Lesson 66教学设计示例（精选12篇）

Lesson66教学设计示例篇1

一、教学目标 

1.知识目标

（1）掌握词汇：getto,exercise,shopping,garden,over,dosomereading

（2）继续学习一般现在时。

2.能力目标

能够用一般现在时描述自己某一天的生活、学习情况。

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 

Step1Revision

1ReviseWhattimedoyouusuallyhavebreakfast/lunch/supper?Whatdoyouoften/sometimesdoonSunday?andotherquestionsfromthepreviouslesson.Addquestionsusingthenewwordsgetreadyforbed,wash,etc.

2ReviseEx.1intheWbLesson106.

Step2Presentation

1SayStandup,please.Let'sdomorningexercises.Doafewjumpingjacks(跳跃).HavethestudentsalsodojumpingjacksandcountinEnglishforeveryonetheydo,1,2,3,etc.SayOK,whatarewedoing?Morningexercises!Havestudentsrepeat,Morningexercises.Askagain,Whatarewedoing?Studentsanswer,Morningexercises!Havethestudentssitdown.WritemorningexercisesontheBbandhavethestudentswritethisphraseintheirnotebooks.

2RepeatLesson106,Step5,buthavethestudentsworkwithadifferentpartner.Askseveraldifferentstudentsfromthelastlessontosharewiththeclasstheirpartner'sschedule.Makesuretheyareusingshe/heproperly.

Step3Look,askandanswer

SBPage53,Part1.Teachgoswimming/shopping/boating/skating,dothecleaning/cooking/washing,etc.InpairshavethestudentsaskandanswerthequestionsaboutMrsMorison.

Step4Read

1SBPage53,Part2.Beforereading,havethestudentscoverthetextandjusttalkaboutthetitle.AskWhatdoyouthinkthisreadingisabout?WritedowntheanswersontheBb.

2Studentsreadthroughthepassagesilently.Theymaynotusetheirdictionaries!Seeifthestudentsunderstandthemeaningofgardenandover.Iftheydidnot,explainthesewordstothem,butfirstletthestudentsguess.Teachgettoschoolandgethome.

3SpeechCassetteLesson107.Playthetapeandletthestudentslistenandrepeat.Payattentiontothepronunciationandintonation.

4Choosethreestudentstoreadthepassagealoud.Eachstudentshouldreadoneparagraph.

Step5Lookandanswer

SBPage53,Part3.AssignthisasHomework.Studentsshouldwritedowntheiranswersintheirexercisebooks.

DoEx.2ofWbLesson107.

Step6Writeashortpassageaboutyourday

SBPage53,Part4*.Havethestudentswriteashortparagraphabouttheirday,using“Jim'sDay”asamodel.Thenhavethestudentsswitchtheirpaperswiththeirpartner.Haveeachstudentreadandcorrecttheirpartner'spaper.Tellthestudentsthatitoftentakesawriter3ormoretimestorewritesomethingtomakeitperfect.Goodwritersusuallyhaveotherpeoplereadtheirwritingtohelpthemmakeitgood.Thiswilllowerthestudents'anxietyabouthavingtheirpartnerreadwhattheywrote.Havethestudentshandintheirwork.Choosesomeofthebesttoputonthewalloftheclassroom.

Step7Workbook

SBPage133,WbLesson107.E.1and3shouldbedoneorallyinclass.Thenwritedowntheanswers.Ifpossible,getthestudentstothinkupmorepairsofoppositesforEx.1andmoresentencesforEx.3.

Homework

FinishofftheWorkbookexercises.

RevisethereadingpassageinSBLesson107.

Prepareatalkon“MyDay”.

Lesson66教学设计示例篇2

一、教学目标 

1.知识目标

区别一般过去时态和过去进行时态。

2.能力目标

能够区分在什么情况下用过去时态，什么情况下用过去进行时态。

3.情感目标

教育学生要注意交通安全。

二、教具

录音机；在教室一角布置一个“交通事故现场”。

三、课堂教学设计

1.复习教师检查课文复述。

2.要求学生四、五人就近一组。其中一位同学扮演警察，手持一个“记录本”；其他同学以“见证人”的身份向“警察”纷纷叙述事故发生的经过。四、五分钟以后，请两个大组到布置好的地点去表演。

教师也可考虑将学生分为若干个小组，分别扮演以下角色和准备以下内容：

1）李磊叙述事情经过；2）看门人叙述事情经过；3）赵老师叙述事情经过；4）骑摩托车人叙述事情经过。

以下提示供教师备课时参考：（可用投影形式展示）

角色1(LiLei)leftschoolandsawabagfalloffatruck;shoutedtothedriver,butthedriverdidnothear;amanonamotorbikehitthebagandfelloff;cameuptohelp;askedthegirlstudentstostopthetraffic;helpedtocarrythemantothegatekeeper'sroom,wenttofindMissZhao

角色2(thegatekeeper)heardthechildrenshoutingoutsidetheschoolgate;wentouttoseewhathappened;sawtwoboystudentscarryaman;askedthepeoplenottocrowdaroundtheman;askedLiLeitofindateacher;movedthebagofriceawaywithLinTao

角色3(themanonthemotorbike)rodetoofastthatday;sawthebag,buttoolate;hadanaccidentandfelloff;hurt,couldnotmove;twoboyscametohelp;ateachercamewithamedicinebox;tookmetoahospital

角色4(MissZhao)readingabookatthelibrary;LiLeiraninandlookedworried;toldmeabouttheaccident;askedLiLeitotelephonethepolice;wenttofindamedicinebox;quicklyrantothegatekeeper'sroom

3.全体同学填写“事故报告”，教师应要求学生完全用书面形式答出。当堂核对答案。

4.教师扼要讲解一般过去时态与过去进行时态的区别（见难点讲解）。

5.打开练习册，给学生一分钟时间看听力练习提示。听录音三遍，当堂核对答案。

6.指导学生做练习册其他习题。

7.布置作业 

1）继续准备第18课课文复述；2）书面完成练习册其他习题。

四、难点讲解

过去进行时态和一般过去时态的区别：

过去进行时态表示过去某一时刻正在进行的动作，而一般过去时态表示一个完成的动作。请比较以下两组句子：

Iwaswritingaletterlastnight.昨晚我在写一封信。（信可能没有写完）。

Iwrotealetterlastnight.昨晚我写了一封信。（信已经写完）。

Iwasdoingmyhomeworkwhenhephonedme.他给我打电话时，我在写作业 。（表示当时没做其他事情）。

Ididmyhomeworkandwenttobed.我写了作业 然后睡觉了。（表示说话人所做的两件过去的事情）。

Lesson66教学设计示例篇3

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。

Lesson66教学设计示例篇4

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] 

Lesson66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.

Lesson66教学设计示例篇6

一、教学目标 

1.知识目标

复习上课有关发出指令的句型。

2.能力目标

能够说出几个祈使句。

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

Note:Duringthislesson,startingwithStep2ofRevision,thestudentsshouldbeinsmallgroupsfortheentirelesson.Beforeyoustartthelesson,givethestudentssometypeofsignalsotheyknowwhentostoptalkingintheirgroupandlistentoyou.Thissignalcouldbeaclapofthehandsorsomethingsillylikeyousaying“hi”andthestudentsreplying“ho”.Inthiswayyouwillgetthefocusedattentionofthestudentswhenyouneedtotalktotheclassasawhole.

1RepeatStep5inLesson78.Insteadofanactionchain,getthestudentstoworkingroupsoffoursothattheyhavemorechancesoftalking.

2Play“PollySays”butaddlikethistoeachcommand:Pollysaysstanduplikethis(standupwitharmsfolded).Makeatreelikethis(holdyourarmsoutlikeatree),etc.Explainthatlikethisisusedtoshowapersonhowtodosomething.

3RevisethenewverbsinLesson78andaddrun.

Step2Presentation

1Teachhigh.Insmallgroupsoffour,havestudentsworktogethertoproduceinstructionsonhowtoflyakite.SayNowisagoodtimetoflyakite.Canyouflyakite?Askseveralstudents,Doyouliketoflyakite?Eachgroupwillworktogethertotellmehowtoflyakite.YoumayneedtogivetheinstructionsinChinese.Thereshouldbeatleast5stepsinflyingakite.Makesurethestudentswritetheirstepsintheimperative.Forexample:1Haveafriendholdthekite.2Runfast.3Letgoofthekite.4Pullonthestring.5Catchthewind.6Havefun!Remember,theinstructionsmaychangefromgrouptogroup.Besuretowalkaroundtheclassandgivehelpwhereneeded.Youmayneedtohelpwithsomenewvocabulary,butthat'sOK.Don'tmakethestudentsresponsibleforknowingspecialvocabularyotherthanwhatisonthelistforthislesson.

2Askonepersonfromseveralgroupstoreadtheirinstructionsforthewholeclass.

Step3Readandact

1SBPage18,Part1,SpeechCassetteLesson79.Booksclosed.AskCanAnnflythekite?(No.)Playthetape.Checktheanswer.Playthetapeagain.Studentslistenandrepeat.

2ExplainthatGreat!meansthesameasGood!exceptitisalittlestrongerfeelingofexcitement.Itisusedwhensomethingexcitinghappens(e.g.Nohomeworktoday.—Great!)

3Havethestudentsreadthedialogueasaclass.ThegirlsreadAnn'spartandtheboysreadLing'spart.

4Closepairworkandopenpairwork.

Step4Practice

Replaceakitewithamodelairplaneorafrisby.Getthestudentstomakeanewdialogue.Theyshouldincludeintheirdialoguethephrase,throwitlikethisinsteadofrunwithitlikethis.Thestudentsmayalsochangeotherpartsofthedialogueastheydesire.

Step5Makeasurvey

1SBPage18,Part2.Readtheinstructionstothestudents.However,havethestudentsfilloutonlythefirstfourspaces,byaskingtheotherstudentsfromtheirowngroup.MakesuretheyunderstandwhattodobyaskingseveralstudentsWhatarewedoing?(translateintoChineseifnecessary).TheyshouldanswerWeaskeveryoneinourgroup:whatisyourfavouritesport?(inChinese)Onceyouaresurethestudentsunderstand,letthemworkingroupstofilloutthesurvey.WalkaroundandmakesuretheyarespeakingEnglish.Makesurethattheyarefillingouttheformthemselves,andnotjustswitchingpapersandeveryoneiswritingtheirownanswers.Remember,thisisaspeakingactivity.

2Nowhavetwosmallgroupsworkingtogether—groupsofeight,tomakeateam.ThestudentsfromGroupAsurveythestudentsfromGroupB,andfilloutthelastfourspacesofthesurvey.

3Havethestudentsintheirteamofeightanswerthelasttwoquestions.Thenaskonepersonfromeachteamtogivetheresultsofthesurvey.

Step6Workbook

SBPage91,Lesson79,E.1and3.

ListeningText

1LILEI:Hi,Jim.Areyougoodatswimming?

JIM:No,I'mnot.Idon'tlikeswimmingverymuch.

LILEI:What'syourfavouritesport?

JIM:Basketball.

2LIUYING:Tom,areyougoodatskating?

TOM:Yes,Iam.

LIUYING:Ithinkit'syourfavouritesport.

TOM:Youareright!

3LINTAO:Hi,Lily.Isvolleyballyourfavouritesport?

LILY:No,itisn't.Skiingismyfavouritesport.

Theanswersare:Jim:basketball;Tom:skating;Lily:skiing

ForEx.3,havethestudentspractisethedialogueinpairs.ThenhavethemtelleachothertheirstoryasiftheyareHanMei.

Culturenote:InmanyWesterncountriesfootballisthefavoritesport.However,inCanada,especiallyinthewinter,icehockeyisverypopular.InAmerica,thefavoritesportchangeswiththeseason.Inthefall,Americanfootballispopular,inthewinter,basketball,andinthespring,baseball.Football,orsoccer,asitiscalledinAmerica,thoughitisn'taspopularasAmericanfootball,basketballandbaseball,isgaininginpopularitywithwellover600,000children,bothboysandgirls,playingorganizedsoccereveryyear.

Homework

FinishofftheWorkbookexercises.

LearnthedialogueinWbEx.3byheart.

Lesson66教学设计示例篇7

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

Lesson66教学设计示例篇8

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.)

Lesson66教学设计示例篇9

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.

Lesson66教学设计示例篇10

一、教学目标 

1.知识目标

（1）掌握句型：It'squiteaniceelephant.

（2）初步学习过去进行时态的用法。

2.能力目标

能够用过去进行时准确表达过去某个时刻正在进行的动作。

二、教具

录音机；一组图片，画有人物和动作，如：打篮球、跑步、唱歌、写作业 等，并标有具体的过去时间。如：8:30yesterdaymorning等。

三、课堂教学设计

1.请三位同学到前面来，分别做出扫地、读书、写字等动作。教师依次提问：

T：Whatareyoudoing?

S1：I'msweepingthefloor.

S2：I'mreadingabook.

S3：I'mwriting.

教师手指这三位同学，依次问大家：

T：Whatishe/shedoing?

学生按照实际情景，依次答出：

Ss：Heissweepingthefloor.Sheisreadingabook.Heiswriting.

教师要求全班将三个人的动作分别记清楚。

2.复习值日生报告。

教师可继续要求学生就所学科目提出看法，并就他人看法表示同意或不同意。

3.就刚才三位同学的动作，向全班提问：Whatwas×doingwhenIcamein?

重复两至三遍，板书这个句式，用彩色粉笔标出was，启发大家猜测句子的含义，并引导全班回答：

Hewassweepingthefloor.Shewasreadingabook.Hewaswriting.

板书上述三个答句，启发学生观察谓语部分的变化，并简要介绍一下过去进行时态所表示的含义。

4.打开书，借助课文插图教授本课词汇，反复练习。

5.两人一组，练习课文第1部分问答。请几组说出自己的答案。教师讲评。

6.合上书。准备放课文第2部分录音。教师给出听前提问（Pre-readingquestions）:

WhatisLiLeidoing?

放录音一遍，学生回答问题。

7.指导学生两人一组做课文第3部分练习。教师先与一位程度较好的学生表演以下对话：

T：WhatwasLiLeidoingwhentheteachercamein?

S：Hewasdrawingapicture.

T：Whatwashedrawing?

S：Hewasdrawingahorse.

T：Whatwasheusing?

S：Hewasusingchalk.

T：Wherewashedrawing?

S：Hewasdrawingontheblackboard.

全班两人一组，就Meimei及thetwins进行内容相似的问答练习，请几组同学表演。

教师出示事先准备好的图片，就上面的人物及活动与学生进行问答练习。

8.教师解释课文难句（见难点讲解）。

9.布置作业 

1）抄写生词、短语，练习朗读本课对话；2）完成练习册习题。

四、难点讲解

Butpleasedon'tplaywithmychalk.但是请不要玩粉笔。

句中的play是不及物动词，意思是：玩，玩耍。例如：Let'splaytogether.让我们一起玩吧。

play还可作为及物动词，有“参加游戏、玩球、扮演、弹琴”等意思。例如：

1）Thechildrenareplayingbasketballoverthere.孩子们正在那边打篮球呢。

2）Let'splaydoctorsandnurses.让我们扮演医生和护士。

3）Sheplaysthepianowonderfully.她钢琴弹得非常好。

Lesson66教学设计示例篇11

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?

Lesson66教学设计示例篇12

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