Lesson 97教學設計示例

發布時間：2023-01-07

Lesson 97教學設計示例（通用12篇）

Lesson 97教學設計示例篇1

　　一、教學目標

　　1.知識目標

　　（1）學習元音字母o及其字母組合發音；學習重音和語調。

　　（2）學唱：Let Your Kite Fly High。

　　（3）復習祈使句。

　　2.能力目標

　　能夠對本單元所學的內容做一個小結，并能熟練掌握本單元所學祈使句知識。

　　3.情感目標

　　培養學生熱愛體育運動，積極鍛煉身體的良好習慣。

　　二、教學過程

　　Step 1 Revision

　　1 Revise My favourite sport is…. and personal information by doing SB Page 19, Part 4. In pairs, have the students fill out the Identification Card. Have several students share their answers.

　　2 Revise instructions for flying a kite.

　　3 Check homework.

　　Step 2 Spelling and pronunciation

　　1 SB Page 19, Part 1, Speech Cassette Lesson 80 (Phonic Reading Work). Books closed. Follow the same steps as in Lesson 68, Step 2, of the TB. Use flashcards rather than going straight to the book.

　　2 Do Ex. 1 in Wb Lesson 80. Instruct the students to associate the words in this exercise with the words listed in Part 1, SB Lesson 80. In this way they can learn how to pronounce English words without the phonetic symbols.

　　3 Do Ex. 2 in Wb Lesson 80. Have students read aloud the words and ask other students to spell them. This shows the function of spelling rules.

　　Step 3 Stress and intonation

　　1 SB Page 19, Part 2, Speech Cassette Lesson 80. Books closed. Ask students to listen for the stresses in each sentence. Play the tape. Play it again and get the students to repeat, showing the stress with a gesture.

　　2 Tell the students that intonation shows when the speaker is making a statement (usually a falling tone), asking a yes/no question (rising tone) or shows the speaker's feelings. Demonstrate by saying Yes in different ways:

　　A Yes. (falling) affirmative

　　B Yes? (rising) a question

　　C Yes! (falling with extra stress) an exclamation

　　Show the intonation with a gesture. Play the tape. Play it again and get students to repeat, showing the intonation with gestures.

　　Step 4 Read and chant

　　Note: Each language has its own rhythm, and the rhythm of English is different from the rhythm of Chinese. Stress, intonation and rhythm all work together. The purpose of a chant is to work on the rhythm of English. Along with rhythm, reduced speech is often used. Even though we want to emphasize correct pronunciation, reduced speech is also part of language. (An example of reduced speech from Chinese is when you ask someone多少錢, the少is often reduced and becomes /aou/with the/M/being pronounced lightly at all.) Also, it is reduced speech that tends to make listening very difficult for your students. By becoming familiar with reduced speech along with the rhythm of English, your students will not only increase their speaking fluency and naturalness, but also their listening capability.

　　1 SB Page 19, Part 3. Play the tape. Have the students listen for the rhythm and the reduced speech. For example: What's his favourite sport? becomes what's is, What's her becomes What's er, etc.

　　2 Play the tape again and have the students repeat, paying attention to the rhythm and intonation (Notice that the intonation for the questions is not rising but rising/falling because they are not yes/no questions.)

　　3 Divide the class into two groups. Group A reads the question lines e.g. What's…favourite sport? and Group B reads the sports' lines, e.g. football, football, football! Switch groups and repeat.

　　Step 5 Ask and answer

　　SB Page 19, Part 4. In pairs, have the students ask each other questions concerning themselves. Each person should fill in the “ID card” in their book. Have several students volunteer to tell the class about their partner. Make sure they use the correct pronouns (his/her).

　　Step 6 Listen and answer

　　SB Page 19, Part 5, Listening Cassette Lesson 80. Wb Lesson 80, Ex. 1. Let the students read the questions before listening to the tape.

　　Listening Text

　　LUCY: Hi, Han Mei!

　　HAN MEI: Hi, Lucy!

　　LUCY: That's a nice bike.

　　HAN MEI: Yes, it's new. Do you want a go?

　　LUCY: No, I don't think I can ride it. I think it's too high.

　　HAN MEI: No, it isn't! It's easy! Here, have a go. Let me help you.

　　LUCY: Like this?

　　HAN MEI: Yes, that's right, good! Now, go!

　　LUCY: I'm going! It's great. Oh, look out!(CRASH)

　　HAN MEI: Lucy, are you OK?

　　LUCY: Don't worry—I'm OK! But what about the bike? Is it broken?

　　HAN MEI: No, don't worry, it's fine. It's not broken.

　　Explain the meaning of want a go, I'm going, look out by gesture or in Chinese.

　　The answers are: 1B; 2C; 3C.

　　Step 7 Read

　　1 SB Page 20, Part 6*. This part is optional. Say My favourite basketball player is…. Ask Who is your favourite basketball player? Have several students answer.

　　2 Ask Who is Mike's favorite player? Write this question on the Bb. With books closed, play the tape. Check the answer. (Ronaldo.)

　　3 Read the passage together as a class, pay attention to the intonation and pronunciation.

　　4 In pairs have each student read to their partner and the partner corrects any pronunciation errors. Switch. Be sure to walk around the class during this activity and give help where needed.

　　5 Do Wb Lesson 80, Ex. 6*.

　　Step 8 Song

　　SB Page 20, Part 7*. Get the students to listen to the tape and then sing the song. If no tape is available, perhaps some of the students can make up a tune. Arrange a singing competition between different groups.

　　Step 9 Checkpoint 20

　　Go through Checkpoint 20 with the students. Encourage them to ask questions if there is anything they are not sure about.

　　Step 10 Workbook

　　SB Pages 92-94, Wb Lesson 80, E. 3 and 4. The two exercises can be done after class as homework. E. 6-10 are optional.

　　Step 11 Test

　　Dictate a few new words taught in this unit and the following dialogue.

　　A: Can you fly a kite?

　　B: No, I can't. It's too hard.

　　A: No, it's easy. Let me help you. Run with it like this.

　　B: Yes, it's high! Thanks very much.

　　Homework

　　Finish off the Workbook exercises.

　　Some extra practice and enrichment

　　1 Writing practice. The students know enough English at this point that they are able to write simple paragraphs. Help them write a short paragraph about their favourite athlete. Have them tell why they like the athlete. If some of the students don't want to write about a favourite athlete, have them write about a famous person they admire. Have them tell why that person is their favourite famous person.

　　2 Teach the following tongue twister to practice some of the vowel sounds found in Lesson 80, Page 19, Part 1.

　　How much wood could a woodchuck chuck if a woodchuck could chuck wood?

　　3 Many students love to watch and play sports. They often watch their favourite athletes. In western countries, students often collect “baseball cards” with the information about various athletes. However, these cards are for all sports such as basketball, football and even ice-skating. Have each student make their own“baseball card”with their favourite athlete. They should include the person's birthdate, age, and accomplishments. Then you can allow time for the students to “swap”their cards. Have them ask each other Can I see your card? Do you want to swap?

Lesson 97教學設計示例篇2

　　一、教學目標

　　1.知識目標

　　（1）復習一周七天的表達。

　　（2）掌握句型：When do you get up? What time do you get up?

　　2.能力目標

　　熟練朗讀課文，并能復述課文大意。

　　3.情感目標

　　教育學生要早起早睡，上學不遲到，不早退。

　　二、教學過程

　　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 97教學設計示例篇3

　　一、教學目標

　　1.知識目標

　　復習上課有關發出指令的句型。

　　2.能力目標

　　能夠說出幾個祈使句。

　　3.情感目標

　　培養學生熱愛體育運動，積極鍛煉身體的良好習慣。

　　二、教學過程

　　Step 1 Revision

　　Note: During this lesson, starting with Step 2 of Revision, the students should be in small groups for the entire lesson. Before you start the lesson, give the students some type of signal so they know when to stop talking in their group and listen to you. This signal could be a clap of the hands or something silly like you saying “hi”and the students replying “ho”.In this way you will get the focused attention of the students when you need to talk to the class as a whole.

　　1 Repeat Step 5 in Lesson 78. Instead of an action chain, get the students to work in groups of four so that they have more chances of talking.

　　2 Play “Polly Says”but add like this to each command: Polly says stand up like this (stand up with arms folded). Make a tree like this (hold your arms out like a tree), etc. Explain that like this is used to show a person how to do something.

　　3 Revise the new verbs in Lesson 78 and add run.

　　Step 2 Presentation

　　1 Teach high. In small groups of four, have students work together to produce instructions on how to fly a kite. Say Now is a good time to fly a kite. Can you fly a kite? Ask several students, Do you like to fly a kite? Each group will work together to tell me how to fly a kite. You may need to give the instructions in Chinese. There should be at least 5 steps in flying a kite. Make sure the students write their steps in the imperative. For example: 1 Have a friend hold the kite. 2 Run fast. 3 Let go of the kite. 4 Pull on the string. 5 Catch the wind. 6 Have fun! Remember, the instructions may change from group to group. Be sure to walk around the class and give help where needed. You may need to help with some new vocabulary, but that's OK. Don't make the students responsible for knowing special vocabulary other than what is on the list for this lesson.

　　2 Ask one person from several groups to read their instructions for the whole class.

　　Step 3 Read and act

　　1 SB Page 18, Part 1, Speech Cassette Lesson 79. Books closed. Ask Can Ann fly the kite? (No.) Play the tape. Check the answer. Play the tape again. Students listen and repeat.

　　2 Explain that Great! means the same as Good! except it is a little stronger feeling of excitement. It is used when something exciting happens (e.g. No homework today.—Great!)

　　3 Have the students read the dialogue as a class. The girls read Ann's part and the boys read Ling's part.

　　4 Close pair work and open pair work.

　　Step 4 Practice

　　Replace a kite with a model airplane or a frisby. Get the students to make a new dialogue. They should include in their dialogue the phrase, throw it like this instead of run with it like this. The students may also change other parts of the dialogue as they desire.

　　Step 5 Make a survey

　　1 SB Page 18, Part 2. Read the instructions to the students. However, have the students fill out only the first four spaces, by asking the other students from their own group. Make sure they understand what to do by asking several students What are we doing? (translate into Chinese if necessary). They should answer We ask everyone in our group: what is your favourite sport? (in Chinese) Once you are sure the students understand, let them work in groups to fill out the survey. Walk around and make sure they are speaking English. Make sure that they are filling out the form themselves, and not just switching papers and everyone is writing their own answers. Remember, this is a speaking activity.

　　2 Now have two small groups working together—groups of eight, to make a team. The students from Group A survey the students from Group B, and fill out the last four spaces of the survey.

　　3 Have the students in their team of eight answer the last two questions. Then ask one person from each team to give the results of the survey.

　　Step 6 Workbook

　　SB Page 91, Lesson 79, E. 1 and 3.

　　Listening Text

　　1 LI LEI: Hi, Jim. Are you good at swimming?

　　JIM: No, I'm not. I don't like swimming very much.

　　LI LEI: What's your favourite sport?

　　JIM: Basketball.

　　2 LIU YING: Tom, are you good at skating?

　　TOM: Yes, I am.

　　LIU YING: I think it's your favourite sport.

　　TOM: You are right!

　　3 LIN TAO: Hi, Lily. Is volleyball your favourite sport?

　　LILY: No, it isn't. Skiing is my favourite sport.

　　The answers are: Jim: basketball; Tom: skating; Lily: skiing

　　For Ex. 3, have the students practise the dialogue in pairs. Then have them tell each other their story as if they are Han Mei.

　　Culture note: In many Western countries football is the favorite sport. However, in Canada, especially in the winter, ice hockey is very popular. In America, the favorite sport changes with the season. In the fall, American football is popular, in the winter, basketball, and in the spring, baseball. Football, or soccer, as it is called in America, though it isn't as popular as American football, basketball and baseball, is gaining in popularity with well over 600,000 children, both boys and girls, playing organized soccer every year.

　　Homework

　　Finish off the Workbook exercises.

　　Learn the dialogue in Wb Ex. 3 by heart.

Lesson 97教學設計示例篇4

　　一、教學目標

　　1.知識目標

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

　　（2）復習和職業相關的知識。

　　2.能力目標

　　能夠用所學知識介紹你的同學、朋友或家人。

　　3.情感目標

　　教育學生職業無貴賤之分，只有分工不同。

　　二、教學過程

　　Step 1 Revision

　　1 Revise verb forms.

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

　　3 Check Homework: Say something about Betty Hill.

　　Step 2 Presentation

　　Tell the students they are going to invent some families:

　　1 Draw a family tree on the Bb:

　　Liang Hong's Family

　　Father

　　Mother

　　Uncle

　　Aunt

　　Liang Hong

　　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 97教學設計示例篇5

　　一、教學目標

　　1.知識目標

　　（1）掌握句型： It's quite a nice elephant.

　　（2）初步學習過去進行時態的用法。

　　2.能力目標

　　能夠用過去進行時準確表達過去某個時刻正在進行的動作。

　　二、教具

　　錄音機；一組圖片，畫有人物和動作，如：打籃球、跑步、唱歌、寫作業等，并標有具體的過去時間。如： 8:30 yesterday morning等。

　　三、課堂教學設計

　　1.請三位同學到前面來，分別做出掃地、讀書、寫字等動作。教師依次提問：

　　T：What are you doing?

　　S1：I'm sweeping the floor.

　　S2：I'm reading a book.

　　S3：I'm writing.

　　教師手指這三位同學，依次問大家：

　　T：What is he/she doing?

　　學生按照實際情景，依次答出：

　　Ss：He is sweeping the floor. She is reading a book. He is writing.

　　教師要求全班將三個人的動作分別記清楚。

　　2.復習值日生報告。

　　教師可繼續要求學生就所學科目提出看法，并就他人看法表示同意或不同意。

　　3.就剛才三位同學的動作，向全班提問： What was ×doing when I came in?

　　重復兩至三遍，板書這個句式，用彩色粉筆標出was，啟發大家猜測句子的含義，并引導全班回答：

　　He was sweeping the floor. She was reading a book. He was writing.

　　板書上述三個答句，啟發學生觀察謂語部分的變化，并簡要介紹一下過去進行時態所表示的含義。

　　4.打開書，借助課文插圖教授本課詞匯，反復練習。

　　5.兩人一組，練習課文第1部分問答。請幾組說出自己的答案。教師講評。

　　6.合上書。準備放課文第 2部分錄音。教師給出聽前提問（Pre-reading questions）:

　　What is Li Lei doing?

　　放錄音一遍，學生回答問題。

　　7.指導學生兩人一組做課文第3部分練習。教師先與一位程度較好的學生表演以下對話：

　　T：What was Li Lei doing when the teacher came in?

　　S：He was drawing a picture.

　　T：What was he drawing?

　　S：He was drawing a horse.

　　T： What was he using?

　　S：He was using chalk.

　　T：Where was he drawing?

　　S： He was drawing on the blackboard.

　　全班兩人一組，就Meimei及the twins進行內容相似的問答練習，請幾組同學表演。

　　教師出示事先準備好的圖片，就上面的人物及活動與學生進行問答練習。

　　8.教師解釋課文難句（見難點講解）。

　　9.布置作業

　　1）抄寫生詞、短語，練習朗讀本課對話；2）完成練習冊習題。

　　四、難點講解

　　But please don't play with my chalk. 但是請不要玩粉筆。

　　句中的 play是不及物動詞，意思是：玩，玩耍。例如： Let's play together. 讓我們一起玩吧。

　　play還可作為及物動詞，有“參加游戲、玩球、扮演、彈琴”等意思。例如：

　　1）The children are playing basketball over there. 孩子們正在那邊打籃球呢。

　　2）Let's play doctors and nurses. 讓我們扮演醫生和護士。

　　3）She plays the piano wonderfully. 她鋼琴彈得非常好。

Lesson 97教學設計示例篇6

　　一、教學目標

　　1.知識目標

　　（1）學習元音字母o及其字母組合發音；學習重音和語調。

　　（2）學唱：Let Your Kite Fly High。

　　（3）復習祈使句。

　　2.能力目標

　　能夠對本單元所學的內容做一個小結，并能熟練掌握本單元所學祈使句知識。

　　3.情感目標

　　培養學生熱愛體育運動，積極鍛煉身體的良好習慣。

　　二、教學過程

　　Step 1 Revision

　　1 Revise My favourite sport is…. and personal information by doing SB Page 19, Part 4. In pairs, have the students fill out the Identification Card. Have several students share their answers.

　　2 Revise instructions for flying a kite.

　　3 Check homework.

　　Step 2 Spelling and pronunciation

　　1 SB Page 19, Part 1, Speech Cassette Lesson 80 (Phonic Reading Work). Books closed. Follow the same steps as in Lesson 68, Step 2, of the TB. Use flashcards rather than going straight to the book.

　　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

　　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

　　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.

　　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

　　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

　　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

　　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?

Lesson 97教學設計示例篇7

　　一、教學目標

　　1.知識目標

　　繼續學習過去進行時態。

　　2.能力目標

　　能夠用過去進行時描述一下過去的某個時刻你和你的家人在做什么。（比如說描寫一下昨天晚上你放學回家的時候你的家人在做什么。）

　　二、教具

　　錄音機。

　　三、課堂教學設計

　　1.復習值日生報告。檢查學生復述課文。

　　2.打開書，學生兩人一組，就課文第1部分內容，進行對話練習。請幾組同學表演對話，并將對話形式擴展如下：

　　S1：What were you doing last night?

　　S2：I was watching TV.

　　S1：（面向全班） What was he/she doing last night?

　　Ss： He/She was watching TV.

　　教師也可采用以下形式：

　　Chain practice（連鎖式練習）由學生甲向學生乙提問，乙回答后，再向學生丙提問。后面的學生在回答問題時，不能重復已答過的內容。例如：

　　S1：What were you doing at five yesterday afternoon?

　　S2：I was playing basketball. what were you doing at five yesterday afternoon?

　　S3：I was cleaning the classroom. What about you?

　　Pair work（結對活動）教師設定一個題目：What were your family members doing at 7:30 yesterday evening?

　　學生兩人一組，相互問答，然后由其中一人向全班報告他（她）所獲得的信息。例如：

　　At 7:30 yesterday evening Li Ming's father was reading a newspaper; his mother was washing clothes; his grandma was watching TV and Li Ming was doing his homework.

　　3.指導學生看課文第2部分的提示。要求學生用書面形式完成課本上的要求。請兩位同學到黑板上書寫自己的答案。

　　4.指導學生做練習冊習題，如果時間允許，當堂訂正部分習題答案。

　　5.布置作業

　　1）書面完成課文第 2部分要求； 2）書面完成練習冊習題； 3）繼續準備復述14課課文。

　　四、難點講解

　　at noon 在中午

　　一般說來，表示“在某一時刻”，用at。例如：He got up at 7:30. 他七點半起床。

　　這種用法也包括“在拂曉”at daybreak; “在中午”at noon; “在傍晚”at sunset; “在吃飯時間” at dinner-time等。表示“在夜晚”，用 at night。

　　表示“在某一天”，使用介詞on。例如：

　　1）He often takes a walk in the park on Sundays. 星期天他經常到公園去散步。

　　2） She was born on December 23, 1981. 她出生于1981年12月23日。

　　表示一段時間，使用介詞in。例如：

　　in the morning在上午 in the afternoon在下午in the evening在晚上

　　in the week/month/ season/ year, etc. 在本周、本月、本季度、本年等。

　　如果要具體說明哪天的某段時間用on。例如：

　　They held the sports meeting on the afternoon of June 15. 他們在6月15日下午舉行了運動會。

　　We'll have a party on Saturday night. 我們將在周六晚上舉行一次晚會。

Lesson 97教學設計示例篇8

　　Lesson 84 教學設計示例

　　Teaching Objectives:

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

　　Revise the whole unit.

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

　　Properties: Tape- recorder

　　Teaching Procedures:

　　I. Revision

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

　　2. Dictate the language points of the whole unit.

　　II. Reading practice

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

　　2. Listen to the tape and read after it.

　　3. Explain the language points.

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

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

　　The luggage has been left behind.

　　2) thank sb. for doing sth.

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

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

　　4. Ask the students to make a similar dialogue.

　　III. Listening practice

　　1. Pre-listening;

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

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

　　2. While-listening:

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

　　3. After-listening;

　　Check listening comprehension questions.

　　IV. Grammar practice

　　1. Reflexive pronouns practice.

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

　　2) Check the answers with the students.

　　3) Ask the students to read the dialogues.

　　2. The compound sentence practice.

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

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

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

　　V. Writing

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

　　2. Check with the students.

　　VI. Revise the whole unit

　　1. Go over the checkpoint with the students.

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

　　VII. Exercises in class

　　改錯練習（劃出一處錯誤并改正。）

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

　　2. They often speak their son stories.

　　3. Will you please open the radio?

　　4. I want to thank you for invite us.

　　5. It’s time for go, hurry up!

　　[1] [2] 下一頁

　　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

　　根據上下文邏輯關系，排列對話順序：

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

　　B. All right. See you later.

　　C. At the station.

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

　　E. See you later.

　　Keys:

　　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

　　上一頁 [1] [2]

Lesson 97教學設計示例篇9

　　一、教學目標

　　1.知識目標

　　復習 can的用法。

　　2.能力目標

　　能夠熟練運用以下句型：

　　Do you want a go? Don't throw it like that! Throw it like this!

　　3.情感目標

　　培養學生熱愛體育運動，積極鍛煉身體的良好習慣。

　　二、教學過程

　　Step 1 Revision

　　1 Revise What's your favourite sport? and My favourite sport is….

　　2 Revise sports words, using pictures: basketball, ping-pong, etc.

　　3 Check homework.

　　Step 2 Presentation

　　1 Teach yo-yo, ride a bike, fly a kite, run, swim, jump, sing, skate, play cards and play volleyball by using pictures and gestures.

　　2 Play “Polly says” using verbs the students know.

　　3 Play the Don't Game: tell the students Pick up your pen. Don't use your hands! See who can do it!

　　Step 3 Read and say

　　SB Page 17, Part 1, Speech Cassette Lesson 78. Ask What is it? Play the tape. Students listen and repeat. Explain Do you want a go? in Chinese. Teach throw. When teaching like that and like this, remind the students of Hello, Mimi! You look like Lucy's hat. from Lesson 35.

　　Step 4 Presentation

　　1 Ask for a student to volunteer to help you model this part of the lesson. Say (student's name), can you throw a yo-yo like this? If you can actually play with a yo-yo, give a demonstration now. If you can't, just pretend. Help the student to answer Yes, I can. It's easy! Say Thank you for your help. Please sit down. Get the class to repeat the dialogue.

　　2 Ask for another student to volunteer to help. Say (student's name), can you throw a yo-yo like this? Do the same as in step 1 of this presentation. Now help the students to answer No, I can't. It's too hard! Say Thank you for your help. Please sit down. Remind students of the meaning of too. Drill as above.

　　Step 5 Practice

　　1 SB Page 17, Part 2, Speech Cassette Lesson 78. Ask students Can you do this/that? Can you play with a yo-yo? Then substitute play football/fly a kite/jump, etc. using the pictures in this part. Teach any new words. Start an action chain:

　　A: Can you play football?

　　B: Yes, I can. It's easy! Can you ride a bike?

　　C: No, I can't. It's too hard! etc.

　　When students give correct answers, say Yes, that's right or Good/good job.

　　2 Play the tape. Students listen and repeat. Correct the students' pronunciation and intonation as necessary.

　　3 Have students ask and answer questions in pairs. Then ask and answer questions with the whole class. Encourage students to ask you questions.

　　Step 6 Workbook

　　1 SB Page 90, Wb Lesson 78, E. 1-2. While doing Ex. 1, help students think of as many verbal phrases as possible.

　　2 Listening Cassette Wb Lesson 78, Ex. 2. Tell the students that for each thing a person can do, put a smiley face .For each thing a person can't do, put a sad face .

　　Listening Text

　　1 John can make a cake.

　　2 Mike can't make a plane.

　　3 A: Can Li Lei skate?

　　B: No, he can't.

　　4 A: Can Lucy and Lily play chess?

　　B: Yes, they can.

　　5 A: Can Han Mei jump?

　　B: No, she can't.

　　6 A: Can Jim ride a bike?

　　B: Yes, he can.

　　The answers are: 1 Can; 2 Can't; 3 Can't; 4 Can; 5 Can't; 6 Can.

　　Homework

　　Finish off the Workbook exercises.

Lesson 97教學設計示例篇10

　　一、教學目標

　　1.知識目標

　　（1）掌握句型： 1） You'd better go to bed earlier tonight. 2） A woman saw it happen when she was walking past. 3）I was walking in the park when I dropped my pen on the ground. 4）You look tired today.

　　（2）繼續學習過去進行時態的用法。

　　2.能力目標

　　（1）能夠熟練運用過去進行時表達過去某個時刻發生的事情。

　　（2）能夠用You'd better do sth. 造句。

　　二、教具

　　錄音機；幾件學習用具，如鋼筆、書等。

　　三、課堂教學設計

　　1.復習值日生報告。

　　2.教師快速向學生提問，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?

　　S1：Yes, I was. /No, I wasn't.

　　T：（面向全班） Was he/she watching TV last night?

　　Ss：Yes, he/she was. No, he/ she wasn't.

　　通過上述練習，由學生小結出過去進行時態陳述句式和疑問句式的構成。

　　3.打開書，學生兩人一組練習課文第1部分內容。

　　4.請兩位同學到前面來，低聲囑咐學生甲裝作很累的樣子，無精打采；學生乙裝作不舒服，伏在課桌上（如能課前布置效果更好）。

　　T：（面向學生甲） 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。

　　教師扼要講解這個句型（見難點講解）。

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

　　6.打開書，聽課文第2部分錄音，學生跟讀一遍。教師解釋難句（見難點講解）。

　　7.指導學生做練習冊習題。

　　8.布置作業

　　1）練習朗讀本課對話；2）預習第18課生詞；3）書面完成練習冊習題。

　　四、難點講解

　　1.You'd better go to bed earlier tonight. 今晚你最好早點睡。

　　had better加動詞原形表示：最好做某事，用來向別人提出建議。可縮寫為：'d better。例如：

　　You'd better watch carefully before you cross the road. 過馬路之前你最好要看仔細。

　　We'd better hurry up, or we'll be late. 我們最好快一點，要不然就晚了。

　　如果建議別人最好不做某事，使用“had better not加動詞原形”這一句型。例如：

　　You'd better not read in bed. It's bad for your eyes. 你最好不要躺著看書，對你眼睛不好。

　　You'd better not play basketball after lunch. It's bad for your health. 你最好不要在午飯后就玩籃球，它對健康有害。

　　2.A woman saw it happen when she was walking past. 一位婦女走過的時候，看到了事情的經過。

　　上述句子包含以下句型： see sth. happen.

　　表示感覺的動詞如：see, hear, watch等，以及其他動詞如：make, let等，后面構成復合賓語時，動詞不定式的to要省去。例如：

　　The children saw the motorbike hit the bag of rice. 孩子們看見摩托車撞在了米口袋上。

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

　　Did you hear him play the piano just now? 剛才你聽見他彈鋼琴了嗎？

Lesson 97教學設計示例篇11

　　一、教學目標

　　1.知識目標

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

　　（2）復習和職業相關的知識。

　　2.能力目標

　　能夠用所學知識介紹你的同學、朋友或家人。

　　3.情感目標

　　教育學生職業無貴賤之分，只有分工不同。

　　二、教學過程

　　Step 1 Revision

　　1 Revise verb forms.

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

　　3 Check Homework: Say something about Betty Hill.

　　Step 2 Presentation

　　Tell the students they are going to invent some families:

　　1 Draw a family tree on the Bb:

　　Liang Hong's Family

　　Father

　　Mother

　　Uncle

　　Aunt

　　Liang Hong

　　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

　　Do E. 1 and 2 of the Wb Lesson 103.

　　Step 6 Workbook

　　Homework

　　Revise the new language in this unit.

　　Go over the content in Checkpoint 26.

Lesson 97教學設計示例篇12

　　一、教學目標

　　1.知識目標

　　繼續學習過去進行時態。

　　2.能力目標

　　能夠用過去進行時描述一下過去的某個時刻你和你的家人在做什么。（比如說描寫一下昨天晚上你放學回家的時候你的家人在做什么。）

　　二、教具

　　錄音機。

　　三、課堂教學設計

　　1.復習值日生報告。檢查學生復述課文。

　　2.打開書，學生兩人一組，就課文第1部分內容，進行對話練習。請幾組同學表演對話，并將對話形式擴展如下：

　　S1：What were you doing last night?

　　S2：I was watching TV.

　　S1：（面向全班） What was he/she doing last night?

　　Ss： He/She was watching TV.

　　教師也可采用以下形式：

　　Chain practice（連鎖式練習）由學生甲向學生乙提問，乙回答后，再向學生丙提問。后面的學生在回答問題時，不能重復已答過的內容。例如：

　　S1：What were you doing at five yesterday afternoon?

　　S2：I was playing basketball. what were you doing at five yesterday afternoon?

　　S3：I was cleaning the classroom. What about you?

　　Pair work（結對活動）教師設定一個題目：What were your family members doing at 7:30 yesterday evening?

　　學生兩人一組，相互問答，然后由其中一人向全班報告他（她）所獲得的信息。例如：

　　At 7:30 yesterday evening Li Ming's father was reading a newspaper; his mother was washing clothes; his grandma was watching TV and Li Ming was doing his homework.

　　3.指導學生看課文第2部分的提示。要求學生用書面形式完成課本上的要求。請兩位同學到黑板上書寫自己的答案。

　　4.指導學生做練習冊習題，如果時間允許，當堂訂正部分習題答案。

　　5.布置作業

　　1）書面完成課文第 2部分要求； 2）書面完成練習冊習題； 3）繼續準備復述14課課文。

　　四、難點講解

　　at noon 在中午

　　一般說來，表示“在某一時刻”，用at。例如：He got up at 7:30. 他七點半起床。

　　這種用法也包括“在拂曉”at daybreak; “在中午”at noon; “在傍晚”at sunset; “在吃飯時間” at dinner-time等。表示“在夜晚”，用 at night。

　　表示“在某一天”，使用介詞on。例如：

　　1）He often takes a walk in the park on Sundays. 星期天他經常到公園去散步。

　　2） She was born on December 23, 1981. 她出生于1981年12月23日。

　　表示一段時間，使用介詞in。例如：

　　in the morning在上午 in the afternoon在下午in the evening在晚上

　　in the week/month/ season/ year, etc. 在本周、本月、本季度、本年等。

　　如果要具體說明哪天的某段時間用on。例如：

　　They held the sports meeting on the afternoon of June 15. 他們在6月15日下午舉行了運動會。

　　We'll have a party on Saturday night. 我們將在周六晚上舉行一次晚會。

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Lesson 97教學設計示例

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