Lesson 95教學(xué)設(shè)計(jì)示例

發(fā)布時(shí)間：2023-10-18

Lesson 95教學(xué)設(shè)計(jì)示例（通用13篇）

Lesson 95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： 1） You'd better go to bed earlier tonight. 2） A woman saw it happen when she was walking past. 3）I was walking in the park when I dropped my pen on the ground. 4）You look tired today.

　　（2）繼續(xù)學(xué)習(xí)過(guò)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(guò)去進(jìn)行時(shí)表達(dá)過(guò)去某個(gè)時(shí)刻發(fā)生的事情。

　　（2）能夠用You'd better do sth. 造句。

　　二、教具

　　錄音機(jī)；幾件學(xué)習(xí)用具，如鋼筆、書(shū)等。

　　三、課堂教學(xué)設(shè)計(jì)

　　1.復(fù)習(xí) 值日生報(bào)告。

　　2.教師快速向?qū)W生提問(wèn)，要求學(xué)生給予肯定或否定回答，并練習(xí)各種人稱(chēng)形式。例如：

　　T：（對(duì)某位同學(xué)） Were you watching TV last night?

　　S1：Yes, I was. /No, I wasn't.

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

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

　　通過(guò)上述練習(xí)，由學(xué)生小結(jié)出過(guò)去進(jìn)行時(shí)態(tài)陳述句式和疑問(wèn)句式的構(gòu)成。

　　3.打開(kāi)書(shū)，學(xué)生兩人一組練習(xí)課文第1部分內(nèi)容。

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

　　T：（面向?qū)W生甲） You look tired today. You'd better go to bed earlier tonight, if you can.

　　引導(dǎo)大家猜測(cè)這兩個(gè)句子的意思。

　　（面向?qū)W生乙） You are not feeling well today. You'd better go to see the doctor.

　　板書(shū) You'd better do sth. 給學(xué)生幾分鐘時(shí)間，讓大家設(shè)計(jì)一些情景，然后提出建議。

　　教師扼要講解這個(gè)句型（見(jiàn)難點(diǎn)講解）。

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

　　6.打開(kāi)書(shū)，聽(tīng)課文第2部分錄音，學(xué)生跟讀一遍。教師解釋難句（見(jiàn)難點(diǎn)講解）。

　　7.指導(dǎo)學(xué)生做練習(xí)冊(cè)習(xí)題。

　　8.布置作業(yè)

　　1）練習(xí)朗讀本課對(duì)話(huà)；2）預(yù)習(xí)第18課生詞；3）書(shū)面完成練習(xí)冊(cè)習(xí)題。

　　四、難點(diǎn)講解

　　1.You'd better go to bed earlier tonight. 今晚你最好早點(diǎn)睡。

　　had better加動(dòng)詞原形表示：最好做某事，用來(lái)向別人提出建議。可縮寫(xiě)為：'d better。例如：

　　You'd better watch carefully before you cross the road. 過(guò)馬路之前你最好要看仔細(xì)。

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

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

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

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

　　2.A woman saw it happen when she was walking past. 一位婦女走過(guò)的時(shí)候，看到了事情的經(jīng)過(guò)。

　　上述句子包含以下句型： see sth. happen.

　　表示感覺(jué)的動(dòng)詞如：see, hear, watch等，以及其他動(dòng)詞如：make, let等，后面構(gòu)成復(fù)合賓語(yǔ)時(shí)，動(dòng)詞不定式的to要省去。例如：

　　The children saw the motorbike hit the bag of rice. 孩子們看見(jiàn)摩托車(chē)撞在了米口袋上。

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

　　Did you hear him play the piano just now? 剛才你聽(tīng)見(jiàn)他彈鋼琴了嗎？

Lesson 95教學(xué)設(shè)計(jì)示例篇2

　　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(wú)高低貴賤之分，只有分工不同。

　　二、教學(xué)過(guò)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 95教學(xué)設(shè)計(jì)示例篇3

　　Lesson 84 教學(xué)設(shè)計(jì)示例

　　Teaching Objectives:

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

　　Revise the whole unit.

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

　　Properties: Tape- recorder

　　Teaching Procedures:

　　I. Revision

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

　　2. Dictate the language points of the whole unit.

　　II. Reading practice

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

　　2. Listen to the tape and read after it.

　　3. Explain the language points.

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

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

　　The luggage has been left behind.

　　2) thank sb. for doing sth.

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

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

　　4. Ask the students to make a similar dialogue.

　　III. Listening practice

　　1. Pre-listening;

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

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

　　2. While-listening:

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

　　3. After-listening;

　　Check listening comprehension questions.

　　IV. Grammar practice

　　1. Reflexive pronouns practice.

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

　　2) Check the answers with the students.

　　3) Ask the students to read the dialogues.

　　2. The compound sentence practice.

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

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

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

　　V. Writing

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

　　2. Check with the students.

　　VI. Revise the whole unit

　　1. Go over the checkpoint with the students.

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

　　VII. Exercises in class

　　改錯(cuò)練習(xí)（劃出一處錯(cuò)誤并改正。）

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

　　2. They often speak their son stories.

　　3. Will you please open the radio?

　　4. I want to thank you for invite us.

　　5. It’s time for go, hurry up!

　　[1] [2] 下一頁(yè)

　　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(duì)話(huà)順序：

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

　　B. All right. See you later.

　　C. At the station.

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

　　E. See you later.

　　Keys:

　　2. A.Would you like something to drink?

　　B. I’d like some tea.

　　C. Well, a cup of tea and some cakes, OK?

　　D. All right.

　　E. No, I’d like something to eat? What about you?

　　Writing on blackboard

　　上一頁(yè) [1] [2]

Lesson 95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）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(yǔ)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(ài)體育運(yùn)動(dòng)，積極鍛煉身體的良好習(xí)慣。

　　二、教學(xué)過(guò)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(qián), 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 95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(yǔ)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 95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)

　　掌握過(guò)去進(jìn)行時(shí)的用法。

　　2.能力目標(biāo)

　　能夠用自己的話(huà)復(fù)述課文里的小故事（盡量用到過(guò)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(wèn)答練習(xí)。可通過(guò)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(wèn)，這組學(xué)生每次回答一個(gè)問(wèn)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(lái)。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(kāi)始練習(xí)時(shí)，問(wèn)題不宜一次提得過(guò)多，三至五個(gè)即可，逐步過(guò)渡。此外，較難回答的問(wèn)題要注意修改，通常不使用一般疑問(wèn)句（除非學(xué)生掌握更靈活的方法注）。

　　2.聽(tīng)課文錄音，學(xué)生跟讀一遍。

　　3.教師解釋難句（見(jiàn)難點(diǎn)講解）。

　　4.打開(kāi)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(shū)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(lái)修飾前面的名詞the man。當(dāng)副詞用作定語(yǔ)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(chǎng)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(ài)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(yǔ)，而真正的賓語(yǔ)是動(dòng)詞不定式短語(yǔ)to get to sleep. it作形式賓語(yǔ)時(shí)，句子結(jié)構(gòu)往往是：主語(yǔ)+ 謂語(yǔ)+ it+ 賓語(yǔ)補(bǔ)足語(yǔ)+ 真正賓語(yǔ)。除動(dòng)詞不定式以外，that 引導(dǎo)的從句也常作真正賓語(yǔ)。這時(shí)，句中謂語(yǔ)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(jué)得開(kāi)別人的玩笑好嗎？

　　He thought it best to say nothing. 他覺(jué)得最好是什么也不說(shuō)。

　　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(yǔ)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(lái)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(lái)臨，夜晚變長(zhǎng)，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(shuō)：“對(duì)不起，同志，打擾一下。”

　　句中 with a smile是介詞短語(yǔ)，在句子里用作狀語(yǔ)，表明樓下的人說(shuō)話(huà)時(shí)的伴隨狀態(tài)。介詞短語(yǔ)用作狀語(yǔ)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(kāi)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(mén)。

　　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(jiàn)地上有一塊手表。

Lesson 95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)

　　（2）繼續(xù)學(xué)習(xí)過(guò)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(guò)去進(jìn)行時(shí)表達(dá)過(guò)去某個(gè)時(shí)刻發(fā)生的事情。

　　（2）能夠用You'd better do sth. 造句。

　　二、教具

　　錄音機(jī)；幾件學(xué)習(xí)用具，如鋼筆、書(shū)等。

　　三、課堂教學(xué)設(shè)計(jì)

　　1.復(fù)習(xí) 值日生報(bào)告。

　　2.教師快速向?qū)W生提問(wèn)，要求學(xué)生給予肯定或否定回答，并練習(xí)各種人稱(chēng)形式。例如：

　　T：（對(duì)某位同學(xué)） Were you watching TV last night?

　　S1：Yes, I was. /No, I wasn't.

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

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

　　通過(guò)上述練習(xí)，由學(xué)生小結(jié)出過(guò)去進(jìn)行時(shí)態(tài)陳述句式和疑問(wèn)句式的構(gòu)成。

　　3.打開(kāi)書(shū)，學(xué)生兩人一組練習(xí)課文第1部分內(nèi)容。

　　T：（面向?qū)W生甲） You look tired today. You'd better go to bed earlier tonight, if you can.

　　引導(dǎo)大家猜測(cè)這兩個(gè)句子的意思。

　　（面向?qū)W生乙） You are not feeling well today. You'd better go to see the doctor.

　　板書(shū) You'd better do sth. 給學(xué)生幾分鐘時(shí)間，讓大家設(shè)計(jì)一些情景，然后提出建議。

　　教師扼要講解這個(gè)句型（見(jiàn)難點(diǎn)講解）。

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

　　6.打開(kāi)書(shū)，聽(tīng)課文第2部分錄音，學(xué)生跟讀一遍。教師解釋難句（見(jiàn)難點(diǎn)講解）。

　　7.指導(dǎo)學(xué)生做練習(xí)冊(cè)習(xí)題。

　　8.布置作業(yè)

　　1）練習(xí)朗讀本課對(duì)話(huà)；2）預(yù)習(xí)第18課生詞；3）書(shū)面完成練習(xí)冊(cè)習(xí)題。

　　四、難點(diǎn)講解

　　1.You'd better go to bed earlier tonight. 今晚你最好早點(diǎn)睡。

　　had better加動(dòng)詞原形表示：最好做某事，用來(lái)向別人提出建議。可縮寫(xiě)為：'d better。例如：

　　You'd better watch carefully before you cross the road. 過(guò)馬路之前你最好要看仔細(xì)。

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

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

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

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

　　2.A woman saw it happen when she was walking past. 一位婦女走過(guò)的時(shí)候，看到了事情的經(jīng)過(guò)。

　　上述句子包含以下句型： see sth. happen.

　　The children saw the motorbike hit the bag of rice. 孩子們看見(jiàn)摩托車(chē)撞在了米口袋上。

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

　　Did you hear him play the piano just now? 剛才你聽(tīng)見(jiàn)他彈鋼琴了嗎？

Lesson 95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)

　　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(wú)高低貴賤之分，只有分工不同。

　　二、教學(xué)過(guò)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.

　　Step 2 Presentation

　　Step 3 Ask and answer

　　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

　　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

　　Step 6 Workbook

　　Homework

　　Write a paragraph about Betty Hill in the exercise book.

Lesson 95教學(xué)設(shè)計(jì)示例篇9

　　Lesson 84 教學(xué)設(shè)計(jì)示例

　　Teaching Objectives:

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

　　Revise the whole unit.

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

　　Properties: Tape- recorder

　　Teaching Procedures:

　　I. Revision

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

　　2. Dictate the language points of the whole unit.

　　II. Reading practice

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

　　2. Listen to the tape and read after it.

　　3. Explain the language points.

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

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

　　The luggage has been left behind.

　　2) thank sb. for doing sth.

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

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

　　4. Ask the students to make a similar dialogue.

　　III. Listening practice

　　1. Pre-listening;

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

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

　　2. While-listening:

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

　　3. After-listening;

　　Check listening comprehension questions.

　　IV. Grammar practice

　　1. Reflexive pronouns practice.

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

　　2) Check the answers with the students.

　　3) Ask the students to read the dialogues.

　　2. The compound sentence practice.

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

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

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

　　V. Writing

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

　　2. Check with the students.

　　VI. Revise the whole unit

　　1. Go over the checkpoint with the students.

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

　　VII. Exercises in class

　　改錯(cuò)練習(xí)（劃出一處錯(cuò)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(duì)話(huà)順序：

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

　　B. All right. See you later.

　　C. At the station.

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

　　E. See you later.

　　Keys:

　　2. A.Would you like something to drink?

　　B. I’d like some tea.

　　C. Well, a cup of tea and some cakes, OK?

　　D. All right.

　　E. No, I’d like something to eat? What about you?

　　Writing on blackboard

Lesson 95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(guò)程

　　Step 1 Revision

　　1 Write a hotel timetable on the Bb

　　Breakfast—7:30

　　Lunch — 12:00

　　Supper — 6: 00

　　Ask What time can 1 have breakfast? etc.

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

　　Step 2 Word families

　　SB Page 54, Part 1, Speech Cassette Lesson 108

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

　　Do Wb Lesson 108, Ex. 1.

　　Step 3 Listening activity

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

　　Ⅰ Ⅱ

　　car core

　　far for

　　par pour

　　tar tore

　　mar moor

　　star store

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

　　Step 4 Stress and intonation

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

　　Step 5 Listen and answer

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

　　Listening Text

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

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

　　JIM: So you get up early on weekdays?

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

　　JIM: Do you have breakfast?

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

　　JIM: And what time do you get to work?

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

　　JIM: What time do you go home?

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

　　The answers are:

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

　　Step 6 Read and learn

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

　　Step 7 Read and answer

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

　　Step 8 Checkpoint 27

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

　　T: Get up … you …

　　S: What time do you get up?

　　T: He …

　　S: What time does he get up?

　　T: Go to bed …, etc.

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

　　Step 9 Workbook

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

　　Step 10 Test

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

　　Homework

　　Finish off the Workbook exercises.

　　Revise the language items in this unit.

　　Some ideas for extra practice or enrichment

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

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

Lesson 95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)

　　掌握過(guò)去進(jìn)行時(shí)的用法。

　　2.能力目標(biāo)

　　能夠用自己的話(huà)復(fù)述課文里的小故事（盡量用到過(guò)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)

　　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.

　　2.聽(tīng)課文錄音，學(xué)生跟讀一遍。

　　3.教師解釋難句（見(jiàn)難點(diǎn)講解）。

　　4.打開(kāi)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(shū)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

　　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。

　　I like walking in the evening. 我愛(ài)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。

　　Do you think it right to play tricks on others? 你覺(jué)得開(kāi)別人的玩笑好嗎？

　　He thought it best to say nothing. 他覺(jué)得最好是什么也不說(shuō)。

　　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(yǔ)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(lái)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(lái)臨，夜晚變長(zhǎng)，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(shuō)：“對(duì)不起，同志，打擾一下。”

　　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(kāi)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(mén)。

Lesson 95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(chēng)單數(shù)）。

　　3.情感目標(biāo)

　　教育學(xué)生職業(yè)無(wú)高低貴賤之分，只有分工不同。

　　二、教學(xué)過(guò)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 95教學(xué)設(shè)計(jì)示例篇13

　　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(chē)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(yǔ)從句由when, before, after等連詞引導(dǎo)，時(shí)間狀語(yǔ)從句中不使用一般將來(lái)時(shí)，而用一般現(xiàn)在時(shí)代替一般將來(lái)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(yǔ)從句由if（如果）來(lái)引導(dǎo)，在條件狀語(yǔ)從句中不用一般將來(lái)時(shí)，而用一般現(xiàn)在時(shí)來(lái)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(lái)

　　(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(jué)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

中文一二三区_九九在线中文字幕无码_国产一二区av_38激情网_欧美一区=区三区_亚洲高清免费观看在线视频

Lesson 95教學(xué)設(shè)計(jì)示例

Lesson 95教學(xué)設(shè)計(jì)示例 篇1

Lesson 95教學(xué)設(shè)計(jì)示例 篇2

Lesson 95教學(xué)設(shè)計(jì)示例 篇3

Lesson 95教學(xué)設(shè)計(jì)示例 篇4

Lesson 95教學(xué)設(shè)計(jì)示例 篇5

Lesson 95教學(xué)設(shè)計(jì)示例 篇6

Lesson 95教學(xué)設(shè)計(jì)示例 篇7

Lesson 95教學(xué)設(shè)計(jì)示例 篇8

Lesson 95教學(xué)設(shè)計(jì)示例 篇9

Lesson 95教學(xué)設(shè)計(jì)示例 篇10

Lesson 95教學(xué)設(shè)計(jì)示例 篇11

Lesson 95教學(xué)設(shè)計(jì)示例 篇12

Lesson 95教學(xué)設(shè)計(jì)示例 篇13

Lesson 95教學(xué)設(shè)計(jì)示例篇1

Lesson 95教學(xué)設(shè)計(jì)示例篇2

Lesson 95教學(xué)設(shè)計(jì)示例篇3

Lesson 95教學(xué)設(shè)計(jì)示例篇4

Lesson 95教學(xué)設(shè)計(jì)示例篇5

Lesson 95教學(xué)設(shè)計(jì)示例篇6

Lesson 95教學(xué)設(shè)計(jì)示例篇7

Lesson 95教學(xué)設(shè)計(jì)示例篇8

Lesson 95教學(xué)設(shè)計(jì)示例篇9

Lesson 95教學(xué)設(shè)計(jì)示例篇10

Lesson 95教學(xué)設(shè)計(jì)示例篇11

Lesson 95教學(xué)設(shè)計(jì)示例篇12

Lesson 95教學(xué)設(shè)計(jì)示例篇13