Lesson 103教學設計示例（通用12篇）

Lesson 103教學設計示例 篇1

　　一、教學目標 

　　1.知識目標

　　區別一般過去時態和過去進行時態。

　　2.能力目標

　　能夠區分在什么情況下用過去時態，什么情況下用過去進行時態。

　　3.情感目標

　　教育學生要注意交通安全。

　　二、教具

　　錄音機；在教室一角布置一個“交通事故現場”。

　　三、課堂教學設計

　　1.復習 教師檢查課文復述。

　　2.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：

　　1）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 gate keeper's room

　　3.全體同學填寫“事故報告”，教師應要求學生完全用書面形式答出。當堂核對答案。

　　4.教師扼要講解一般過去時態與過去進行時態的區別（見難點講解）。

　　5.打開練習冊，給學生一分鐘時間看聽力練習提示。聽錄音三遍，當堂核對答案。

　　6.指導學生做練習冊其他習題。

　　7.布置作業 

　　1）繼續準備第18課課文復述；2）書面完成練習冊其他習題。

　　四、難點講解

　　過去進行時態和一般過去時態的區別：

　　過去進行時態表示過去某一時刻正在進行的動作，而一般過去時態表示一個完成的動作。請比較以下兩組句子：

　　I was writing a letter last night. 昨晚我在寫一封信。（信可能沒有寫完）。

　　I wrote a letter last night. 昨晚我寫了一封信。（信已經寫完）。

　　I was doing my homework when he phoned me. 他給我打電話時，我在寫作業 。（表示當時沒做其他事情）。

　　I did my homework and went to bed. 我寫了作業 然后睡覺了。（表示說話人所做的兩件過去的事情）。

　　Lesson 99教學設計示例

Lesson 103教學設計示例 篇2

　　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!

　　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:

　　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 103教學設計示例 篇3

　　一、教學目標 

　　1.知識目標

　　掌握過去進行時的用法。

　　2.能力目標

　　能夠用自己的話復述課文里的小故事（盡量用到過去進行時）。

　　3.情感目標

　　教育學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、課堂教學設計

　　1.復習 教師參照練習冊習題1，與學生進行問答練習。可通過如下方法，培養學生口頭復述課文的能力：

　　對一組學生逐個提問，這組學生每次回答一個問題；從另外一組中找出一位同學，依次將每個同學及他前面同學的答案像滾雪球似的復述下來。例如：

　　T： Where did the man live？

　　S1：The man lived in a tall building in the city of Moscow.

　　S0：The man lived in a tall building in the city of Moscow.

　　T：Why did he like to live there?

　　S2：Because it was usually very quiet and he could see the park from his window.

　　S0：The man lived in a tall building in the city of Moscow. He liked living there because it was usually very quiet and he could see the park from his window.

　　T： What did the man upstairs always do when he came home every night?

　　S3：The man upstairs always took off his shoes and threw them on the floor.

　　S0：The man lived in a tall building in the city of Moscow. He liked living there because it was usually very quiet and he could see the park from his window. The man upstairs always took off his shoes and threw them on the floor.

　　扮演S0的角色，一次可以是一個人；可以是一個組；也可以是班上其他學生。剛開始練習時，問題不宜一次提得過多，三至五個即可，逐步過渡。此外，較難回答的問題要注意修改，通常不使用一般疑問句（除非學生掌握更靈活的方法 注）。

　　2.聽課文錄音，學生跟讀一遍。

　　3.教師解釋難句（見難點講解）。

　　4.打開練習冊，做習題2。當堂核對答案，并要求學生按此準備課文復述。

　　5.布置作業 

　　1）練習朗讀本課文，準備復述；2）書面完成練習冊其他習題。

　　四、難點講解

　　1.the man upstairs 樓上的人

　　the man downstairs樓下的人

　　upstairs和downstairs都是副詞，用來修飾前面的名詞the man。當副詞用作定語修飾名詞時，一般要放在被修飾的名詞之后。例如： On his journey home, he made a lot of friends. 在回家的旅途中，他交了很多朋友。（句中home是副詞）

　　Look at the photo above. 請看上面的照片。（句中 above是副詞）

　　2.He liked living there. 他喜歡住在那里。

　　作為動詞，like后既可接動詞不定式也可接動名詞，但在意義上有細微差異。like to do 表示的是具體的動作，往往有特定的場合；而 like doing是抽象意義，表示習慣性動作。例如：

　　I like walking in the evening. 我愛在傍晚散步。

　　I like to walk in the evening. 我喜歡傍晚去散步。

　　I like playing basketball. 我喜歡打籃球。

　　I like to play basketball. 我現在想去打籃球。

　　3.He found it very difficult to get to sleep and he was very unhappy. 他發現難以入睡，很不高興。

　　句中的it是形式上的賓語，而真正的賓語是動詞不定式短語to get to sleep. it作形式賓語時，句子結構往往是：主語+ 謂語+ it+ 賓語補足語+ 真正賓語。除動詞不定式以外，that 引導的從句也常作真正賓語。這時，句中謂語動詞往往是find, think, make, believe等。例如：

　　Do you think it right to play tricks on others? 你覺得開別人的玩笑好嗎？

　　He thought it best to say nothing. 他覺得最好是什么也不說。

　　I make it a rule that I should spend at least two hours learning English every day. 每天至少花兩小時學英語是我的規律。

　　get to sleep是“入睡”的意思。動詞 get有“漸漸”的含義。例如：

　　We got to know each other later. 后來我們逐漸相互了解了。

　　When winter comes, the nights are getting longer and the days are getting shorter. 冬天來臨，夜晚變長，白天變短。

　　4. With a smile the man from downstairs said, “I'm sorry to trouble you, comrade.” 樓下的人微笑著說：“對不起，同志，打擾一下。”

　　句中 with a smile是介詞短語，在句子里用作狀語，表明樓下的人說話時的伴隨狀態。介詞短語用作狀語的情況很多，再如：

　　Thank you for teaching us so well. 謝謝您把我們教得這樣好。

　　Classes begin at eight. 八點開始上課。

　　5.He was just falling asleep when there was a loud knock at the door. 他剛睡著，就有人大聲敲門。

　　fall asleep是“睡著”的意思。 asleep是形容詞，接在連系動詞 fall之后。句中 when等于 and then，意思是：那時。再如： He was walking in the park when he saw a watch on the ground. 他正在公園里行走，看見地上有一塊手表。

Lesson 103教學設計示例 篇4

　　一、教學目標 

　　1.知識目標

　　（1）掌握新詞匯：usually, right now, sometimes, take off, after school.

　　（2）掌握現在進行時的用法。

　　2.能力目標

　　能夠用現在進行時描述現在進行的動作。

　　二、教學過程 

　　Step 1 Revision

　　1 Revise the dialogue in Lesson 105.

　　2 Call out some students to do questions and answers as required in SB Lesson 105, Part 2.

　　Step 2 Presentation

　　Teach weekend (=Saturday and Sunday) and usually. Draw two columns on the Bb. Label one On weekdays and the other On weekends. Answer questions from the class: e.g. On weekdays, what time / when do you usually get up? Make a note of the answers on the Bb:

　　On Weekdays On Weekends

　　get up? 7:00 7:30

　　have breakfast? 7:15 7:45

　　have lunch? 12:15 12:00

　　have ,supper? 6:30 6:00

　　watch TV? 7:00 6:30

　　go to bed ? 9:30 10: 00

　　Ask randomly On weekends, what time / when do you usually have lunch? etc.

　　Step 3 Practice

　　Get the students to ask and answer in pairs, in order to make a table like the one on the Bb.

　　Step 4 Ask and answer

　　SB Page 52, Part 1, Speech Cassette Lesson 106. Books closed! Listen and repeat. Then open the books and ask and answer the questions. Do the first two as examples. Then get the students to work in pairs.

　　Step 5 Answer

　　SB Page 52, Part 2. In pairs, have students ask and answer the questions concerning the times given. Also encourage the students to ask more questions. Then have several students tell about their partner's schedule. Again, make sure the students are talking to each other, and not just writing down the information.

　　Step 6 Workbook

　　SB Page 132, Wb Lesson 106. E. 1 and 3 must be done in class. Ex. 2 should also be done orally in class. After students form the correct sentences, they should translate them into Chinese so that they may find out the different word order in Chinese and English.

　　Homework

　　Act out the dialogue in Ex. 3 of Wb Lesson 106. Write down the sentences in Ex. 2.

Lesson 103教學設計示例 篇5

　　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 103教學設計示例 篇6

　　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 103教學設計示例 篇7

　　Period: The Second Period

　　Properties: Tape-recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge aim:

　　Students can understand the story.

　　2. Ability aims:

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

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

　　3. Emotion aim:

　　Wait in line for the bus/tickets etc.

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

　　Teaching Procedures:

　　a) Organizing the class

　　1. Ask the students to get ready for class.

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

　　3. A duty report.

　　b) Revision

　　T: dictate Exercise Three in Lesson 65.

　　c) Leading-in

　　T: Ask the students to do Exercise One.

　　Let them talk about the following three questions.

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

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

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

　　d) Presentation

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

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

　　The people are waiting for the doctor to come.

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

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

　　e) Teaching reading

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

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

　　3. Language points:

　　(1) sick 僅用于表語be sick/feel sick

　　I felt very sick after running at the sports meeting yesterday.

　　(2) patient ＝person who has received, is receiving, or is on a doctor’s list for medical treatment.

　　There are a lot of patients outside the doctor’s.

　　(3) wait in line ＝wait for one’s turn and stand in line

　　When you are at a station, you should wait in line.

　　(4) laugh at ＝make fun of

　　It’s unkind to laugh at a person who is in trouble.

　　(5) at the head of/at the end of

　　There is a beautiful lady at the head of the row.

　　4. Reading again: Try to understand the whole story.

　　5. Retelling: Ask the students to retell it in their own words.

　　f) Practise

　　1. Select one student to read the text fluently.

　　2. Choose two or three students to tell their understanding about the text.

　　3. Ask the students to work in groups of three and act out the passage.

　　g) Homework

　　1. Read the passage and listen to the tape.

　　2. Make sentences with the useful words and phrases.

　　3. Rewrite the passage.

　　4. Do exercises on page 74.

　　h) Summary

　　1. He ___ lunch at school last year.

　　A. didn’t have B. doesn’t have C. hasn’t D. hadn’t

　　2. The bus is coming! Let’s ___ the bus.

　　A. get down B. get on C. get off D. get to

　　3. You are ___ again. Please, come ___ next time.

　　A. later earlier B. late early C. late earlier D. later early

　　4. Alice enjoys playing ___ piano.

　　A. a B. the C. / D. one

　　Keys: 1. A 2. B 3. C 4. B

Lesson 103教學設計示例 篇8

　　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 103教學設計示例 篇9

　　Period: The Third Period

　　Properties: Recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge aims:

　　(1) Learn adverbial clauses of time and condition

　　(2) Grasp some useful phrases.

　　2. Ability aims:

　　(1) Students can understand the dialogue.

　　(2) Students can point out which are adverbial clauses of time and condition.

　　Language Focus:

　　1. clauses: if, when, after, before

　　2. phrases: get up, be (get) ready for, feel very well, what’s wrong? after, throw about, reach home

　　Teaching Procedures:

　　a) Organizing the class

　　T: Good morning, class. Nice to see you again.

　　Ss: Good morning, teacher.

　　T: It’s a fine day today, isn’t it?

　　Ss: Yes, it is.

　　T: Let’s listen to a duty report.

　　b) Revision

　　T: Let the students do translation exercise:

　　1.他們學校就在這條街的盡頭。

　　Their school is at the end of the street.

　　2.在這條街的街頭是一個飯店。

　　At the head of the street is a restaurant.

　　3.當你等公共汽車時，你必須排隊等候。

　　You must wait in line when you wait for a bus.

　　c) Leading-in

　　T: Show the students the sentences from Exercise Two, write them down on the blackboard, and underline some important words.

　　1. You should be quiet when you are in the reading room.

　　2. When I grow up, I’ll be a nurse and look after patients.

　　3. If you don’t want to go alone, I’ll go with you.

　　4. After you use plastic bags, you mustn’t throw them about.

　　5. People in the US can’t drink beer or wine before they reach 21.

　　T: Ask the students to read the sentences and let them discover the language point.

　　d) Practise

　　T: Tell the students to make familiar sentences according to Exercise Two.

　　For example:

　　1. You should be quiet when you are in the hospital.

　　2. When I grow up, I’ll be a teacher and teach students.

　　3. If you don’t want to do the cooking, I’ll do it.

　　4. After you use the toilet paper, you mustn’t throw them about.

　　5. People in China can’t drive before they reach 18.

　　e) Teaching grammar

　　T: 時間狀語從句由when, before, after等連詞引導，時間狀語從句中不使用一般將來時，而用一般現在時代替一般將來時。

　　For example:

　　1. She began to feed her dog when she got home.

　　2. Don’t tell them the keys before they take the exam.

　　3. I went out for a walk after I had supper.

　　T: 條件狀語從句由if（如果）來引導，在條件狀語從句中不用一般將來時，而用一般現在時來代替。

　　For example:

　　1. He’ll fall behind the other students if misses too many lessons.

　　2. If you feel sick, you must see the doctor at once.

　　3. They will go to the park if the rain stops.

　　f) Teaching Language Points

　　1. get up起床/wake up醒來

　　(1) I usually get up at six, but today I got up at eight.

　　(2) Don’t wake him up, he is too tired.

　　2. be/get ready for為…準備好

　　be ready for表“狀態”；get ready for表“動作”

　　(1) We get ready for the next exam.

　　(2) They are ready for the school sports meeting.

　　3. feel very well: 感覺很好

　　feel: link verb

　　(1) I’m feeling tired, let’s have a rest.

　　(2) Are you feeling better now?

　　4. What’s wrong? ＝What’s the matter?

　　(1) I don’t feel well. What’s wrong?

　　(2) He looks pale today. What’s the matter?

　　5. throw about亂仍

　　(1) Don’t throw about the waste paper.

　　(2) Throwing the plastic bags about is a bad habit.

　　g) Read and act

　　T: 1. Listening: Ask the students to listen to Exercise One, dialogue. Let them try to understand it.

　　2. Reading: Tell the students to read the dialogue.

　　3. Speaking: Read the dialogue together, then individually.

　　4. Practising: Practise the dialogue in pairs, close pair first, then open pair.

　　5. Acting: Ask the students to act out the dialogue.

　　h) Homework

　　1. Listen to the tape and read the dialogue.

　　2. Do Exercise Three. Make ten sentences.

　　3. Do exercises on page 75.

　　i) Summary

　　單項選擇填空：

　　1. She is afraid the horse may ___ herself.

　　A. be hit B. be hurt C. hitted D. hurt

　　2. Don’t laugh ___ her, she started to cry.

　　A. of B. to C. at D. on

　　3. ___ the head of the queue was an old lady.

　　A. At B. Of C. In D. On

　　4. We’ll go to visit our teacher if it ___ tomorrow.

　　A. no rain B. doesn’t rain C. won’t rain D. not to rain

　　Keys: 1. D 2. C 3. A 4. B

Lesson 103教學設計示例 篇10

　　一、教學目標 

　　1.知識目標

　　（1）掌握字母組合ar, or, er, ir, ur的發音。

　　（2）復習一般現在時和現在進行時。

　　2.能力目標

　　能夠區分一般現在時和現在進行時，并能正確運用。

　　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 

　　Step 1 Revision

　　1 Write a hotel timetable on the Bb

　　Breakfast—7:30

　　Lunch — 12:00

　　Supper — 6: 00

　　Ask What time can 1 have breakfast? etc.

　　2 Revise It's too late! It's too early! Say (e.g.) It's eight o'clock. Can I have breakfast? Help the students to answer Sorry. It's too late. Practise in pairs.

　　Step 2 Word families

　　SB Page 54, Part 1, Speech Cassette Lesson 108

　　(Phonic Reading Work). Follow the same steps as in Lesson 68, Step 2 of the TB.

　　Do Wb Lesson 108, Ex. 1.

　　Step 3 Listening activity

　　Write the following lists of words in two columns on the Bb as follows:

　　Ⅰ Ⅱ

　　car core

　　far for

　　par pour

　　tar tore

　　mar moor

　　star store

　　Follow the same steps as in Lesson 68, Step 3.

　　Step 4 Stress and intonation

　　SB Page 54, Part 2, Speech Cassette Lesson 108. Books closed. Get the students to listen and repeat, showing the stress and intonation with gestures in the usual way. Explain how stress usually falls on the “key” words of a sentence: the words which carry the message. Books open! Listen and repeat.

　　Step 5 Listen and answer

　　SB Page 54, Part 3, Listening Cassette Lesson 108. Let the students look at the sentences to be completed in Wb Lesson 108 Ex. 2 before playing the tape. Play the tape several times if necessary and discuss the answers with the students.

　　Listening Text

　　JIM: Uncle Wang, is the work in your factory very hard?

　　WANG: Oh, yes, we work very hard in our factory.

　　JIM: So you get up early on weekdays?

　　WANG: Well, I live near the factory, so I usually get up at about 6:30.

　　JIM: Do you have breakfast?

　　WANG: Yes. I have some bread, and a cup of tea. Sometimes I have an egg or two.

　　JIM: And what time do you get to work?

　　WANG: I begin work at 7:30, and have lunch at about 11:30.

　　JIM: What time do you go home?

　　WANG: I leave work at 5:30, and I'm home at 6:00.

　　The answers are:

　　6:30; 7:30; about 11:30; 5:30; 6:00.

　　Step 6 Read and learn

　　SB Page 54, Part 4, Speech Cassette Lesson 108. Make sure the students understand the difference between the Present Indefinite and the Present Continuous Tenses.

　　Step 7 Read and answer

　　SB Pages 54 - 55, Part 5*, Speech Cassette Lesson 108. Before reading the passage, have the students read the questions. Give the students 3 minutes to scan for the answers to the questions. Now play the tape and have the students read it silently while they listen. Students practise reading the text aloud as a class.

　　Step 8 Checkpoint 27

　　Go through Checkpoint 27 and explain any problems. Revise the forms of do and does in questions. Drill:

　　T: Get up … you …

　　S: What time do you get up?

　　T: He …

　　S: What time does he get up?

　　T: Go to bed …, etc.

　　Practise questions beginning with What, Where, … if possible.

　　Step 9 Workbook

　　SB Pages 134-136, Wb Lesson 108. E. 3 and 6. Ex. 3 is a good review for the Present Tense and Ex. 6 is a good review for the Present Continuous Tense. Do both of these exercises in pairs, and then select several pairs to share their answers with the class. E. 8 and 9 are optional.

　　Step 10 Test

　　Use Ex. 5 of Wb Lesson 108 as the test paper.

　　Homework

　　Finish off the Workbook exercises.

　　Revise the language items in this unit.

　　Some ideas for extra practice or enrichment

　　1 Have the students work in pairs. Each student is to pretend that they are either their mother or their father. Then have the pairs ask and answer questions concerning their parent's schedule. Make sure they answer in the first person, just as if they are their parent.

　　2 Have the students interview a neighbor. They should ask about the neighbor's typical day. Then have the students write up a paragraph describing the neighbor's day. They should try to choose someone they think is interesting. If the students can, they should choose a neighbor who speaks English. However, if this is not possible, they may do the interview in Chinese, but write the paragraph in English.

Lesson 103教學設計示例 篇11

　　一、教學目標 

　　1.知識目標

　　（1）掌握表示職業的名詞：

　　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

　　能夠用所學知識介紹某人所從事的職業（尤其要注意第三人稱單數）。

　　3.情感目標

　　教育學生職業無高低貴賤之分，只有分工不同。

　　二、教學過程 

　　Step 1 Revision

　　1 Review numbers 1-100. Teach numbers 101- 200. Tell the students to say one hundred and one for 101, one hundred and twenty-two for 122, etc.

　　2 Revise personal details: What's your name? Where are you from? / Where do you come from? How old are you? What do you like to do? What's your address? etc.

　　3 Get the students to ask each other in pairs and then to make a short report about their partners.

　　Step 2 Presentation

　　1 Use pictures or gestures to teach driver. Get one student to hold the picture or make the gestures. Ask What do you do? Help the student to answer I'm a driver. Ask the students What does he / she do? Help them to say She /He's a driver. Call out more students to hold the pictures or make the gestures for farmer, student, soldier, worker, businessman, doctor, shop assistant, nurse and postman. Ask randomly What do you do? What does she /he do?

　　2 Teach the questions. Get students to ask in your place.

　　3 Tell the students to stop holding the pictures or making the gestures. Get the class to test each other's memory in pairs by asking and answering What does … do?

　　Step 3 Practice

　　SB Page 46, Part 1, Speech Cassette Lesson 101. Books closed! Ask about each person in the pictures: e.g. What does Hu Yulan do? Play the tape. Check the answers. Play the tape again. Students listen and repeat. Books open! Say Turn to Lesson one hundred and one, page 46. Students match the words and pictures in pairs. Check answers as a class.

　　Step 4 Look and say

　　SB Page 46, Part 2. Look at the pictures and help the students make up sentences like Mr Chen is a farmer. He works on a farm. For the other pictures, students may say Miss Hu is a driver. She works for a bus company, etc.

　　Step 5 Ask and answer

　　SB Page 46, Part 3. Read through the options. Point out the difference between on a farm and in a factory, etc. Play the tape and have students listen and repeat. Now have students ask and answer questions in pairs.

　　Step 6 Practice

　　Ask 10 students to represent the 10 people in SB Page 46, Part 1. Get them to say My name is Hu Yulan. I am a driver. I drive a car. I work in a factory, etc. Ask the class What's his / her name? What does she / he do? Where does she / he work? etc.

　　Step 7 Workbook

　　SB Page 125, Wb Lesson 101, E. 1-3. Get the students to pick out the verbs ending in y from Ex. 1. Tell them how to change them into the 3rd person singular form. Remind them that fly, carry and study all end in “consonant +y”. Then ask the students to pick out the verbs ending in /s, z, CM/. They should add es to watch, catch and pass. Use E. 2 and 3 for consolidation of what has been taught in this lesson.

　　Homework

　　Do Ex. 1 in the exercise book.

　　Revise the new words and sentence patterns in Lesson 101.

Lesson 103教學設計示例 篇12

　　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?