Lesson 99教學設計示例（精選13篇）
Lesson 99教學設計示例 篇1
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 99教學設計示例
Lesson 99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 99教學設計示例 篇3
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 99教學設計示例 篇4
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 99教學設計示例 篇5
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 99教學設計示例 篇6
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 99教學設計示例 篇7
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 99教學設計示例 篇8
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
42
40
38
37
11
a driver
a farmer
a teacher
a worker
a student
in a
on a
in a
in a food
in No. 3
factory
farm
School
factory
Middle School
2 Ask, e.g. What does Liang Hong's father do? Where does he work? Get the students to answer the questions. Write the answers on the Bb.
3 Practise the questions What does she / he do? Where does she / he work? Get the students to work in pairs and talk about Liang Hong's family.
Step 3 Practice
1 Get the students to make up a family tree for Liang Hong's friend, Zhang Meng.
2 Work in pairs. Each student asks about the other's family tree: e.g. What does Zhang Meng's uncle do? etc.
Step 4 Ask and answer
SB Page 48, Part 1. Read through the table. Practise I don't have a (sister). Ask some students about their families. Then get the students to work in pairs.
Step 5 Read and say
SB Page 48, Part 2, Speech Cassette Lesson 103. Books closed! Ask two or three questions such as, Does Mr Baker speak Chinese? Does he like working in China? Play the tape as many times as necessary. Then get the students to listen and repeat. Teach Good evening! and friendly.
Do E. 1 and 2 of the Wb Lesson 103.
Step 6 Workbook
SB Page 127, Wb Lesson 103. Ex. 4 is a game. To help your students, you may suggest verb phrases like play basketball, watch TV, etc. When they finish a story, they may start another story. See which team gives more correct sentences.
Homework
Revise the new language in this unit.
Go over the content in Checkpoint 26.
Lesson 99教學設計示例 篇9
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 99教學設計示例 篇10
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 99教學設計示例 篇11
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:
D
A
C
B
E
2. A.Would you like something to drink?
B. I’d like some tea.
C. Well, a cup of tea and some cakes, OK?
D. All right.
E. No, I’d like something to eat? What about you?
Writing on blackboard
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Lesson 99教學設計示例 篇12
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 99教學設計示例 篇13
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。