Lesson 79教學(xué)設(shè)計示例（精選13篇）
Lesson 79教學(xué)設(shè)計示例 篇1
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握句型：What does your brother/sister/aunt/father/mother/grandma/grandpa do? Where dose she/he work/study?
（2）復(fù)習(xí)和職業(yè)相關(guān)的知識。
2.能力目標(biāo)
能夠用所學(xué)知識介紹你的同學(xué)、朋友或家人。
3.情感目標(biāo)
教育學(xué)生職業(yè)無貴賤之分，只有分工不同。
二、教學(xué)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
42
40
38
37
11
a driver
a farmer
a teacher
a worker
a student
in a
on a
in a
in a food
in No. 3
factory
farm
School
factory
Middle School
2 Ask, e.g. What does Liang Hong's father do? Where does he work? Get the students to answer the questions. Write the answers on the Bb.
3 Practise the questions What does she / he do? Where does she / he work? Get the students to work in pairs and talk about Liang Hong's family.
Step 3 Practice
1 Get the students to make up a family tree for Liang Hong's friend, Zhang Meng.
2 Work in pairs. Each student asks about the other's family tree: e.g. What does Zhang Meng's uncle do? etc.
Step 4 Ask and answer
SB Page 48, Part 1. Read through the table. Practise I don't have a (sister). Ask some students about their families. Then get the students to work in pairs.
Step 5 Read and say
SB Page 48, Part 2, Speech Cassette Lesson 103. Books closed! Ask two or three questions such as, Does Mr Baker speak Chinese? Does he like working in China? Play the tape as many times as necessary. Then get the students to listen and repeat. Teach Good evening! and friendly.
Do E. 1 and 2 of the Wb Lesson 103.
Step 6 Workbook
SB Page 127, Wb Lesson 103. Ex. 4 is a game. To help your students, you may suggest verb phrases like play basketball, watch TV, etc. When they finish a story, they may start another story. See which team gives more correct sentences.
Homework
Revise the new language in this unit.
Go over the content in Checkpoint 26.
Lesson 79教學(xué)設(shè)計示例 篇2
一、教學(xué)目標(biāo)
1.知識目標(biāo)
掌握過去進(jìn)行時的用法。
2.能力目標(biāo)
能夠用自己的話復(fù)述課文里的小故事（盡量用到過去進(jìn)行時）。
3.情感目標(biāo)
教育學(xué)生不要打擾別人休息，鄰里之間要友好相處。
二、教具
同上課。
三、課堂教學(xué)設(shè)計
1.復(fù)習(xí) 教師參照練習(xí)冊習(xí)題1，與學(xué)生進(jìn)行問答練習(xí)。可通過如下方法，培養(yǎng)學(xué)生口頭復(fù)述課文的能力：
對一組學(xué)生逐個提問，這組學(xué)生每次回答一個問題；從另外一組中找出一位同學(xué)，依次將每個同學(xué)及他前面同學(xué)的答案像滾雪球似的復(fù)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(xué)生。剛開始練習(xí)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(xué)生掌握更靈活的方法 注）。
2.聽課文錄音，學(xué)生跟讀一遍。
3.教師解釋難句（見難點(diǎn)講解）。
4.打開練習(xí)冊，做習(xí)題2。當(dāng)堂核對答案，并要求學(xué)生按此準(zhǔn)備課文復(fù)述。
5.布置作業(yè)
1）練習(xí)朗讀本課文，準(zhǔn)備復(fù)述；2）書面完成練習(xí)冊其他習(xí)題。
四、難點(diǎn)講解
1.the man upstairs 樓上的人
the man downstairs樓下的人
upstairs和downstairs都是副詞，用來修飾前面的名詞the man。當(dāng)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(xì)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(xí)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(xiàn)在想去打籃球。
3.He found it very difficult to get to sleep and he was very unhappy. 他發(fā)現(xiàn)難以入睡，很不高興。
句中的it是形式上的賓語，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(jié)構(gòu)往往是：主語+ 謂語+ it+ 賓語補(bǔ)足語+ 真正賓語。除動詞不定式以外，that 引導(dǎo)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(xué)英語是我的規(guī)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(tài)。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(diǎn)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 79教學(xué)設(shè)計示例 篇3
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 79教學(xué)設(shè)計示例 篇4
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握新詞匯：usually, right now, sometimes, take off, after school.
（2）掌握現(xiàn)在進(jìn)行時的用法。
2.能力目標(biāo)
能夠用現(xiàn)在進(jìn)行時描述現(xiàn)在進(jìn)行的動作。
二、教學(xué)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 79教學(xué)設(shè)計示例 篇5
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）復(fù)習(xí)一周七天的表達(dá)。
（2）掌握句型：When do you get up? What time do you get up?
2.能力目標(biāo)
熟練朗讀課文，并能復(fù)述課文大意。
3.情感目標(biāo)
教育學(xué)生要早起早睡，上學(xué)不遲到，不早退。
二、教學(xué)過程
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 79教學(xué)設(shè)計示例 篇6
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握字母組合th，sh，wh的發(fā)音。
（2）繼續(xù)學(xué)習(xí)一般現(xiàn)在時。
2.能力目標(biāo)
（1）準(zhǔn)確讀出包括字母組合th，sh，wh的單詞。
（2）熟練運(yùn)用一般現(xiàn)在時。
二、教學(xué)過程
Step 1 Revision
1 Revise words of occupations and work places.
2 Revise family trees and where the family works by having the students work in different pairs from last lesson and following Step 3, section 2.
3 Check Homework.
Step 2 Word families
SB Page 49, Part 1, Speech Cassette Lesson 104.
Follow the same steps as in Lesson 68, Step 2.
Do Wb Lesson 104, Ex. 1.
Step 3 Stress and intonation
SB Page 49, Part 2, Speech Cassette Lesson 104. Books closed. Ask students to listen for the stresses in each sentence. Get them to show the stress with a gesture. Repeat, listening for intonation. Practise. Get students to ask and answer questions about their own aunts / uncles / mother / father. Pay attention to stress and intonation.
Step 4 Read and answer
SB Page 49, Part 3. Have the students cover the reading text. Now have the students look at questions 1-4. Tell the students that they are going to scan the text for the answers to these questions. They are not to read each word, but just look for the answers to these questions. Give the students 3 minutes to scan for the information. Then check their answers as a class. Do the same with questions 5-8. Now have the class read the passage together. Pay attention to the rhythm and intonation.
Step 5 Listen and chant
SB Page 50, Part 4*, Speech Cassette Lesson 104. Play the tape, have the students listen and repeat. Make sure students understand the meaning. Divide the class into 8 groups. Give each group a line from the chant. Have them practise it a few times. Then point to each group and have them say their line together. Now point to the groups randomly and change the order of the chant.
Step 6 Ask and fill in the form
SB Page 50, Part 5*. Have the students interview each other. They should choose three different students other than their partner to interview. Make sure the students ask each other the questions and don't just give the form to the other students to write in the answers. Stress that this is a speaking activity!
Step 7 Checkpoint 26
Go through Checkpoint 26 and explain any problems. Give examples of the differences between the Present Indefinite and the Present Continuous Tenses: e.g. She watches TV every evening. She is watching TV now. Drill the forms of the Present Indefinite Tense like this:
T: Work… They… S: They work.
T: She … S: She works.
T: Run … She … S: She runs. (etc.)
Change one element (either verb or pronoun) each time. Drill the question forms like this:
T: Work … He … S: Does he work?
T: Speak French … S: Does he speak French?
T: They … S: Do they speak French?
See the grammar notes of the SB on the Present Indefinite Tense.
Step 8 Workbook
SB Pages 128-130, Wb Lesson 104, E. 2 and 3. For Ex. 2, have the students fill in the blanks as they listen to the tape.
Listening Text
WEI LEI: Good evening, John!
JOHN: Oh, hi, Wei Lei!
WEI LEI: John, what does your father do?
JOHN: My dad? Oh, he works in a school near here. He's a teacher. He teaches English. What about your father?
WEI LEI: Oh, he's a worker. He works in a factory.
JOHN: A factory? What does he make?
WEI LEI: Oh, lots of different things. He makes machines. They are very good machines.
JOHN: That's good! It's not easy to make machines! What about your mother?
WEI LEI: She's a teacher. She teaches Chinese.
JOHN: That's good! Can I be one of her students?
WEI LEI: You must ask her. John, what about your mother? Does she work?
JOHN: Yes, she works at home. She makes clothes.
WEI LEI: That's nice. Can she make me a new shirt?
JOHN: Well, you must ask her!
The answers are: 1 teacher, English; 2 at home, clothes; 3 in a factory, machines; 4 teacher, teaches Chinese.
For Ex. 3, have the students work in pairs and fill in the blanks orally, while they ask each other the questions. If time allows, choose a pair to ask and answer each question for the class.
Ex. 7 is optional.
Step 9 Test
Dictate the following sentences: Yang Jing is a postman. He works in a post office. He is very busy every day. He works hard. He likes his work.
Homework
Finish off the Workbook exercises.
Some ideas for extra practice and enrichment
1 Word puzzles. Students really like to play with language. That's why word puzzles are effective for teaching language. You may make up your own puzzles or have the children work in small groups to make up their own word puzzles. Maybe they want to make up a crossword puzzle, or a word jumble, or a secret code. A word jumble is when a word is scrambled, and it needs to be unscrambled to make the correct word. For example, rhectae when unscrambled becomes teacher. Encourage the students to be creative. Below is an example of a secret code:
To use this secret code, first look in the box, find the number in the left-hand column and move across in the box until you come to the symbol you need. Then write down the correct letter.
Whatever the puzzle is, remind the students also to make an answer key!
2 Riddles. Have the students work in pairs and write their own “Who am I?” riddle. The answer must be a profession, such as a factory worker, or a nurse, etc. See the following example:
I often wear white.
Every day I see many people.
I sometimes wear a mask.
People come to see me, feeling bad,
But they go home feeling good.
Who am I?
(A doctor.)
Lesson 79教學(xué)設(shè)計示例 篇7
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(xí)（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(jù)上下文邏輯關(guān)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 79教學(xué)設(shè)計示例 篇8
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握句型： 1） It's nice of you. 2） You'd better not talk. 3） As quickly as she could, Miss Zhao got a medicine box.
（2）繼續(xù)學(xué)習(xí)過去進(jìn)行時態(tài)的用法。
2.能力目標(biāo)
（1）能夠熟練運(yùn)用過去進(jìn)行時。
（2）能夠用自己的話復(fù)述課文內(nèi)容。
3.情感目標(biāo)
教育學(xué)生要注意交通安全。
二、教具
錄音機(jī)；教學(xué)掛圖。
三、課堂教學(xué)設(shè)計
1.復(fù)習(xí)。
教師根據(jù)練習(xí)冊習(xí)題1向?qū)W生提出問題。
2.聽課文錄音，學(xué)生跟讀一遍。解答學(xué)生提出的問題。
3.重復(fù)第14課（Ⅱ）課堂教學(xué)設(shè)計1的做法，訓(xùn)練學(xué)生復(fù)述課文的能力。4.教師講解課文難句（見難點(diǎn)講解）。
5.指導(dǎo)學(xué)生做練習(xí)冊其他習(xí)題。
6.布置作業(yè)
1）在熟讀課文的基礎(chǔ)上準(zhǔn)備復(fù)述課文； 2）書面完成練習(xí)冊其他習(xí)題。
四、難點(diǎn)講解
1.He didn't see the bag until it was too late. 他看到這口袋米時，已經(jīng)太晚了。not…until…是“直到……才”的意思。例如：
I won't believe it until I see it with my own eyes.直到我親眼所見，我才相信這件事。
Li Lei didn't go to bed until he finished his homework.李磊直到做完作業(yè) 才去睡覺。
2.The children shouted to the driver, but he did not hear them.孩子們對著司機(jī)大聲喊叫，但是他沒有聽到。
shout to sb.與shout at sb.有點(diǎn)區(qū)別。前者側(cè)重喊某人做某事，后者則表示沖某人大喊大叫。例如：
He shouted to us to help him.他向我們大喊，叫我們?nèi)退?/p>
“Don't shout at him, ” Lenin said to the young man.“He is right. We must be strict in our work.”列寧對年輕人說：“不要沖他大叫大嚷。他做得對。我們在工作中必須嚴(yán)格。”
3.hurry up和 hurry off
hurry up是“趕快”的意思。例如：
Hurry up! You'll be late!快點(diǎn)！你要遲到了！
I tried to hurry him up, but he wouldn't walk any faster.我盡量催促他，但他就是不愿意快走。
hurry off是“匆匆離去”的意思。例如：She truned off the light and hurried off.她關(guān)上了燈，急匆匆地走了。
4.表示“看”的幾個動詞的用法。
look，see，watch，read 這四個詞的漢譯都有“看”的意思。如果表示主動地、有意識地去“看”或強(qiáng)調(diào)“看”這一動作時，要用look。look是不及物動詞，后邊有賓語時，要用lookat這一短語。如果表示“看到”，表示眼睛的無意識動作或側(cè)重于看的結(jié)果時，要用及物動詞see。watch一詞也是及物動詞。它的含義是“注視”、“觀看”等。read一詞雖在漢語上也有“看”意思，但它側(cè)重于“讀”一些有文字的東西。請看下面例句：
1） He looked at his watch, but it had stopped.他看了看手表，但表停了。
2） Look! There is a rabbit there.瞧！那邊有只兔子。
3） Did you see my dog just now?你剛才看見我的狗了嗎？
4） The thief was seen to steal into the house.有人看到那個賊溜進(jìn)了房子。
5） Do you often watch TV?你常看電視嗎？
6） The students are watching a football match.學(xué)生們在觀看一場足球賽。
7） Can you read?你識字嗎？
8） I was reading a newspaper when I heard my name called.我在看報紙時聽到有人叫我的名字。
5.The man lay on the road.這個人躺在馬路上。
lie作為動詞時，有幾種不同的含義。當(dāng)它意為“躺；位于”時，其過去式和過去分詞分別為lay和lain。而lie還可以有“說謊”之意，此時它的過去式和過去分詞是規(guī)則的，即lied，lied。不論它的意義是“躺”，還是“說謊”，其現(xiàn)在分詞形式均為lying。下面就該詞的不同含義舉例說明。
1） The boy lay on his back under a big tree.那男孩躺在一棵大樹下。
2） When I came in, he was lying in bed, fast asleep. 當(dāng)我進(jìn)去時，他躺在床上睡得正香。
3） Japan lies to the east of China. 日本位于中國以東。
4） It's no good lying to others. 對別人撒謊沒好處。
5） She lied to me about you just now. 她剛才對我編造了你的謊話。
Lesson 79教學(xué)設(shè)計示例 篇9
一、教學(xué)目標(biāo)
1.知識目標(biāo)
進(jìn)一步學(xué)習(xí)和職業(yè)、工作相關(guān)的知識。
2.能力目標(biāo)
熟練運(yùn)用下列句型：
What do you do? Where do you work? Are you a ___? Is he/she a ___?
3.情感目標(biāo)
教育學(xué)生職業(yè)無高低貴賤之分，只有分工不同。
二、教學(xué)過程
Step 1 Revision
1 Revise the numbers 101- 200.
2 Revise What do you do? Where do you work? etc.
3 Revise SB Page 46, Part 1. Say Answer my questions about Hu Yulan. What does she do? Where does she work? etc.
4 Collect a list of questions about personal information on the Bb. Get the students to suggest questions beginning with What … ? What time do you … ? Where … ? How old …? How many… ? etc. ( You could ask a student with good handwriting to write the questions on the Bb.)
Step 2 Presentation
Tell the students to guess the job that you do. Say What do I do? Get them to ask Are you a farmer? etc. Perform a short action that shows the job you do (but don't make the action too easy to guess!) When the students guess the answer, they must ask you more questions, such as, What's your name? Where's your home? (My home is at… / near here.) Where do you work? Do you like your work? etc. Make up some answers. Play the game again with another job. Translate on a farm near here and compare the word order of English and Chinese.
Step 3 Ask and answer
SB Page 47, Part I, Speech Cassette Lesson 102. Play the tape. Students listen and repeat; then practise the dialogue in pairs. Then get the students to make up their own dialogues, using the extra questions such as What time do you go to work in the morning? How many days do you work in a week? How do you like your work? etc. written on the Bb. Encourage the students to think up as many questions using all the English they have learned so far. Have some students act out their dialogues in front of the class, without books!
Step 4 Listen and answer
SB Page 47, Part 2, Listening Cassette Lesson 102. Let the students read the sentences to be completed in Wb Lesson 102, Ex. 2 before playing the tape.
Listening Text
Betty Hill is an American girl. She is from New York. She is twelve years old. Her mother is teaching English in a school. Her father is working in a big factory. They live in Shanghai Hotel. Betty studies in No. 9 Middle School. Every morning she goes to school at 7:30 and comes back home at 4:30 in the afternoon. On Saturdays and Sundays she often goes out with her parents.
Do Ex. 2 in the Wb. A sample dialogue follows:
A: Is Betty Hill English or American?
B: She's American.
A: She's from New York, right?
B: Right.
A: How old is she?
B: I think she is 12 years old.
A: Where does she live? Does she live with a Chinese family?
B: No, she is living in Shanghai Hotel, in Shanghai.'
A: What do her parents do?
B: Her father works in a factory. Her mother is an English teacher.
A: In which school does Betty study?
B: She studies in No. 9 Middle School.
A: What time does she go to school in the morning?
B: 7:30.
A: What time does she come back home?
B: 4:30.
A: What does she do on Saturdays and Sundays?
B: Betty goes out with her parents.
Step 5 Play the games
1 SB Page 47, Part 3*. Read through the dialogue. You may need to teach your turn and use if the students don't get the meaning from the context. Get some students to play the game in front of the class. When the class guesses the answer they must ask some questions,. as in Step 2. Then play the game in groups of four.
2 In the same groups, students make cards with the pictures in Section 2. Also have them make cards with pictures of the people who use these things. Now, have the students turn the cards face down and play a matching / memory game. One student picks a card, and then tries to find the matching card e.g. businessman / briefcase, schoolbag / student, etc. If the student matches correctly he / she gets another turn. If he / she doesn't match correctly, it is the next person's turn. The student with the most matches wins.
Step 6 Workbook
SB Page 126, Wb Lesson 102. Do Ex. 1 orally in class. Write down the answers in the exercise book. Ex. 2, Listening Cassette Lesson 102. With books closed, have the students listen to the story about Betty Hill. Then have them complete the dialogue.
Homework
Write a paragraph about Betty Hill in the exercise book.
Lesson 79教學(xué)設(shè)計示例 篇10
一、教學(xué)目標(biāo)
1.知識目標(biāo)
掌握過去進(jìn)行時的用法。
2.能力目標(biāo)
能夠用自己的話復(fù)述課文里的小故事（盡量用到過去進(jìn)行時）。
3.情感目標(biāo)
教育學(xué)生不要打擾別人休息，鄰里之間要友好相處。
二、教具
同上課。
三、課堂教學(xué)設(shè)計
1.復(fù)習(xí) 教師參照練習(xí)冊習(xí)題1，與學(xué)生進(jìn)行問答練習(xí)。可通過如下方法，培養(yǎng)學(xué)生口頭復(fù)述課文的能力：
對一組學(xué)生逐個提問，這組學(xué)生每次回答一個問題；從另外一組中找出一位同學(xué)，依次將每個同學(xué)及他前面同學(xué)的答案像滾雪球似的復(fù)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(xué)生。剛開始練習(xí)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(xué)生掌握更靈活的方法 注）。
2.聽課文錄音，學(xué)生跟讀一遍。
3.教師解釋難句（見難點(diǎn)講解）。
4.打開練習(xí)冊，做習(xí)題2。當(dāng)堂核對答案，并要求學(xué)生按此準(zhǔn)備課文復(fù)述。
5.布置作業(yè)
1）練習(xí)朗讀本課文，準(zhǔn)備復(fù)述；2）書面完成練習(xí)冊其他習(xí)題。
四、難點(diǎn)講解
1.the man upstairs 樓上的人
the man downstairs樓下的人
upstairs和downstairs都是副詞，用來修飾前面的名詞the man。當(dāng)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(xì)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(xí)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(xiàn)在想去打籃球。
3.He found it very difficult to get to sleep and he was very unhappy. 他發(fā)現(xiàn)難以入睡，很不高興。
句中的it是形式上的賓語，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(jié)構(gòu)往往是：主語+ 謂語+ it+ 賓語補(bǔ)足語+ 真正賓語。除動詞不定式以外，that 引導(dǎo)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(xué)英語是我的規(guī)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(tài)。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(diǎn)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 79教學(xué)設(shè)計示例 篇11
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握句型： 1） It's nice of you. 2） You'd better not talk. 3） As quickly as she could, Miss Zhao got a medicine box.
（2）繼續(xù)學(xué)習(xí)過去進(jìn)行時態(tài)的用法。
2.能力目標(biāo)
（1）能夠熟練運(yùn)用過去進(jìn)行時。
（2）能夠用自己的話復(fù)述課文內(nèi)容。
3.情感目標(biāo)
教育學(xué)生要注意交通安全。
二、教具
錄音機(jī)；教學(xué)掛圖。
三、課堂教學(xué)設(shè)計
1.復(fù)習(xí)。
教師根據(jù)練習(xí)冊習(xí)題1向?qū)W生提出問題。
2.聽課文錄音，學(xué)生跟讀一遍。解答學(xué)生提出的問題。
3.重復(fù)第14課（Ⅱ）課堂教學(xué)設(shè)計1的做法，訓(xùn)練學(xué)生復(fù)述課文的能力。4.教師講解課文難句（見難點(diǎn)講解）。
5.指導(dǎo)學(xué)生做練習(xí)冊其他習(xí)題。
6.布置作業(yè)
1）在熟讀課文的基礎(chǔ)上準(zhǔn)備復(fù)述課文； 2）書面完成練習(xí)冊其他習(xí)題。
四、難點(diǎn)講解
1.He didn't see the bag until it was too late. 他看到這口袋米時，已經(jīng)太晚了。not…until…是“直到……才”的意思。例如：
I won't believe it until I see it with my own eyes.直到我親眼所見，我才相信這件事。
Li Lei didn't go to bed until he finished his homework.李磊直到做完作業(yè) 才去睡覺。
2.The children shouted to the driver, but he did not hear them.孩子們對著司機(jī)大聲喊叫，但是他沒有聽到。
shout to sb.與shout at sb.有點(diǎn)區(qū)別。前者側(cè)重喊某人做某事，后者則表示沖某人大喊大叫。例如：
He shouted to us to help him.他向我們大喊，叫我們?nèi)退?/p>
“Don't shout at him, ” Lenin said to the young man.“He is right. We must be strict in our work.”列寧對年輕人說：“不要沖他大叫大嚷。他做得對。我們在工作中必須嚴(yán)格。”
3.hurry up和 hurry off
hurry up是“趕快”的意思。例如：
Hurry up! You'll be late!快點(diǎn)！你要遲到了！
I tried to hurry him up, but he wouldn't walk any faster.我盡量催促他，但他就是不愿意快走。
hurry off是“匆匆離去”的意思。例如：She truned off the light and hurried off.她關(guān)上了燈，急匆匆地走了。
4.表示“看”的幾個動詞的用法。
look，see，watch，read 這四個詞的漢譯都有“看”的意思。如果表示主動地、有意識地去“看”或強(qiáng)調(diào)“看”這一動作時，要用look。look是不及物動詞，后邊有賓語時，要用lookat這一短語。如果表示“看到”，表示眼睛的無意識動作或側(cè)重于看的結(jié)果時，要用及物動詞see。watch一詞也是及物動詞。它的含義是“注視”、“觀看”等。read一詞雖在漢語上也有“看”意思，但它側(cè)重于“讀”一些有文字的東西。請看下面例句：
1） He looked at his watch, but it had stopped.他看了看手表，但表停了。
2） Look! There is a rabbit there.瞧！那邊有只兔子。
3） Did you see my dog just now?你剛才看見我的狗了嗎？
4） The thief was seen to steal into the house.有人看到那個賊溜進(jìn)了房子。
5） Do you often watch TV?你常看電視嗎？
6） The students are watching a football match.學(xué)生們在觀看一場足球賽。
7） Can you read?你識字嗎？
8） I was reading a newspaper when I heard my name called.我在看報紙時聽到有人叫我的名字。
5.The man lay on the road.這個人躺在馬路上。
lie作為動詞時，有幾種不同的含義。當(dāng)它意為“躺；位于”時，其過去式和過去分詞分別為lay和lain。而lie還可以有“說謊”之意，此時它的過去式和過去分詞是規(guī)則的，即lied，lied。不論它的意義是“躺”，還是“說謊”，其現(xiàn)在分詞形式均為lying。下面就該詞的不同含義舉例說明。
1） The boy lay on his back under a big tree.那男孩躺在一棵大樹下。
2） When I came in, he was lying in bed, fast asleep. 當(dāng)我進(jìn)去時，他躺在床上睡得正香。
3） Japan lies to the east of China. 日本位于中國以東。
4） It's no good lying to others. 對別人撒謊沒好處。
5） She lied to me about you just now. 她剛才對我編造了你的謊話。
Lesson 79教學(xué)設(shè)計示例 篇12
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）掌握新詞匯：usually, right now, sometimes, take off, after school.
（2）掌握現(xiàn)在進(jìn)行時的用法。
2.能力目標(biāo)
能夠用現(xiàn)在進(jìn)行時描述現(xiàn)在進(jìn)行的動作。
二、教學(xué)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 79教學(xué)設(shè)計示例 篇13
一、教學(xué)目標(biāo)
1.知識目標(biāo)
（1）學(xué)習(xí)元音字母o及其字母組合發(fā)音；學(xué)習(xí)重音和語調(diào)。
（2）學(xué)唱：Let Your Kite Fly High。
（3）復(fù)習(xí)祈使句。
2.能力目標(biāo)
能夠?qū)Ρ締卧鶎W(xué)的內(nèi)容做一個小結(jié)，并能熟練掌握本單元所學(xué)祈使句知識。
3.情感目標(biāo)
培養(yǎng)學(xué)生熱愛體育運(yùn)動，積極鍛煉身體的良好習(xí)慣。
二、教學(xué)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?