I was reading my English.
…
Step 2 Presentation
Ask the students Were you watching TV at eight o’clock at night? . Help students to answer “Yes, I was.” or “No, I wasn’t.”
Practise in the same way. 教師快速向學生提問，要求學生給予肯定或否定回答，并練習各種人稱形式。例如：
T：（對某位同學）Were you watching TV last night?
：Yes, I was. /No, I wasn't.
T：（面向全班）Was he/she watching TV last night?
：Yes，he/she was.No，he/she wasn’t.
通過上述練習，由學生小結出過去進行時態陳述句式和疑問句式的構成。
Get the students to ask and answer in pairs.
Step 3 Ask and answer
Learn new words Russian, motorbike by showing the pictures.
Explain the word “review”. It means to look again at something, such as school work, notes of lessons, etc.
Go through the phrases in the box and make sure the students understand what they mean.
Play the video: Lesson 97 ask and answer.（播放媒體素材讓學生領悟過去進行時態的疑問句的運用情景）
Get the students to make up questions and answers in pairs.
Step 4 Practice
請兩位同學到前面來，低聲囑咐學生甲裝作很累的樣子，無精打采；學生乙裝作不舒服，伏在課桌上（如能課前布置效果更好）。
T：（面向學生甲） You look tired today. You’d better go to bed earlier tonight, If you can.
引導大家猜測這兩個句子的意思。
（面向學生乙） You are not feeling well today.You’d better go to see the doctor.
板書 You’d better do sth.給學生幾分鐘時間，讓大家設計一些情景，然后提出建議。
Explain had better(not)do sth.
It is used to give advice about what someone should or should not do.
Play the tape of dialogue 1 and ask Why is the speaker tired? (the speaker went to bed too late)
Explain the word novel. It means a long written story in which the characters and events are usually imaginary. We can also call that a fiction.（可通過實物教學，教師準備好一本小說）
Play it again for the students t listen and repeat. Or play the video: Lesson 97 Practice 1.
Get the students to practise the dialogue in pairs, then to make up new dialogues using the substitutes in the box. Ask some pairs to act out their dialogues.
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 dropped my book/pen when I was walking in the classroom
Play the tape for the students and ask What happened to A. (His wallet dropped on the ground.)
Explain the meaning of wallet and ground.（可通過圖片或實物進行教學）
Wallet is a small flat leather case that you carry in your pocket for holding paper money. Show them one to make it easier.
Explain the sentence: A woman saw it happen when she was walking past.
上述句子包含以下句型：see sth. happen。
表示感覺的動詞如：see，hear，watch等，以及其他動詞如：make，let等，后面構成復合賓語作賓語補足語時，動詞不定式的to要省去。如：
The children saw the motorbike hit the bag of rice.孩子們看見摩托車撞在了米袋上。
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？
Play the tape again for the students to listen and repeat. Or Play the video: Lesson 97 Practice 2.
Get the students to practise the dialogue in pairs, and make up new dialogue using the substitutes in the box.
Ask some pairs to act out their dialogues.
Step 5 Exercises in class
Turn the following sentences into general questions, then give short answers.
1.All the boys were playing football on the playground when it began to rain.
2. Mary was talking to her friend on the phone when her mother got home.
3. I was leaving the house when the telephone rang.
4. The girl was making the bed at seven o'clock yesterday morning.
5. The dog was running after the cat.
Keys: 1.Were all the boys playing football on the playground when it began to rain?
Yes, they were. /No, they weren’t.
2. Was Mary talking to her friend on the phone when her mother got home?
Yes, she was. /No, she wasn’t.
3. Were you leaving the house when the telephone rang?
Yes, I was./No, I wasn’t.
4. Was the girl making the bed at seven o’clock yesterday morning?
Yes, she was. /No, she wasn’t.
5. Was the dog running after the cat?
Yes, it was./No, it wasn’t.
Step 6 Homework
1. Make sentences with the following phrases.
①look+ adj. ; ②forget to do sth. ; ③had better do sth. ;④walk past; ⑤give sth. back to sb.
2. Preview the next lesson.
3. Do exercises on page 121.
4. Finish off the workbook exercise.
Writing on blackboard
Lesson 97
The Past Continuous Tense
Statement forms Question forms
Short answers
Yes, I was./No, I wasn’t.
Yes, he was./No, he wasn’t.
Yes, she was./No, she wasn't.
Yes, it was. /No, it wasn’t.
Yes, you were. / No, you weren’t.
Yes, we were./No, we weren’t.
Yes, they were./ No, they weren’t.
Useful expressions: new words
You’d better do sth. Motorbike review
saw it happen novel wallet ground
Lesson 91教學設計方案 篇4
Teaching Aims
1. Study the second part of the story. Get a general idea of the text by asking and answering questions.
2. Learn the grammar item: Possibility Modal Verbs.
Teaching procedures
Step 1 Revision
Answer the questions about Lesson 98
l) What did Dr. Baker receive one day? 2) Why did he think that it was funny to send him this invitation? 3) Did he go there at last? 4) What happened on the morning of the second day?5) What did the organizer want Dr. Baker to do? 6) What did Dr. Baker say to the organizer?
Step 2 Watch and Listen
After that ,please answer the following questions.
1).Where did they discover the mistake?
2) .Where did Dr. Baker work and what was his special field?
Key: 1) They discovered the mistake at the organizer's office. 2) Dr. Baker worked at Lincoln's College in Tennessee and he was an expert on illnesses of the ear, nose and throat.
Step 3 Reading
Read this paragraph carefully and then chose which is true or false.
1) The mistake was made by the organizer. 2) Dr. Baker was working in England. 3) Both Dr. Baker and Dr. Lively were experts on ENT. 4) Dr. Baker gave a very good talk the next day. 5) Dr. Baker was likely to come to the same conference the next year.
Key: 1) False 2) False 3) True 4) False 5) True
Step 4 Practice
Ask the students to say something about Dr. Baker’s experiences at the medical conference based on two articles.
Suggest answer:
Dr. Baker was very much surprised to receive an invitation to the….Medical Conference in London. However, he decided to attend the meeting himself. On the morning of the second day of the conference, the main speaker failed to arrive because of the bad weather at the airport. So he was asked to give a talk instead. When the organizer asked him to give a talk on DNA, Dr. Baker told him that he was an expert on ENT. Later the organizer discovered the mistake. Though the organizer had put Dr. P Baker’s name on the list of speakers, someone had made a careless mistake and had written “Dr. D Baker” instead when the invitation list was being done. Anyhow Dr. Baker did give a talk that day and everyone at the conference was very interested in it.
Step 5 Grammar
Have a summary on the usage of the Modal Verbs.
肯定猜測用must be 和 must have done
否定猜測用can't be和can't have done
疑問句中表猜測用can. Can it be true?
表可能用may和may have done
表應該用 should do和should have done.
Step 6 Practice
Fill in the blanks using must, may, can, could, can't, mustn't.
1. —Who 1 she be?
—She 2 be Lucy.
—She 3 be Lucy. Lucy left for America.
—Then she 4 be her twin sister Lily.
2. — 5 I use your dictionary, Mr Baker?
—Yes, of course you 6 .
3. The gentleman 7 be Dr Lively. Dr Lively is a lady.
4. She 8 come with us this afternoon, but she isn’t sure yet.
5. He knows a lot about Xinjiang. He 9 have been there before.
6. —May I speak to the patient?
—No, you 10 .He's too weak now.
Key:
1. can 2. may 3. can’t 4. must 5. Could 6. can
7. can’t 8. may 9. must 10. mustn’t
Step 7 Workbook
Do exercises in Students’ Book . P.43 part 3.
Finish off P101 part 3 and 4.
Step 8 Homework
Revise the contents of this unit.
Prepare Lesson 100
Lesson 91教學設計方案 篇5
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
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?
Lesson 91教學設計方案 篇6
Teaching Objectives：Enable the students to understand the reading passage about Beethoven.
Language Focus: afford to do, for fun, knock at, to one’s surprise, write down, hear sb. do/doing, dim, blind, shine (shone, shone)
Properties: Tape-recorder, Overhead projector
Teaching Procedures:
I. Organizing the class
1. Ask the students to get ready for class.
2. Greetings between the teacher and the students.
3. A duty report.
II. Revision
T: Ask the students to say sentences with “could” and “self”.
III. Reading
1. Pre-reading:
Ask the students the following questions before reading.
(1) Do you like listening to music?
(2) What do you know about Beethoven?
(3) Can you play any musical instruments? How well can you play?
(4) The teacher gives a brief introduction of Beethoven.
2. While-reading:
(1) Ask the students to read the passage silently by themselves.
(2) Ask the students to answer the reading comprehension questions.
(3) Play the tape for the passage and ask the students to read after the tape.
(4) Explain the language points.
①sonata/s[5na:t[/: musical composition for one instrument(eg. the piano) ,or two(eg. piano and violin) ,ly with three or four movements. 奏鳴曲
②afford to do: (通常與can, could, be able to連用)spare or find enough time or money for
–We can’t afford to go away this summer.
–I can help you.
They aren’t able to afford to buy a big apartment. So they have to live in a small house.
③to one’s surprise =to the surprise of sb.
To my surprise/To the surprise of everyone, his plan succeeded. I feel very happy for this.
To our surprise, he survived in the aircraft. Good luck!
3. After-reading
(1) Ask the students to retell the passage.
(2) Ask the students to talk about their feelings after reading the passage.
(3) Ask the students to work in pairs and then act it out.
IV. Exercises in class
根據句意填空。
1. The candle light in the small room wasn’t bright, it was _________.
2. Don’t take it seriously, I just said it ________ _________.
3. The girl can’t see at all. She is_________.
4. The girl listened to the woman next door play the piano and learned all by ________(part of body). She is very clever.
5. He’s too poor to _________ a big house. So he must work hard to earn much money.
Keys: l. dim 2.for fun 3.blind 4.ear 5.afford
V. Homework
1. Finish exercises on page 98.
2. Retell the passage.
3. Rewrite the passage.
VI. Summary
翻譯句子。
1.我們經常聽見她在樓上彈鋼琴。
2.姑娘和她的哥哥沉浸在貝多芬的美妙音樂中。
3.一天晚上貝多芬正地街上散步，這時突然在一座小房子外停住了。
4.他們太窮了，以至于不能負擔得起音樂會票。（too…to；afford to）
5.一個年輕人正在桌邊做鞋，他的妹妹正在彈鋼琴。
Keys:
1. We often hear her play the piano upstairs.
2. The girl and her brother both lost themselves in Beethoven’s beautiful music.
3. One evening Beethoven was walking in a street when he suddenly stopped outside a little house.
4. They are too poor to afford to buy tickets to the concert.
5. A young man was making shoes by a table while his sister was playing the piano.
VI. Writing on blackboard
Lesson 91教學設計方案 篇7
Lesson 68教學設計方案
Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Practise listening.
2. Revise the grammar: the Attributive Clause.
Language Focus: Checkpoint 17.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Choose some useful sentences from the students' homework. Read them to class, then do more oral practice using the Attributive Clause
III. Leading in
T: Today we're going to hear about a story, look at your workbook, Lesson 68 Exercise 1. Read all the questions first. Then read the numbers aloud, try to guess the answers before listening.
IV. Listening
Listening Cassette, Play the tape for the students to listen and do Exercise 1 in the workbook, check the answers with the whole students.
V. Presentation
Look at Exercise 2, Discuss it with the students, let them understand the information. Ask the students to answer the question, and check the answer. Then let the students practise in pairs. Pay attention to these sentences: 1. These men look like thieves (who) you saw. 2. The man (who) I saw had black hair. 3. He had a mouth that was quite small.
VI. Practice
Look at Exercise 3, let the students choose the best answers alone, and check with the students, then read the sentences together.
Let the students make up their own sentences.
VII. Play a game
Look at Exercise 4. Student A acts as the victim who was robbed and student B is a policeman / policewoman. First spend five minutes thinking about what you will say, then ask the students to come to the front and play a game.
VIII. Practice
Look at Exercise 5. Use the information from the dialogue above lo complete the police report.
Get the students to do it first, then check the answer with the whole class.
IX. Checkpoint 17
Go through the grammar part and practise the useful expressions.
X. Workbook
For Exercise 4. Read the passage, Guess the new words first, then answer the questions.
For Exercise 6, Look at the pictures and write the story about “Cao Chong weighed an elephant”.
Exercises in class
Join the sentences with that, which or who.
1. I’m reading a book. The book is about a robbery.
2. Have you ever seen the film? The film was directed by Zhang Yimou.
3. Most of the people were American. They travelled to Beijing last week.
4. The girl is taking care of the baby. She is my aunts baby - sitter.
5. The students are visiting the natural museum. They are very interested in the dinosaurs .
XI. Homework
1. Finish off the workbook.
2. Revise the grammar: The Attributive Clause.
Lesson 91教學設計方案 篇8
Teaching Objectives:
Grasp the story and some words and useful expressions.
1. It's nice of you. 2. You'd better not talk. 3. As quickly as she could. Miss Zhao got a medicine box.
Be able to read the traffic signs.
Language focus:
1. Some words and phrases
cause, traffic accident, round the corner, fall off, land, in the middle of, shout to, not. . . until, hit. lay, luckily, be badly hurt, gatekeeper, crowd round, move. . .out of, move. . .away, choose, take care of, as quickly as she could, hurry- up, with sth. on/in/under somewhere, hurry off, look after
2. Some traffic signs
The first sign means you can not drive into this street.
The second sign means you can’t stop your car here.
The third sign means you can’t turn left here.
The fourth sign means you can’t turn right here.
Properties:
Tape-recorder; Overhead projector; Cards with traffic signs on them; 教學掛圖
Teaching procedures:
Step 1 Revision
Revise the vocabulary connected with traffic, such as transport tools: bike, car, train, truck, plane, ship, motorbike, etc.
Ask Which is quicker, a train or a motorbike? Which is the most expensive of all? etc.
Step 2 Discussion
Say: Traffic accident is a crash involving cars, trains, planes, etc. Have you seen any traffic accident?
What do you think of those traffic accidents?
What do you think often causes traffic accidents?
What should you do when you see a traffic accident?
Encourage them to express their own ideas.
Get the students to tell their own stories of when they have either actually been in an accident or seen one, or know someone who has been in one.
Step 3 Reading
Tell the students Read the story quickly and find out what happened.(a traffic accident)
Play the tape for the students to listen and repeat, and answer the following questions. Or play the video: A traffic accident
1. What was in the middle of the road?
2. What did the children do when they saw that?
3. Why did the motorbike hit the bag?
4. How was the man?
5. What will happen next?
Teach new words (利用教學掛圖) suddenly, luckily, etc.
Explains the new words and phrases:
1.Words ending in –ly are usually adverbs.
2.The word gatekeeper is a compound noun that comes from the words gate and keeper.
3.He was not badly hurt means that the man was only hurt a little bit.
4. Explain Don’t mention it. Explain the position of clauses such as As quickly as she could, and With the medicine box under her arm. (at the beginning of the sentence)
5. Explain the difference between hurry up and hurry off.
Play the tape again. Do workbook Ex1. Check the answers with the whole class.
Step 4 Practice
Draw a few pictures about the traffic accident, and ask the students to retell the story.
Show the traffic signs to the students and help them say the meaning of them. Then students talk about some traffic rules. (They may draw some other traffic signs on the blackboard if time is enough.)
Step 5 Exercises
Fill in the blanks with proper prepositions.
1. We’ll see a film _________ Wednesday.
2. When I was coming _________ the corner, I fell _________ the bike.
3. The pen landed_________ the floor.
4. Don’t shout _________ your parents.
5. I often heard the sound _________ a bird.
6. He was driving ________ his motorbike.
7. Will you please carry the books ________ the library?
8. It’s really nice _________ you to help me.
9. Don’t crowd ________ the injured person.
10. Please move _________ your cases.
11. With a big smile _________ the face, she passed me the key.
12. Please look _________ yourself.
Keys: 1.on 2.round,off 3.on 4.to 5.of 6.on 7.to 8.of 9.round 10.away 11.on 12.after
Step 6 Homework
1.To draw some traffic signs and write out the meaning.
2. To make sentences with the following phrases.
(l)round the comer (2)falloff (3)in the middle of
(4)shout to (5)not...until (6)be hurt
(7)Luckily. . . (8)crowd round (9)take care of
(10)with. . .in/under. . .
3. Do exercises on page 122. Finish off the workbook exercises.
Writing on blackboard
Lesson 98
A Traffic Accident
Language points Ask and answer
1. cause 1. What was in the middle of the road?
2. suddenly 2. What did the children do when they saw that?
3. luckily 3. Why did the motorbike hit the bag?
4. gatekeeper 4. How was the man?
5. Don’t mention it. 5. What will happen next?
6. not badly hurt
7. As quickly as she could
8. With the medicine box under her arm.
Lesson 91教學設計方案 篇9
一、教學內容
1.單元復習。
2.初步學習連讀的技巧。
3.運用一般現在時。
二、教具
錄音機。交通工具圖片
三、課堂教學設計
step 1. Revision
教師根據第111課的內容，與學生進行問答練習，并可直接問及學生一天的日常活動.或者教師通過圖片進行問答
T: I usually go to school on foot.(教師隨即做出走路的動作或者展示圖片)what about you ?
S: I usually go to school by….教師指導學生也跟著做動作或者展示圖片。
step 2. liaison
打開書，讓學生觀察第一部分中列出的短語和句子。放錄音，學生只聽不重復，觀察有連讀符號的處理方法。教師可扼要介紹連讀的技巧。放錄音，學生跟讀兩遍。
step 3. number and tell
教師讓學生觀察課文中的四幅圖片，根據圖片的內容讓學生將正確的序號排列出來并標示在課本上。教師根據每一幅圖片的動作或內容指導學生完成故事。
第一幅畫：
T: What are Mike doing now in picture 1?
S: He is going to school.
T: How does he come to school?
S: by bike.
第二幅畫：
T: what time does Mike get up?
S: at 8:15.
T: Is he late?
S: yes / no (學生根據圖片中Mike 的表情 ，自行討論和判斷)
第三幅圖：
T: Why the school is closed ?
S: Today is a holiday.
第四幅圖：
T: What is Mike doing?
S: He is leaving home.
step 4. Read and answer
教師放課文第三部分錄音，學生跟讀，模仿句子重音和語調，并回答問題。
step 5. Exercises
指導學生做練習冊習題1中的反義詞練習。
指導學生按自己上一次寫的短文，把主要活動填入練習冊習題2的表格中。然后，通過用英語問答形式，把自己同伴的一天情況，記錄在自己的練習冊上。例如：
S1： What time do you get up on weekdays?
S2： I get up at 7： 00 on weekdays.
S1 在自己練習冊上記下時間和get up這一短語即可。其他活動情況做法相似。
教師也可采用另一方法，即：讓每一組中的一個人先讀自己的短文，另一人作記錄。
小結一般現在時表示經常的或習慣性的動作。
step 6.Test
1)聽寫本單元中要求四會的單詞或短語及主要句型；2)寫一篇自己或同伴一天活動情況的短文(不少于6句。)
Homework
完成練習冊其他習題。
探究活動
活動一：交通工具調查報告
活動的實施計劃：
教師讓學生通過課余時間查閱資料、實地考察當地交通建設的現狀，調查分析交通建設的快慢與經濟交通速度之間的關系，寫一份調查報告，向當地有關部門提出自己的建議。
活動二：看看誰懂得最多
1.教師將全班學生分成4組，給每組的同學2-3分鐘的準備時間，讓學生盡可能的在2-3分鐘內想出大家常見的交通工具。
2.教師組織學生將所想到的交通工具用英文寫在黑板上，看看那一組同學寫的又多又快又好。
活動三：收集交通工具的圖片
教師通過組織學生在課余時間里盡可能收集到所有的常見現代交通工具的圖片（相片），圖片（相片）的背面最好盡可能的寫出給交通工具的英文名稱。教師鼓勵學生可以收集沒有學習過的新的交通工具的圖片。讓學生在課堂上展示自己收集的圖片，大家可以互相交流，最后老師和學生們評選出收集到最多圖片的同學，并且給與獎勵。
通過此活動加強學生和老師的交流，提高學生對英語的學習的興趣。
Lesson 112 教學設計方案
Lesson 91教學設計方案 篇10
Lesson 103 教學設計方案
Teaching objectives:
Grasp the different types of sentences and grasp some words.
Language focus:
1. Different types of sentences
1) simple sentences.
2) compound sentence: It consists of two or more simple sentences.
3) complex sentence: It consists of a principal clause and one or more subordinate clauses.
2. Useful expressions
l)see...doing sth. 2)by the way 3)few, a few 4)little, a little 5)either 6)neither
Properties: Overhead projector, some pictures
Teaching procedures:
Step 1 Revision
1. Dictate some words: trip, pleasant, iceberg, hole, sink, lifeboat, shout, married, thankful, join
2. Retell the story Miss Evans in Lesson 102
Step 2 Leading-in
Saying Have you seen the film Titanic? Do you think it was a very good film? What other films do you like? Can you talk about it?
教師可先準備好一些關于這部電影的圖片，如下：
Students are encouraged to give their answers.
Step 3 Read and say
First get the students to look at the picture, guess what the dialogue is about. Then they read it and check the answer.
Play the tape for the students to listen, and answer: Which film does Linda likes best? (Titanic)
Get the students to talk about the films mentioned in the dialogue. Here are some questions to help:
1. Have you seen or heard of these films?
2. What were the stories?
3. What do you think of the actors and actresses?
4. What do you like most about these films?
5. Do you know the Chinese names of them?
Explain language points:
1. It’s hard to say … 2. by the way
如果有條件和時間允許，教師可選擇電影Titanic的片斷播放給學生，教師可在媒體素材選擇視頻片斷。
If time permits, get the students to talk about their favourite films or film stars.
Step 4 Learn
First go over the grammar note on page 159 with the students.
Explain the tapes of sentences.
Have the students do this part individually and check the answers with the whole class.
Then do Workbook Exercise 1 in class. Check the answers.
Step 5 Practice
First Explain the meaning of these words “few, a few, little, a little and the different usage between few and little. Explain the meaning either …or, neither … nor.
1) Few is used with countable nouns whereas little is used with uncountable nouns.
2) A few is positive and means “a small number but not a lot”. Few is negative and means not many. A little is positive and means “some, but not a lot”. Little is negative and means not much.
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Yes, I do know a few words of French.
Fortunately he still had a little money.
3) neither. . . nor. . . used when two states. facts, actions, etc. are mentioned and both are not true or not possible.
He is neither handsome nor smart.
4) either means one or the other of two things or people .
either. . . or. . .
Either Tom or Jack will go there.
either means “also (but only in negatives)”.
—I can’t swim.
—I can’t, either.
Then get the students to fill in the blanks with proper words from the box on page 58. Then check the answers.
Do Workbook Exercise 2.
Step 6 Exercises in class
Fill in the blanks with “either” “neither” “(a) few” and “(a) little”.
1. Sally doesn’t like skating, his boyfriend doesn’t. ________.
2. We don’t have to go to the supermarket today, there are still _________ eggs left.
3. I have to borrow some money, because I have very_________ myself.
4. I don’t need any more milk, there is still _________ in the glass.
5. He has _________ friends, but ________ of them are helpful.
6. I like _________ of these two films, they are both quite boring.
Keys: 1. either 2. a few 3. little 4. a little 5. a few, few 6. neither
What types of sentences are they?
1. He asked her an interesting question.
2. He knocked at the door again and again, but there was no answer.
3. I’ll tell you why I asked you to come.
4. The girl likes going to school because she likes the classmates.
Keys:
1. simple sentence 2. compound sentence 3. complex sentence( object clause) 4. complex sentence (adverbial clause)
Step 7 Homework
1. Write a short passage to introduce a film (the story, actors, actress, music, etc.)
2. Do exercises on page 129.
3. Finish off the workbook exercises.
Writing on blackboard
Lesson 103
1. Discussion
(1)Have you seen or heard of these films?
(2) What were the stories?
(3) What do you think of the actors and actresses?
(4) What do you like most about these films?
(5) Do you know the Chinese names of them?
2. Write out what types of sentences these are.
(1) There was a very big hole in the ship and water began to come inside.
(2) One afternoon in April 1912, a new ship set off from England to America on its first trip.
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(3) It's hard to say because I like many films.
(4) Do you know how many people lost their lives?
(5) On September 1,1985, people found the ship 4,000 metres under the sea.
3. Discuss the usage of the following.
few, little, either, either. . .or, neither, neither. . .nor
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Lesson 91教學設計方案 篇11
Lesson 74教學設計方案
Teaching Aims
1. Study this lesson to find out Mr. King’s secret and the reason for it.
2. Improve the students’ reading ability.
3.Get the students to find out the main idea of each paragraph.
Step 1 Lead in
Questions and answers:
1. What do women do in China? (All kinds of jobs. )
2. Is it difficult for women to get good jobs in China? (Yes.)
3. Why is it difficult? (Maybe people’s traditional views about women are working. )
Step 2 Reading
1. Ask the students to finish workbook Lesson 74 page 70, Ex. 1.
2. Check the answers with the students.
3. Listen to the tape and read after it.
4. Reread the text and find out the main idea of each paragraph:
Paragraph 1: Mr King and his work.
Paragraph 2; Mr King had an accident which let out his secret later.
Paragraph 3: Mr King was in hospital.
Paragraph 4: The secret was discovered by his company.
Paragraph 5: Mr King’s reason for pretending to be a man.
Step 3 Language points
2. 總結并鞏固由whose引導的定語從句：
1)Mr. King, whose legs were badly hurt, was taken to hospital.
2)The boss in whose department Mr. King worked called at the hospital.
3)The book whose cover was torn is mine,
4)The room whose windows face to the south is the manager’s.
Step 4 Workbook
Page 70, Ex.2
1) Do it individually.
2) Check in class.
Step 5 Exercise
單詞拼寫
1. Never p _________ to know anything that you really don’t know.
2. Don’t be afraid. We all s________ you.
3. On the way home, Mary p ________ up a wallet with a lot of money in it.
4. They are _________(鋪放) a new carpet in the living room.
5. My father is one of the _________ (設計者) of the great building.
6. My younger brother is a college student while my elder brother is an _________ (工程師) .
參考答案:1. pretend 2.support 3.picked 4.laying 5 designers 6. engineer
Lesson 91教學設計方案 篇12
Lesson 66教學設計方案
Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Let the students understand the text and learn -some new words and phrases.
2. Go over the Attributive Clause.
Teaching focus: rob somebody, inspector, thief (thieves), detective.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check the students' homework. Go through the dialogue in Lesson 65. Ask some students to act out the dialogue.
III. Leading in
Say: In Lesson 65, we've learned that someone stole a necklace, he called the policeman. Ask: What will you do if you are robbed? Give the students a few minutes to discuss.
IV. Presentation
Get the students to look at Exercise 1 in the workbook and read through the questions with the students and make sure they can understand them.
Let the students read the passage carefully and then discuss their answers in pairs. Finally check the answers with the whole class. Deal with any difficulties that the students may have. Get the students guess the meanings of new words and sentences.
1. There is no need to thank me.
2. I need to do something
3. This is the cage that Polly lives in. There is no chair for me to sit on.
4. hear someone shouting
5. hands up =put up your hands
V. Practice
Speech Cassette, play the tape for the students to listen, then play it again, let the students repeat after it. At last the students can read the following tape.
Give the students some free time to practise reading aloud. Then ask some of them to read in class. Check their reading.
VI. Workbook
For Exercise 2, let the students do it orally first, then write down the answers. The answers are: missing, stolen, called, house, necklace, strange, who, without, suddenly, anyone, the, why, be, seen
VII. Consolidation
Read the passage again, ask the students to understand the sentences with the Attributive Clause. Go over the tense orally. Then tell the students to act out this dialogue.
Exercises in class
1. Make up a story.
2. Do Exercise 3 in the workbook, write it down in the exercise book.
VIII. Homework
Retell the story.
Revise the grammar: the Attributive Clause.
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Lesson 91教學設計方案 篇13
Teaching Aims:
1. Help the Ss to remember what they have learned in this unit.
2. Finish the listening task.
Teaching procedures:
Step I Revision
1. Check their homework.(if possible, the teacher can show a passage written by one student on the blackboard and ask the others to correct it.)
2. Give a dictation in class.(if possible, after class the teacher can ask one student who often makes many mistakes in the dictation to check the others’ papers, it is good for him/her)
Step II Listening
1. Listen to the tape and answer one question.
What is the water used for ? (2 things)
Answers: (1).to make electricity
(2).to be sent to large cities in England
2. Listen to the tape again and fill in the blanks in the ppt.
3. Listen to the tape again and do the exercise on Page 128.
Step III Test
P32. Part 2. Fill in the blanks.
Step IV Extra work
If possible , the teacher can read English newspapers and get some sentences which use the Past Perfect Tense. Give them to the students and help them to understand.
1.The passengers, who had organized their tour through six Chinese travel agencies from provinces such as Hubei, Guangdong, Guangxi and Shandong, were thrown from their seats.(這是一篇關于中國乘客在越南附近海域遇難的報道)（過去完成時）
2.The yacht had stopped completely. （過去完成時）
3.Li draws attention to the particularly high suicide rate of Chinese women, which is 25 percent higher than that of men.（定語從句）
4.The more easily they are satisfied with themselves and society, the less likely they are to attempt suicide.（句型：the+比較級…,the +比較級….）
5.Zhang says it is common for people to experience a sense of defeat.
（句型：It is adj for sb to do sth.）
（3-5是關于一篇調查自殺的報道）
6.Like many other US-based airlines, United had a prosperous 1990’s, in which its staff and their wages increased rapidly.（定語從句）
Step V Composition
1999年高考試題
假如你是李華,在一所中學讀書，最近受到美國朋友先生的來信. 他三年前參觀過你校,聽說現在變化很大，希望了解有關情況.參照下圖,給他寫一封回信,介紹你校的變化.
(1).教學樓 (2).操場 (3).教學樓 (4).操場
注意:
1. 回信須包括圖畫的主要內容，可以適當增減細節,是內容連貫；
2. 詞數100左右.
July 9
Dear Mr Smith,
Best wishes,
Yours
Li Hua
答案:
July 9
Dear Mr Smith,
I was so pleased to hear from you and I am writing to tell you somtthing about my school. You are right. Quite a few changes have taken place. On one side of the road there is a new classroom building . On the other side, where the playground used to be now stands another new building—our library. In it there are all kinds of books, newspapers and magazines. The playground is now in front of the school. We have also planted a lot of trees in and around the school. I hope you come and see for yourself some day.
Best wishes,
Yours
Li Hua
Step VI Homework
1.Finish off the rest of the exercises in the workbook.
2.Prepare for the next unit.
Lesson 91教學設計方案 篇14
Lesson 96 教學設計方案
Teaching Aims
1.Practise the writing first orally with the whole class.
2.Train students write a letter.
Teaching Procedures
Step 1 Revision
1.Revise the contents of the reading passages in Lessons 94 and 95. Ask a few more Ss to say something about Jia Sixie.
2 .Revise Indirect Statements by getting the Ss to report the advice given by Jia Sixie in his book.
Step 2 Writing
SB Lesson 96, Part 1. Do the first two orally with the whole class, then let the Ss work alone.
Suggest Answers:
1.What is the name of the bbok which you have written?
2.How long did it take you write the book?
3.What is the book about?
4.Where were you born?
5.What did you use/What used you to do before you studied agriculture?
Step 3 Test
Books closed. Ask someone do this passage oral to the Ss: for example:
Jia Sixie was one of the pioneers of farming. He studied, collected information, did experiments and he learnt from farmers and peasants. In 533-544 AD, he wrote a book which included advice on improving the condition of the soil, growing green vegetables and fruit trees, keeping cows and sheep, and keeping fish in lakes. He also gave instructions for making wine.
Step 4 Writing
Let the Ss write the letter in their exercise books. They can show it to a partner for suggested improvements.
Step5 Workbook
Wb Lesson 96, E. 1 - 3.
Read through the sentences or dialogues, making sure the Ss know what they should do. Do the first sentence as an example. Then let the Ss practise in pairs. Finally check the answers with the whole class.
Step 6 Homework
Finish the Workbook exercises.
Write the final version of the letter.
Lesson 91教學設計方案 篇15
Teaching Objectives：Enable the students to understand the reading passage about Beethoven.
Language Focus: afford to do, for fun, knock at, to one’s surprise, write down, hear sb. do/doing, dim, blind, shine (shone, shone)
Properties: Tape-recorder, Overhead projector
Teaching Procedures:
I. Organizing the class
1. Ask the students to get ready for class.
2. Greetings between the teacher and the students.
3. A duty report.
II. Revision
T: Ask the students to say sentences with “could” and “self”.
III. Reading
1. Pre-reading:
Ask the students the following questions before reading.
(1) Do you like listening to music?
(2) What do you know about Beethoven?
(3) Can you play any musical instruments? How well can you play?
(4) The teacher gives a brief introduction of Beethoven.
2. While-reading:
(1) Ask the students to read the passage silently by themselves.
(2) Ask the students to answer the reading comprehension questions.
(3) Play the tape for the passage and ask the students to read after the tape.
(4) Explain the language points.
①sonata/s[5na:t[/: musical composition for one instrument(eg. the piano) ,or two(eg. piano and violin) ,ly with three or four movements. 奏鳴曲
②afford to do: (通常與can, could, be able to連用)spare or find enough time or money for
–We can’t afford to go away this summer.
–I can help you.
They aren’t able to afford to buy a big apartment. So they have to live in a small house.
③to one’s surprise =to the surprise of sb.
To my surprise/To the surprise of everyone, his plan succeeded. I feel very happy for this.
To our surprise, he survived in the aircraft. Good luck!
3. After-reading
(1) Ask the students to retell the passage.
(2) Ask the students to talk about their feelings after reading the passage.
(3) Ask the students to work in pairs and then act it out.
IV. Exercises in class
根據句意填空。
1. The candle light in the small room wasn’t bright, it was _________.
2. Don’t take it seriously, I just said it ________ _________.
3. The girl can’t see at all. She is_________.
4. The girl listened to the woman next door play the piano and learned all by ________(part of body). She is very clever.
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5. He’s too poor to _________ a big house. So he must work hard to earn much money.
Keys: l. dim 2.for fun 3.blind 4.ear 5.afford
V. Homework
1. Finish exercises on page 98.
2. Retell the passage.
3. Rewrite the passage.
VI. Summary
翻譯句子。
1.我們經常聽見她在樓上彈鋼琴。
2.姑娘和她的哥哥沉浸在貝多芬的美妙音樂中。
3.一天晚上貝多芬正地街上散步，這時突然在一座小房子外停住了。
4.他們太窮了，以至于不能負擔得起音樂會票。（too…to；afford to）
5.一個年輕人正在桌邊做鞋，他的妹妹正在彈鋼琴。
Keys:
1. We often hear her play the piano upstairs.
2. The girl and her brother both lost themselves in Beethoven’s beautiful music.
3. One evening Beethoven was walking in a street when he suddenly stopped outside a little house.
4. They are too poor to afford to buy tickets to the concert.
5. A young man was making shoes by a table while his sister was playing the piano.
VI. Writing on blackboard
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