Lesson 98教學設計示例

發布時間：2023-10-21

Lesson 98教學設計示例（精選13篇）

Lesson 98教學設計示例篇1

　　Lesson 84 教學設計示例

　　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

　　改錯練習（劃出一處錯誤并改正。）

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

　　2. They often speak their son stories.

　　3. Will you please open the radio?

　　4. I want to thank you for invite us.

　　5. It’s time for go, hurry up!

　　[1] [2] 下一頁

　　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

　　根據上下文邏輯關系，排列對話順序：

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

　　B. All right. See you later.

　　C. At the station.

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

　　E. See you later.

　　Keys:

　　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 [1] [2]

Lesson 98教學設計示例篇2

　　一、教學目標

　　1.知識目標

　　繼續學習過去進行時態。

　　2.能力目標

　　能夠用過去進行時描述一下過去的某個時刻你和你的家人在做什么。（比如說描寫一下昨天晚上你放學回家的時候你的家人在做什么。）

　　二、教具

　　錄音機。

　　三、課堂教學設計

　　1.復習值日生報告。檢查學生復述課文。

　　2.打開書，學生兩人一組，就課文第1部分內容，進行對話練習。請幾組同學表演對話，并將對話形式擴展如下：

　　S1：What were you doing last night?

　　S2：I was watching TV.

　　S1：（面向全班） What was he/she doing last night?

　　Ss： He/She was watching TV.

　　教師也可采用以下形式：

　　Chain practice（連鎖式練習）由學生甲向學生乙提問，乙回答后，再向學生丙提問。后面的學生在回答問題時，不能重復已答過的內容。例如：

　　S1：What were you doing at five yesterday afternoon?

　　S2：I was playing basketball. what were you doing at five yesterday afternoon?

　　S3：I was cleaning the classroom. What about you?

　　Pair work（結對活動）教師設定一個題目：What were your family members doing at 7:30 yesterday evening?

　　學生兩人一組，相互問答，然后由其中一人向全班報告他（她）所獲得的信息。例如：

　　At 7:30 yesterday evening Li Ming's father was reading a newspaper; his mother was washing clothes; his grandma was watching TV and Li Ming was doing his homework.

　　3.指導學生看課文第2部分的提示。要求學生用書面形式完成課本上的要求。請兩位同學到黑板上書寫自己的答案。

　　4.指導學生做練習冊習題，如果時間允許，當堂訂正部分習題答案。

　　5.布置作業

　　1）書面完成課文第 2部分要求； 2）書面完成練習冊習題； 3）繼續準備復述14課課文。

　　四、難點講解

　　at noon 在中午

　　一般說來，表示“在某一時刻”，用at。例如：He got up at 7:30. 他七點半起床。

　　這種用法也包括“在拂曉”at daybreak; “在中午”at noon; “在傍晚”at sunset; “在吃飯時間” at dinner-time等。表示“在夜晚”，用 at night。

　　表示“在某一天”，使用介詞on。例如：

　　1）He often takes a walk in the park on Sundays. 星期天他經常到公園去散步。

　　2） She was born on December 23, 1981. 她出生于1981年12月23日。

　　表示一段時間，使用介詞in。例如：

　　in the morning在上午 in the afternoon在下午in the evening在晚上

　　in the week/month/ season/ year, etc. 在本周、本月、本季度、本年等。

　　如果要具體說明哪天的某段時間用on。例如：

　　They held the sports meeting on the afternoon of June 15. 他們在6月15日下午舉行了運動會。

　　We'll have a party on Saturday night. 我們將在周六晚上舉行一次晚會。

Lesson 98教學設計示例篇3

　　Lesson 84 教學設計示例

　　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

　　改錯練習（劃出一處錯誤并改正。）

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

　　2. They often speak their son stories.

　　3. Will you please open the radio?

　　4. I want to thank you for invite us.

　　5. It’s time for go, hurry up!

　　Keys: 1. do→make 2. speak→tell 3. open→turn on 4. invite→inviting 5. for→to

　　VIII Homework

　　1. Finish exercises on page 100.

　　2. Revise the whole unit.

　　IX. Summary

　　根據上下文邏輯關系，排列對話順序：

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

　　B. All right. See you later.

　　C. At the station.

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

　　E. See you later.

　　Keys:

　　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 98教學設計示例篇4

　　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 98教學設計示例篇5

　　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 98教學設計示例篇6

　　一、教學目標

　　1.知識目標

　　（1）掌握表示職業的名詞：

　　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

　　能夠用所學知識介紹某人所從事的職業（尤其要注意第三人稱單數）。

　　3.情感目標

　　教育學生職業無高低貴賤之分，只有分工不同。

　　二、教學過程

　　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 98教學設計示例篇7

　　一、教學目標

　　1.知識目標

　　（1）學習元音字母o及其字母組合發音；學習重音和語調。

　　（2）學唱：Let Your Kite Fly High。

　　（3）復習祈使句。

　　2.能力目標

　　能夠對本單元所學的內容做一個小結，并能熟練掌握本單元所學祈使句知識。

　　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 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 98教學設計示例篇8

　　一、教學目標

　　1.知識目標

　　（1）掌握表示職業的名詞：

　　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

　　能夠用所學知識介紹某人所從事的職業（尤其要注意第三人稱單數）。

　　3.情感目標

　　教育學生職業無高低貴賤之分，只有分工不同。

　　二、教學過程

　　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

　　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

　　Step 4 Look and say

　　Step 5 Ask and answer

　　Step 6 Practice

　　Step 7 Workbook

　　Homework

　　Do Ex. 1 in the exercise book.

　　Revise the new words and sentence patterns in Lesson 101.

Lesson 98教學設計示例篇9

　　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 98教學設計示例篇10

　　一、教學目標

　　1.知識目標

　　（1）掌握句型：What does your brother/sister/aunt/father/mother/grandma/grandpa do? Where dose she/he work/study?

　　（2）復習和職業相關的知識。

　　2.能力目標

　　能夠用所學知識介紹你的同學、朋友或家人。

　　3.情感目標

　　教育學生職業無貴賤之分，只有分工不同。

　　二、教學過程

　　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

　　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 98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 98教學設計示例篇12

　　一、教學目標

　　1.知識目標

　　進一步學習和職業、工作相關的知識。

　　2.能力目標

　　熟練運用下列句型：

　　What do you do? Where do you work? Are you a ___? Is he/she a ___?

　　3.情感目標

　　教育學生職業無高低貴賤之分，只有分工不同。

　　二、教學過程

　　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 98教學設計示例篇13

　　一、教學目標

　　1.知識目標

　　進一步學習和職業、工作相關的知識。

　　2.能力目標

　　熟練運用下列句型：

　　What do you do? Where do you work? Are you a ___? Is he/she a ___?

　　3.情感目標

　　教育學生職業無高低貴賤之分，只有分工不同。

　　二、教學過程

　　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.

　　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.

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Lesson 98教學設計示例

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