Lesson 104教學(xué)設(shè)計(jì)示例（精選16篇）
Lesson 104教學(xué)設(shè)計(jì)示例 篇1
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
�。�1）掌握句型： It's quite a nice elephant.
�。�2）初步學(xué)習(xí)過去進(jìn)行時(shí)態(tài)的用法。
2.能力目標(biāo)
能夠用過去進(jìn)行時(shí)準(zhǔn)確表達(dá)過去某個(gè)時(shí)刻正在進(jìn)行的動(dòng)作。
二、教具
錄音機(jī)；一組圖片，畫有人物和動(dòng)作，如：打籃球、跑步、唱歌、寫作業(yè) 等，并標(biāo)有具體的過去時(shí)間。如： 8:30 yesterday morning等。
三、課堂教學(xué)設(shè)計(jì)
1.請(qǐng)三位同學(xué)到前面來，分別做出掃地、讀書、寫字等動(dòng)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(xué)，依次問大家：
T：What is he/she doing?
學(xué)生按照實(shí)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(gè)人的動(dòng)作分別記清楚。
2.復(fù)習(xí) 值日生報(bào)告。
教師可繼續(xù)要求學(xué)生就所學(xué)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(xué)的動(dòng)作，向全班提問： What was ×doing when I came in?
重復(fù)兩至三遍，板書這個(gè)句式，用彩色粉筆標(biāo)出was，啟發(fā)大家猜測句子的含義，并引導(dǎo)全班回答：
He was sweeping the floor. She was reading a book. He was writing.
板書上述三個(gè)答句，啟發(fā)學(xué)生觀察謂語部分的變化，并簡要介紹一下過去進(jìn)行時(shí)態(tài)所表示的含義。
4.打開書，借助課文插圖教授本課詞匯，反復(fù)練習(xí)。
5.兩人一組，練習(xí)課文第1部分問答。請(qǐng)幾組說出自己的答案。教師講評(píng)。
6.合上書。準(zhǔn)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(xué)生回答問題。
7.指導(dǎo)學(xué)生兩人一組做課文第3部分練習(xí)。教師先與一位程度較好的學(xué)生表演以下對(duì)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(jìn)行內(nèi)容相似的問答練習(xí)，請(qǐng)幾組同學(xué)表演。
教師出示事先準(zhǔn)備好的圖片，就上面的人物及活動(dòng)與學(xué)生進(jìn)行問答練習(xí)。
8.教師解釋課文難句（見難點(diǎn)講解）。
9.布置作業(yè)
1）抄寫生詞、短語，練習(xí)朗讀本課對(duì)話；2）完成練習(xí)冊(cè)習(xí)題。
四、難點(diǎn)講解
But please don't play with my chalk. 但是請(qǐng)不要玩粉筆。
句中的 play是不及物動(dòng)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(dòng)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(yī)生和護(hù)士。
3）She plays the piano wonderfully. 她鋼琴彈得非常好。
Lesson 104教學(xué)設(shè)計(jì)示例 篇2
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(xué)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(gè)飯店。
At the head of the street is a restaurant.
3.當(dāng)你等公共汽車時(shí)，你必須排隊(duì)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(shí)間狀語從句由when, before, after等連詞引導(dǎo)，時(shí)間狀語從句中不使用一般將來時(shí)，而用一般現(xiàn)在時(shí)代替一般將來時(shí)。
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(dǎo)，在條件狀語從句中不用一般將來時(shí)，而用一般現(xiàn)在時(shí)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(zhǔn)備好
be ready for表“狀態(tài)”；get ready for表“動(dòng)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(xiàng)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 104教學(xué)設(shè)計(jì)示例 篇3
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
掌握過去進(jìn)行時(shí)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(shí)）。
3.情感目標(biāo)
教育學(xué)生不要打擾別人休息，鄰里之間要友好相處。
二、教具
同上課。
三、課堂教學(xué)設(shè)計(jì)
1.復(fù)習(xí) 教師參照練習(xí)冊(cè)習(xí)題1，與學(xué)生進(jìn)行問答練習(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(duì)一組學(xué)生逐個(gè)提問，這組學(xué)生每次回答一個(gè)問題；從另外一組中找出一位同學(xué)，依次將每個(gè)同學(xué)及他前面同學(xué)的答案像滾雪球似的復(fù)述下來。例如：
T： Where did the man live？
S1：The man lived in a tall building in the city of Moscow.
S0：The man lived in a tall building in the city of Moscow.
T：Why did he like to live there?
S2：Because it was usually very quiet and he could see the park from his window.
S0：The man lived in a tall building in the city of Moscow. He liked living there because it was usually very quiet and he could see the park from his window.
T： What did the man upstairs always do when he came home every night?
S3：The man upstairs always took off his shoes and threw them on the floor.
S0：The man lived in a tall building in the city of Moscow. He liked living there because it was usually very quiet and he could see the park from his window. The man upstairs always took off his shoes and threw them on the floor.
扮演S0的角色，一次可以是一個(gè)人；可以是一個(gè)組；也可以是班上其他學(xué)生。剛開始練習(xí)時(shí)，問題不宜一次提得過多，三至五個(gè)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(cè)，做習(xí)題2。當(dāng)堂核對(duì)答案，并要求學(xué)生按此準(zhǔn)備課文復(fù)述。
5.布置作業(yè)
1）練習(xí)朗讀本課文，準(zhǔn)備復(fù)述；2）書面完成練習(xí)冊(cè)其他習(xí)題。
四、難點(diǎn)講解
1.the man upstairs 樓上的人
the man downstairs樓下的人
upstairs和downstairs都是副詞，用來修飾前面的名詞the man。當(dāng)副詞用作定語修飾名詞時(shí)，一般要放在被修飾的名詞之后。例如： On his journey home, he made a lot of friends. 在回家的旅途中，他交了很多朋友。（句中home是副詞）
Look at the photo above. 請(qǐng)看上面的照片。（句中 above是副詞）
2.He liked living there. 他喜歡住在那里。
作為動(dòng)詞，like后既可接動(dòng)詞不定式也可接動(dòng)名詞，但在意義上有細(xì)微差異。like to do 表示的是具體的動(dòng)作，往往有特定的場合；而 like doing是抽象意義，表示習(xí)慣性動(dòng)作。例如：
I like walking in the evening. 我愛在傍晚散步。
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(dòng)詞不定式短語to get to sleep. it作形式賓語時(shí)，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(dòng)詞不定式以外，that 引導(dǎo)的從句也常作真正賓語。這時(shí)，句中謂語動(dòng)詞往往是find, think, make, believe等。例如：
Do you think it right to play tricks on others? 你覺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(shí)學(xué)英語是我的規(guī)律。
get to sleep是“入睡”的意思。動(dòng)詞 get有“漸漸”的含義。例如：
We got to know each other later. 后來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(duì)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(shí)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(dòng)詞 fall之后。句中 when等于 and then，意思是：那時(shí)。再如： He was walking in the park when he saw a watch on the ground. 他正在公園里行走，看見地上有一塊手表。
Lesson 104教學(xué)設(shè)計(jì)示例 篇4
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
（1）掌握字母組合ar, or, er, ir, ur的發(fā)音。
�。�2）復(fù)習(xí)一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)。
2.能力目標(biāo)
能夠區(qū)分一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)，并能正確運(yùn)用。
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
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:
�、� 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 104教學(xué)設(shè)計(jì)示例 篇5
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 104教學(xué)設(shè)計(jì)示例 篇6
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
�。�1）掌握表示職業(yè)的名詞：
driver, farmer, soldier, businessman, doctor, worker, student, shop assistant, nurse, postman
�。�2）掌握句型：
He/She is ___. He/She works ___.
2.能力目標(biāo)
能夠用所學(xué)知識(shí)介紹某人所從事的職業(yè)（尤其要注意第三人稱單數(shù)）。
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 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 104教學(xué)設(shè)計(jì)示例 篇7
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
（1）掌握句型：What does your brother/sister/aunt/father/mother/grandma/grandpa do? Where dose she/he work/study?
�。�2）復(fù)習(xí)和職業(yè)相關(guān)的知識(shí)。
2.能力目標(biāo)
能夠用所學(xué)知識(shí)介紹你的同學(xué)、朋友或家人。
3.情感目標(biāo)
教育學(xué)生職業(yè)無貴賤之分，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 104教學(xué)設(shè)計(jì)示例 篇8
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
�。�1）掌握字母組合ar, or, er, ir, ur的發(fā)音。
（2）復(fù)習(xí)一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)。
2.能力目標(biāo)
能夠區(qū)分一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)，并能正確運(yùn)用。
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
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:
�、� 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 104教學(xué)設(shè)計(jì)示例 篇9
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
�。�1）復(fù)習(xí)一周七天的表達(dá)。
�。�2）掌握句型：When do you get up? What time do you get up?
2.能力目標(biāo)
熟練朗讀課文，并能復(fù)述課文大意。
3.情感目標(biāo)
教育學(xué)生要早起早睡，上學(xué)不遲到，不早退。
二、教學(xué)過程
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 104教學(xué)設(shè)計(jì)示例 篇10
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
�。�1）掌握句型：What does your brother/sister/aunt/father/mother/grandma/grandpa do? Where dose she/he work/study?
�。�2）復(fù)習(xí)和職業(yè)相關(guān)的知識(shí)。
2.能力目標(biāo)
能夠用所學(xué)知識(shí)介紹你的同學(xué)、朋友或家人。
3.情感目標(biāo)
教育學(xué)生職業(yè)無貴賤之分，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 104教學(xué)設(shè)計(jì)示例 篇11
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
區(qū)別一般過去時(shí)態(tài)和過去進(jìn)行時(shí)態(tài)。
2.能力目標(biāo)
能夠區(qū)分在什么情況下用過去時(shí)態(tài)，什么情況下用過去進(jìn)行時(shí)態(tài)。
3.情感目標(biāo)
教育學(xué)生要注意交通安全。
二、教具
錄音機(jī)；在教室一角布置一個(gè)“交通事故現(xiàn)場”。
三、課堂教學(xué)設(shè)計(jì)
1.復(fù)習(xí) 教師檢查課文復(fù)述。
2.要求學(xué)生四、五人就近一組。其中一位同學(xué)扮演警察，手持一個(gè)“記錄本”；其他同學(xué)以“見證人”的身份向“警察”紛紛敘述事故發(fā)生的經(jīng)過。四、五分鐘以后，請(qǐng)兩個(gè)大組到布置好的地點(diǎn)去表演。
教師也可考慮將學(xué)生分為若干個(gè)小組，分別扮演以下角色和準(zhǔn)備以下內(nèi)容：
1）李磊敘述事情經(jīng)過；2）看門人敘述事情經(jīng)過；3）趙老師敘述事情經(jīng)過；4）騎摩托車人敘述事情經(jīng)過。
以下提示供教師備課時(shí)參考：（可用投影形式展示）
角色1 (Li Lei) left school and saw a bag fall off a truck; shouted to the driver, but the driver did not hear; a man on a motorbike hit the bag and fell off; came up to help; asked the girl students to stop the traffic; helped to carry the man to the gate keeper's room, went to find Miss Zhao
角色2 (the gate keeper) heard the children shouting outside the school gate; went out to see what happened; saw two boy students carry a man; asked the people not to crowd around the man; asked Li Lei to find a teacher; moved the bag of rice away with Lin Tao
角色3 (the man on the motorbike) rode too fast that day; saw the bag, but too late; had an accident and fell off; hurt, could not move; two boys came to help; a teacher came with a medicine box; took me to a hospital
角色4 (Miss Zhao) reading a book at the library; Li Lei ran in and looked worried; told me about the accident; asked Li Lei to telephone the police; went to find a medicine box; quickly ran to the gate keeper's room
3.全體同學(xué)填寫“事故報(bào)告”，教師應(yīng)要求學(xué)生完全用書面形式答出。當(dāng)堂核對(duì)答案。
4.教師扼要講解一般過去時(shí)態(tài)與過去進(jìn)行時(shí)態(tài)的區(qū)別（見難點(diǎn)講解）。
5.打開練習(xí)冊(cè)，給學(xué)生一分鐘時(shí)間看聽力練習(xí)提示。聽錄音三遍，當(dāng)堂核對(duì)答案。
6.指導(dǎo)學(xué)生做練習(xí)冊(cè)其他習(xí)題。
7.布置作業(yè)
1）繼續(xù)準(zhǔn)備第18課課文復(fù)述；2）書面完成練習(xí)冊(cè)其他習(xí)題。
四、難點(diǎn)講解
過去進(jìn)行時(shí)態(tài)和一般過去時(shí)態(tài)的區(qū)別：
過去進(jìn)行時(shí)態(tài)表示過去某一時(shí)刻正在進(jìn)行的動(dòng)作，而一般過去時(shí)態(tài)表示一個(gè)完成的動(dòng)作。請(qǐng)比較以下兩組句子：
I was writing a letter last night. 昨晚我在寫一封信。（信可能沒有寫完）。
I wrote a letter last night. 昨晚我寫了一封信。（信已經(jīng)寫完）。
I was doing my homework when he phoned me. 他給我打電話時(shí)，我在寫作業(yè) 。（表示當(dāng)時(shí)沒做其他事情）。
I did my homework and went to bed. 我寫了作業(yè) 然后睡覺了。（表示說話人所做的兩件過去的事情）。
Lesson 104教學(xué)設(shè)計(jì)示例 篇12
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
�。�1）掌握句型： 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(shí)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(shí)。
�。�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(jì)
1.復(fù)習(xí)。
教師根據(jù)練習(xí)冊(cè)習(xí)題1向?qū)W生提出問題。
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(jì)1的做法，訓(xùn)練學(xué)生復(fù)述課文的能力。4.教師講解課文難句（見難點(diǎn)講解）。
5.指導(dǎo)學(xué)生做練習(xí)冊(cè)其他習(xí)題。
6.布置作業(yè)
1）在熟讀課文的基礎(chǔ)上準(zhǔn)備復(fù)述課文； 2）書面完成練習(xí)冊(cè)其他習(xí)題。
四、難點(diǎn)講解
1.He didn't see the bag until it was too late. 他看到這口袋米時(shí)，已經(jīng)太晚了。not…until…是“直到……才”的意思。例如：
I won't believe it until I see it with my own eyes.直到我親眼所見，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(duì)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(duì)年輕人說：“不要沖他大叫大嚷。他做得對(duì)。我們?cè)诠ぷ髦斜仨殗?yán)格�！�
3.hurry up和 hurry off
hurry up是“趕快”的意思。例如：
Hurry up! You'll be late!快點(diǎn)！你要遲到了！
I tried to hurry him up, but he wouldn't walk any faster.我盡量催促他，但他就是不愿意快走。
hurry off是“匆匆離去”的意思。例如：She truned off the light and hurried off.她關(guān)上了燈，急匆匆地走了。
4.表示“看”的幾個(gè)動(dòng)詞的用法。
look，see，watch，read 這四個(gè)詞的漢譯都有“看”的意思。如果表示主動(dòng)地、有意識(shí)地去“看”或強(qiáng)調(diào)“看”這一動(dòng)作時(shí)，要用look。look是不及物動(dòng)詞，后邊有賓語時(shí)，要用lookat這一短語。如果表示“看到”，表示眼睛的無意識(shí)動(dòng)作或側(cè)重于看的結(jié)果時(shí)，要用及物動(dòng)詞see。watch一詞也是及物動(dòng)詞。它的含義是“注視”、“觀看”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(qǐng)看下面例句：
1） He looked at his watch, but it had stopped.他看了看手表，但表停了。
2） Look! There is a rabbit there.瞧！那邊有只兔子。
3） Did you see my dog just now?你剛才看見我的狗了嗎？
4） The thief was seen to steal into the house.有人看到那個(gè)賊溜進(jìn)了房子。
5） Do you often watch TV?你�？措娨晢幔�
6） The students are watching a football match.學(xué)生們?cè)谟^看一場足球賽。
7） Can you read?你識(shí)字嗎？
8） I was reading a newspaper when I heard my name called.我在看報(bào)紙時(shí)聽到有人叫我的名字。
5.The man lay on the road.這個(gè)人躺在馬路上。
lie作為動(dòng)詞時(shí)，有幾種不同的含義。當(dāng)它意為“躺；位于”時(shí)，其過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(shí)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(shí)，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(duì)別人撒謊沒好處。
5） She lied to me about you just now. 她剛才對(duì)我編造了你的謊話。
Lesson 104教學(xué)設(shè)計(jì)示例 篇13
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
復(fù)習(xí)上課有關(guān)發(fā)出指令的句型。
2.能力目標(biāo)
能夠說出幾個(gè)祈使句。
3.情感目標(biāo)
培養(yǎng)學(xué)生熱愛體育運(yùn)動(dòng)，積極鍛煉身體的良好習(xí)慣。
二、教學(xué)過程
Step 1 Revision
Note: During this lesson, starting with Step 2 of Revision, the students should be in small groups for the entire lesson. Before you start the lesson, give the students some type of signal so they know when to stop talking in their group and listen to you. This signal could be a clap of the hands or something silly like you saying “hi”and the students replying “ho”.In this way you will get the focused attention of the students when you need to talk to the class as a whole.
1 Repeat Step 5 in Lesson 78. Instead of an action chain, get the students to work in groups of four so that they have more chances of talking.
2 Play “Polly Says”but add like this to each command: Polly says stand up like this (stand up with arms folded). Make a tree like this (hold your arms out like a tree), etc. Explain that like this is used to show a person how to do something.
3 Revise the new verbs in Lesson 78 and add run.
Step 2 Presentation
1 Teach high. In small groups of four, have students work together to produce instructions on how to fly a kite. Say Now is a good time to fly a kite. Can you fly a kite? Ask several students, Do you like to fly a kite? Each group will work together to tell me how to fly a kite. You may need to give the instructions in Chinese. There should be at least 5 steps in flying a kite. Make sure the students write their steps in the imperative. For example: 1 Have a friend hold the kite. 2 Run fast. 3 Let go of the kite. 4 Pull on the string. 5 Catch the wind. 6 Have fun! Remember, the instructions may change from group to group. Be sure to walk around the class and give help where needed. You may need to help with some new vocabulary, but that's OK. Don't make the students responsible for knowing special vocabulary other than what is on the list for this lesson.
2 Ask one person from several groups to read their instructions for the whole class.
Step 3 Read and act
1 SB Page 18, Part 1, Speech Cassette Lesson 79. Books closed. Ask Can Ann fly the kite? (No.) Play the tape. Check the answer. Play the tape again. Students listen and repeat.
2 Explain that Great! means the same as Good! except it is a little stronger feeling of excitement. It is used when something exciting happens (e.g. No homework today.—Great!)
3 Have the students read the dialogue as a class. The girls read Ann's part and the boys read Ling's part.
4 Close pair work and open pair work.
Step 4 Practice
Replace a kite with a model airplane or a frisby. Get the students to make a new dialogue. They should include in their dialogue the phrase, throw it like this instead of run with it like this. The students may also change other parts of the dialogue as they desire.
Step 5 Make a survey
1 SB Page 18, Part 2. Read the instructions to the students. However, have the students fill out only the first four spaces, by asking the other students from their own group. Make sure they understand what to do by asking several students What are we doing? (translate into Chinese if necessary). They should answer We ask everyone in our group: what is your favourite sport? (in Chinese) Once you are sure the students understand, let them work in groups to fill out the survey. Walk around and make sure they are speaking English. Make sure that they are filling out the form themselves, and not just switching papers and everyone is writing their own answers. Remember, this is a speaking activity.
2 Now have two small groups working together—groups of eight, to make a team. The students from Group A survey the students from Group B, and fill out the last four spaces of the survey.
3 Have the students in their team of eight answer the last two questions. Then ask one person from each team to give the results of the survey.
Step 6 Workbook
SB Page 91, Lesson 79, E. 1 and 3.
Listening Text
1 LI LEI: Hi, Jim. Are you good at swimming?
JIM: No, I'm not. I don't like swimming very much.
LI LEI: What's your favourite sport?
JIM: Basketball.
2 LIU YING: Tom, are you good at skating?
TOM: Yes, I am.
LIU YING: I think it's your favourite sport.
TOM: You are right!
3 LIN TAO: Hi, Lily. Is volleyball your favourite sport?
LILY: No, it isn't. Skiing is my favourite sport.
The answers are: Jim: basketball; Tom: skating; Lily: skiing
For Ex. 3, have the students practise the dialogue in pairs. Then have them tell each other their story as if they are Han Mei.
Culture note: In many Western countries football is the favorite sport. However, in Canada, especially in the winter, ice hockey is very popular. In America, the favorite sport changes with the season. In the fall, American football is popular, in the winter, basketball, and in the spring, baseball. Football, or soccer, as it is called in America, though it isn't as popular as American football, basketball and baseball, is gaining in popularity with well over 600,000 children, both boys and girls, playing organized soccer every year.
Homework
Finish off the Workbook exercises.
Learn the dialogue in Wb Ex. 3 by heart.
Lesson 104教學(xué)設(shè)計(jì)示例 篇14
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
（1）學(xué)習(xí)元音字母o及其字母組合發(fā)音；學(xué)習(xí)重音和語調(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(gè)小結(jié)，并能熟練掌握本單元所學(xué)祈使句知識(shí)。
3.情感目標(biāo)
培養(yǎng)學(xué)生熱愛體育運(yùn)動(dòng)，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?
Lesson 104教學(xué)設(shè)計(jì)示例 篇15
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
進(jìn)一步學(xué)習(xí)和職業(yè)、工作相關(guān)的知識(shí)。
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 104教學(xué)設(shè)計(jì)示例 篇16
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
區(qū)別一般過去時(shí)態(tài)和過去進(jìn)行時(shí)態(tài)。
2.能力目標(biāo)
能夠區(qū)分在什么情況下用過去時(shí)態(tài)，什么情況下用過去進(jìn)行時(shí)態(tài)。
3.情感目標(biāo)
教育學(xué)生要注意交通安全。
二、教具
錄音機(jī)；在教室一角布置一個(gè)“交通事故現(xiàn)場”。
三、課堂教學(xué)設(shè)計(jì)
1.復(fù)習(xí) 教師檢查課文復(fù)述。
2.要求學(xué)生四、五人就近一組。其中一位同學(xué)扮演警察，手持一個(gè)“記錄本”；其他同學(xué)以“見證人”的身份向“警察”紛紛敘述事故發(fā)生的經(jīng)過。四、五分鐘以后，請(qǐng)兩個(gè)大組到布置好的地點(diǎn)去表演。
教師也可考慮將學(xué)生分為若干個(gè)小組，分別扮演以下角色和準(zhǔn)備以下內(nèi)容：
1）李磊敘述事情經(jīng)過；2）看門人敘述事情經(jīng)過；3）趙老師敘述事情經(jīng)過；4）騎摩托車人敘述事情經(jīng)過。
以下提示供教師備課時(shí)參考：（可用投影形式展示）
角色1 (Li Lei) left school and saw a bag fall off a truck; shouted to the driver, but the driver did not hear; a man on a motorbike hit the bag and fell off; came up to help; asked the girl students to stop the traffic; helped to carry the man to the gate keeper's room, went to find Miss Zhao
角色2 (the gate keeper) heard the children shouting outside the school gate; went out to see what happened; saw two boy students carry a man; asked the people not to crowd around the man; asked Li Lei to find a teacher; moved the bag of rice away with Lin Tao
角色3 (the man on the motorbike) rode too fast that day; saw the bag, but too late; had an accident and fell off; hurt, could not move; two boys came to help; a teacher came with a medicine box; took me to a hospital
角色4 (Miss Zhao) reading a book at the library; Li Lei ran in and looked worried; told me about the accident; asked Li Lei to telephone the police; went to find a medicine box; quickly ran to the gate keeper's room
3.全體同學(xué)填寫“事故報(bào)告”，教師應(yīng)要求學(xué)生完全用書面形式答出。當(dāng)堂核對(duì)答案。
4.教師扼要講解一般過去時(shí)態(tài)與過去進(jìn)行時(shí)態(tài)的區(qū)別（見難點(diǎn)講解）。
5.打開練習(xí)冊(cè)，給學(xué)生一分鐘時(shí)間看聽力練習(xí)提示。聽錄音三遍，當(dāng)堂核對(duì)答案。
6.指導(dǎo)學(xué)生做練習(xí)冊(cè)其他習(xí)題。
7.布置作業(yè)
1）繼續(xù)準(zhǔn)備第18課課文復(fù)述；2）書面完成練習(xí)冊(cè)其他習(xí)題。
四、難點(diǎn)講解
過去進(jìn)行時(shí)態(tài)和一般過去時(shí)態(tài)的區(qū)別：
過去進(jìn)行時(shí)態(tài)表示過去某一時(shí)刻正在進(jìn)行的動(dòng)作，而一般過去時(shí)態(tài)表示一個(gè)完成的動(dòng)作。請(qǐng)比較以下兩組句子：
I was writing a letter last night. 昨晚我在寫一封信。（信可能沒有寫完）。
I wrote a letter last night. 昨晚我寫了一封信。（信已經(jīng)寫完）。
I was doing my homework when he phoned me. 他給我打電話時(shí)，我在寫作業(yè) 。（表示當(dāng)時(shí)沒做其他事情）。
I did my homework and went to bed. 我寫了作業(yè) 然后睡覺了。（表示說話人所做的兩件過去的事情）。
Lesson 99教學(xué)設(shè)計(jì)示例