Lesson 50，（精選13篇）

Lesson 50， 篇1

　　Step 1 Revision

　　1 Revise the dialogue and picture in SB page 23, Part 2.

　　2 Revise the dialogue in Lesson 23, Step 2 and add a further suggestion using Why not…?

　　A： Shall we go to the zoo?

　　B： No, let's go to Zhongshan .Park!

　　A： OK! Why not ask the twins too?

　　B： Good idea!

　　Step 2 Word families

　　SB page 24, Part 1. Speech Cassette .

　　Ss listen and repeat. Remember that, for each group, the pronunciation is the same but the spelling varies： toilet, boy. Practise the individual sounds and the words with flashcards in the usual way.

　　Wb , Ex. 1. The answers are： meal, twin, toilet, from.

　　Step 3 Stress and intonation

　　SB page 24, Part 2. Speech Cassette .

　　Ss listen and repeat. Get them to use gestures to show the stress and intonation as they speak.

　　Step 4 Reading

　　Ask What animals live in a zoo? Make a list of the Ss' answers on the Bb.

　　SB page 24, Part 3. Ask Which animals do Lin Tao and Jim see? Get the Ss to read the dialogue quickly to find the answer. Then the Ss do Wb , Ex . 2 in pairs . Check the answers with the whole class .

　　Speech Cassette . Play the tape. Ss listen and repeat.

　　Step 5 Acting

　　Ss practise the dialogue in pairs in the usual way. Get some pairs to act it out dramatically (using books for reference only ) .

　　Step 6 Checkpoint 6

　　Go through Checkpoint 6 and explain any problems arising.

　　Practise telling the time.

　　Step 7 Test

　　1 Dictate the following words and expressions：

　　a quarter past nine, half past eleven, ten minutes to four, a little earlier.

　　2 Write the following on the Bb：

　　1 A： ______?

　　B： No, thank you .

　　2 A： ______?

　　B： I would love to.

　　3 A： ______?

　　B： All right .

　　Get the Ss to complete the above dialogues.

　　Step 8 Workbook

　　Do Wb , Ex . 3, if time permits .

　　Do Ex . 3 in writing first, then the Ss practise the dialogues in pairs .

　　The answers are:

　　1 Would/Could; Yes/Certainly; Shall;

　　Good idea .

　　2 is going; great/good; Shall; Let's; All right/OK/Great .

　　Homework

　　Learn the contents of Checkpoint 6.

　　Revise the language items in this unit .

Lesson 50， 篇2

　　教學目標 

　　學會復數物品的顏色描述。會描述一件衣服。

　　教學用具

　　同L49

　　教學步驟 

　　Step 1 Review

　　上節課學過的十種顏色。可用上節課的課件。

　　Step 2 Presentation

　　用做好的課件呈現Part 1 第一部分。教單詞 sweater light 呈現下列詞組 light red / blue / green / yellow... a light blue sweater light blue sweaters

　　借用媒體，老師重復課文。然后老師問，同學答。在通過pair work和group work將課文背熟。

　　用做好的課件呈現Part 1 第二部分。方法同上。

　　聽錄音并跟讀。

　　Step 3 Drill

　　1.練習句型 How many n+s are there? There are …

　　讓學生練習下一組對話

　　How many people are there in your family? There are three

　　How many students are there in our class? There are 45.

　　How many girls are there in our class? There are 20.

　　How many boys are there in our group? There are 5.

　　2.講解、練習

　　look+adj

　　You look very happy today.

　　Your sweater looks very nice.

　　She looks sad today. Why?

　　You look very well toady.

　　事先讓一位女生穿一件彩條或顏色較多的毛衣。課上可讓這位同學站到講臺上和老師示范對話。

　　one & ones 用來代替剛提到的同一種可數的東西：

　　I haven’t a pen. Can you lend me one?

　　The question was a difficult one.

　　ones 是復數形式

　　There are one long writing-table and two small ones in the office.

　　Have you any books on farming? I want to borrow ones.

　　There +be (is, are) 用來引起一個句子，表示“有”“存在”等：

　　There are pens and pencils in my pencil-box.

　　There are many books in my bag.

　　There is a clock on the desk.

　　There is a blackboard on the wall.

　　like 作介詞，

　　like 像

　　I don’t do it like this.

　　Don’t throw it like this.

　　I want to speak English well like you.

　　3.單詞 want: I want a new book. I want a cup of tea.

　　Listen to the tape and repeat.

　　4.初步了解否定意問句。

　　Can’t you see it? Yes, I can.

　　Can’t you hear me? Yes, I can.

　　Isn’t it Monday? Yes, it is.

　　可譯為難道…表示提問人心中認為是肯定的。不要過分強調回答。

　　Step 4 practice

　　練習 P154 ex4

　　Step 5 consolidation

　　描述一下你同伴的衣服。

　　Homework

　　Blackboard handwriting

　　want

　　light light red / green

　　sweater a light red sweater

　　How many n+s are there?

　　There are …

　　look+adj

　　The sweater looks nice.

　　one & ones

Lesson 50， 篇3

　　一、教學目的

　　1.三會掌握字母i在單詞中的讀音［ai］［i］

　　掌握字母m、n、l在單詞中的讀音分別為［m］［n］［l］

　　2.鞏固復習What’s + 地點？的問句及回答There be句式。

　　3.系統歸納本單元所學內容There be句式及知識點。

　　二、本課重點

　　掌握元音字母i及輔音字母m，n，l的發音規則。

　　掌握句式復習名詞所有格及祈使句。

　　三、本課難點

　　使學生掌握發音規則，讀音準確。

　　四、教師教法

　　通過準備好的單詞投影片，讓學生自己總結歸納出字母i，m，n，l的發音規律，并利用總結出的發音規律試讀兩個未學過的、符合發音規律的生詞。通過看圖問答，做游戲，總結鞏固訓練There be句式。讓學生自己歸納總結本單元知識要點，歸納并加以概括，加之適量的練習以便鞏固。

　　五、教具

　　掛圖，投影片，一個乒乓球，一條絲巾。

　　六、教學過程 

　　Step 1 Revision

　　1.Free talk

　　讓學生自由發揮表演本單元對話，內容包含There be句式。表演5組，對表演好的小組給以掌聲鼓勵，評出最佳男演員及最佳女演員。

　　2.看圖問答（把第二部分的掛圖掛上）教師問：What’s in this picture? Where is it?

　　Where are they? Can you answer my question? OK. This is . .（板書）Try your best to answer my questions. Work in pairs.給學生一分鐘時間練習準備，然后一名學生問，一名學生到黑板前指圖回答。

　　Step 2 Presentation

　　Open your books.Look at Part 3.學生自讀，理解游戲。

　　Step 3 Practice

　　在理解游戲的基礎上，兩人一組，讓學生機械模仿。待三、五組后學生理解了，再給學生時間去創造自己的游戲，然后表演。最后教師隨意抽兩名學生，隨意擺放一些物品，讓學生即時表演，以達到熟練、靈活運用的程度。

　　Step 4 Presentation

　　放單詞投影片第二部分（第一、三部分遮住）

　　1.讓學生朗讀第一豎行，然后露出音標［ai］，引導學生發現前三個詞結構的共同點：“i+輔音字母 + e（不發音）”指出此類詞是開音節詞，元音字母在開音節中發字母名稱音，即i發［ai］音，露出第三部分，讓學生試讀，然后再指出ind是字母組合，i在ind組合中發［ai］音，如kind, mind等。

　　2.讓學生朗讀第二豎行，然后露出音標［i］，引導學生發現這組詞跟第一組詞的差別在于詞尾少了字母e，指出這類詞為閉音節詞，元音字母i在閉音節中發［i］音.露出第三部分，讓學生試讀。

　　3.按上述步驟，讓學生自己總結m，n，l的發育規則。

　　Step 5 Presentation

　　書中Part 4 and Part 5可作為游戲內容，根據時間情況選用。

　　Step 6 Workbook

　　1.Do Ex.1.

　　2.Do Ex.2.

　　3.Do Ex.3：Read and act out the dialogue.

　　4.Do Ex.4.5：Ask and answer.

　　5.Do Ex 7：Key words：are，There’s，There’re，There’re，There’re，There’s

　　Step 7 Checkpoint

　　讓學生自己總結歸納There be句式及幾處需強調的地方，如be的形式，對There be句式中物品的提問方式等，舉出例句。

　　歸納介詞短語，如：on in behind under near at等。

　　還有本單元的知識點，如：the teacher’s room many get money well yuan here these big small in the tree on the tree like to play with Let me help you find it. That’s it. have a look等等，盡可能多的由學生把知識點都歸納總結出來，教師最后加以補充及重點強調.

　　Step 8 Workbook

　　Step 9 Homework

　　1.背寫本單元單詞及詞組。

　　2.總結復習本單元知識點，聽本單元錄音帶2－3遍。

　　3.預習下課單詞及詞組。

　　4.做單元習題。

　　八、隨堂練習

　　I.用適當的介詞填空

　　1. What’s ________ this picture?

　　2. Tom’s up there in the tree ________ his friend.

　　3. Ca you see the things _________ the desk?

　　4. You can’t see it. It’s _______ the door.

　　5. —What’s ________ the bed? —Shoes.

　　II.連詞成句

　　can, see, what, on, you, the, floor (?)

　　classes, one, in, there, eight, grade, are (.)

　　have, let, look, your, me, a, at, new, bike (.)

　　is, some, pens, there, and, a. book, on, the, desk (.)

Lesson 50， 篇4

　　一. 教學目標 

　　1.學會值日生報告。

　　2.學會打電話詢問情況。

　　3.學習句型：

　　值日生報告用語：

　　Who's on duty today? I am. Is everyone here today? Yes. No. Who 's not here? Ann is not here. Is she at school today? No, she isn't. Sorry, I don't know.

　　電話用語：

　　Hello, Bill. This is Sam. Is Bill in? Sorry, he's not at home / school. OK. Thank you. Goodbye!

　　二. 教學重點

　　1.掌握每天上課前，教師關于詢問出席情況的交際用語，并能運用它們進行日常交際對話。

　　2.注意中國人與英美人在打電話時的差別。

　　三. 教具

　　投影儀、錄音機、一個玩具電話等。

　　四. 學法引導

　　1.教師教法：通過教師與學生的示范讓學生了解具體對話的背景，并靈活掌握句型。

　　2.學生學法：本課學習了內容截然不同的兩段對話，第一部分的對話是有關學生出勤情況的，你的老師以后每堂課都會問，你一定會掌握的很好，第二部分的對話是Sam和Mike在打電話，你和同桌可以把對話背誦并表演出來，以后如果在家里接到了同學的電話你完全可以用本課學到的電話用語和對方交談。只有在實際生活當中去使用英語，你才能真正地理解英語，體味語言的樂趣。

　　五. 教學步驟 

　　復習、提問一些與本課有關的內容。如：

　　引入老師和學生進行值日生對話。

　　老師問：Who's on duty today?

　　學生答：I am.

　　老師問：Is everybody here today?

　　學生答：No.

　　老師問：Who's not here?

　　學生答：X X X is not here.

　　老師問：Is he / she at school?

　　學生答：No, she / he isn't.

　　老師問：Where is he / she?

　　學生答：He / She is at home.

　　Step 1

　　找一位學生扮演老師，做同樣的練習。這次可按班上當天的實際情況編對話。

　　Step 2

　　讓小組之間做練習，并上臺表演，老師可適當的設一些獎勵。尤其是對那些表達較差的學生，要多關注一些。因為本課的練習相比別的課，簡單一些，可以多讓那些差一些的學生上臺表演。

　　Step 3

　　用一個玩具電話，學習打電話。老師可先自己一個人站在講臺前，即當打電話人，又當接電話人。目的是把打電話的主要用語交給學生。老師可先站在講臺左邊說：Hello! 然后再站在右邊說：Hello, Bill? 再走到左邊說：No, this is Sam.再走到右邊說：Hi, Sam this is Mike. How are you? …Bye1 邊說邊做拿電話機的動作。可重復幾遍，在和班上較好的同學演示一、兩遍，讓全班同學都聽清楚這幾句電話用語。

　　Step 4

　　兩人打電話，看誰先背出這段對話。

　　Step 5

　　編一段真實的電話對話，內容不限。但必須用上打電話時說正題前的問候用語。其他內容可讓學生自己選。

　　Step 6

　　聽錄音，先不要看書，聽兩遍后再看書，并跟著讀。注意要認真模仿錄音，尤其是速度，盡量要和錄音一樣。

　　Step 7

　　留作業 、做Workbook或做一個反饋練習。

　　六. 板書設計 

　　Who's this / that / it?

　　How old is he / she / it?

　　He / She / It…

　　Its name is ..

　　I don't know.

　　I think he / she / it…

Lesson 50， 篇5

　　Step 1 Revision

　　Revise the dialogues in SB Lesson 34.

　　Check the homework.

　　Step 2 Reading

　　SB page 35, Part 1. Speech Cassette . Look at the street map on colour page iv and listen to Number 1： Ss trace the route as they listen . They check their answers in pairs using the reading text . The answer is ： at the Zoo . Play the tape and listen to Number 2, then check the answer with the class. The answer is： at the post office . Repeat the procedure.

　　Step 3 Write and talk

　　SB page 35, Part 1. Ss write a puzzle. using the ones in Part 1 as a model. They can take any place on the map on colour page iv as their starting point. They work in pairs. Get some Ss to read out their puzzle for the whole class.

　　Step 4 Listening

　　SB page 35, Part 2. Wb , Ex. 1. Listening Cassette . Play the tape three times, if necessary. Ask the Ss to look at the map on page iv .

　　Listening text:

　　1 You are at C.Go along the road, and take the first turning on the left, the second on the left . Where are you?

　　2 You are at D . Walk along the street. Take the second turning on the right, and the third turning on the left . What can you see on your left?

　　3 You are at E . Walk along the street, and take the third turning on the left, the second turning on the right . Where are you?

　　The answers are： 1 at the train station,

　　2 People's Hospital, 3 at the bookshop/ the bus station .

　　Step 5 Workbook

　　Wb , E . 2-4.

　　Do Ex . 2 orally with the whole class . Ss may trace the route on the map on colour page iii and use the expressions of position to ask and answer questions .

　　T： Which way can you find to the tigers?

　　SA： Three ways , I think .

　　T： Please tell me one of the ways .

　　SA： Go into the gate, walk along the road and then cross the bridge, take the first turning on the left, go along the road. Then you can see the tigers there .

　　There are no unique answers to these questions . Teachers can encourage Ss to find more answers . For Ex. 3, let the Ss write the missing words into the blanks before practising the dialogues. The answers are： Excuse me; I'm sorry/ Sorry ; better; quite/ very far; 'd/ had; kilometres; shall/ can; better .

　　Ex. 4 is optional. If possible, get one of the Ss to draw the finished map on the Bb while the other Ss draw the map in pencil in the workbook .

　　Homework

　　Finish off the Workbook exercises .

　　Revise the new vocabulary and structures in this unit.

Lesson 50， 篇6

　　Properties: Recorder, Overhead Projector

　　Teaching Objectives: Learn Grammar: The Past Perfect Tense.

　　Language focus:

　　1. Grammar: the Past Perfect Tense

　　2. so . . . that, so that . . .

　　Teaching Procedures:

　　I. Showing the teaching aims.

　　II. Revision

　　Ask the students to read the text, then get several students to retell the story.

　　III. Presentation

　　Look at the picture and say;

　　1. Miyoko bought a camera so that she could take pictures in Beijing.

　　2. Tom got up early so that he could catch the early bus. Ask the students to pay attention to the structure. Let the students make up some sentences with so that....

　　IV. Practice

　　Do Exercise 1. Read through the sentences with the students - Pay attention to the phrases: go over, make mistakes, get wet in the rain.

　　V. Presentation

　　Make up some examples: 1.I am so angry that I can’t say a word. 2. The teacher spoke so fast that we couldn’t understand him. 3. The question is so difficult that nobody in our class can answer it. 4. The car cost so much that she didn’t buy it. 5. The box is so difficult that he can’t carry it. Ask the students to pay attention to the structure. So + adj./ adv. + that + . . . Let them make up some sentences with it.

　　VI. Practice

　　Look at Exercise 2. Read through the words in the box, make up an example, and let the students make up more sentences with each other. Then collect the sentences from the students. Pay attention to the followings; let the students understand them,

　　It took me an hour to do my homework.

　　I spent an hour in doing my homework. (on my homework. )

　　I paid five yuan for the book.

　　The book cost me five yuan.

　　Discuss the Simple Past forms of cost/ hit / hurt/ let / cut/ put. Listen to the sentence

　　1. Miyoko had searched the internet for two hours when she found an ad for the camera.

　　2. Miyoko had bought a pair of leather tennis shoes before she went to Beijing.

　　The Past Perfect Tense is used here .Its structure is had + Past Participle

　　e.g. 1. He had left before his wife came back.

　　2. I remembered that Peter had already got a driving license.

　　Let the students have the clear concept first. Then Do Exercise 3. Look and say. Ask the students to talk about each picture with their partner.

　　VII. Workbook

　　Do Exercise 1. Let the students write down the answers: 1. had stopped 2. had heard 3. had gone 4. had begun 5. hurried, had gone

　　Do Exercise 2 in class. The answers are: broke, happened, locked, left, came, had broken, had forgotten, left, leave, had happened, Have, lust, lost

　　IX. Homework

　　1. Make up six sentences using “so that” “so…that”.

　　2. Finish Exercise 3 in the workbook.

　　3. Write three important changes that had taken place in your hometown by the end of last year.

Lesson 50， 篇7

　　Teaching Objectives:

　　Students should be able to make suggestions in three ways.

　　Properties: Overhead projector, recorder

　　Language Focus: Review the three ways of giving suggestions.

　　Teaching Procedures:

　　I. Organizing the class

　　Greeting and a duty report

　　Ⅱ. Revision

　　1. To review the animal names.

　　2. To suggest sth to your friend.

　　III. Practice

　　Ask students to write out the three ways of giving suggestions, then students work in pairs to make suggestions, agree and disagree, if they disagree, they have to make another suggestion. Call some pairs to do it in front of the class.

　　Then students find the answers in the book.

　　Then students make dialogues with phrases given in the box, do it in pairs first, then act it out in front of the class.

　　IV. Reading and writing

　　Students read the dialogue and fill in the blanks, then check the answers.

　　The answers:

　　① Yes, I am./② Yes, ( sure)/③ Shall I get your house? / ④⑤ No definite answers ⑥ finish (do)⑦ a little later ⑧I like dumplings ⑨ See you then (Thank you)

　　Teacher draws pictures on the blackboard to teach the word "dumpling". Explain "seafood" is fish or animals in the sea that can be eaten, "have. …to do" eg. "I have many clothes to wash." "He has some questions to ask" etc.

　　V. Practice

　　Students go round the classroom to ask about their future arrangements and the students having the same future plans form one group, they go on to talk about more details, then say it in front of the class.

　　VI. Exercises in class

　　1. Complete the sentences.

　　① The teacher has many lessons ____ ____

　　② The boys have some words ____ _____

　　③ I don't have anything ____ ____

　　④ There are many games ____ ___

　　⑤ I have a lot of food ____ ____

　　2. Complete the dialogue.

　　① A: Would you like to see a film with me?

　　B: Yes, I___. When____?

　　A: ____ meet at 8:00 tomorrow evening.

　　② A: Would you like to go skating with me?

　　B: ____, I can't. I have many things to do.

　　…

　　3. Rewrite the sentence without changing its meaning.

　　①Why not go to the park?

　　______ ______ ______ go to the park?

　　②Shall we go to the cinema?

　　______ ______ going to the cinema?

　　③Shall we go and see the monkeys?

　　Shall we go and ______ ______ ______ ______ the monkeys?

　　④Are you free today?

　　______ you ______ ______ today?

　　⑤They often have breakfast at 5: 15.

　　They often have their ______ ______ at ______ ______ _____.

　　⑥The dolphin is the most interesting animal of all.

　　The dolphin is ______ ______ ______ any other animal.

　　⑦Would you like to go boating?

　　______ you ______ to go boating?

　　Answers:

　　1. ① to prepare ②to say ③to do ④to play ⑤to eat

　　2. ① 'd love to, Shall we meet, Let's ② Sorry/ I'm afraid.

　　3. ①Why don't you ②What/How about ③have a look at ④Do, have time ⑤morning meal, a quarter past five ⑥more interesting than ⑦Do, want

　　VII. Homework

　　To make up a dialogue.

　　VIII. The design of the blackboard

　　Shall we …?

　　Why not meet…?

　　Work must come first.

Lesson 50， 篇8

　　Lesson 12教案示例

　　重點：復習鞏固本單元重點內容

　　難點：語音

　　過程：

　　一、 熱身/復習

　　1.  組織學生唱英文歌曲Happy Teacher’s Day和 韻文Who’s he? Who’s she?

　　教學開始時，為了幫助學生很快的進入學習狀態，唱首英文歌曲，起到活躍課堂氣氛以及復習知識的作用。

　　2.師生之間、學生之間進行問答練習（結合本單元所學的重點句子。）

　　二、 會話練習與教學方法

　　1.  聽本課的會話整體錄音一遍(配套教材錄音)

　　2.  然后讓學生模仿錄音進行跟讀

　　3.  最后讓同桌的兩個學生結合成小組進行練習

　　4.  教師針對課文進行提問，請個別學生回答。從回答中教師可以了解到學生是否理解了課文內容

　　How many people?

　　Who’s the boy over there?

　　Is he American?

　　Who’s the girl?

　　5.學生之間問答

　　找學生到教室前面對其他學生提問題，問題范圍：Who’s he/she?

　　Who’s the boy/girl/woman/man?

　　Who’s that/this?

　　Is he/she at home?

　　學生之間進行問答，可以提問本組成員，也可以提問自己的好朋友，更鼓勵學生按學號找學生回答。（提問時可以用自己帶來的照片，也可以借用別人的照片）

　　5.  對話表演

　　請學生從學過的五篇對話中找出自認為掌握的最好的一篇，找自己座位周圍的同學結合成小組，準備對話表演。

　　對話表演 （三至四組）

　　三、 語音及拼讀練習

　　1.教師板書字母Oo，并標上讀音[EU]，然后對全班說：Read it please.

　　依照此法復習其他音標

　　2.游戲：音標和單詞配對

　　準備：自制36張游戲紙牌（也可用舊紙牌進行修改），其中的一半，每張寫一個英語單詞；紙牌的另一半，每張寫一個與這些單詞相適應的國際音標。例如：一張blue，一張[blu:]。

　　操作：開始時，把紙牌洗勻，全部背向上一張一張扣在桌面上。每人輪流翻看兩張紙牌，凡是翻到單詞和國際音標配對的，就把兩張取出，放在自己身邊，并且還有翻看紙牌的權利。直到紙牌全部翻完，都被取走為止。誰取到的卡片多，誰就是優勝者。

　　說明：如果背學生翻開的兩張不配對，仍須合在原處。所以，玩這個游戲必須集中注意力，盡量記住已經翻過的紙牌內容，以便輪到自己再翻時可以及時找對。   

　　三到四人一小組，人數太多就沒有操作的意義了。

　　單詞的范圍為本課2 (Read and listen)中的詞匯

　　教師應多準備幾套這樣的紙牌，或提前發動學生準備好紙牌

　　教師應與其中一組做此項練習，做完后將單詞貼在黑板上

　　3.聽錄音兩遍（配套錄音）

　　小組內部再次練習讀這些單詞（還是剛才做游戲的小組）

　　板書兩個原因字母在單詞中的發音，帶讀兩遍

　　四、興趣活動

　　1.  做“猜人”游戲：目的是為了復習Who’s this/that? That’s/It’s…

　　Who’s he/she? She’s/He’s…

　　2.師生之間，學生之間打電話：目的是為了復習Is he/she at home? No, he/she isn’t at home.

　　五、練一練（做課堂練習第十二課內容）

　　根據錄音的順序，在每組單詞后面的括號內標出相應的序號

　　根據錄音內容，在每個句子中的空白處填上所缺的單詞

　　六、作業 ：朗讀并抄寫課堂練習中歸納的本單元的句子

　　七、板書設計 ：

　　教案點評：

　　本課綜合了本單元前五課的重點句型、重點詞匯I、you、he、she、it以及重點語音知識。在歌曲聲中開始本課學習，有利于活躍課堂氣氛。在呈現新課時，可先放錄音，讓學生猜猜都有些什么人物。教師可直接提問Who is he? Who's this?等。再結合小組活動，如表演對話、配音、綜合語言接龍等，來復習本單元的語言點。最后，進行總結，包括知識總結、學生的能力總結，還可談談有效的學英語的方法等。

　　訓練聽說的探究活動

　　1.形式：小組對話

　　用具：玩具電話數臺

　　操作：發給每組學生一臺玩具電話（也可自備），并給學生提供幾個不同場景的圖片（例如：課文中出現的是：He’s at the zoo. 新提供的就可以是park、school、cinema），以小組為單位，模仿課文對話組織新的語言材料。

　　2.形式：打電話

　　用具：玩具電話數臺、每個小組一張表格

　　操作：同樣還是以小組位單位可根據教師提供的場景進行對話，準備完畢后，每組輪流到教室前面表演，其他學生在聽對話的同時要完成一個有關對話內容表格的填寫，具體有關哪個對話，由學生從表演過的對話中自由選擇。待所有對話都表演完畢，請幾個學生公布他們所填表格內容，從而檢查他們是否聽清或聽懂了對話。

　　表格內容：

Lesson 50， 篇9

　　Teaching Objectives: Students should grasp the pronunciation of some letter clusters and understand the article.

　　Language Focus:

　　I. Pronunciation:

　　[ : ] er, ur, ir, or, ear [a:]ar, a(ss),al [ u:]ou, ow

　　II. Useful expressions :

　　① make sb sth, - make sth for sb ② try to do sth ③ friendly, unfriendly ④ not…any more ⑤ ask sb, to do sth ⑥ help sb, (to) do sth ⑦ a waste of time

　　Properties: Tape recorder, Overhead projector, cards

　　Teaching Procedures:

　　I. Organizing the class

　　Greeting and a duty report

　　II. Review

　　1. Give some names for them to say which is the family name and which is the given name. And how to use the titles Mr./ Mrs./ Miss/ Ms. Remind them that the titles can only be used with a family name.

　　2. Show a picture for the students to describe in present continuous tense “be doing sth”.

　　III. Pronunciation

　　1. Students follow the tape

　　2. More words to read (on cards)

　　IV. Listening

　　Students listen to the tape and do the exercise

　　V. Leading - in

　　Teacher: What are you going to do on Saturday?

　　Student: I’m going to…

　　T: Can you make a card?

　　S: Yes, I can.

　　T: Will you please show us your card?

　　S: Sure! (They have done that as homework some days before.)

　　T: Oh, it’s really a nice card. Now let’s see what Tom is going to do before Teachers’ Day (with the questions)

　　① What does Tom’s mum want him to do?

　　② Can he do it? why? or why not ?

　　③ What is the idea Mum thinking out for Tom?

　　④ Do you think it’s a good idea?

　　After answering the questions, students follow the tape and act it out in pairs.

　　VI. Reading practice

　　Students read the text by themselves and answer the questions:

　　① Who’s in the story?

　　Say something about him, eg, name, nationality, likes, etc.

　　② What’s the mistake the students often make?

　　③ What does he want now?

　　④ Who helps him?

　　⑤ Does he get what he wants?

　　⑥ Can you help him?

　　Then play the tape for them to follow.

　　Students try to retell the story with the questions as clues.

　　VII. Language Practice

　　Let’s learn seven useful expressions of this lesson

　　① make sb sth ____ make sth for sb.

　　② try to do sth.

　　③ friendly opposite unfriendly (adj)

　　④ not… any more

　　⑤ ask sb. to do Sth.

　　⑥ help sb. (to) do Sth.

　　⑦ a waste of time

　　Listen to my sentences and try to understand them

　　eg ①I’ll make you a new paper boat→

　　I’ll make a new paper boat for you.

　　②The boy is trying to climb the tree.

　　③The people are friendly to me.

　　④You’re not a child any more.

　　⑤My Dad asks me to buy him some newspapers.

　　⑥Will you please help me do the cleaning?

　　⑦It’s a waste of time to listen to him.

　　Then ask the students to make their own sentences with the phrases given above.

　　VIII. Exercises in class

　　1. Write out the phonetic symbols.

　　① bird ② part ③ grass ④how ⑤ trousers ⑥world ⑦ learning ⑧ clerk ⑨ birthday ⑩ blouse

　　2. To introduce Phillip in 40 words.

　　Answers: ① [ :] ② [a:] ③[a:] ④[ u] ⑤[ u] ⑥[ :] ⑦[ :] ⑧[ :] ⑨[ :] ⑩[ u]

　　3. Omit

　　IX. Homework

　　1. , exercise 4, to make up a dialogue in pairs and be ready to act (write out script)

　　2. If they don’t like their English name, they may change it to a new one and make a name card to be placed on the desk.

　　3. Finish off the workbook

　　4. Go through the checkpoint, answer any question.

Lesson 50， 篇10

　　Lesson 69教學設計示例

　　Period: The First Period

　　Properties: Recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge Aims

　　(1) Let the students understand “have to” and grasp how to use it.

　　(2) Learn some useful phrases and structures.

　　2. Ability Aim

　　The students can make some sentences with “have to” in their own words.

　　3. Emotion Aim

　　Know some good behaviour and strengthen the training of one's own quality.

　　Language Procedures: What’s the trouble? What’s the matter with you? have a headache, take one’s temperature, nothing serious, take this medicine three times a day, feel like eating, have (got) a pain in one’s head

　　Teaching Procedures:

　　a) Organizing the class

　　T: Ask the students to get ready for the class.

　　Greetings and a duty report.

　　b) Revision

　　1. Get the students to act out the passage in Lesson 68.

　　2. A quiz for them:

　　have a good time, at the head of, in fact, look after, get on, stand in line, quarrel with, make a noise, laugh at, throw about, get off, feel well, grow up, telephone sb.

　　c) Leading-in

　　T: When you feel bad or sick, you had better go to the hospital, and doctors will help you. Then the doctor will ask you some questions about illness and let you take your temperature, at last ask you to take some medicine if your illness is not too serious.

　　d) Presentation

　　T: Jill didn’t feel very well. She began to cough. Her mother asked her what was the matter. She told her mother she had a headache and a cough. Her mother could see how terrible the cough was. So she took her daughter to see a doctor at once.（可把圖畫出來）

　　T: Look at the picture. Try to guess what they are talking about.

　　e) Practice

　　1. Listening: Listen to the tape and try to understand it.

　　2. Reading: Read the dialogue after the tape, then read together. Try to memorize it.

　　3. Practising: Work in pairs.

　　4. Acting: Ask some pairs to come to the front and act it out.

　　f) Teaching dialogue

　　T: Let’s do Exercise Two, Puzzle dialogue.

　　The students can discuss the answers each other.

　　Then check their keys.

　　g) Teaching Language Points

　　1. What’s the trouble? ＝What’s the matter (with sb.)? ＝What’s wrong?

　　For example:

　　A: What’s the trouble?

　　B: I don’t feel well today.

　　2. have a headache

　　I have got a bad headache.

　　Did Peter have a headache yesterday morning?

　　3. take one’s temperature

　　Did you take your temperature yesterday?

　　Why did the doctor take his temperature twice?

　　4. three times a day

　　You must take this medicine three times a day.

　　He listens to the English news twice a day.

　　5. feel like eating

　　Do you feel like a cup of coffee?

　　I don’t feel like singing now.

　　h) Learning grammar

　　T: “have to” 意為“不得不”，表示客觀上“必須”,“must” 指主觀上“必須”。他們后都接動詞原形，但“must”沒有人稱和時態的變化，而have to有人稱和時態的變化。

　　For example:

　　1. I have to sweep the floor every day.

　　2. He has to go to evening classes on Friday afternoon.

　　3. Did she have to go back home yesterday?

　　i) Exercises in class

　　Translate the following sentences into English.

　　1.我們必須自己動手去做。

　　2.瑪麗必須在英語學習上努力嗎？

　　3.上周日他不得不早起。

　　4.你沒必要為你的功課擔心。

　　5.彼得很累，不得不坐下來休息一會兒。

　　Keys:

　　1. We have to do it ourselves.

　　2. Does Mary have to study hard at English?

　　3. He had to get up early last Sunday.

　　4. You don’t have to worry about your lessons.

　　5. Peter was very tired and he had to sit down and have a rest.

　　j) Homework

　　1. Read the dialogue and try to make a new one.

　　2. Make sentences using “have to”.

　　3. Do exercises on page 79.

　　Lesson 70教學設計示例

　　Period: The Second Period

　　Properties: Recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge aims

　　(1) Understand the text.

　　(2) Learn how to use some useful words and phrases

　　2. Ability aim

　　Retell the story in your own words.

　　Language Focus: Words and phrases: dream, be tired, wake up, be good for, as soon as, fall asleep, be busy doing, again and again

　　Teaching Procedures:

　　a) Organizing the class

　　T: Greet the students and a student gives a duty report related to what’s going to be learned.

　　b) Revision

　　1. Check their homework. Ask them to act their own dialogues out.

　　2. Read some good sentences in the students’ homework.

　　3. Quiz: Nothing serious. I have a headache and a cough. Let me take your temperature. What does she have to do? She didn’t feel like eating anything. Take this medicine three times a day.

　　c) Leading-in

　　T: talk about the questions in groups.

　　1. Do you sleep well every night?

　　2. Do you often have dreams?

　　3. Do you remember your nicest/worst dream?

　　4. Could you please describe your last dream?

　　5. What do you think of the dreams?

　　T: Let the students share their talking and choose two or three students to say in class.

　　d) Presentation

　　T: 1. Dream is something which one seems to see or experience during sleep.

　　2. dream, dreamed or dreamed

　　T: Ask the students to look at the picture and try to say something about it.

　　T: Listen to the tape and try to understand it.

　　Then ask the students to read the text together and individually.

　　e) Teaching language points

　　1. be tired

　　I am always tired when I wake up in the morning.

　　He was very tired after the travel.

　　2. wake up

　　What time do you usually wake up?

　　He woke up early yesterday morning.

　　3. be good for somebody

　　Sometimes dreaming is good for us.

　　Doing exercises is good for the people.

　　4. as soon as

　　Last night, as soon as I fell asleep I dreamt that I went to the garden.

　　The teacher went out of the classroom as soon as the class was over.

　　5. be busy doing sth.

　　They are busy reviewing the lessons now.

　　What are you busy doing these days?

　　6. again and again

　　We had to play the same piece again and again all night.

　　The teacher asked the students to read the text again and again.

　　f) Practise

　　1. Let the students read the text again.

　　2. Ask them to work in pairs and then act it out.

　　3. Try to retell the story.

　　4. Read the text once more, pay attention to some useful words and phrases.

　　5. Let the students do some questions and then ask them to answer these questions according to the passage.

　　g) Homework

　　1. Read the text and rewrite the passage in their own words.

　　2. Write a composition about your latest dream.

　　3. Do exercises on page 80.

　　h) Summary

　　完成句子：

　　1.我夠不到那些蘋果，請幫幫我。

　　I can’t ___ those apples. Please ___ ___.

　　2.他有很多書要讀。

　　He ___ many books ___ ___.

　　3.你去過長城幾次了？

　　___ ___ times ___ you been to the Great Wall?

　　4.他們根本就沒有必要呆在家里。

　　They ___ ___ at home ___ all.

　　5.保持身體健康非常重要。

　　It’s very important ___ ___ ___.

　　Keys: 1. reach, help me 2. has, to read 3. How many, have 4. needn’t stay, at 5. to keep healthy

Lesson 50， 篇11

　　Period: The third Period

　　Content: Lesson fifteen

　　Properties: Overhead projector, recorder

　　Teaching Objectives:

　　Student should be able to use the comparatives and superlatives correctly and fluently, and complete the article.

　　Language FOCUS:

　　1. Review the comparatives and superlatives.

　　2. Gerund as subject

　　① help sb with sth

　　eg. The teacher is helping the students with their maths.

　　② like doing sth.

　　eg. I don' t like getting up very early.

　　③ Doing sth is …

　　eg. Eating too much is bad for you

　　Collecting stamps is an easy hobby.

　　Teaching procedures:

　　I. Organizing the class

　　Greeting and a duty report.

　　II. Revision

　　1. To talk about the country life.

　　2. To talk about the city life.

　　3. Show the pictures for them to compare.

　　The car goes faster than the bike.

　　The train goes faster than the car.

　　The plane goes faster than the train.

　　So the plane goes fastest of all.

　　III. Practice

　　Students talk about the farm work they can do, write the jobs on the board "feed the animal, pick corn (wheat, etc), grow corn (wheat, etc)" Then they talk about who can do the most work, use the dialogue in the book as a model.

　　Give more phrases for them to use "have books" "get home early" "eat much" "run fast" "have a good time", etc.

　　IV. Leading - in

　　Teacher: We have talked about the country life and the city life. Now let's see what Katy and Sandy like better.

　　V. Read and complete

　　Students do the exercise themselves and then check the answers

　　(The answers: older, exciting, beautiful, quickly, better, faster, longer, interesting)

　　Then explain some words and phrases, point out the comparative and superlative forms of adverbs ending with "ly" are "more + adverbs" and "most + adverbs".

　　VI.Exercise in class

　　Complete the sentences

　　①公共汽車和轎車，哪個開得快？轎車。

　　Which goes__________ ______, the car or the bus? The car_______.

　　②所有人當中，我摘的玉米最多。

　　I can pick ________ ________ corns of ______.

　　③她喜歡住在鄉下。

　　She likes ______ ______ the country.

　　④邁克經常讀書到深夜。

　　Mike often reads ______ ______ ______ ______.

　　⑤我認為住在城市比城鎮有趣得多。

　　I think ______ in the city is ______ ______ ______ than in the town.

　　⑥她經常幫她阿姨干農活。

　　She often ______ her aunt ______ the farm work.

　　Answers: ①more quickly, does ②the most, all ③living in ④until late at night ⑤living, much more interesting ⑥helps, with/do

　　VII. Homework

　　1. Preview new lessons.

　　2. Copy the text and ask three questions.

　　VIII. The design of the blackboard

　　more the bus, the car

　　the quickest the bus, the car, the train

　　the earliest I ,you

Lesson 50， 篇12

　　一.教學目的

　　1.掌握四會單詞一個：find, 三會單詞一個：broom.

　　2.四會掌握以下句型及短語：I can’t find the …. Can you see it/ them?

　　Is it under the teacher’s desk? I know, it’s behind the door.

　　3.聽懂一會短語：Close your eyes./Open your eyes.

　　二.本課重點

　　課文第一部分的句子：I can’t find the broom.Can you see it？

　　Is it under the teacher’s desk？

　　三.本課難點

　　句型：I can’t find the …It’s over there, under the desk.

　　四.教師教法

　　本課口語訓練要注重實際交際活動，可以采取創設實際情景進行教學。教師可事先有意將自己的物品（筆、書、尺等）放到教室某處，最好不引起學生注意。在進行訓練時，可以故意表示找不到所需要的物品，然后詢問：“Where is my…？”請學生根據實際情況進行回答。也可以根據教室的實際情況進行提問，讓學生如實回答。創設這種真實的情景，學生有真實的生活體驗，這樣才能自由問答，才能達到訓練的目的，收到良好的教學效果。

　　五.教具

　　錄音機、幻燈、圖片、筆（或書、尺、橡皮、文具盒）等實物。

　　六.教學過程 

　　Step 1 Revision

　　1. Duty report.根據值日生報告，提出問題，然后叫其他學生問答，使學生養成集中精力聽課的習慣，同時訓練學生的聽力。

　　2.Free talk.叫幾組學生根據所學知識自編對話進行表演。（檢查作業 完成情況）

　　3.利用教室的實物，通過下列對話復習What can you see…？Can you see…？句型和介詞in/on/under/ behind的用法。

　　教師先叫起一名學生問答，T：What can you see in the classroom?

　　：I can see a / some…

　　再叫起另一名學生問答， T：Can you see the…？

　　：Yes，I can.

　　T：Where is it？/ Where are they?

　　：It’s / They’re in/ on…

　　給學生時間，讓學生按上面的對話四人一組分組練習（學生練習對話時，教師將筆、書和尺等分別放到地板上、學生的桌子上和椅子下面，做好下一步準備工作）。然后叫起兩組學生表演。

　　Step 2 Presentation

　　1.教師從桌子下面拿起一把掃帚自問自答：What’s this？It’s a broom.板書broom并領讀。把broom放到門后。然后教師說：“Oh, where is my pen？I can’t find my pen!”叫起一名學生問：“Can you see it？”讓學生找到筆，然后說：“Yes，it’s here.”接著練習找書、尺等。板書：I can’t find…Can you see it？并領讀。

　　2.叫起一名學生問答：

　　T：I can’t find the broom. Can you see it?

　　S：I’m sorry, I can’t.（幫助學生回答）

　　T：Is it under your desk？

　　S：No, it isn’t.

　　T：Is it under that window？

　　S：No，it isn’t.Oh，I know.It’s behind the door.

　　T：（向門后看一看，拿出來）Yes，you’re right. It’s behind the door. Thanks.

　　板書：I can’t find the broom.

　　Can you see it？

　　Is it under the window?

　　Yes，you’re right. Thanks.并領讀。

　　Step 3 Read and act

　　1.Now listen to the tape carefully. Then answer my questions. 放錄音帶之前提出問題：Where’s the broom？Who can find it？接著學生聽錄音，告訴學生注意語音、語調；再放一遍錄音，讓學生跟讀，模仿語音語調，然后叫學生回答所提問題。

　　2.打開書，先齊讀課文，然后把班級分成兩組交換角色朗讀課文。

　　3.給學生時間，兩人一組分角色朗讀并表演對話（當學生練習對話時，教師將書、筆、掃帚、文具盒等物品放到教室的不同地方，并確保一些學生能看見老師放東西的動作）。

　　4.叫幾組學生表演。

　　Step 4 Drills and practice

　　1.叫起一名學生和老師進行示范問答，然后做連鎖問答：

　　T：I can’t find my book.Can you see it？

　　：Yes，I can.It’s on your desk.

　　（讓 問 ）Where’s the teacher’s pen？Can you see it？

　　：Sorry，I can’t.Oh, yes. It’s on the floor.（to ）.Can you see the raincoat?

　　：Yes，I can.It’s behind the door.（to ）I can’t find….Can you see…？

　　2.打開書，看本課第二部分，教師先和一名學生示范對話，然后領讀一遍。

　　3.讓各行學生連鎖操練對話（練習表格里的替換詞）。

　　4.叫幾組學生站起來分別問答一遍。

　　Step 5 Look, ask and say

　　1.打開書，領讀第三部分對話，解釋Do you know？然后齊讀對話。

　　2.讓學生三人一組或四人一組看幻燈設置情景，根據第三部分內容自編自演對話。

　　3.叫幾組表演。

　　Step 6 Consolidation（Exercises for ）

　　I.英漢詞組互譯。

　　1.一些書包_____________ 2.在墻上_____________

　　3.在那窗下面_____________ 4.在門后_____________

　　5. On the blackboard_____________ 6.near the window_____________

　　II.句型轉換

　　1.I can find the broom.（改為否定句）

　　2.It’s under the teacher’s desk.（改為一般疑問句）

　　3.We can see our football under the table.（改為一般疑問句）

　　4.I can see some flowers near the desk.（就畫線部分提問）

　　5.The books are in the box. （就畫線部分提問）

　　Step 7 Workbook

　　Ex.2，先舉例和學生一起做第1小題，接著讓學生獨立完成其他幾道題，然后叫四名學生朗讀自己的答案。

　　Steps 8 Summary

　　教師看黑板上所寫句型，總結本課內容，并讓學生重復，然后全班齊讀黑板上句型，加深記憶。

　　Step 9 Homework

　　1.背寫本課單詞和句型，背誦表演第一部分對話。

　　2.根據本課句型自編對話。

　　3.筆頭作業 ，把Workbook.Ex.3抄寫到作業 本上。

　　七.板書

　　Lesson 39

　　New words:

　　I can’t find the broom.

　　Can you see it?

　　broom [brum] n. Is it under the window?

　　find [faind] vt. Yes, you’re right! Thanks.

　　Do you know?

Lesson 50， 篇13

　　（一或兩課時）

　　教學目標 

　　學會打電話常用的基本用語，你要找的人在和不在兩種情況的電話用語。不在的情況下，要會填寫電話留言條。

　　別人邀請你去他家，你有事不能去，如何客氣、婉轉的拒絕。

　　會正確應用：May I speak to..., please?

　　Hold on, please.

　　…speaking.

　　Can I take a message?等等。

　　教學用具

　　錄音機，投影儀，實物電話

　　教學方法

　　將對話放入真實的生活情景中演練

　　教學建議

　　建議Lesson 50和Lesson 52一起課講。

　　教學步驟 

　　Step 1 Revision

　　讓同學們復習以前接觸的電話常用語。可組一組對話，如：

　　A: Hello, this is Kate. Who is it?

　　B: This is Hanmei. Kate, would you like to come to my home and do homework with me? I want you to help me with my English.

　　A: Ok. I’d love to, when?

　　B: What about 3 o’clock?

　　A: All right, see you then.

　　B: See you.

　　注：類似的一組對話可以復習到：This is…, Who is it? Would you like to…等以前的知識。

　　復習反意問句。讓學生們先觀察以下句子。它們有些什么共同點。

　　It starts at 4:30, doesn’t it?

　　It rains every day here, doesn’t it?

　　He works very hard, doesn’t he?

　　She gets up early every day, doesn’t she?

　　練習

　　Ann studies very hard, ________ she?

　　Miss Gao loves us, ________ she?

　　Li Lei is a good student, __________ she?

　　It’s a fine day, ________ it?

　　They all like English very much, _______ they?

　　Step 2 Presentation

　　Teacher: Do you like giving phone calls to your classmates or friends? If yes, what would you say first?

　　1) Hello.

　　2) May I speak to?

　　3) This is ××speaking!

　　4) Who is it? And so on.

　　You ask the students to understand what to say, and what the purpose of the phone call is.

　　聽第一段錄音2遍，請同學們復述（最好用英文）電話中的有關內容，了解這段話發生的環境和結果。

　　聽第二段錄音2遍，請同學們復述第二段電話的發生環境和結果。并說出與第一段有什么不同的地方。（第二段要找的人沒在）。

　　打開書，教師解釋：take a message和give the message

　　Step 3 Practice

　　跟讀錄音一至兩遍。

　　同學們兩兩做pairs work, 練習第一段和第二段，直到較熟悉為止。

　　Step 4 presentation

　　教單詞：telephone: phone double: two times

　　老師事先和一位同學準備好Lesson 52 對話，雙方拿電話機在班上展示。讓這位同學在投影片填好電話留言卡，其他同學在老師事先印好的電話留言卡上填寫，然后老師在投影儀上訂正。提醒學生填寫電話留言卡要簡單扼要，它的讀者只有一個人。如果大都知道Zhang Yujing 是誰，用一句祈使句即可。如：本課的電話卡message內容：

　　She called you. Please call her.

　　打開書，跟讀錄音，pair work，直到較熟悉為止。

　　Step 5 Practice

　　1.根據已熟練的知識，請同學們兩兩設計一段真實的對話，用真實的姓名和實物電話進行表演，全部或部分用上本課重點詞語。（此環節可找些學習較好、接受能力強的學生先演練）

　　2.教師隨機叫同學們進行對話練習，學生可自主選擇本人接聽或非本人接聽兩種情況進行對話。

　　Step 6 Consolidation

　　Rewrite the sentences without changing their meanings.

　　1. I’m afraid I may be a little late.

　　I’m afraid ______ I ______ ______a little late.

　　2. She isn’t here right now.

　　She is ______ ______ ______ ______.

　　3. Can I take her a message?

　　Can I take a message ______ ______?

　　4. I’m very sorry, but I can’t come.

　　I’m ______ I can’t come.

　　5. I’ll get her the message.

　　I’ll ______ the message ______ ______.

　　Answers: 1. maybe, will be 2. away at the moment 3. for her 4. afraid 5. give, to her

　　Step 7 Homework

　　將課上兩兩做的pairs work整理成系統完整的邀請對話，內容不限，可以是邀請聚會，去你家做客，一起去買東西等。此作業 可以讓學生2人或3人一組共同做一份。

　　Step 8 Blackboard handwriting

　　May I speak to …please?

　　Hold on, please.

　　... speaking.

　　I’d love to.

　　Can I take a message?

　　Could I speak to …please?

　　I’m afraid he / she isn’t here.

　　Thank you for doing…

　　I’ll give her / him the message.

　　I’m sorry, but I cannot…