Lesson 102教學設計示例（通用14篇）

Lesson 102教學設計示例 篇1

　　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 102教學設計示例 篇2

　　一、教學目標 

　　1.知識目標

　　（1）掌握新詞匯：usually, right now, sometimes, take off, after school.

　�。�2）掌握現在進行時的用法。

　　2.能力目標

　　能夠用現在進行時描述現在進行的動作。

　　二、教學過程 

　　Step 1 Revision

　　1 Revise the dialogue in Lesson 105.

　　2 Call out some students to do questions and answers as required in SB Lesson 105, Part 2.

　　Step 2 Presentation

　　Teach weekend (=Saturday and Sunday) and usually. Draw two columns on the Bb. Label one On weekdays and the other On weekends. Answer questions from the class: e.g. On weekdays, what time / when do you usually get up? Make a note of the answers on the Bb:

　　On Weekdays On Weekends

　　get up? 7:00 7:30

　　have breakfast? 7:15 7:45

　　have lunch? 12:15 12:00

　　have ,supper? 6:30 6:00

　　watch TV? 7:00 6:30

　　go to bed ? 9:30 10: 00

　　Ask randomly On weekends, what time / when do you usually have lunch? etc.

　　Step 3 Practice

　　Get the students to ask and answer in pairs, in order to make a table like the one on the Bb.

　　Step 4 Ask and answer

　　SB Page 52, Part 1, Speech Cassette Lesson 106. Books closed! Listen and repeat. Then open the books and ask and answer the questions. Do the first two as examples. Then get the students to work in pairs.

　　Step 5 Answer

　　SB Page 52, Part 2. In pairs, have students ask and answer the questions concerning the times given. Also encourage the students to ask more questions. Then have several students tell about their partner's schedule. Again, make sure the students are talking to each other, and not just writing down the information.

　　Step 6 Workbook

　　SB Page 132, Wb Lesson 106. E. 1 and 3 must be done in class. Ex. 2 should also be done orally in class. After students form the correct sentences, they should translate them into Chinese so that they may find out the different word order in Chinese and English.

　　Homework

　　Act out the dialogue in Ex. 3 of Wb Lesson 106. Write down the sentences in Ex. 2.

Lesson 102教學設計示例 篇3

　　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 102教學設計示例 篇4

　　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:

　�、� 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 102教學設計示例 篇5

　　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 102教學設計示例 篇6

　　一、教學目標 

　　1.知識目標

　　復習上課有關發出指令的句型。

　　2.能力目標

　　能夠說出幾個祈使句。

　　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

　　Note: During this lesson, starting with Step 2 of Revision, the students should be in small groups for the entire lesson. Before you start the lesson, give the students some type of signal so they know when to stop talking in their group and listen to you. This signal could be a clap of the hands or something silly like you saying “hi”and the students replying “ho”.In this way you will get the focused attention of the students when you need to talk to the class as a whole.

　　1 Repeat Step 5 in Lesson 78. Instead of an action chain, get the students to work in groups of four so that they have more chances of talking.

　　2 Play “Polly Says”but add like this to each command: Polly says stand up like this (stand up with arms folded). Make a tree like this (hold your arms out like a tree), etc. Explain that like this is used to show a person how to do something.

　　3 Revise the new verbs in Lesson 78 and add run.

　　Step 2 Presentation

　　1 Teach high. In small groups of four, have students work together to produce instructions on how to fly a kite. Say Now is a good time to fly a kite. Can you fly a kite? Ask several students, Do you like to fly a kite? Each group will work together to tell me how to fly a kite. You may need to give the instructions in Chinese. There should be at least 5 steps in flying a kite. Make sure the students write their steps in the imperative. For example: 1 Have a friend hold the kite. 2 Run fast. 3 Let go of the kite. 4 Pull on the string. 5 Catch the wind. 6 Have fun! Remember, the instructions may change from group to group. Be sure to walk around the class and give help where needed. You may need to help with some new vocabulary, but that's OK. Don't make the students responsible for knowing special vocabulary other than what is on the list for this lesson.

　　2 Ask one person from several groups to read their instructions for the whole class.

　　Step 3 Read and act

　　1 SB Page 18, Part 1, Speech Cassette Lesson 79. Books closed. Ask Can Ann fly the kite? (No.) Play the tape. Check the answer. Play the tape again. Students listen and repeat.

　　2 Explain that Great! means the same as Good! except it is a little stronger feeling of excitement. It is used when something exciting happens (e.g. No homework today.—Great!)

　　3 Have the students read the dialogue as a class. The girls read Ann's part and the boys read Ling's part.

　　4 Close pair work and open pair work.

　　Step 4 Practice

　　Replace a kite with a model airplane or a frisby. Get the students to make a new dialogue. They should include in their dialogue the phrase, throw it like this instead of run with it like this. The students may also change other parts of the dialogue as they desire.

　　Step 5 Make a survey

　　1 SB Page 18, Part 2. Read the instructions to the students. However, have the students fill out only the first four spaces, by asking the other students from their own group. Make sure they understand what to do by asking several students What are we doing? (translate into Chinese if necessary). They should answer We ask everyone in our group: what is your favourite sport? (in Chinese) Once you are sure the students understand, let them work in groups to fill out the survey. Walk around and make sure they are speaking English. Make sure that they are filling out the form themselves, and not just switching papers and everyone is writing their own answers. Remember, this is a speaking activity.

　　2 Now have two small groups working together—groups of eight, to make a team. The students from Group A survey the students from Group B, and fill out the last four spaces of the survey.

　　3 Have the students in their team of eight answer the last two questions. Then ask one person from each team to give the results of the survey.

　　Step 6 Workbook

　　SB Page 91, Lesson 79, E. 1 and 3.

　　Listening Text

　　1 LI LEI: Hi, Jim. Are you good at swimming?

　　JIM: No, I'm not. I don't like swimming very much.

　　LI LEI: What's your favourite sport?

　　JIM: Basketball.

　　2 LIU YING: Tom, are you good at skating?

　　TOM: Yes, I am.

　　LIU YING: I think it's your favourite sport.

　　TOM: You are right!

　　3 LIN TAO: Hi, Lily. Is volleyball your favourite sport?

　　LILY: No, it isn't. Skiing is my favourite sport.

　　The answers are: Jim: basketball; Tom: skating; Lily: skiing

　　For Ex. 3, have the students practise the dialogue in pairs. Then have them tell each other their story as if they are Han Mei.

　　Culture note: In many Western countries football is the favorite sport. However, in Canada, especially in the winter, ice hockey is very popular. In America, the favorite sport changes with the season. In the fall, American football is popular, in the winter, basketball, and in the spring, baseball. Football, or soccer, as it is called in America, though it isn't as popular as American football, basketball and baseball, is gaining in popularity with well over 600,000 children, both boys and girls, playing organized soccer every year.

　　Homework

　　Finish off the Workbook exercises.

　　Learn the dialogue in Wb Ex. 3 by heart.

Lesson 102教學設計示例 篇7

　　一、教學目標 

　　1.知識目標

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

　　（2）繼續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表達過去某個時刻發生的事情。

　�。�2）能夠用You'd better do sth. 造句。

　　二、教具

　　錄音機；幾件學習用具，如鋼筆、書等。

　　三、課堂教學設計

　　1.復習 值日生報告。

　　2.教師快速向學生提問，要求學生給予肯定或否定回答，并練習各種人稱形式。例如：

　　T：（對某位同學） Were you watching TV last night?

　　S1：Yes, I was. /No, I wasn't.

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

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

　　通過上述練習，由學生小結出過去進行時態陳述句式和疑問句式的構成。

　　3.打開書，學生兩人一組練習課文第1部分內容。

　　4.請兩位同學到前面來，低聲囑咐學生甲裝作很累的樣子，無精打采；學生乙裝作不舒服，伏在課桌上（如能課前布置效果更好）。

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

　　引導大家猜測這兩個句子的意思。

　�。�面向學生乙） You are not feeling well today. You'd better go to see the doctor.

　　板書 You'd better do sth. 給學生幾分鐘時間，讓大家設計一些情景，然后提出建議。

　　教師扼要講解這個句型（見難點講解）。

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

　　6.打開書，聽課文第2部分錄音，學生跟讀一遍。教師解釋難句（見難點講解）。

　　7.指導學生做練習冊習題。

　　8.布置作業 

　　1）練習朗讀本課對話；2）預習第18課生詞；3）書面完成練習冊習題。

　　四、難點講解

　　1.You'd better go to bed earlier tonight. 今晚你最好早點睡。

　　had better加動詞原形表示：最好做某事，用來向別人提出建議。可縮寫為：'d better。例如：

　　You'd better watch carefully before you cross the road. 過馬路之前你最好要看仔細。

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

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

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

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

　　2.A woman saw it happen when she was walking past. 一位婦女走過的時候，看到了事情的經過。

　　上述句子包含以下句型： see sth. happen.

　　表示感覺的動詞如：see, hear, watch等，以及其他動詞如：make, let等，后面構成復合賓語時，動詞不定式的to要省去。例如：

　　The children saw the motorbike hit the bag of rice. 孩子們看見摩托車撞在了米口袋上。

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

　　Did you hear him play the piano just now? 剛才你聽見他彈鋼琴了嗎？

Lesson 102教學設計示例 篇8

　　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 102教學設計示例 篇9

　　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 102教學設計示例 篇10

　　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 102教學設計示例 篇11

　　一、教學目標 

　　1.知識目標

　�。�1）掌握新詞匯：usually, right now, sometimes, take off, after school.

　�。�2）掌握現在進行時的用法。

　　2.能力目標

　　能夠用現在進行時描述現在進行的動作。

　　二、教學過程 

　　Step 1 Revision

　　1 Revise the dialogue in Lesson 105.

　　2 Call out some students to do questions and answers as required in SB Lesson 105, Part 2.

　　Step 2 Presentation

　　Teach weekend (=Saturday and Sunday) and usually. Draw two columns on the Bb. Label one On weekdays and the other On weekends. Answer questions from the class: e.g. On weekdays, what time / when do you usually get up? Make a note of the answers on the Bb:

　　On Weekdays On Weekends

　　get up? 7:00 7:30

　　have breakfast? 7:15 7:45

　　have lunch? 12:15 12:00

　　have ,supper? 6:30 6:00

　　watch TV? 7:00 6:30

　　go to bed ? 9:30 10: 00

　　Ask randomly On weekends, what time / when do you usually have lunch? etc.

　　Step 3 Practice

　　Get the students to ask and answer in pairs, in order to make a table like the one on the Bb.

　　Step 4 Ask and answer

　　SB Page 52, Part 1, Speech Cassette Lesson 106. Books closed! Listen and repeat. Then open the books and ask and answer the questions. Do the first two as examples. Then get the students to work in pairs.

　　Step 5 Answer

　　SB Page 52, Part 2. In pairs, have students ask and answer the questions concerning the times given. Also encourage the students to ask more questions. Then have several students tell about their partner's schedule. Again, make sure the students are talking to each other, and not just writing down the information.

　　Step 6 Workbook

　　SB Page 132, Wb Lesson 106. E. 1 and 3 must be done in class. Ex. 2 should also be done orally in class. After students form the correct sentences, they should translate them into Chinese so that they may find out the different word order in Chinese and English.

　　Homework

　　Act out the dialogue in Ex. 3 of Wb Lesson 106. Write down the sentences in Ex. 2.

Lesson 102教學設計示例 篇12

　　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 102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�？措娨晢�？

　　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 102教學設計示例 篇14

　　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