Lesson 66教學(xué)設(shè)計(jì)示例（精選14篇）

Lesson 66教學(xué)設(shè)計(jì)示例 篇1

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)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(yǔ)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�所學(xué)的內(nèi)容做一個(gè)小結(jié)，并能熟練掌握本單元所學(xué)祈使句知識(shí)。

　　3.情感目標(biāo)

　　培養(yǎng)學(xué)生熱愛(ài)體育運(yùn)動(dòng)，積極鍛煉身體的良好習(xí)慣。

　　二、教學(xué)過(guò)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(qián), 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 66教學(xué)設(shè)計(jì)示例 篇2

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)目標(biāo)

　　（1）掌握句型：What does your brother/sister/aunt/father/mother/grandma/grandpa do? Where dose she/he work/study?

　　（2）復(fù)習(xí)和職業(yè)相關(guān)的知識(shí)。

　　2.能力目標(biāo)

　　能夠用所學(xué)知識(shí)介紹你的同學(xué)、朋友或家人。

　　3.情感目標(biāo)

　　教育學(xué)生職業(yè)無(wú)貴賤之分，只有分工不同。

　　二、教學(xué)過(guò)程 

　　Step 1 Revision

　　1 Revise verb forms.

　　2 Revise What does Hu Yulan do? Where does Chen Fang work? etc.

　　3 Check Homework: Say something about Betty Hill.

　　Step 2 Presentation

　　Tell the students they are going to invent some families:

　　1 Draw a family tree on the Bb:

　　Liang Hong's Family

　　Father

　　Mother

　　Uncle

　　Aunt

　　Liang Hong

　　42

　　40

　　38

　　37

　　11

　　a driver

　　a farmer

　　a teacher

　　a worker

　　a student

　　in a

　　on a

　　in a

　　in a food

　　in No. 3

　　factory

　　farm

　　School

　　factory

　　Middle School

　　2 Ask, e.g. What does Liang Hong's father do? Where does he work? Get the students to answer the questions. Write the answers on the Bb.

　　3 Practise the questions What does she / he do? Where does she / he work? Get the students to work in pairs and talk about Liang Hong's family.

　　Step 3 Practice

　　1 Get the students to make up a family tree for Liang Hong's friend, Zhang Meng.

　　2 Work in pairs. Each student asks about the other's family tree: e.g. What does Zhang Meng's uncle do? etc.

　　Step 4 Ask and answer

　　SB Page 48, Part 1. Read through the table. Practise I don't have a (sister). Ask some students about their families. Then get the students to work in pairs.

　　Step 5 Read and say

　　SB Page 48, Part 2, Speech Cassette Lesson 103. Books closed! Ask two or three questions such as, Does Mr Baker speak Chinese? Does he like working in China? Play the tape as many times as necessary. Then get the students to listen and repeat. Teach Good evening! and friendly.

　　Do E. 1 and 2 of the Wb Lesson 103.

　　Step 6 Workbook

　　SB Page 127, Wb Lesson 103. Ex. 4 is a game. To help your students, you may suggest verb phrases like play basketball, watch TV, etc. When they finish a story, they may start another story. See which team gives more correct sentences.

　　Homework

　　Revise the new language in this unit.

　　Go over the content in Checkpoint 26.

Lesson 66教學(xué)設(shè)計(jì)示例 篇3

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)目標(biāo)

　　掌握過(guò)去進(jìn)行時(shí)的用法。

　　2.能力目標(biāo)

　　能夠用自己的話(huà)復(fù)述課文里的小故事（盡量用到過(guò)去進(jìn)行時(shí)）。

　　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(jì)

　　1.復(fù)習(xí) 教師參照練習(xí)冊(cè)習(xí)題1，與學(xué)生進(jìn)行問(wèn)答練習(xí)。可通過(guò)如下方法，培養(yǎng)學(xué)生口頭復(fù)述課文的能力：

　　對(duì)一組學(xué)生逐個(gè)提問(wèn)，這組學(xué)生每次回答一個(gè)問(wèn)題；從另外一組中找出一位同學(xué)，依次將每個(gè)同學(xué)及他前面同學(xué)的答案像滾雪球似的復(fù)述下來(lái)。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(gè)人；可以是一個(gè)組；也可以是班上其他學(xué)生。剛開(kāi)始練習(xí)時(shí)，問(wèn)題不宜一次提得過(guò)多，三至五個(gè)即可，逐步過(guò)渡。此外，較難回答的問(wèn)題要注意修改，通常不使用一般疑問(wèn)句（除非學(xué)生掌握更靈活的方法 注）。

　　2.聽(tīng)課文錄音，學(xué)生跟讀一遍。

　　3.教師解釋難句（見(jiàn)難點(diǎn)講解）。

　　4.打開(kāi)練習(xí)冊(cè)，做習(xí)題2。當(dāng)堂核對(duì)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(shū)面完成練習(xí)冊(cè)其他習(xí)題。

　　四、難點(diǎn)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(lái)修飾前面的名詞the man。當(dāng)副詞用作定語(yǔ)修飾名詞時(shí)，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(qǐng)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(dòng)詞，like后既可接動(dòng)詞不定式也可接動(dòng)名詞，但在意義上有細(xì)微差異。like to do 表示的是具體的動(dòng)作，往往有特定的場(chǎng)合；而 like doing是抽象意義，表示習(xí)慣性動(dòng)作。例如：

　　I like walking in the evening. 我愛(ài)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(yǔ)，而真正的賓語(yǔ)是動(dòng)詞不定式短語(yǔ)to get to sleep. it作形式賓語(yǔ)時(shí)，句子結(jié)構(gòu)往往是：主語(yǔ)+ 謂語(yǔ)+ it+ 賓語(yǔ)補(bǔ)足語(yǔ)+ 真正賓語(yǔ)。除動(dòng)詞不定式以外，that 引導(dǎo)的從句也常作真正賓語(yǔ)。這時(shí)，句中謂語(yǔ)動(dòng)詞往往是find, think, make, believe等。例如：

　　Do you think it right to play tricks on others? 你覺(jué)得開(kāi)別人的玩笑好嗎？

　　He thought it best to say nothing. 他覺(jué)得最好是什么也不說(shuō)。

　　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(shí)學(xué)英語(yǔ)是我的規(guī)律。

　　get to sleep是“入睡”的意思。動(dòng)詞 get有“漸漸”的含義。例如：

　　We got to know each other later. 后來(lái)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(lái)臨，夜晚變長(zhǎng)，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(shuō)：“對(duì)不起，同志，打擾一下。”

　　句中 with a smile是介詞短語(yǔ)，在句子里用作狀語(yǔ)，表明樓下的人說(shuō)話(huà)時(shí)的伴隨狀態(tài)。介詞短語(yǔ)用作狀語(yǔ)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(diǎn)開(kāi)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(mén)。

　　fall asleep是“睡著”的意思。 asleep是形容詞，接在連系動(dòng)詞 fall之后。句中 when等于 and then，意思是：那時(shí)。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(jiàn)地上有一塊手表。

Lesson 66教學(xué)設(shè)計(jì)示例 篇4

　　Period: The Second Period

　　Properties: Tape-recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge aim:

　　Students can understand the story.

　　2. Ability aims:

　　(1) Students can point out the adverbial clauses of condition.

　　(2) Students can retell the story in their own words.

　　3. Emotion aim:

　　Wait in line for the bus/tickets etc.

　　Language Focus: Some new words and phrases: sick, patient, wait in line, laugh at, at the head of

　　Teaching Procedures:

　　a) Organizing the class

　　1. Ask the students to get ready for class.

　　2. Select some good sentences from the students’ homework and share them together.

　　3. A duty report.

　　b) Revision

　　T: dictate Exercise Three in Lesson 65.

　　c) Leading-in

　　T: Ask the students to do Exercise One.

　　Let them talk about the following three questions.

　　1. When you are at a bus stop, do you wait in line for the bus?

　　2. How do you feel if someone doesn’t wait for his/her turn to do things?

　　3. Do you think it necessary for us to learn to wait?

　　d) Presentation

　　T: Look at the picture in the students’ book.

　　This is a doctor’s waiting for the doctor to hospital.

　　The people are waiting for the doctor to come.

　　Some people are sitting on the long chair, one person is standing on the left, on the right there are two persons, they are a doctor and a patient, they are talking, the doctor is showing the way to the door.

　　T: Look at the title “The Queue Jumper”, try to discuss the title in class.

　　e) Teaching reading

　　1. Listening: Ask the students to listen to the tape three times with their books closed.

　　2. Reading: Let the students read the text with the help of the tape, then read it by themselves.

　　3. Language points:

　　(1) sick 僅用于表語(yǔ)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 66教學(xué)設(shè)計(jì)示例 篇5

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)目標(biāo)

　　區(qū)別一般過(guò)去時(shí)態(tài)和過(guò)去進(jìn)行時(shí)態(tài)。

　　2.能力目標(biāo)

　　能夠區(qū)分在什么情況下用過(guò)去時(shí)態(tài)，什么情況下用過(guò)去進(jìn)行時(shí)態(tài)。

　　3.情感目標(biāo)

　　教育學(xué)生要注意交通安全。

　　二、教具

　　錄音機(jī)；在教室一角布置一個(gè)“交通事故現(xiàn)場(chǎng)”。

　　三、課堂教學(xué)設(shè)計(jì)

　　1.復(fù)習(xí) 教師檢查課文復(fù)述。

　　2.要求學(xué)生四、五人就近一組。其中一位同學(xué)扮演警察，手持一個(gè)“記錄本”；其他同學(xué)以“見(jiàn)證人”的身份向“警察”紛紛敘述事故發(fā)生的經(jīng)過(guò)。四、五分鐘以后，請(qǐng)兩個(gè)大組到布置好的地點(diǎn)去表演。

　　教師也可考慮將學(xué)生分為若干個(gè)小組，分別扮演以下角色和準(zhǔn)備以下內(nèi)容：

　　1）李磊敘述事情經(jīng)過(guò)；2）看門(mén)人敘述事情經(jīng)過(guò)；3）趙老師敘述事情經(jīng)過(guò)；4）騎摩托車(chē)人敘述事情經(jīng)過(guò)。

　　以下提示供教師備課時(shí)參考：（可用投影形式展示）

　　角色1 (Li Lei) left school and saw a bag fall off a truck; shouted to the driver, but the driver did not hear; a man on a motorbike hit the bag and fell off; came up to help; asked the girl students to stop the traffic; helped to carry the man to the gate keeper's room, went to find Miss Zhao

　　角色2 (the gate keeper) heard the children shouting outside the school gate; went out to see what happened; saw two boy students carry a man; asked the people not to crowd around the man; asked Li Lei to find a teacher; moved the bag of rice away with Lin Tao

　　角色3 (the man on the motorbike) rode too fast that day; saw the bag, but too late; had an accident and fell off; hurt, could not move; two boys came to help; a teacher came with a medicine box; took me to a hospital

　　角色4 (Miss Zhao) reading a book at the library; Li Lei ran in and looked worried; told me about the accident; asked Li Lei to telephone the police; went to find a medicine box; quickly ran to the gate keeper's room

　　3.全體同學(xué)填寫(xiě)“事故報(bào)告”，教師應(yīng)要求學(xué)生完全用書(shū)面形式答出。當(dāng)堂核對(duì)答案。

　　4.教師扼要講解一般過(guò)去時(shí)態(tài)與過(guò)去進(jìn)行時(shí)態(tài)的區(qū)別（見(jiàn)難點(diǎn)講解）。

　　5.打開(kāi)練習(xí)冊(cè)，給學(xué)生一分鐘時(shí)間看聽(tīng)力練習(xí)提示。聽(tīng)錄音三遍，當(dāng)堂核對(duì)答案。

　　6.指導(dǎo)學(xué)生做練習(xí)冊(cè)其他習(xí)題。

　　7.布置作業(yè) 

　　1）繼續(xù)準(zhǔn)備第18課課文復(fù)述；2）書(shū)面完成練習(xí)冊(cè)其他習(xí)題。

　　四、難點(diǎn)講解

　　過(guò)去進(jìn)行時(shí)態(tài)和一般過(guò)去時(shí)態(tài)的區(qū)別：

　　過(guò)去進(jìn)行時(shí)態(tài)表示過(guò)去某一時(shí)刻正在進(jìn)行的動(dòng)作，而一般過(guò)去時(shí)態(tài)表示一個(gè)完成的動(dòng)作。請(qǐng)比較以下兩組句子：

　　I was writing a letter last night. 昨晚我在寫(xiě)一封信。（信可能沒(méi)有寫(xiě)完）。

　　I wrote a letter last night. 昨晚我寫(xiě)了一封信。（信已經(jīng)寫(xiě)完）。

　　I was doing my homework when he phoned me. 他給我打電話(huà)時(shí)，我在寫(xiě)作業(yè) 。（表示當(dāng)時(shí)沒(méi)做其他事情）。

　　I did my homework and went to bed. 我寫(xiě)了作業(yè) 然后睡覺(jué)了。（表示說(shuō)話(huà)人所做的兩件過(guò)去的事情）。

　　Lesson 99教學(xué)設(shè)計(jì)示例

Lesson 66教學(xué)設(shè)計(jì)示例 篇6

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)目標(biāo)

　　（1）掌握句型： 1） It's nice of you. 2） You'd better not talk. 3） As quickly as she could, Miss Zhao got a medicine box.

　　（2）繼續(xù)學(xué)習(xí)過(guò)去進(jìn)行時(shí)態(tài)的用法。

　　2.能力目標(biāo)

　　（1）能夠熟練運(yùn)用過(guò)去進(jìn)行時(shí)。

　　（2）能夠用自己的話(huà)復(fù)述課文內(nèi)容。

　　3.情感目標(biāo)

　　教育學(xué)生要注意交通安全。

　　二、教具

　　錄音機(jī)；教學(xué)掛圖。

　　三、課堂教學(xué)設(shè)計(jì)

　　1.復(fù)習(xí)。

　　教師根據(jù)練習(xí)冊(cè)習(xí)題1向?qū)W生提出問(wèn)題。

　　2.聽(tīng)課文錄音，學(xué)生跟讀一遍。解答學(xué)生提出的問(wèn)題。

　　3.重復(fù)第14課（Ⅱ）課堂教學(xué)設(shè)計(jì)1的做法，訓(xùn)練學(xué)生復(fù)述課文的能力。4.教師講解課文難句（見(jiàn)難點(diǎn)講解）。

　　5.指導(dǎo)學(xué)生做練習(xí)冊(cè)其他習(xí)題。

　　6.布置作業(yè) 

　　1）在熟讀課文的基礎(chǔ)上準(zhǔn)備復(fù)述課文； 2）書(shū)面完成練習(xí)冊(cè)其他習(xí)題。

　　四、難點(diǎn)講解

　　1.He didn't see the bag until it was too late. 他看到這口袋米時(shí)，已經(jīng)太晚了。not…until…是“直到……才”的意思。例如：

　　I won't believe it until I see it with my own eyes.直到我親眼所見(jiàn)，我才相信這件事。

　　Li Lei didn't go to bed until he finished his homework.李磊直到做完作業(yè) 才去睡覺(jué)。

　　2.The children shouted to the driver, but he did not hear them.孩子們對(duì)著司機(jī)大聲喊叫，但是他沒(méi)有聽(tīng)到。

　　shout to sb.與shout at sb.有點(diǎn)區(qū)別。前者側(cè)重喊某人做某事，后者則表示沖某人大喊大叫。例如：

　　He shouted to us to help him.他向我們大喊，叫我們?nèi)�幫他�?/p>

　　“Don't shout at him, ” Lenin said to the young man.“He is right. We must be strict in our work.”列寧對(duì)年輕人說(shuō)：“不要沖他大叫大嚷。他做得對(duì)。我們?cè)诠ぷ髦斜仨殗?yán)格。”

　　3.hurry up和 hurry off

　　hurry up是“趕快”的意思。例如：

　　Hurry up! You'll be late!快點(diǎn)！你要遲到了！

　　I tried to hurry him up, but he wouldn't walk any faster.我盡量催促他，但他就是不愿意快走。

　　hurry off是“匆匆離去”的意思。例如：She truned off the light and hurried off.她關(guān)上了燈，急匆匆地走了。

　　4.表示“看”的幾個(gè)動(dòng)詞的用法。

　　look，see，watch，read 這四個(gè)詞的漢譯都有“看”的意思。如果表示主動(dòng)地、有意識(shí)地去“看”或強(qiáng)調(diào)“看”這一動(dòng)作時(shí)，要用look。look是不及物動(dòng)詞，后邊有賓語(yǔ)時(shí)，要用lookat這一短語(yǔ)。如果表示“看到”，表示眼睛的無(wú)意識(shí)動(dòng)作或側(cè)重于看的結(jié)果時(shí)，要用及物動(dòng)詞see。watch一詞也是及物動(dòng)詞。它的含義是“注視”、“觀(guān)看”等。read一詞雖在漢語(yǔ)上也有“看”意思，但它側(cè)重于“讀”一些有文字的東西。請(qǐng)看下面例句：

　　1） He looked at his watch, but it had stopped.他看了看手表，但表停了。

　　2） Look! There is a rabbit there.瞧！那邊有只兔子。

　　3） Did you see my dog just now?你剛才看見(jiàn)我的狗了嗎？

　　4） The thief was seen to steal into the house.有人看到那個(gè)賊溜進(jìn)了房子。

　　5） Do you often watch TV?你常看電視嗎？

　　6） The students are watching a football match.學(xué)生們?cè)谟^(guān)看一場(chǎng)足球賽。

　　7） Can you read?你識(shí)字嗎？

　　8） I was reading a newspaper when I heard my name called.我在看報(bào)紙時(shí)聽(tīng)到有人叫我的名字。

　　5.The man lay on the road.這個(gè)人躺在馬路上。

　　lie作為動(dòng)詞時(shí)，有幾種不同的含義。當(dāng)它意為“躺；位于”時(shí)，其過(guò)去式和過(guò)去分詞分別為lay和lain。而lie還可以有“說(shuō)謊”之意，此時(shí)它的過(guò)去式和過(guò)去分詞是規(guī)則的，即lied，lied。不論它的意義是“躺”，還是“說(shuō)謊”，其現(xiàn)在分詞形式均為lying。下面就該詞的不同含義舉例說(shuō)明。

　　1） The boy lay on his back under a big tree.那男孩躺在一棵大樹(shù)下。

　　2） When I came in, he was lying in bed, fast asleep. 當(dāng)我進(jìn)去時(shí)，他躺在床上睡得正香。

　　3） Japan lies to the east of China. 日本位于中國(guó)以東。

　　4） It's no good lying to others. 對(duì)別人撒謊沒(méi)好處。

　　5） She lied to me about you just now. 她剛才對(duì)我編造了你的謊話(huà)。

Lesson 66教學(xué)設(shè)計(jì)示例 篇7

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)目標(biāo)

　　掌握過(guò)去進(jìn)行時(shí)的用法。

　　2.能力目標(biāo)

　　能夠用自己的話(huà)復(fù)述課文里的小故事（盡量用到過(guò)去進(jìn)行時(shí)）。

　　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(jì)

　　1.復(fù)習(xí) 教師參照練習(xí)冊(cè)習(xí)題1，與學(xué)生進(jìn)行問(wèn)答練習(xí)。可通過(guò)如下方法，培養(yǎng)學(xué)生口頭復(fù)述課文的能力：

　　對(duì)一組學(xué)生逐個(gè)提問(wèn)，這組學(xué)生每次回答一個(gè)問(wèn)題；從另外一組中找出一位同學(xué)，依次將每個(gè)同學(xué)及他前面同學(xué)的答案像滾雪球似的復(fù)述下來(lái)。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(gè)人；可以是一個(gè)組；也可以是班上其他學(xué)生。剛開(kāi)始練習(xí)時(shí)，問(wèn)題不宜一次提得過(guò)多，三至五個(gè)即可，逐步過(guò)渡。此外，較難回答的問(wèn)題要注意修改，通常不使用一般疑問(wèn)句（除非學(xué)生掌握更靈活的方法 注）。

　　2.聽(tīng)課文錄音，學(xué)生跟讀一遍。

　　3.教師解釋難句（見(jiàn)難點(diǎn)講解）。

　　4.打開(kāi)練習(xí)冊(cè)，做習(xí)題2。當(dāng)堂核對(duì)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(shū)面完成練習(xí)冊(cè)其他習(xí)題。

　　四、難點(diǎn)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(lái)修飾前面的名詞the man。當(dāng)副詞用作定語(yǔ)修飾名詞時(shí)，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(qǐng)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(dòng)詞，like后既可接動(dòng)詞不定式也可接動(dòng)名詞，但在意義上有細(xì)微差異。like to do 表示的是具體的動(dòng)作，往往有特定的場(chǎng)合；而 like doing是抽象意義，表示習(xí)慣性動(dòng)作。例如：

　　I like walking in the evening. 我愛(ài)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(yǔ)，而真正的賓語(yǔ)是動(dòng)詞不定式短語(yǔ)to get to sleep. it作形式賓語(yǔ)時(shí)，句子結(jié)構(gòu)往往是：主語(yǔ)+ 謂語(yǔ)+ it+ 賓語(yǔ)補(bǔ)足語(yǔ)+ 真正賓語(yǔ)。除動(dòng)詞不定式以外，that 引導(dǎo)的從句也常作真正賓語(yǔ)。這時(shí)，句中謂語(yǔ)動(dòng)詞往往是find, think, make, believe等。例如：

　　Do you think it right to play tricks on others? 你覺(jué)得開(kāi)別人的玩笑好嗎？

　　He thought it best to say nothing. 他覺(jué)得最好是什么也不說(shuō)。

　　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(shí)學(xué)英語(yǔ)是我的規(guī)律。

　　get to sleep是“入睡”的意思。動(dòng)詞 get有“漸漸”的含義。例如：

　　We got to know each other later. 后來(lái)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(lái)臨，夜晚變長(zhǎng)，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(shuō)：“對(duì)不起，同志，打擾一下。”

　　句中 with a smile是介詞短語(yǔ)，在句子里用作狀語(yǔ)，表明樓下的人說(shuō)話(huà)時(shí)的伴隨狀態(tài)。介詞短語(yǔ)用作狀語(yǔ)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(diǎn)開(kāi)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(mén)。

　　fall asleep是“睡著”的意思。 asleep是形容詞，接在連系動(dòng)詞 fall之后。句中 when等于 and then，意思是：那時(shí)。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(jiàn)地上有一塊手表。

Lesson 66教學(xué)設(shè)計(jì)示例 篇8

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)目標(biāo)

　　（1）復(fù)習(xí)一周七天的表達(dá)。

　　（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(guò)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 66教學(xué)設(shè)計(jì)示例 篇9

　　Teaching Objectives:

　　Develop the students’ four skills of listening, speaking, reading and writing;

　　Revise the whole unit.

　　Language Focus: leave. . . behind, It’s getting late. , It’s time for sb. to do sth., thank you for doing sth.

　　Properties: Tape- recorder

　　Teaching Procedures:

　　I. Revision

　　1. Ask 2 ～3 students to give a speech ‘Can Money Bring us Everything?

　　2. Dictate the language points of the whole unit.

　　II. Reading practice

　　1. Play the tape and ask the students to repeat the dialogue.

　　2. Listen to the tape and read after it.

　　3. Explain the language points.

　　1) leave sb./sth. behind: neglect or forget to bring or take.

　　Don’t leave me behind! It is very dark. I feel afraid.

　　The luggage has been left behind.

　　2) thank sb. for doing sth.

　　Thank you very much for help us. It’s very kind of you.

　　Thank you very much for sending us such a beautiful gift. We all enjoy it.

　　4. Ask the students to make a similar dialogue.

　　III. Listening practice

　　1. Pre-listening;

　　1) Ask the students to get ready for listening and tell them what they’ll hear.

　　2) Ask the students some situational questions related to the listening material.

　　2. While-listening:

　　Ask the students to bear the listening comprehension questions in mind.

　　3. After-listening;

　　Check listening comprehension questions.

　　IV. Grammar practice

　　1. Reflexive pronouns practice.

　　1)Ask the students to finish Exercise Two on Page 34.

　　2) Check the answers with the students.

　　3) Ask the students to read the dialogues.

　　2. The compound sentence practice.

　　1) Ask the students to finish the exercises on Page 35, making as many sentences as possible.

　　2) Ask the students to summarize the features of the compound sentences by themselves.

　　3) The teacher tells the students what the compound sentences are.

　　V. Writing

　　1. Ask the students to rewrite the scrambled thank-you note.

　　2. Check with the students.

　　VI. Revise the whole unit

　　1. Go over the checkpoint with the students.

　　2. Go over the words and expressions with the students.

　　VII. Exercises in class

　　改錯(cuò)練習(xí)（劃出一處錯(cuò)誤并改正。）

　　1. Don’t do faces while the teacher is teaching.

　　2. They often speak their son stories.

　　3. Will you please open the radio?

　　4. I want to thank you for invite us.

　　5. It’s time for go, hurry up!

　　Keys: 1. do→make 2. speak→tell 3. open→turn on 4. invite→inviting 5. for→to

　　VIII Homework

　　1. Finish exercises on page 100.

　　2. Revise the whole unit.

　　IX. Summary

　　根據(jù)上下文邏輯關(guān)系，排列對(duì)話(huà)順序：

　　1. A. I’d love to. Where shall we meet?

　　B. All right. See you later.

　　C. At the station.

　　D. Will you go to the cinema with me tonight?

　　E. See you later.     

　　Keys:

　　D

　　A

　　C

　　B

　　E

　　2. A.Would you like something to drink?

　　B. I’d like some tea.

　　C. Well, a cup of tea and some cakes, OK?

　　D. All right.

　　E. No, I’d like something to eat? What about you?

　　Writing on blackboard

Lesson 66教學(xué)設(shè)計(jì)示例 篇10

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)目標(biāo)

　　（1）復(fù)習(xí)一周七天的表達(dá)。

　　（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(guò)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 66教學(xué)設(shè)計(jì)示例 篇11

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)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(shí)。

　　2.能力目標(biāo)

　　能夠用一般現(xiàn)在時(shí)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(guò)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 66教學(xué)設(shè)計(jì)示例 篇12

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)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(shí)介紹某人所從事的職業(yè)（尤其要注意第三人稱(chēng)單數(shù)）。

　　3.情感目標(biāo)

　　教育學(xué)生職業(yè)無(wú)高低貴賤之分，只有分工不同。

　　二、教學(xué)過(guò)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 66教學(xué)設(shè)計(jì)示例 篇13

　　一、教學(xué)目標(biāo) 

　　1.知識(shí)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(guò)去進(jìn)行時(shí)態(tài)的用法。

　　2.能力目標(biāo)

　　（1）能夠熟練運(yùn)用過(guò)去進(jìn)行時(shí)表達(dá)過(guò)去某個(gè)時(shí)刻發(fā)生的事情。

　　（2）能夠用You'd better do sth. 造句。

　　二、教具

　　錄音機(jī)；幾件學(xué)習(xí)用具，如鋼筆、書(shū)等。

　　三、課堂教學(xué)設(shè)計(jì)

　　1.復(fù)習(xí) 值日生報(bào)告。

　　2.教師快速向?qū)W生提問(wèn)，要求學(xué)生給予肯定或否定回答，并練習(xí)各種人稱(chēng)形式。例如：

　　T：（對(duì)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(guò)上述練習(xí)，由學(xué)生小結(jié)出過(guò)去進(jìn)行時(shí)態(tài)陳述句式和疑問(wèn)句式的構(gòu)成。

　　3.打開(kāi)書(shū)，學(xué)生兩人一組練習(xí)課文第1部分內(nèi)容。

　　4.請(qǐng)兩位同學(xué)到前面來(lái)，低聲囑咐學(xué)生甲裝作很累的樣子，無(wú)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(cè)這兩個(gè)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(shū) You'd better do sth. 給學(xué)生幾分鐘時(shí)間，讓大家設(shè)計(jì)一些情景，然后提出建議。

　　教師扼要講解這個(gè)句型（見(jiàn)難點(diǎn)講解）。

　　5.教師由前面走到后面，途中掉下書(shū)或鋼筆。用英語(yǔ)解釋這一情景：I was walking in the classroom when I dropped my book(pen).

　　6.打開(kāi)書(shū)，聽(tīng)課文第2部分錄音，學(xué)生跟讀一遍。教師解釋難句（見(jiàn)難點(diǎn)講解）。

　　7.指導(dǎo)學(xué)生做練習(xí)冊(cè)習(xí)題。

　　8.布置作業(yè) 

　　1）練習(xí)朗讀本課對(duì)話(huà)；2）預(yù)習(xí)第18課生詞；3）書(shū)面完成練習(xí)冊(cè)習(xí)題。

　　四、難點(diǎn)講解

　　1.You'd better go to bed earlier tonight. 今晚你最好早點(diǎn)睡。

　　had better加動(dòng)詞原形表示：最好做某事，用來(lái)向別人提出建議。可縮寫(xiě)為：'d better。例如：

　　You'd better watch carefully before you cross the road. 過(guò)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(diǎn)，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(dòng)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(shū)，對(duì)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(duì)健康有害。

　　2.A woman saw it happen when she was walking past. 一位婦女走過(guò)的時(shí)候，看到了事情的經(jīng)過(guò)。

　　上述句子包含以下句型： see sth. happen.

　　表示感覺(jué)的動(dòng)詞如：see, hear, watch等，以及其他動(dòng)詞如：make, let等，后面構(gòu)成復(fù)合賓語(yǔ)時(shí)，動(dòng)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(jiàn)摩托車(chē)撞在了米口袋上。

　　Whose photo is that? Let me have a look at it. 那是誰(shuí)的照片？讓我看看。

　　Did you hear him play the piano just now? 剛才你聽(tīng)見(jiàn)他彈鋼琴了嗎？

Lesson 66教學(xué)設(shè)計(jì)示例 篇14

　　Lesson 84 教學(xué)設(shè)計(jì)示例

　　Teaching Objectives:

　　Develop the students’ four skills of listening, speaking, reading and writing;

　　Revise the whole unit.

　　Language Focus: leave. . . behind, It’s getting late. , It’s time for sb. to do sth., thank you for doing sth.

　　Properties: Tape- recorder

　　Teaching Procedures:

　　I. Revision

　　1. Ask 2 ～3 students to give a speech ‘Can Money Bring us Everything?

　　2. Dictate the language points of the whole unit.

　　II. Reading practice

　　1. Play the tape and ask the students to repeat the dialogue.

　　2. Listen to the tape and read after it.

　　3. Explain the language points.

　　1) leave sb./sth. behind: neglect or forget to bring or take.

　　Don’t leave me behind! It is very dark. I feel afraid.

　　The luggage has been left behind.

　　2) thank sb. for doing sth.

　　Thank you very much for help us. It’s very kind of you.

　　Thank you very much for sending us such a beautiful gift. We all enjoy it.

　　4. Ask the students to make a similar dialogue.

　　III. Listening practice

　　1. Pre-listening;

　　1) Ask the students to get ready for listening and tell them what they’ll hear.

　　2) Ask the students some situational questions related to the listening material.

　　2. While-listening:

　　Ask the students to bear the listening comprehension questions in mind.

　　3. After-listening;

　　Check listening comprehension questions.

　　IV. Grammar practice

　　1. Reflexive pronouns practice.

　　1)Ask the students to finish Exercise Two on Page 34.

　　2) Check the answers with the students.

　　3) Ask the students to read the dialogues.

　　2. The compound sentence practice.

　　1) Ask the students to finish the exercises on Page 35, making as many sentences as possible.

　　2) Ask the students to summarize the features of the compound sentences by themselves.

　　3) The teacher tells the students what the compound sentences are.

　　V. Writing

　　1. Ask the students to rewrite the scrambled thank-you note.

　　2. Check with the students.

　　VI. Revise the whole unit

　　1. Go over the checkpoint with the students.

　　2. Go over the words and expressions with the students.

　　VII. Exercises in class

　　改錯(cuò)練習(xí)（劃出一處錯(cuò)誤并改正。）

　　1. Don’t do faces while the teacher is teaching.

　　2. They often speak their son stories.

　　3. Will you please open the radio?

　　4. I want to thank you for invite us.

　　5. It’s time for go, hurry up!

　　Keys: 1. do→make 2. speak→tell 3. open→turn on 4. invite→inviting 5. for→to

　　VIII Homework

　　1. Finish exercises on page 100.

　　2. Revise the whole unit.

　　IX. Summary

　　根據(jù)上下文邏輯關(guān)系，排列對(duì)話(huà)順序：

　　1. A. I’d love to. Where shall we meet?

　　B. All right. See you later.

　　C. At the station.

　　D. Will you go to the cinema with me tonight?

　　E. See you later.     

　　Keys:

　　D

　　A

　　C

　　B

　　E

　　2. A.Would you like something to drink?

　　B. I’d like some tea.

　　C. Well, a cup of tea and some cakes, OK?

　　D. All right.

　　E. No, I’d like something to eat? What about you?

　　Writing on blackboard