Lesson 97教學設計示例（精選12篇）

Lesson 97教學設計示例 篇1

　　一、教學目標 

　　1.知識目標

　　（1）掌握句型： It's quite a nice elephant.

　　（2）初步學習過去進行時態的用法。

　　2.能力目標

　　能夠用過去進行時準確表達過去某個時刻正在進行的動作。

　　二、教具

　　錄音機；一組圖片，畫有人物和動作，如：打籃球、跑步、唱歌、寫作業 等，并標有具體的過去時間。如： 8:30 yesterday morning等。

　　三、課堂教學設計

　　1.請三位同學到前面來，分別做出掃地、讀書、寫字等動作。教師依次提問：

　　T：What are you doing?

　　S1：I'm sweeping the floor.

　　S2：I'm reading a book.

　　S3：I'm writing.

　　教師手指這三位同學，依次問大家：

　　T：What is he/she doing?

　　學生按照實際情景，依次答出：

　　Ss：He is sweeping the floor. She is reading a book. He is writing.

　　教師要求全班將三個人的動作分別記清楚。

　　2.復習 值日生報告。

　　教師可繼續要求學生就所學科目提出看法，并就他人看法表示同意或不同意。

　　3.就剛才三位同學的動作，向全班提問： What was ×doing when I came in?

　　重復兩至三遍，板書這個句式，用彩色粉筆標出was，啟發大家猜測句子的含義，并引導全班回答：

　　He was sweeping the floor. She was reading a book. He was writing.

　　板書上述三個答句，啟發學生觀察謂語部分的變化，并簡要介紹一下過去進行時態所表示的含義。

　　4.打開書，借助課文插圖教授本課詞匯，反復練習。

　　5.兩人一組，練習課文第1部分問答。請幾組說出自己的答案。教師講評。

　　6.合上書。準備放課文第 2部分錄音。教師給出聽前提問（Pre-reading questions）:

　　What is Li Lei doing?

　　放錄音一遍，學生回答問題。

　　7.指導學生兩人一組做課文第3部分練習。教師先與一位程度較好的學生表演以下對話：

　　T：What was Li Lei doing when the teacher came in?

　　S：He was drawing a picture.

　　T：What was he drawing?

　　S：He was drawing a horse.

　　T： What was he using?

　　S：He was using chalk.

　　T：Where was he drawing?

　　S： He was drawing on the blackboard.

　　全班兩人一組，就Meimei及the twins進行內容相似的問答練習，請幾組同學表演。

　　教師出示事先準備好的圖片，就上面的人物及活動與學生進行問答練習。

　　8.教師解釋課文難句（見難點講解）。

　　9.布置作業 

　　1）抄寫生詞、短語，練習朗讀本課對話；2）完成練習冊習題。

　　四、難點講解

　　But please don't play with my chalk. 但是請不要玩粉筆。

　　句中的 play是不及物動詞，意思是：玩，玩耍。例如： Let's play together. 讓我們一起玩吧。

　　play還可作為及物動詞，有“參加游戲、玩球、扮演、彈琴”等意思。例如：

　　1）The children are playing basketball over there. 孩子們正在那邊打籃球呢。

　　2）Let's play doctors and nurses. 讓我們扮演醫生和護士。

　　3）She plays the piano wonderfully. 她鋼琴彈得非常好。

Lesson 97教學設計示例 篇2

　　一、教學目標 

　　1.知識目標

　　（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）繼續學習過去進行時態的用法。

　　2.能力目標

　　（1）能夠熟練運用過去進行時。

　　（2）能夠用自己的話復述課文內容。

　　3.情感目標

　　教育學生要注意交通安全。

　　二、教具

　　錄音機；教學掛圖。

　　三、課堂教學設計

　　1.復習。

　　教師根據練習冊習題1向學生提出問題。

　　2.聽課文錄音，學生跟讀一遍。解答學生提出的問題。

　　3.重復第14課（Ⅱ）課堂教學設計1的做法，訓練學生復述課文的能力。4.教師講解課文難句（見難點講解）。

　　5.指導學生做練習冊其他習題。

　　6.布置作業 

　　1）在熟讀課文的基礎上準備復述課文； 2）書面完成練習冊其他習題。

　　四、難點講解

　　1.He didn't see the bag until it was too late. 他看到這口袋米時，已經太晚了。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 才去睡覺。

　　2.The children shouted to the driver, but he did not hear them.孩子們對著司機大聲喊叫，但是他沒有聽到。

　　shout to sb.與shout at sb.有點區別。前者側重喊某人做某事，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，叫我們去幫他。

　　“Don't shout at him, ” Lenin said to the young man.“He is right. We must be strict in our work.”列寧對年輕人說：“不要沖他大叫大嚷。他做得對。我們在工作中必須嚴格。”

　　3.hurry up和 hurry off

　　hurry up是“趕快”的意思。例如：

　　Hurry up! You'll be late!快點！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.她關上了燈，急匆匆地走了。

　　4.表示“看”的幾個動詞的用法。

　　look，see，watch，read 這四個詞的漢譯都有“看”的意思。如果表示主動地、有意識地去“看”或強調“看”這一動作時，要用look。look是不及物動詞，后邊有賓語時，要用lookat這一短語。如果表示“看到”，表示眼睛的無意識動作或側重于看的結果時，要用及物動詞see。watch一詞也是及物動詞。它的含義是“注視”、“觀看”等。read一詞雖在漢語上也有“看”意思，但它側重于“讀”一些有文字的東西。請看下面例句：

　　1） He looked at his watch, but it had stopped.他看了看手表，但表停了。

　　2） Look! There is a rabbit there.瞧！那邊有只兔子。

　　3） Did you see my dog just now?你剛才看見我的狗了嗎？

　　4） The thief was seen to steal into the house.有人看到那個賊溜進了房子。

　　5） Do you often watch TV?你常看電視嗎？

　　6） The students are watching a football match.學生們在觀看一場足球賽。

　　7） Can you read?你識字嗎？

　　8） I was reading a newspaper when I heard my name called.我在看報紙時聽到有人叫我的名字。

　　5.The man lay on the road.這個人躺在馬路上。

　　lie作為動詞時，有幾種不同的含義。當它意為“躺；位于”時，其過去式和過去分詞分別為lay和lain。而lie還可以有“說謊”之意，此時它的過去式和過去分詞是規則的，即lied，lied。不論它的意義是“躺”，還是“說謊”，其現在分詞形式均為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. 當我進去時，他躺在床上睡得正香。

　　3） Japan lies to the east of China. 日本位于中國以東。

　　4） It's no good lying to others. 對別人撒謊沒好處。

　　5） She lied to me about you just now. 她剛才對我編造了你的謊話。

Lesson 97教學設計示例 篇3

　　一、教學目標 

　　1.知識目標

　　掌握過去進行時的用法。

　　2.能力目標

　　能夠用自己的話復述課文里的小故事（盡量用到過去進行時）。

　　3.情感目標

　　教育學生不要打擾別人休息，鄰里之間要友好相處。

　　二、教具

　　同上課。

　　三、課堂教學設計

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

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

　　T： Where did the man live？

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

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

　　T：Why did he like to live there?

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

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

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

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

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

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

　　2.聽課文錄音，學生跟讀一遍。

　　3.教師解釋難句（見難點講解）。

　　4.打開練習冊，做習題2。當堂核對答案，并要求學生按此準備課文復述。

　　5.布置作業 

　　1）練習朗讀本課文，準備復述；2）書面完成練習冊其他習題。

　　四、難點講解

　　1.the man upstairs 樓上的人

　　the man downstairs樓下的人

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

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

　　2.He liked living there. 他喜歡住在那里。

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

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

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

　　I like playing basketball. 我喜歡打籃球。

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

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

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

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

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

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

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

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

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

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

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

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

　　Classes begin at eight. 八點開始上課。

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

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

Lesson 97教學設計示例 篇4

　　Period: The Third Period

　　Properties: Recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge aims:

　　(1) Learn adverbial clauses of time and condition

　　(2) Grasp some useful phrases.

　　2. Ability aims:

　　(1) Students can understand the dialogue.

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

　　Language Focus:

　　1. clauses: if, when, after, before

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

　　Teaching Procedures:

　　a) Organizing the class

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

　　Ss: Good morning, teacher.

　　T: It’s a fine day today, isn’t it?

　　Ss: Yes, it is.

　　T: Let’s listen to a duty report.

　　b) Revision

　　T: Let the students do translation exercise:

　　1.他們學校就在這條街的盡頭。

　　Their school is at the end of the street.

　　2.在這條街的街頭是一個飯店。

　　At the head of the street is a restaurant.

　　3.當你等公共汽車時，你必須排隊等候。

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

　　c) Leading-in

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

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

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

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

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

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

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

　　d) Practise

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

　　For example:

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

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

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

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

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

　　e) Teaching grammar

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

　　For example:

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

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

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

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

　　For example:

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

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

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

　　f) Teaching Language Points

　　1. get up起床/wake up醒來

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

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

　　2. be/get ready for為…準備好

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

　　(1) We get ready for the next exam.

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

　　3. feel very well: 感覺很好

　　feel: link verb

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

　　(2) Are you feeling better now?

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

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

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

　　5. throw about亂仍

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

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

　　g) Read and act

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

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

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

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

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

　　h) Homework

　　1. Listen to the tape and read the dialogue.

　　2. Do Exercise Three. Make ten sentences.

　　3. Do exercises on page 75.

　　i) Summary

　　單項選擇填空：

　　1. She is afraid the horse may ___ herself.

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

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

　　A. of B. to C. at D. on

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

　　A. At B. Of C. In D. On

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

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

　　Keys: 1. D 2. C 3. A 4. B

Lesson 97教學設計示例 篇5

　　一、教學目標 

　　1.知識目標

　　區別一般過去時態和過去進行時態。

　　2.能力目標

　　能夠區分在什么情況下用過去時態，什么情況下用過去進行時態。

　　3.情感目標

　　教育學生要注意交通安全。

　　二、教具

　　錄音機；在教室一角布置一個“交通事故現場”。

　　三、課堂教學設計

　　1.復習 教師檢查課文復述。

　　2.要求學生四、五人就近一組。其中一位同學扮演警察，手持一個“記錄本”；其他同學以“見證人”的身份向“警察”紛紛敘述事故發生的經過。四、五分鐘以后，請兩個大組到布置好的地點去表演。

　　教師也可考慮將學生分為若干個小組，分別扮演以下角色和準備以下內容：

　　1）李磊敘述事情經過；2）看門人敘述事情經過；3）趙老師敘述事情經過；4）騎摩托車人敘述事情經過。

　　以下提示供教師備課時參考：（可用投影形式展示）

　　角色1 (Li Lei) left school and saw a bag fall off a truck; shouted to the driver, but the driver did not hear; a man on a motorbike hit the bag and fell off; came up to help; asked the girl students to stop the traffic; helped to carry the man to the gate keeper's room, went to find Miss Zhao

　　角色2 (the gate keeper) heard the children shouting outside the school gate; went out to see what happened; saw two boy students carry a man; asked the people not to crowd around the man; asked Li Lei to find a teacher; moved the bag of rice away with Lin Tao

　　角色3 (the man on the motorbike) rode too fast that day; saw the bag, but too late; had an accident and fell off; hurt, could not move; two boys came to help; a teacher came with a medicine box; took me to a hospital

　　角色4 (Miss Zhao) reading a book at the library; Li Lei ran in and looked worried; told me about the accident; asked Li Lei to telephone the police; went to find a medicine box; quickly ran to the gate keeper's room

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

　　4.教師扼要講解一般過去時態與過去進行時態的區別（見難點講解）。

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

　　6.指導學生做練習冊其他習題。

　　7.布置作業 

　　1）繼續準備第18課課文復述；2）書面完成練習冊其他習題。

　　四、難點講解

　　過去進行時態和一般過去時態的區別：

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

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

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

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

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

Lesson 97教學設計示例 篇6

　　一、教學目標 

　　1.知識目標

　　（1）掌握字母組合ar, or, er, ir, ur的發音。

　　（2）復習一般現在時和現在進行時。

　　2.能力目標

　　能夠區分一般現在時和現在進行時，并能正確運用。

　　3.情感目標

　　教育學生要早起早睡，上學不遲到，不早退。

　　二、教學過程 

　　Step 1 Revision

　　1 Write a hotel timetable on the Bb

　　Breakfast—7:30

　　Lunch — 12:00

　　Supper — 6: 00

　　Ask What time can 1 have breakfast? etc.

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

　　Step 2 Word families

　　SB Page 54, Part 1, Speech Cassette Lesson 108

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

　　Do Wb Lesson 108, Ex. 1.

　　Step 3 Listening activity

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

　　Ⅰ Ⅱ

　　car core

　　far for

　　par pour

　　tar tore

　　mar moor

　　star store

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

　　Step 4 Stress and intonation

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

　　Step 5 Listen and answer

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

　　Listening Text

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

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

　　JIM: So you get up early on weekdays?

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

　　JIM: Do you have breakfast?

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

　　JIM: And what time do you get to work?

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

　　JIM: What time do you go home?

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

　　The answers are:

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

　　Step 6 Read and learn

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

　　Step 7 Read and answer

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

　　Step 8 Checkpoint 27

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

　　T: Get up … you …

　　S: What time do you get up?

　　T: He …

　　S: What time does he get up?

　　T: Go to bed …, etc.

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

　　Step 9 Workbook

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

　　Step 10 Test

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

　　Homework

　　Finish off the Workbook exercises.

　　Revise the language items in this unit.

　　Some ideas for extra practice or enrichment

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

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

Lesson 97教學設計示例 篇7

　　Period: The Second Period

　　Properties: Tape-recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge aim:

　　Students can understand the story.

　　2. Ability aims:

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

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

　　3. Emotion aim:

　　Wait in line for the bus/tickets etc.

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

　　Teaching Procedures:

　　a) Organizing the class

　　1. Ask the students to get ready for class.

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

　　3. A duty report.

　　b) Revision

　　T: dictate Exercise Three in Lesson 65.

　　c) Leading-in

　　T: Ask the students to do Exercise One.

　　Let them talk about the following three questions.

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

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

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

　　d) Presentation

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

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

　　The people are waiting for the doctor to come.

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

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

　　e) Teaching reading

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

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

　　3. Language points:

　　(1) sick 僅用于表語be sick/feel sick

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

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

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

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

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

　　(4) laugh at ＝make fun of

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

　　(5) at the head of/at the end of

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

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

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

　　f) Practise

　　1. Select one student to read the text fluently.

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

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

　　g) Homework

　　1. Read the passage and listen to the tape.

　　2. Make sentences with the useful words and phrases.

　　3. Rewrite the passage.

　　4. Do exercises on page 74.

　　h) Summary

　　1. He ___ lunch at school last year.

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

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

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

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

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

　　4. Alice enjoys playing ___ piano.

　　A. a B. the C. / D. one

　　Keys: 1. A 2. B 3. C 4. B

Lesson 97教學設計示例 篇8

　　一、教學目標 

　　1.知識目標

　　（1）掌握詞匯：get to, exercise, shopping, garden, over, do some reading

　　（2）繼續學習一般現在時。

　　2.能力目標

　　能夠用一般現在時描述自己某一天的生活、學習情況。

　　3.情感目標

　　教育學生要早起早睡，上學不遲到，不早退。

　　二、教學過程 

　　Step 1 Revision

　　1 Revise What time do you usually have breakfast / lunch / supper? What do you often / sometimes do on Sunday? and other questions from the previous lesson. Add questions using the new words get ready for bed, wash, etc.

　　2 Revise Ex. 1 in the Wb Lesson 106.

　　Step 2 Presentation

　　1 Say Stand up, please. Let's do morning exercises. Do a few jumping jacks (跳躍). Have the students also do jumping jacks and count in English for everyone they do, 1, 2, 3, etc. Say OK, what are we doing? Morning exercises! Have students repeat, Morning exercises. Ask again, What are we doing? Students answer, Morning exercises! Have the students sit down. Write morning exercises on the Bb and have the students write this phrase in their notebooks.

　　2 Repeat Lesson 106, Step 5, but have the students work with a different partner. Ask several different students from the last lesson to share with the class their partner's schedule. Make sure they are using she/he properly.

　　Step 3 Look, ask and answer

　　SB Page 53, Part 1. Teach go swimming / shopping / boating/skating, do the cleaning/cooking/washing, etc. In pairs have the students ask and answer the questions about Mrs Morison.

　　Step 4 Read

　　1 SB Page 53, Part 2. Before reading, have the students cover the text and just talk about the title. Ask What do you think this reading is about? Write down the answers on the Bb.

　　2 Students read through the passage silently. They may not use their dictionaries! See if the students understand the meaning of garden and over. If they did not, explain these words to them, but first let the students guess. Teach get to school and get home.

　　3 Speech Cassette Lesson 107. Play the tape and let the students listen and repeat. Pay attention to the pronunciation and intonation.

　　4 Choose three students to read the passage aloud. Each student should read one paragraph.

　　Step 5 Look and answer

　　SB Page 53, Part 3. Assign this as Homework. Students should write down their answers in their exercise books.

　　Do Ex. 2 of Wb Lesson 107.

　　Step 6 Write a short passage about your day

　　SB Page 53, Part 4*. Have the students write a short paragraph about their day, using “Jim's Day” as a model. Then have the students switch their papers with their partner. Have each student read and correct their partner's paper. Tell the students that it often takes a writer 3 or more times to rewrite something to make it perfect. Good writers usually have other people read their writing to help them make it good. This will lower the students' anxiety about having their partner read what they wrote. Have the students hand in their work. Choose some of the best to put on the wall of the classroom.

　　Step 7 Workbook

　　SB Page 133, Wb Lesson 107. E. 1 and 3 should be done orally in class. Then write down the answers. If possible, get the students to think up more pairs of opposites for Ex. 1 and more sentences for Ex. 3.

　　Homework

　　Finish off the Workbook exercises.

　　Revise the reading passage in SB Lesson 107.

　　Prepare a talk on “My Day”.

Lesson 97教學設計示例 篇9

　　一、教學目標 

　　1.知識目標

　　復習 can的用法。

　　2.能力目標

　　能夠熟練運用以下句型：

　　Do you want a go? Don't throw it like that! Throw it like this!

　　3.情感目標

　　培養學生熱愛體育運動，積極鍛煉身體的良好習慣。

　　二、教學過程 

　　Step 1 Revision

　　1 Revise What's your favourite sport? and My favourite sport is….

　　2 Revise sports words, using pictures: basketball, ping-pong, etc.

　　3 Check homework.

　　Step 2 Presentation

　　1 Teach yo-yo, ride a bike, fly a kite, run, swim, jump, sing, skate, play cards and play volleyball by using pictures and gestures.

　　2 Play “Polly says” using verbs the students know.

　　3 Play the Don't Game: tell the students Pick up your pen. Don't use your hands! See who can do it!

　　Step 3 Read and say

　　SB Page 17, Part 1, Speech Cassette Lesson 78. Ask What is it? Play the tape. Students listen and repeat. Explain Do you want a go? in Chinese. Teach throw. When teaching like that and like this, remind the students of Hello, Mimi! You look like Lucy's hat. from Lesson 35.

　　Step 4 Presentation

　　1 Ask for a student to volunteer to help you model this part of the lesson. Say (student's name), can you throw a yo-yo like this? If you can actually play with a yo-yo, give a demonstration now. If you can't, just pretend. Help the student to answer Yes, I can. It's easy! Say Thank you for your help. Please sit down. Get the class to repeat the dialogue.

　　2 Ask for another student to volunteer to help. Say (student's name), can you throw a yo-yo like this? Do the same as in step 1 of this presentation. Now help the students to answer No, I can't. It's too hard! Say Thank you for your help. Please sit down. Remind students of the meaning of too. Drill as above.

　　Step 5 Practice

　　1 SB Page 17, Part 2, Speech Cassette Lesson 78. Ask students Can you do this/that? Can you play with a yo-yo? Then substitute play football/fly a kite/jump, etc. using the pictures in this part. Teach any new words. Start an action chain:

　　A: Can you play football?

　　B: Yes, I can. It's easy! Can you ride a bike?

　　C: No, I can't. It's too hard! etc.

　　When students give correct answers, say Yes, that's right or Good/good job.

　　2 Play the tape. Students listen and repeat. Correct the students' pronunciation and intonation as necessary.

　　3 Have students ask and answer questions in pairs. Then ask and answer questions with the whole class. Encourage students to ask you questions.

　　Step 6 Workbook

　　1 SB Page 90, Wb Lesson 78, E. 1-2. While doing Ex. 1, help students think of as many verbal phrases as possible.

　　2 Listening Cassette Wb Lesson 78, Ex. 2. Tell the students that for each thing a person can do, put a smiley face .For each thing a person can't do, put a sad face .

　　Listening Text

　　1 John can make a cake.

　　2 Mike can't make a plane.

　　3 A: Can Li Lei skate?

　　B: No, he can't.

　　4 A: Can Lucy and Lily play chess?

　　B: Yes, they can.

　　5 A: Can Han Mei jump?

　　B: No, she can't.

　　6 A: Can Jim ride a bike?

　　B: Yes, he can.

　　The answers are: 1 Can; 2 Can't; 3 Can't; 4 Can; 5 Can't; 6 Can.

　　Homework

　　Finish off the Workbook exercises.

Lesson 97教學設計示例 篇10

　　一、教學目標 

　　1.知識目標

　　（1）復習一周七天的表達。

　　（2）掌握句型：When do you get up? What time do you get up?

　　2.能力目標

　　熟練朗讀課文，并能復述課文大意。

　　3.情感目標

　　教育學生要早起早睡，上學不遲到，不早退。

　　二、教學過程 

　　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 97教學設計示例 篇11

　　一、教學目標 

　　1.知識目標

　　（1）掌握字母組合th，sh，wh的發音。

　　（2）繼續學習一般現在時。

　　2.能力目標

　　（1）準確讀出包括字母組合th，sh，wh的單詞。

　　（2）熟練運用一般現在時。

　　二、教學過程 

　　Step 1 Revision

　　1 Revise words of occupations and work places.

　　2 Revise family trees and where the family works by having the students work in different pairs from last lesson and following Step 3, section 2.

　　3 Check Homework.

　　Step 2 Word families

　　SB Page 49, Part 1, Speech Cassette Lesson 104.

　　Follow the same steps as in Lesson 68, Step 2.

　　Do Wb Lesson 104, Ex. 1.

　　Step 3 Stress and intonation

　　SB Page 49, Part 2, Speech Cassette Lesson 104. Books closed. Ask students to listen for the stresses in each sentence. Get them to show the stress with a gesture. Repeat, listening for intonation. Practise. Get students to ask and answer questions about their own aunts / uncles / mother / father. Pay attention to stress and intonation.

　　Step 4 Read and answer

　　SB Page 49, Part 3. Have the students cover the reading text. Now have the students look at questions 1-4. Tell the students that they are going to scan the text for the answers to these questions. They are not to read each word, but just look for the answers to these questions. Give the students 3 minutes to scan for the information. Then check their answers as a class. Do the same with questions 5-8. Now have the class read the passage together. Pay attention to the rhythm and intonation.

　　Step 5 Listen and chant

　　SB Page 50, Part 4*, Speech Cassette Lesson 104. Play the tape, have the students listen and repeat. Make sure students understand the meaning. Divide the class into 8 groups. Give each group a line from the chant. Have them practise it a few times. Then point to each group and have them say their line together. Now point to the groups randomly and change the order of the chant.

　　Step 6 Ask and fill in the form

　　SB Page 50, Part 5*. Have the students interview each other. They should choose three different students other than their partner to interview. Make sure the students ask each other the questions and don't just give the form to the other students to write in the answers. Stress that this is a speaking activity!

　　Step 7 Checkpoint 26

　　Go through Checkpoint 26 and explain any problems. Give examples of the differences between the Present Indefinite and the Present Continuous Tenses: e.g. She watches TV every evening. She is watching TV now. Drill the forms of the Present Indefinite Tense like this:

　　T: Work… They… S: They work.

　　T: She … S: She works.

　　T: Run … She … S: She runs. (etc.)

　　Change one element (either verb or pronoun) each time. Drill the question forms like this:

　　T: Work … He … S: Does he work?

　　T: Speak French … S: Does he speak French?

　　T: They … S: Do they speak French?

　　See the grammar notes of the SB on the Present Indefinite Tense.

　　Step 8 Workbook

　　SB Pages 128-130, Wb Lesson 104, E. 2 and 3. For Ex. 2, have the students fill in the blanks as they listen to the tape.

　　Listening Text

　　WEI LEI: Good evening, John!

　　JOHN: Oh, hi, Wei Lei!

　　WEI LEI: John, what does your father do?

　　JOHN: My dad? Oh, he works in a school near here. He's a teacher. He teaches English. What about your father?

　　WEI LEI: Oh, he's a worker. He works in a factory.

　　JOHN: A factory? What does he make?

　　WEI LEI: Oh, lots of different things. He makes machines. They are very good machines.

　　JOHN: That's good! It's not easy to make machines! What about your mother?

　　WEI LEI: She's a teacher. She teaches Chinese.

　　JOHN: That's good! Can I be one of her students?

　　WEI LEI: You must ask her. John, what about your mother? Does she work?

　　JOHN: Yes, she works at home. She makes clothes.

　　WEI LEI: That's nice. Can she make me a new shirt?

　　JOHN: Well, you must ask her!

　　The answers are: 1 teacher, English; 2 at home, clothes; 3 in a factory, machines; 4 teacher, teaches Chinese.

　　For Ex. 3, have the students work in pairs and fill in the blanks orally, while they ask each other the questions. If time allows, choose a pair to ask and answer each question for the class.

　　Ex. 7 is optional.

　　Step 9 Test

　　Dictate the following sentences: Yang Jing is a postman. He works in a post office. He is very busy every day. He works hard. He likes his work.

　　Homework

　　Finish off the Workbook exercises.

　　Some ideas for extra practice and enrichment

　　1 Word puzzles. Students really like to play with language. That's why word puzzles are effective for teaching language. You may make up your own puzzles or have the children work in small groups to make up their own word puzzles. Maybe they want to make up a crossword puzzle, or a word jumble, or a secret code. A word jumble is when a word is scrambled, and it needs to be unscrambled to make the correct word. For example, rhectae when unscrambled becomes teacher. Encourage the students to be creative. Below is an example of a secret code:

　　To use this secret code, first look in the box, find the number in the left-hand column and move across in the box until you come to the symbol you need. Then write down the correct letter.

　　Whatever the puzzle is, remind the students also to make an answer key!

　　2 Riddles. Have the students work in pairs and write their own “Who am I?” riddle. The answer must be a profession, such as a factory worker, or a nurse, etc. See the following example:

　　I often wear white.

　　Every day I see many people.

　　I sometimes wear a mask.

　　People come to see me, feeling bad,

　　But they go home feeling good.

　　Who am I?

　　(A doctor.)

Lesson 97教學設計示例 篇12

　　一、教學目標 

　　1.知識目標

　　（1）復習一周七天的表達。

　　（2）掌握句型：When do you get up? What time do you get up?

　　2.能力目標

　　熟練朗讀課文，并能復述課文大意。

　　3.情感目標

　　教育學生要早起早睡，上學不遲到，不早退。

　　二、教學過程 

　　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.