Lesson 94教学设计示例（通用14篇）

Lesson94教学设计示例篇1

TeachingObjectives:

Developthestudents’fourskillsoflistening,speaking,readingandwriting;

Revisethewholeunit.

LanguageFocus:leave...behind,It’sgettinglate.,It’stimeforsb.todosth.,thankyoufordoingsth.

Properties:Tape-recorder

TeachingProcedures:

I.Revision

1.Ask2～3studentstogiveaspeech‘CanMoneyBringusEverything?

2.Dictatethelanguagepointsofthewholeunit.

II.Readingpractice

1.Playthetapeandaskthestudentstorepeatthedialogue.

2.Listentothetapeandreadafterit.

3.Explainthelanguagepoints.

1)leavesb./sth.behind:neglectorforgettobringortake.

Don’tleavemebehind!Itisverydark.Ifeelafraid.

Theluggagehasbeenleftbehind.

2)thanksb.fordoingsth.

Thankyouverymuchforhelpus.It’sverykindofyou.

Thankyouverymuchforsendingussuchabeautifulgift.Weallenjoyit.

4.Askthestudentstomakeasimilardialogue.

III.Listeningpractice

1.Pre-listening;

1)Askthestudentstogetreadyforlisteningandtellthemwhatthey’llhear.

2)Askthestudentssomesituationalquestionsrelatedtothelisteningmaterial.

2.While-listening:

Askthestudentstobearthelisteningcomprehensionquestionsinmind.

3.After-listening;

Checklisteningcomprehensionquestions.

IV.Grammarpractice

1.Reflexivepronounspractice.

1)AskthestudentstofinishExerciseTwoonPage34.

2)Checktheanswerswiththestudents.

3)Askthestudentstoreadthedialogues.

2.Thecompoundsentencepractice.

1)AskthestudentstofinishtheexercisesonPage35,makingasmanysentencesaspossible.

2)Askthestudentstosummarizethefeaturesofthecompoundsentencesbythemselves.

3)Theteachertellsthestudentswhatthecompoundsentencesare.

V.Writing

1.Askthestudentstorewritethescrambledthank-younote.

2.Checkwiththestudents.

VI.Revisethewholeunit

1.Gooverthecheckpointwiththestudents.

2.Gooverthewordsandexpressionswiththestudents.

VII.Exercisesinclass

改错练习（划出一处错误并改正。）

1.Don’tdofaceswhiletheteacheristeaching.

2.Theyoftenspeaktheirsonstories.

3.Willyoupleaseopentheradio?

4.Iwanttothankyouforinviteus.

5.It’stimeforgo,hurryup!

Keys:1.do→make2.speak→tell3.open→turnon4.invite→inviting5.for→to

VIIIHomework

1.Finishexercisesonpage100.

2.Revisethewholeunit.

IX.Summary

根据上下文逻辑关系，排列对话顺序：

1.A.I’dloveto.Whereshallwemeet?

B.Allright.Seeyoulater.

C.Atthestation.

D.Willyougotothecinemawithmetonight?

E.Seeyoulater.     

Keys:

D

A

C

B

E

2.A.Wouldyoulikesomethingtodrink?

B.I’dlikesometea.

C.Well,acupofteaandsomecakes,OK?

D.Allright.

E.No,I’dlikesomethingtoeat?Whataboutyou?

Writingonblackboard

Lesson94教学设计示例篇2

一、教学目标 

1.知识目标

（1）掌握句型：Whatdoesyourbrother/sister/aunt/father/mother/grandma/grandpado?Wheredoseshe/hework/study?

（2）复习和职业相关的知识。

2.能力目标

能够用所学知识介绍你的同学、朋友或家人。

3.情感目标

教育学生职业无贵贱之分，只有分工不同。

二、教学过程 

Step1Revision

1Reviseverbforms.

2ReviseWhatdoesHuYulando?WheredoesChenFangwork?etc.

3CheckHomework:SaysomethingaboutBettyHill.

Step2Presentation

Tellthestudentstheyaregoingtoinventsomefamilies:

1DrawafamilytreeontheBb:

LiangHong'sFamily

Father

Mother

Uncle

Aunt

LiangHong

42

40

38

37

11

adriver

afarmer

ateacher

aworker

astudent

ina

ona

ina

inafood

inNo.3

factory

farm

School

factory

MiddleSchool

2Ask,e.g.WhatdoesLiangHong'sfatherdo?Wheredoeshework?Getthestudentstoanswerthequestions.WritetheanswersontheBb.

3PractisethequestionsWhatdoesshe/hedo?Wheredoesshe/hework?GetthestudentstoworkinpairsandtalkaboutLiangHong'sfamily.

Step3Practice

1GetthestudentstomakeupafamilytreeforLiangHong'sfriend,ZhangMeng.

2Workinpairs.Eachstudentasksabouttheother'sfamilytree:e.g.WhatdoesZhangMeng'suncledo?etc.

Step4Askandanswer

SBPage48,Part1.Readthroughthetable.PractiseIdon'thavea(sister).Asksomestudentsabouttheirfamilies.Thengetthestudentstoworkinpairs.

Step5Readandsay

SBPage48,Part2,SpeechCassetteLesson103.Booksclosed!Asktwoorthreequestionssuchas,DoesMrBakerspeakChinese?DoeshelikeworkinginChina?Playthetapeasmanytimesasnecessary.Thengetthestudentstolistenandrepeat.TeachGoodevening!andfriendly.

DoE.1and2oftheWbLesson103.

Step6Workbook

SBPage127,WbLesson103.Ex.4isagame.Tohelpyourstudents,youmaysuggestverbphraseslikeplaybasketball,watchTV,etc.Whentheyfinishastory,theymaystartanotherstory.Seewhichteamgivesmorecorrectsentences.

Homework

Revisethenewlanguageinthisunit.

GooverthecontentinCheckpoint26.

Lesson94教学设计示例篇3

一、教学目标 

1.知识目标

（1）掌握表示职业的名词：

driver,farmer,soldier,businessman,doctor,worker,student,shopassistant,nurse,postman

（2）掌握句型：

He/Sheis___.He/Sheworks___.

2.能力目标

能够用所学知识介绍某人所从事的职业（尤其要注意第三人称单数）。

3.情感目标

教育学生职业无高低贵贱之分，只有分工不同。

二、教学过程 

Step1Revision

1Reviewnumbers1-100.Teachnumbers101-200.Tellthestudentstosayonehundredandonefor101,onehundredandtwenty-twofor122,etc.

2Revisepersonaldetails:What'syourname?Whereareyoufrom?/Wheredoyoucomefrom?Howoldareyou?Whatdoyouliketodo?What'syouraddress?etc.

3Getthestudentstoaskeachotherinpairsandthentomakeashortreportabouttheirpartners.

Step2Presentation

1Usepicturesorgesturestoteachdriver.Getonestudenttoholdthepictureormakethegestures.AskWhatdoyoudo?HelpthestudenttoanswerI'madriver.AskthestudentsWhatdoeshe/shedo?HelpthemtosayShe/He'sadriver.Calloutmorestudentstoholdthepicturesormakethegesturesforfarmer,student,soldier,worker,businessman,doctor,shopassistant,nurseandpostman.AskrandomlyWhatdoyoudo?Whatdoesshe/hedo?

2Teachthequestions.Getstudentstoaskinyourplace.

3Tellthestudentstostopholdingthepicturesormakingthegestures.Gettheclasstotesteachother'smemoryinpairsbyaskingandansweringWhatdoes…do?

Step3Practice

SBPage46,Part1,SpeechCassetteLesson101.Booksclosed!Askabouteachpersoninthepictures:e.g.WhatdoesHuYulando?Playthetape.Checktheanswers.Playthetapeagain.Studentslistenandrepeat.Booksopen!SayTurntoLessononehundredandone,page46.Studentsmatchthewordsandpicturesinpairs.Checkanswersasaclass.

Step4Lookandsay

SBPage46,Part2.LookatthepicturesandhelpthestudentsmakeupsentenceslikeMrChenisafarmer.Heworksonafarm.Fortheotherpictures,studentsmaysayMissHuisadriver.Sheworksforabuscompany,etc.

Step5Askandanswer

SBPage46,Part3.Readthroughtheoptions.Pointoutthedifferencebetweenonafarmandinafactory,etc.Playthetapeandhavestudentslistenandrepeat.Nowhavestudentsaskandanswerquestionsinpairs.

Step6Practice

Ask10studentstorepresentthe10peopleinSBPage46,Part1.GetthemtosayMynameisHuYulan.Iamadriver.Idriveacar.Iworkinafactory,etc.AsktheclassWhat'shis/hername?Whatdoesshe/hedo?Wheredoesshe/hework?etc.

Step7Workbook

SBPage125,WbLesson101,E.1-3.GetthestudentstopickouttheverbsendinginyfromEx.1.Tellthemhowtochangethemintothe3rdpersonsingularform.Remindthemthatfly,carryandstudyallendin“consonant+y”.Thenaskthestudentstopickouttheverbsendingin/s,z,CM/.Theyshouldaddestowatch,catchandpass.UseE.2and3forconsolidationofwhathasbeentaughtinthislesson.

Homework

DoEx.1intheexercisebook.

RevisethenewwordsandsentencepatternsinLesson101.

Lesson94教学设计示例篇4

Period:TheThirdPeriod

Properties:Recorder,Overheadprojector

TeachingAims:

1.Knowledgeaims:

(1)Learnadverbialclausesoftimeandcondition

(2)Graspsomeusefulphrases.

2.Abilityaims:

(1)Studentscanunderstandthedialogue.

(2)Studentscanpointoutwhichareadverbialclausesoftimeandcondition.

LanguageFocus:

1.clauses:if,when,after,before

2.phrases:getup,be(get)readyfor,feelverywell,what’swrong?after,throwabout,reachhome

TeachingProcedures:

a)Organizingtheclass

T:Goodmorning,class.Nicetoseeyouagain.

Ss:Goodmorning,teacher.

T:It’safinedaytoday,isn’tit?

Ss:Yes,itis.

T:Let’slistentoadutyreport.

b)Revision

T:Letthestudentsdotranslationexercise:

1.他们学校就在这条街的尽头。

Theirschoolisattheendofthestreet.

2.在这条街的街头是一个饭店。

Attheheadofthestreetisarestaurant.

3.当你等公共汽车时，你必须排队等候。

Youmustwaitinlinewhenyouwaitforabus.

c)Leading-in

T:ShowthestudentsthesentencesfromExerciseTwo,writethemdownontheblackboard,andunderlinesomeimportantwords.

1.Youshouldbequietwhenyouareinthereadingroom.

2.WhenIgrowup,I’llbeanurseandlookafterpatients.

3.Ifyoudon’twanttogoalone,I’llgowithyou.

4.Afteryouuseplasticbags,youmustn’tthrowthemabout.

5.PeopleintheUScan’tdrinkbeerorwinebeforetheyreach21.

T:Askthestudentstoreadthesentencesandletthemdiscoverthelanguagepoint.

d)Practise

T:TellthestudentstomakefamiliarsentencesaccordingtoExerciseTwo.

Forexample:

1.Youshouldbequietwhenyouareinthehospital.

2.WhenIgrowup,I’llbeateacherandteachstudents.

3.Ifyoudon’twanttodothecooking,I’lldoit.

4.Afteryouusethetoiletpaper,youmustn’tthrowthemabout.

5.PeopleinChinacan’tdrivebeforetheyreach18.

e)Teachinggrammar

T:时间状语从句由when,before,after等连词引导，时间状语从句中不使用一般将来时，而用一般现在时代替一般将来时。

Forexample:

1.Shebegantofeedherdogwhenshegothome.

2.Don’ttellthemthekeysbeforetheytaketheexam.

3.IwentoutforawalkafterIhadsupper.

T:条件状语从句由if（如果）来引导，在条件状语从句中不用一般将来时，而用一般现在时来代替。

Forexample:

1.He’llfallbehindtheotherstudentsifmissestoomanylessons.

2.Ifyoufeelsick,youmustseethedoctoratonce.

3.Theywillgototheparkiftherainstops.

f)TeachingLanguagePoints

1.getup起床/wakeup醒来

(1)Iusuallygetupatsix,buttodayIgotupateight.

(2)Don’twakehimup,heistootired.

2.be/getreadyfor为…准备好

bereadyfor表“状态”；getreadyfor表“动作”

(1)Wegetreadyforthenextexam.

(2)Theyarereadyfortheschoolsportsmeeting.

3.feelverywell:感觉很好

feel:linkverb

(1)I’mfeelingtired,let’shavearest.

(2)Areyoufeelingbetternow?

4.What’swrong?＝What’sthematter?

(1)Idon’tfeelwell.What’swrong?

(2)Helookspaletoday.What’sthematter?

5.throwabout乱仍

(1)Don’tthrowaboutthewastepaper.

(2)Throwingtheplasticbagsaboutisabadhabit.

g)Readandact

T:1.Listening:AskthestudentstolistentoExerciseOne,dialogue.Letthemtrytounderstandit.

2.Reading:Tellthestudentstoreadthedialogue.

3.Speaking:Readthedialoguetogether,thenindividually.

4.Practising:Practisethedialogueinpairs,closepairfirst,thenopenpair.

5.Acting:Askthestudentstoactoutthedialogue.

h)Homework

1.Listentothetapeandreadthedialogue.

2.DoExerciseThree.Maketensentences.

3.Doexercisesonpage75.

i)Summary

单项选择填空：

1.Sheisafraidthehorsemay___herself.

A.behitB.behurtC.hittedD.hurt

2.Don’tlaugh___her,shestartedtocry.

A.ofB.toC.atD.on

3.___theheadofthequeuewasanoldlady.

A.AtB.OfC.InD.On

4.We’llgotovisitourteacherifit___tomorrow.

A.norainB.doesn’trainC.won’trainD.nottorain

Keys:1.D2.C3.A4.B

Lesson94教学设计示例篇5

一、教学目标 

1.知识目标

（1）复习一周七天的表达。

（2）掌握句型：Whendoyougetup?Whattimedoyougetup?

2.能力目标

熟练朗读课文，并能复述课文大意。

3.情感目标

教育学生要早起早睡，上学不迟到，不早退。

二、教学过程 

Note:Payattentiontotheuseofdifferentprepositionsintimeexpressions.

Step1Revision

1Revisetimeexpressions:onweekdays/Monday/Wednesdaymorning,intheevening/afternoon,atsixo'clock,etc.

2Revisetwowaysoftellingthetime.(PleaseseeUnit15.)

Step2Presentation

DrawaclockontheBb(orusearealone).Teachthisdialogue.

A:What'sthetime?

B:It'sseveno'clock.It'stimetogetup.

Repeatwithwashyourface,leavehome,beginschool,gotobed,etc.changingthetimeontheclockeachtime.

Step3Practice

Studentspractisethedialogueabove,changingtheinformationifdesired,inpairs,usingwatchesorpicturesofaclock.Theyshouldjustspeak,andneednotwriteanythingdown.

Step4Readandact

SBPage51,Part1,SpeechCassetteLesson105.Booksclosed.Asktwoorthreequestion,suchas,What'sthetime?What's.Jimdoing?Thenplaythetape.Checktheanswers(7:30;Jimisputtingonhisschoolclothes.)Booksopen!Playthetapeagain.Studentslistenandrepeat.Letthestudentsguessthemeaningofthewordearly.Thengetthestudentstopractisereadingthedialogueinpairs.Getsomepairstoactitout.

Step5Presentation

Reviewthedaysoftheweek.Teachweekdays(=Monday—Friday).AskOnweekdays,whattimedoesJimgetup?Helpthestudentstoanswer.ThenaskOnweekdays,whattimedoyougetup?Introducethewordwhen.Helpthestudentstotalkabouttheirdailyroutineinpairs.

Step6Askandanswer

SBPage51,Part2.Studentsworkinsmallgroups.Havethemmakeasurveyoftheirgroupusingthequestionsintheboxesontherightsuchasgetup,havebreakfast,leavehome,etc.Getthemtomakeupmorequestions:e.g.Whattime/Whendoyouplaygames/cleanyourclassroom/doyourHomework/gotobed?etc.Haveonepersongivetheresultsofthesurvey,e.g.:Twopeopleinourgroupgetupat…,Allofusbeginschoolat…,etc.

Step7Workbook

SBPage131,WbLessonLOS,E1-3.DoEx.1payingspecialattentiontotheinflectionoftheverbs.DoE.2and3inclass.Ex.2canheextended.

Homework

AskandanswerquestionsinSBLesson105,Part2.WritedowntheverbformsinEx.1ofWbLesson105.

Lesson94教学设计示例篇6

一、教学目标 

1.知识目标

继续学习过去进行时态。

2.能力目标

能够用过去进行时描述一下过去的某个时刻你和你的家人在做什么。（比如说描写一下昨天晚上你放学回家的时候你的家人在做什么。）

二、教具

录音机。

三、课堂教学设计

1.复习值日生报告。检查学生复述课文。

2.打开书，学生两人一组，就课文第1部分内容，进行对话练习。请几组同学表演对话，并将对话形式扩展如下：

S1：Whatwereyoudoinglastnight?

S2：IwaswatchingTV.

S1：（面向全班）Whatwashe/shedoinglastnight?

Ss：He/ShewaswatchingTV.

教师也可采用以下形式：

Chainpractice（连锁式练习）由学生甲向学生乙提问，乙回答后，再向学生丙提问。后面的学生在回答问题时，不能重复已答过的内容。例如：

S1：Whatwereyoudoingatfiveyesterdayafternoon?

S2：Iwasplayingbasketball.whatwereyoudoingatfiveyesterdayafternoon?

S3：Iwascleaningtheclassroom.Whataboutyou?

Pairwork（结对活动）教师设定一个题目：Whatwereyourfamilymembersdoingat7:30yesterdayevening?

学生两人一组，相互问答，然后由其中一人向全班报告他（她）所获得的信息。例如：

At7:30yesterdayeveningLiMing'sfatherwasreadinganewspaper;hismotherwaswashingclothes;hisgrandmawaswatchingTVandLiMingwasdoinghishomework.

3.指导学生看课文第2部分的提示。要求学生用书面形式完成课本上的要求。请两位同学到黑板上书写自己的答案。

4.指导学生做练习册习题，如果时间允许，当堂订正部分习题答案。

5.布置作业 

1）书面完成课文第2部分要求；2）书面完成练习册习题；3）继续准备复述14课课文。

四、难点讲解

atnoon在中午

一般说来，表示“在某一时刻”，用at。例如：Hegotupat7:30.他七点半起床。

这种用法也包括“在拂晓”atdaybreak;“在中午”atnoon;“在傍晚”atsunset;“在吃饭时间”atdinner-time等。表示“在夜晚”，用atnight。

表示“在某一天”，使用介词on。例如：

1）HeoftentakesawalkintheparkonSundays.星期天他经常到公园去散步。

2）ShewasbornonDecember23,1981.她出生于1981年12月23日。

表示一段时间，使用介词in。例如：

inthemorning在上午intheafternoon在下午intheevening在晚上

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

如果要具体说明哪天的某段时间用on。例如：

TheyheldthesportsmeetingontheafternoonofJune15.他们在6月15日下午举行了运动会。

We'llhaveapartyonSaturdaynight.我们将在周六晚上举行一次晚会。

Lesson94教学设计示例篇7

一、教学目标 

1.知识目标

（1）掌握句型：1）It'sniceofyou.2）You'dbetternottalk.3）Asquicklyasshecould,MissZhaogotamedicinebox.

（2）继续学习过去进行时态的用法。

2.能力目标

（1）能够熟练运用过去进行时。

（2）能够用自己的话复述课文内容。

3.情感目标

教育学生要注意交通安全。

二、教具

录音机；教学挂图。

三、课堂教学设计

1.复习。

教师根据练习册习题1向学生提出问题。

2.听课文录音，学生跟读一遍。解答学生提出的问题。

3.重复第14课（Ⅱ）课堂教学设计1的做法，训练学生复述课文的能力。4.教师讲解课文难句（见难点讲解）。

5.指导学生做练习册其他习题。

6.布置作业 

1）在熟读课文的基础上准备复述课文；2）书面完成练习册其他习题。

四、难点讲解

1.Hedidn'tseethebaguntilitwastoolate.他看到这口袋米时，已经太晚了。not…until…是“直到……才”的意思。例如：

Iwon'tbelieveituntilIseeitwithmyowneyes.直到我亲眼所见，我才相信这件事。

LiLeididn'tgotobeduntilhefinishedhishomework.李磊直到做完作业 才去睡觉。

2.Thechildrenshoutedtothedriver,buthedidnothearthem.孩子们对着司机大声喊叫，但是他没有听到。

shouttosb.与shoutatsb.有点区别。前者侧重喊某人做某事，后者则表示冲某人大喊大叫。例如：

Heshoutedtoustohelphim.他向我们大喊，叫我们去帮他。

“Don'tshoutathim,”Leninsaidtotheyoungman.“Heisright.Wemustbestrictinourwork.”列宁对年轻人说：“不要冲他大叫大嚷。他做得对。我们在工作中必须严格。”

3.hurryup和hurryoff

hurryup是“赶快”的意思。例如：

Hurryup!You'llbelate!快点！你要迟到了！

Itriedtohurryhimup,buthewouldn'twalkanyfaster.我尽量催促他，但他就是不愿意快走。

hurryoff是“匆匆离去”的意思。例如：Shetrunedoffthelightandhurriedoff.她关上了灯，急匆匆地走了。

4.表示“看”的几个动词的用法。

look，see，watch，read这四个词的汉译都有“看”的意思。如果表示主动地、有意识地去“看”或强调“看”这一动作时，要用look。look是不及物动词，后边有宾语时，要用lookat这一短语。如果表示“看到”，表示眼睛的无意识动作或侧重于看的结果时，要用及物动词see。watch一词也是及物动词。它的含义是“注视”、“观看”等。read一词虽在汉语上也有“看”意思，但它侧重于“读”一些有文字的东西。请看下面例句：

1）Helookedathiswatch,butithadstopped.他看了看手表，但表停了。

2）Look!Thereisarabbitthere.瞧！那边有只兔子。

3）Didyouseemydogjustnow?你刚才看见我的狗了吗？

4）Thethiefwasseentostealintothehouse.有人看到那个贼溜进了房子。

5）DoyouoftenwatchTV?你常看电视吗？

6）Thestudentsarewatchingafootballmatch.学生们在观看一场足球赛。

7）Canyouread?你识字吗？

8）IwasreadinganewspaperwhenIheardmynamecalled.我在看报纸时听到有人叫我的名字。

5.Themanlayontheroad.这个人躺在马路上。

lie作为动词时，有几种不同的含义。当它意为“躺；位于”时，其过去式和过去分词分别为lay和lain。而lie还可以有“说谎”之意，此时它的过去式和过去分词是规则的，即lied，lied。不论它的意义是“躺”，还是“说谎”，其现在分词形式均为lying。下面就该词的不同含义举例说明。

1）Theboylayonhisbackunderabigtree.那男孩躺在一棵大树下。

2）WhenIcamein,hewaslyinginbed,fastasleep.当我进去时，他躺在床上睡得正香。

3）JapanliestotheeastofChina.日本位于中国以东。

4）It'snogoodlyingtoothers.对别人撒谎没好处。

5）Sheliedtomeaboutyoujustnow.她刚才对我编造了你的谎话。

Lesson94教学设计示例篇8

Lesson84教学设计示例

TeachingObjectives:

Developthestudents’fourskillsoflistening,speaking,readingandwriting;

Revisethewholeunit.

LanguageFocus:leave...behind,It’sgettinglate.,It’stimeforsb.todosth.,thankyoufordoingsth.

Properties:Tape-recorder

TeachingProcedures:

I.Revision

1.Ask2～3studentstogiveaspeech‘CanMoneyBringusEverything?

2.Dictatethelanguagepointsofthewholeunit.

II.Readingpractice

1.Playthetapeandaskthestudentstorepeatthedialogue.

2.Listentothetapeandreadafterit.

3.Explainthelanguagepoints.

1)leavesb./sth.behind:neglectorforgettobringortake.

Don’tleavemebehind!Itisverydark.Ifeelafraid.

Theluggagehasbeenleftbehind.

2)thanksb.fordoingsth.

Thankyouverymuchforhelpus.It’sverykindofyou.

Thankyouverymuchforsendingussuchabeautifulgift.Weallenjoyit.

4.Askthestudentstomakeasimilardialogue.

III.Listeningpractice

1.Pre-listening;

1)Askthestudentstogetreadyforlisteningandtellthemwhatthey’llhear.

2)Askthestudentssomesituationalquestionsrelatedtothelisteningmaterial.

2.While-listening:

Askthestudentstobearthelisteningcomprehensionquestionsinmind.

3.After-listening;

Checklisteningcomprehensionquestions.

IV.Grammarpractice

1.Reflexivepronounspractice.

1)AskthestudentstofinishExerciseTwoonPage34.

2)Checktheanswerswiththestudents.

3)Askthestudentstoreadthedialogues.

2.Thecompoundsentencepractice.

1)AskthestudentstofinishtheexercisesonPage35,makingasmanysentencesaspossible.

2)Askthestudentstosummarizethefeaturesofthecompoundsentencesbythemselves.

3)Theteachertellsthestudentswhatthecompoundsentencesare.

V.Writing

1.Askthestudentstorewritethescrambledthank-younote.

2.Checkwiththestudents.

VI.Revisethewholeunit

1.Gooverthecheckpointwiththestudents.

2.Gooverthewordsandexpressionswiththestudents.

VII.Exercisesinclass

改错练习（划出一处错误并改正。）

1.Don’tdofaceswhiletheteacheristeaching.

2.Theyoftenspeaktheirsonstories.

3.Willyoupleaseopentheradio?

4.Iwanttothankyouforinviteus.

5.It’stimeforgo,hurryup!

[1] [2] 下一页  

Keys:1.do→make2.speak→tell3.open→turnon4.invite→inviting5.for→to

VIIIHomework

1.Finishexercisesonpage100.

2.Revisethewholeunit.

IX.Summary

根据上下文逻辑关系，排列对话顺序：

1.A.I’dloveto.Whereshallwemeet?

B.Allright.Seeyoulater.

C.Atthestation.

D.Willyougotothecinemawithmetonight?

E.Seeyoulater.     

Keys:

D

A

C

B

E

2.A.Wouldyoulikesomethingtodrink?

B.I’dlikesometea.

C.Well,acupofteaandsomecakes,OK?

D.Allright.

E.No,I’dlikesomethingtoeat?Whataboutyou?

Writingonblackboard

上一页  [1] [2] 

Lesson94教学设计示例篇9

一、教学目标 

1.知识目标

复习can的用法。

2.能力目标

能够熟练运用以下句型：

Doyouwantago?Don'tthrowitlikethat!Throwitlikethis!

3.情感目标

培养学生热爱体育运动，积极锻炼身体的良好习惯。

二、教学过程 

Step1Revision

1ReviseWhat'syourfavouritesport?andMyfavouritesportis….

2Revisesportswords,usingpictures:basketball,ping-pong,etc.

3Checkhomework.

Step2Presentation

1Teachyo-yo,rideabike,flyakite,run,swim,jump,sing,skate,playcardsandplayvolleyballbyusingpicturesandgestures.

2Play“Pollysays”usingverbsthestudentsknow.

3PlaytheDon'tGame:tellthestudentsPickupyourpen.Don'tuseyourhands!Seewhocandoit!

Step3Readandsay

SBPage17,Part1,SpeechCassetteLesson78.AskWhatisit?Playthetape.Studentslistenandrepeat.ExplainDoyouwantago?inChinese.Teachthrow.Whenteachinglikethatandlikethis,remindthestudentsofHello,Mimi!YoulooklikeLucy'shat.fromLesson35.

Step4Presentation

1Askforastudenttovolunteertohelpyoumodelthispartofthelesson.Say(student'sname),canyouthrowayo-yolikethis?Ifyoucanactuallyplaywithayo-yo,giveademonstrationnow.Ifyoucan't,justpretend.HelpthestudenttoanswerYes,Ican.It'seasy!SayThankyouforyourhelp.Pleasesitdown.Gettheclasstorepeatthedialogue.

2Askforanotherstudenttovolunteertohelp.Say(student'sname),canyouthrowayo-yolikethis?Dothesameasinstep1ofthispresentation.NowhelpthestudentstoanswerNo,Ican't.It'stoohard!SayThankyouforyourhelp.Pleasesitdown.Remindstudentsofthemeaningoftoo.Drillasabove.

Step5Practice

1SBPage17,Part2,SpeechCassetteLesson78.AskstudentsCanyoudothis/that?Canyouplaywithayo-yo?Thensubstituteplayfootball/flyakite/jump,etc.usingthepicturesinthispart.Teachanynewwords.Startanactionchain:

A:Canyouplayfootball?

B:Yes,Ican.It'seasy!Canyourideabike?

C:No,Ican't.It'stoohard!etc.

Whenstudentsgivecorrectanswers,sayYes,that'srightorGood/goodjob.

2Playthetape.Studentslistenandrepeat.Correctthestudents'pronunciationandintonationasnecessary.

3Havestudentsaskandanswerquestionsinpairs.Thenaskandanswerquestionswiththewholeclass.Encouragestudentstoaskyouquestions.

Step6Workbook

1SBPage90,WbLesson78,E.1-2.WhiledoingEx.1,helpstudentsthinkofasmanyverbalphrasesaspossible.

2ListeningCassetteWbLesson78,Ex.2.Tellthestudentsthatforeachthingapersoncando,putasmileyface.Foreachthingapersoncan'tdo,putasadface.

ListeningText

1Johncanmakeacake.

2Mikecan'tmakeaplane.

3A:CanLiLeiskate?

B:No,hecan't.

4A:CanLucyandLilyplaychess?

B:Yes,theycan.

5A:CanHanMeijump?

B:No,shecan't.

6A:CanJimrideabike?

B:Yes,hecan.

Theanswersare:1Can;2Can't;3Can't;4Can;5Can't;6Can.

Homework

FinishofftheWorkbookexercises.

Lesson94教学设计示例篇10

一、教学目标 

1.知识目标

（1）学习元音字母o及其字母组合发音；学习重音和语调。

（2）学唱：LetYourKiteFlyHigh。

（3）复习祈使句。

2.能力目标

能够对本单元所学的内容做一个小结，并能熟练掌握本单元所学祈使句知识。

3.情感目标

培养学生热爱体育运动，积极锻炼身体的良好习惯。

二、教学过程 

Step1Revision

1ReviseMyfavouritesportis….andpersonalinformationbydoingSBPage19,Part4.Inpairs,havethestudentsfillouttheIdentificationCard.Haveseveralstudentssharetheiranswers.

2Reviseinstructionsforflyingakite.

3Checkhomework.

Step2Spellingandpronunciation

1SBPage19,Part1,SpeechCassetteLesson80(PhonicReadingWork).Booksclosed.FollowthesamestepsasinLesson68,Step2,oftheTB.Useflashcardsratherthangoingstraighttothebook.

2DoEx.1inWbLesson80.InstructthestudentstoassociatethewordsinthisexercisewiththewordslistedinPart1,SBLesson80.InthiswaytheycanlearnhowtopronounceEnglishwordswithoutthephoneticsymbols.

3DoEx.2inWbLesson80.Havestudentsreadaloudthewordsandaskotherstudentstospellthem.Thisshowsthefunctionofspellingrules.

Step3Stressandintonation

1SBPage19,Part2,SpeechCassetteLesson80.Booksclosed.Askstudentstolistenforthestressesineachsentence.Playthetape.Playitagainandgetthestudentstorepeat,showingthestresswithagesture.

2Tellthestudentsthatintonationshowswhenthespeakerismakingastatement(usuallyafallingtone),askingayes/noquestion(risingtone)orshowsthespeaker'sfeelings.DemonstratebysayingYesindifferentways:

AYes.(falling)affirmative

BYes?(rising)aquestion

CYes!(fallingwithextrastress)anexclamation

Showtheintonationwithagesture.Playthetape.Playitagainandgetstudentstorepeat,showingtheintonationwithgestures.

Step4Readandchant

Note:Eachlanguagehasitsownrhythm,andtherhythmofEnglishisdifferentfromtherhythmofChinese.Stress,intonationandrhythmallworktogether.ThepurposeofachantistoworkontherhythmofEnglish.Alongwithrhythm,reducedspeechisoftenused.Eventhoughwewanttoemphasizecorrectpronunciation,reducedspeechisalsopartoflanguage.(AnexampleofreducedspeechfromChineseiswhenyouasksomeone多少钱,the少isoftenreducedandbecomes/aou/withthe/M/beingpronouncedlightlyatall.)Also,itisreducedspeechthattendstomakelisteningverydifficultforyourstudents.BybecomingfamiliarwithreducedspeechalongwiththerhythmofEnglish,yourstudentswillnotonlyincreasetheirspeakingfluencyandnaturalness,butalsotheirlisteningcapability.

1SBPage19,Part3.Playthetape.Havethestudentslistenfortherhythmandthereducedspeech.Forexample:What'shisfavouritesport?becomeswhat'sis,What'sherbecomesWhat'ser,etc.

2Playthetapeagainandhavethestudentsrepeat,payingattentiontotherhythmandintonation(Noticethattheintonationforthequestionsisnotrisingbutrising/fallingbecausetheyarenotyes/noquestions.)

3Dividetheclassintotwogroups.GroupAreadsthequestionlinese.g.What's…favouritesport?andGroupBreadsthesports'lines,e.g.football,football,football!Switchgroupsandrepeat.

Step5Askandanswer

SBPage19,Part4.Inpairs,havethestudentsaskeachotherquestionsconcerningthemselves.Eachpersonshouldfillinthe“IDcard”intheirbook.Haveseveralstudentsvolunteertotelltheclassabouttheirpartner.Makesuretheyusethecorrectpronouns(his/her).

Step6Listenandanswer

SBPage19,Part5,ListeningCassetteLesson80.WbLesson80,Ex.1.Letthestudentsreadthequestionsbeforelisteningtothetape.

ListeningText

LUCY:Hi,HanMei!

HANMEI:Hi,Lucy!

LUCY:That'sanicebike.

HANMEI:Yes,it'snew.Doyouwantago?

LUCY:No,Idon'tthinkIcanrideit.Ithinkit'stoohigh.

HANMEI:No,itisn't!It'seasy!Here,haveago.Letmehelpyou.

LUCY:Likethis?

HANMEI:Yes,that'sright,good!Now,go!

LUCY:I'mgoing!It'sgreat.Oh,lookout!(CRASH)

HANMEI:Lucy,areyouOK?

LUCY:Don'tworry—I'mOK!Butwhataboutthebike?Isitbroken?

HANMEI:No,don'tworry,it'sfine.It'snotbroken.

Explainthemeaningofwantago,I'mgoing,lookoutbygestureorinChinese.

Theanswersare:1B;2C;3C.

Step7Read

1SBPage20,Part6*.Thispartisoptional.SayMyfavouritebasketballplayeris….AskWhoisyourfavouritebasketballplayer?Haveseveralstudentsanswer.

2AskWhoisMike'sfavoriteplayer?WritethisquestionontheBb.Withbooksclosed,playthetape.Checktheanswer.(Ronaldo.)

3Readthepassagetogetherasaclass,payattentiontotheintonationandpronunciation.

4Inpairshaveeachstudentreadtotheirpartnerandthepartnercorrectsanypronunciationerrors.Switch.Besuretowalkaroundtheclassduringthisactivityandgivehelpwhereneeded.

5DoWbLesson80,Ex.6*.

Step8Song

SBPage20,Part7*.Getthestudentstolistentothetapeandthensingthesong.Ifnotapeisavailable,perhapssomeofthestudentscanmakeupatune.Arrangeasingingcompetitionbetweendifferentgroups.

Step9Checkpoint20

GothroughCheckpoint20withthestudents.Encouragethemtoaskquestionsifthereisanythingtheyarenotsureabout.

Step10Workbook

SBPages92-94,WbLesson80,E.3and4.Thetwoexercisescanbedoneafterclassashomework.E.6-10areoptional.

Step11Test

Dictateafewnewwordstaughtinthisunitandthefollowingdialogue.

A:Canyouflyakite?

B:No,Ican't.It'stoohard.

A:No,it'seasy.Letmehelpyou.Runwithitlikethis.

B:Yes,it'shigh!Thanksverymuch.

Homework

FinishofftheWorkbookexercises.

Someextrapracticeandenrichment

1Writingpractice.ThestudentsknowenoughEnglishatthispointthattheyareabletowritesimpleparagraphs.Helpthemwriteashortparagraphabouttheirfavouriteathlete.Havethemtellwhytheyliketheathlete.Ifsomeofthestudentsdon'twanttowriteaboutafavouriteathlete,havethemwriteaboutafamouspersontheyadmire.Havethemtellwhythatpersonistheirfavouritefamousperson.

2TeachthefollowingtonguetwistertopracticesomeofthevowelsoundsfoundinLesson80,Page19,Part1.

Howmuchwoodcouldawoodchuckchuckifawoodchuckcouldchuckwood?

3Manystudentslovetowatchandplaysports.Theyoftenwatchtheirfavouriteathletes.Inwesterncountries,studentsoftencollect“baseballcards”withtheinformationaboutvariousathletes.However,thesecardsareforallsportssuchasbasketball,footballandevenice-skating.Haveeachstudentmaketheirown“baseballcard”withtheirfavouriteathlete.Theyshouldincludetheperson'sbirthdate,age,andaccomplishments.Thenyoucanallowtimeforthestudentsto“swap”theircards.HavethemaskeachotherCanIseeyourcard?Doyouwanttoswap?

Lesson94教学设计示例篇11

一、教学目标 

1.知识目标

（1）掌握字母组合th，sh，wh的发音。

（2）继续学习一般现在时。

2.能力目标

（1）准确读出包括字母组合th，sh，wh的单词。

（2）熟练运用一般现在时。

二、教学过程 

Step1Revision

1Revisewordsofoccupationsandworkplaces.

2RevisefamilytreesandwherethefamilyworksbyhavingthestudentsworkindifferentpairsfromlastlessonandfollowingStep3,section2.

3CheckHomework.

Step2Wordfamilies

SBPage49,Part1,SpeechCassetteLesson104.

FollowthesamestepsasinLesson68,Step2.

DoWbLesson104,Ex.1.

Step3Stressandintonation

SBPage49,Part2,SpeechCassetteLesson104.Booksclosed.Askstudentstolistenforthestressesineachsentence.Getthemtoshowthestresswithagesture.Repeat,listeningforintonation.Practise.Getstudentstoaskandanswerquestionsabouttheirownaunts/uncles/mother/father.Payattentiontostressandintonation.

Step4Readandanswer

SBPage49,Part3.Havethestudentscoverthereadingtext.Nowhavethestudentslookatquestions1-4.Tellthestudentsthattheyaregoingtoscanthetextfortheanswerstothesequestions.Theyarenottoreadeachword,butjustlookfortheanswerstothesequestions.Givethestudents3minutestoscanfortheinformation.Thenchecktheiranswersasaclass.Dothesamewithquestions5-8.Nowhavetheclassreadthepassagetogether.Payattentiontotherhythmandintonation.

Step5Listenandchant

SBPage50,Part4*,SpeechCassetteLesson104.Playthetape,havethestudentslistenandrepeat.Makesurestudentsunderstandthemeaning.Dividetheclassinto8groups.Giveeachgroupalinefromthechant.Havethempractiseitafewtimes.Thenpointtoeachgroupandhavethemsaytheirlinetogether.Nowpointtothegroupsrandomlyandchangetheorderofthechant.

Step6Askandfillintheform

SBPage50,Part5*.Havethestudentsintervieweachother.Theyshouldchoosethreedifferentstudentsotherthantheirpartnertointerview.Makesurethestudentsaskeachotherthequestionsanddon'tjustgivetheformtotheotherstudentstowriteintheanswers.Stressthatthisisaspeakingactivity!

Step7Checkpoint26

GothroughCheckpoint26andexplainanyproblems.GiveexamplesofthedifferencesbetweenthePresentIndefiniteandthePresentContinuousTenses:e.g.ShewatchesTVeveryevening.SheiswatchingTVnow.DrilltheformsofthePresentIndefiniteTenselikethis:

T:Work…They…S:Theywork.

T:She…S:Sheworks.

T:Run…She…S:Sheruns.(etc.)

Changeoneelement(eitherverborpronoun)eachtime.Drillthequestionformslikethis:

T:Work…He…S:Doeshework?

T:SpeakFrench…S:DoeshespeakFrench?

T:They…S:DotheyspeakFrench?

SeethegrammarnotesoftheSBonthePresentIndefiniteTense.

Step8Workbook

SBPages128-130,WbLesson104,E.2and3.ForEx.2,havethestudentsfillintheblanksastheylistentothetape.

ListeningText

WEILEI:Goodevening,John!

JOHN:Oh,hi,WeiLei!

WEILEI:John,whatdoesyourfatherdo?

JOHN:Mydad?Oh,heworksinaschoolnearhere.He'sateacher.HeteachesEnglish.Whataboutyourfather?

WEILEI:Oh,he'saworker.Heworksinafactory.

JOHN:Afactory?Whatdoeshemake?

WEILEI:Oh,lotsofdifferentthings.Hemakesmachines.Theyareverygoodmachines.

JOHN:That'sgood!It'snoteasytomakemachines!Whataboutyourmother?

WEILEI:She'sateacher.SheteachesChinese.

JOHN:That'sgood!CanIbeoneofherstudents?

WEILEI:Youmustaskher.John,whataboutyourmother?Doesshework?

JOHN:Yes,sheworksathome.Shemakesclothes.

WEILEI:That'snice.Canshemakemeanewshirt?

JOHN:Well,youmustaskher!

Theanswersare:1teacher,English;2athome,clothes;3inafactory,machines;4teacher,teachesChinese.

ForEx.3,havethestudentsworkinpairsandfillintheblanksorally,whiletheyaskeachotherthequestions.Iftimeallows,chooseapairtoaskandanswereachquestionfortheclass.

Ex.7isoptional.

Step9Test

Dictatethefollowingsentences:YangJingisapostman.Heworksinapostoffice.Heisverybusyeveryday.Heworkshard.Helikeshiswork.

Homework

FinishofftheWorkbookexercises.

Someideasforextrapracticeandenrichment

1Wordpuzzles.Studentsreallyliketoplaywithlanguage.That'swhywordpuzzlesareeffectiveforteachinglanguage.Youmaymakeupyourownpuzzlesorhavethechildrenworkinsmallgroupstomakeuptheirownwordpuzzles.Maybetheywanttomakeupacrosswordpuzzle,orawordjumble,orasecretcode.Awordjumbleiswhenawordisscrambled,anditneedstobeunscrambledtomakethecorrectword.Forexample,rhectaewhenunscrambledbecomesteacher.Encouragethestudentstobecreative.Belowisanexampleofasecretcode:

Tousethissecretcode,firstlookinthebox,findthenumberintheleft-handcolumnandmoveacrossintheboxuntilyoucometothesymbolyouneed.Thenwritedownthecorrectletter.

Whateverthepuzzleis,remindthestudentsalsotomakeananswerkey!

2Riddles.Havethestudentsworkinpairsandwritetheirown“WhoamI?”riddle.Theanswermustbeaprofession,suchasafactoryworker,oranurse,etc.Seethefollowingexample:

Ioftenwearwhite.

EverydayIseemanypeople.

Isometimeswearamask.

Peoplecometoseeme,feelingbad,

Buttheygohomefeelinggood.

WhoamI?

(Adoctor.)

Lesson94教学设计示例篇12

一、教学目标 

1.知识目标

（1）学习元音字母o及其字母组合发音；学习重音和语调。

（2）学唱：LetYourKiteFlyHigh。

（3）复习祈使句。

2.能力目标

能够对本单元所学的内容做一个小结，并能熟练掌握本单元所学祈使句知识。

3.情感目标

培养学生热爱体育运动，积极锻炼身体的良好习惯。

二、教学过程 

Step1Revision

1ReviseMyfavouritesportis….andpersonalinformationbydoingSBPage19,Part4.Inpairs,havethestudentsfillouttheIdentificationCard.Haveseveralstudentssharetheiranswers.

2Reviseinstructionsforflyingakite.

3Checkhomework.

Step2Spellingandpronunciation

1SBPage19,Part1,SpeechCassetteLesson80(PhonicReadingWork).Booksclosed.FollowthesamestepsasinLesson68,Step2,oftheTB.Useflashcardsratherthangoingstraighttothebook.

2DoEx.1inWbLesson80.InstructthestudentstoassociatethewordsinthisexercisewiththewordslistedinPart1,SBLesson80.InthiswaytheycanlearnhowtopronounceEnglishwordswithoutthephoneticsymbols.

3DoEx.2inWbLesson80.Havestudentsreadaloudthewordsandaskotherstudentstospellthem.Thisshowsthefunctionofspellingrules.

Step3Stressandintonation

1SBPage19,Part2,SpeechCassetteLesson80.Booksclosed.Askstudentstolistenforthestressesineachsentence.Playthetape.Playitagainandgetthestudentstorepeat,showingthestresswithagesture.

2Tellthestudentsthatintonationshowswhenthespeakerismakingastatement(usuallyafallingtone),askingayes/noquestion(risingtone)orshowsthespeaker'sfeelings.DemonstratebysayingYesindifferentways:

AYes.(falling)affirmative

BYes?(rising)aquestion

CYes!(fallingwithextrastress)anexclamation

Showtheintonationwithagesture.Playthetape.Playitagainandgetstudentstorepeat,showingtheintonationwithgestures.

Step4Readandchant

Note:Eachlanguagehasitsownrhythm,andtherhythmofEnglishisdifferentfromtherhythmofChinese.Stress,intonationandrhythmallworktogether.ThepurposeofachantistoworkontherhythmofEnglish.Alongwithrhythm,reducedspeechisoftenused.Eventhoughwewanttoemphasizecorrectpronunciation,reducedspeechisalsopartoflanguage.(AnexampleofreducedspeechfromChineseiswhenyouasksomeone多少钱,the少isoftenreducedandbecomes/aou/withthe/M/beingpronouncedlightlyatall.)Also,itisreducedspeechthattendstomakelisteningverydifficultforyourstudents.BybecomingfamiliarwithreducedspeechalongwiththerhythmofEnglish,yourstudentswillnotonlyincreasetheirspeakingfluencyandnaturalness,butalsotheirlisteningcapability.

1SBPage19,Part3.Playthetape.Havethestudentslistenfortherhythmandthereducedspeech.Forexample:What'shisfavouritesport?becomeswhat'sis,What'sherbecomesWhat'ser,etc.

2Playthetapeagainandhavethestudentsrepeat,payingattentiontotherhythmandintonation(Noticethattheintonationforthequestionsisnotrisingbutrising/fallingbecausetheyarenotyes/noquestions.)

3Dividetheclassintotwogroups.GroupAreadsthequestionlinese.g.What's…favouritesport?andGroupBreadsthesports'lines,e.g.football,football,football!Switchgroupsandrepeat.

Step5Askandanswer

SBPage19,Part4.Inpairs,havethestudentsaskeachotherquestionsconcerningthemselves.Eachpersonshouldfillinthe“IDcard”intheirbook.Haveseveralstudentsvolunteertotelltheclassabouttheirpartner.Makesuretheyusethecorrectpronouns(his/her).

Step6Listenandanswer

SBPage19,Part5,ListeningCassetteLesson80.WbLesson80,Ex.1.Letthestudentsreadthequestionsbeforelisteningtothetape.

ListeningText

LUCY:Hi,HanMei!

HANMEI:Hi,Lucy!

LUCY:That'sanicebike.

HANMEI:Yes,it'snew.Doyouwantago?

LUCY:No,Idon'tthinkIcanrideit.Ithinkit'stoohigh.

HANMEI:No,itisn't!It'seasy!Here,haveago.Letmehelpyou.

LUCY:Likethis?

HANMEI:Yes,that'sright,good!Now,go!

LUCY:I'mgoing!It'sgreat.Oh,lookout!(CRASH)

HANMEI:Lucy,areyouOK?

LUCY:Don'tworry—I'mOK!Butwhataboutthebike?Isitbroken?

HANMEI:No,don'tworry,it'sfine.It'snotbroken.

Explainthemeaningofwantago,I'mgoing,lookoutbygestureorinChinese.

Theanswersare:1B;2C;3C.

Step7Read

1SBPage20,Part6*.Thispartisoptional.SayMyfavouritebasketballplayeris….AskWhoisyourfavouritebasketballplayer?Haveseveralstudentsanswer.

2AskWhoisMike'sfavoriteplayer?WritethisquestionontheBb.Withbooksclosed,playthetape.Checktheanswer.(Ronaldo.)

3Readthepassagetogetherasaclass,payattentiontotheintonationandpronunciation.

4Inpairshaveeachstudentreadtotheirpartnerandthepartnercorrectsanypronunciationerrors.Switch.Besuretowalkaroundtheclassduringthisactivityandgivehelpwhereneeded.

5DoWbLesson80,Ex.6*.

Step8Song

SBPage20,Part7*.Getthestudentstolistentothetapeandthensingthesong.Ifnotapeisavailable,perhapssomeofthestudentscanmakeupatune.Arrangeasingingcompetitionbetweendifferentgroups.

Step9Checkpoint20

GothroughCheckpoint20withthestudents.Encouragethemtoaskquestionsifthereisanythingtheyarenotsureabout.

Step10Workbook

SBPages92-94,WbLesson80,E.3and4.Thetwoexercisescanbedoneafterclassashomework.E.6-10areoptional.

Step11Test

Dictateafewnewwordstaughtinthisunitandthefollowingdialogue.

A:Canyouflyakite?

B:No,Ican't.It'stoohard.

A:No,it'seasy.Letmehelpyou.Runwithitlikethis.

B:Yes,it'shigh!Thanksverymuch.

Homework

FinishofftheWorkbookexercises.

Someextrapracticeandenrichment

1Writingpractice.ThestudentsknowenoughEnglishatthispointthattheyareabletowritesimpleparagraphs.Helpthemwriteashortparagraphabouttheirfavouriteathlete.Havethemtellwhytheyliketheathlete.Ifsomeofthestudentsdon'twanttowriteaboutafavouriteathlete,havethemwriteaboutafamouspersontheyadmire.Havethemtellwhythatpersonistheirfavouritefamousperson.

2TeachthefollowingtonguetwistertopracticesomeofthevowelsoundsfoundinLesson80,Page19,Part1.

Howmuchwoodcouldawoodchuckchuckifawoodchuckcouldchuckwood?

3Manystudentslovetowatchandplaysports.Theyoftenwatchtheirfavouriteathletes.Inwesterncountries,studentsoftencollect“baseballcards”withtheinformationaboutvariousathletes.However,thesecardsareforallsportssuchasbasketball,footballandevenice-skating.Haveeachstudentmaketheirown“baseballcard”withtheirfavouriteathlete.Theyshouldincludetheperson'sbirthdate,age,andaccomplishments.Thenyoucanallowtimeforthestudentsto“swap”theircards.HavethemaskeachotherCanIseeyourcard?Doyouwanttoswap?

Lesson94教学设计示例篇13

Period:TheSecondPeriod

Properties:Tape-recorder,Overheadprojector

TeachingAims:

1.Knowledgeaim:

Studentscanunderstandthestory.

2.Abilityaims:

(1)Studentscanpointouttheadverbialclausesofcondition.

(2)Studentscanretellthestoryintheirownwords.

3.Emotionaim:

Waitinlineforthebus/ticketsetc.

LanguageFocus:Somenewwordsandphrases:sick,patient,waitinline,laughat,attheheadof

TeachingProcedures:

a)Organizingtheclass

1.Askthestudentstogetreadyforclass.

2.Selectsomegoodsentencesfromthestudents’homeworkandsharethemtogether.

3.Adutyreport.

b)Revision

T:dictateExerciseThreeinLesson65.

c)Leading-in

T:AskthestudentstodoExerciseOne.

Letthemtalkaboutthefollowingthreequestions.

1.Whenyouareatabusstop,doyouwaitinlineforthebus?

2.Howdoyoufeelifsomeonedoesn’twaitforhis/herturntodothings?

3.Doyouthinkitnecessaryforustolearntowait?

d)Presentation

T:Lookatthepictureinthestudents’book.

Thisisadoctor’swaitingforthedoctortohospital.

Thepeoplearewaitingforthedoctortocome.

Somepeoplearesittingonthelongchair,onepersonisstandingontheleft,ontherighttherearetwopersons,theyareadoctorandapatient,theyaretalking,thedoctorisshowingthewaytothedoor.

T:Lookatthetitle“TheQueueJumper”,trytodiscussthetitleinclass.

e)Teachingreading

1.Listening:Askthestudentstolistentothetapethreetimeswiththeirbooksclosed.

2.Reading:Letthestudentsreadthetextwiththehelpofthetape,thenreaditbythemselves.

3.Languagepoints:

(1)sick仅用于表语besick/feelsick

Ifeltverysickafterrunningatthesportsmeetingyesterday.

(2)patient＝personwhohasreceived,isreceiving,orisonadoctor’slistformedicaltreatment.

Therearealotofpatientsoutsidethedoctor’s.

(3)waitinline＝waitforone’sturnandstandinline

Whenyouareatastation,youshouldwaitinline.

(4)laughat＝makefunof

It’sunkindtolaughatapersonwhoisintrouble.

(5)attheheadof/attheendof

Thereisabeautifulladyattheheadoftherow.

4.Readingagain:Trytounderstandthewholestory.

5.Retelling:Askthestudentstoretellitintheirownwords.

f)Practise

1.Selectonestudenttoreadthetextfluently.

2.Choosetwoorthreestudentstotelltheirunderstandingaboutthetext.

3.Askthestudentstoworkingroupsofthreeandactoutthepassage.

g)Homework

1.Readthepassageandlistentothetape.

2.Makesentenceswiththeusefulwordsandphrases.

3.Rewritethepassage.

4.Doexercisesonpage74.

h)Summary

1.He___lunchatschoollastyear.

A.didn’thaveB.doesn’thaveC.hasn’tD.hadn’t

2.Thebusiscoming!Let’s___thebus.

A.getdownB.getonC.getoffD.getto

3.Youare___again.Please,come___nexttime.

A.laterearlierB.lateearlyC.lateearlierD.laterearly

4.Aliceenjoysplaying___piano.

A.aB.theC./D.one

Keys:1.A2.B3.C4.B

Lesson94教学设计示例篇14

一、教学目标 

1.知识目标

进一步学习和职业、工作相关的知识。

2.能力目标

熟练运用下列句型：

Whatdoyoudo?Wheredoyouwork?Areyoua___?Ishe/shea___?

3.情感目标

教育学生职业无高低贵贱之分，只有分工不同。

二、教学过程 

Step1Revision

1Revisethenumbers101-200.

2ReviseWhatdoyoudo?Wheredoyouwork?etc.

3ReviseSBPage46,Part1.SayAnswermyquestionsaboutHuYulan.Whatdoesshedo?Wheredoesshework?etc.

4CollectalistofquestionsaboutpersonalinformationontheBb.GetthestudentstosuggestquestionsbeginningwithWhat…?Whattimedoyou…?Where…?Howold…?Howmany…?etc.(YoucouldaskastudentwithgoodhandwritingtowritethequestionsontheBb.)

Step2Presentation

Tellthestudentstoguessthejobthatyoudo.SayWhatdoIdo?GetthemtoaskAreyouafarmer?etc.Performashortactionthatshowsthejobyoudo(butdon'tmaketheactiontooeasytoguess!)Whenthestudentsguesstheanswer,theymustaskyoumorequestions,suchas,What'syourname?Where'syourhome?(Myhomeisat…/nearhere.)Wheredoyouwork?Doyoulikeyourwork?etc.Makeupsomeanswers.Playthegameagainwithanotherjob.TranslateonafarmnearhereandcomparethewordorderofEnglishandChinese.

Step3Askandanswer

SBPage47,PartI,SpeechCassetteLesson102.Playthetape.Studentslistenandrepeat;thenpractisethedialogueinpairs.Thengetthestudentstomakeuptheirowndialogues,usingtheextraquestionssuchasWhattimedoyougotoworkinthemorning?Howmanydaysdoyouworkinaweek?Howdoyoulikeyourwork?etc.writtenontheBb.EncouragethestudentstothinkupasmanyquestionsusingalltheEnglishtheyhavelearnedsofar.Havesomestudentsactouttheirdialoguesinfrontoftheclass,withoutbooks!

Step4Listenandanswer

SBPage47,Part2,ListeningCassetteLesson102.LetthestudentsreadthesentencestobecompletedinWbLesson102,Ex.2beforeplayingthetape.

ListeningText

BettyHillisanAmericangirl.SheisfromNewYork.Sheistwelveyearsold.HermotheristeachingEnglishinaschool.Herfatherisworkinginabigfactory.TheyliveinShanghaiHotel.BettystudiesinNo.9MiddleSchool.Everymorningshegoestoschoolat7:30andcomesbackhomeat4:30intheafternoon.OnSaturdaysandSundayssheoftengoesoutwithherparents.

DoEx.2intheWb.Asampledialoguefollows:

A:IsBettyHillEnglishorAmerican?

B:She'sAmerican.

A:She'sfromNewYork,right?

B:Right.

A:Howoldisshe?

B:Ithinksheis12yearsold.

A:Wheredoesshelive?DoesshelivewithaChinesefamily?

B:No,sheislivinginShanghaiHotel,inShanghai.'

A:Whatdoherparentsdo?

B:Herfatherworksinafactory.HermotherisanEnglishteacher.

A:InwhichschooldoesBettystudy?

B:ShestudiesinNo.9MiddleSchool.

A:Whattimedoesshegotoschoolinthemorning?

B:7:30.

A:Whattimedoesshecomebackhome?

B:4:30.

A:WhatdoesshedoonSaturdaysandSundays?

B:Bettygoesoutwithherparents.

Step5Playthegames

1SBPage47,Part3*.Readthroughthedialogue.Youmayneedtoteachyourturnanduseifthestudentsdon'tgetthemeaningfromthecontext.Getsomestudentstoplaythegameinfrontoftheclass.Whentheclassguessestheanswertheymustasksomequestions,.asinStep2.Thenplaythegameingroupsoffour.

2Inthesamegroups,studentsmakecardswiththepicturesinSection2.Alsohavethemmakecardswithpicturesofthepeoplewhousethesethings.Now,havethestudentsturnthecardsfacedownandplayamatching/memorygame.Onestudentpicksacard,andthentriestofindthematchingcarde.g.businessman/briefcase,schoolbag/student,etc.Ifthestudentmatchescorrectlyhe/shegetsanotherturn.Ifhe/shedoesn'tmatchcorrectly,itisthenextperson'sturn.Thestudentwiththemostmatcheswins.

Step6Workbook

SBPage126,WbLesson102.DoEx.1orallyinclass.Writedowntheanswersintheexercisebook.Ex.2,ListeningCassetteLesson102.Withbooksclosed,havethestudentslistentothestoryaboutBettyHill.Thenhavethemcompletethedialogue.

Homework

WriteaparagraphaboutBettyHillintheexercisebook.