Lesson 78教学设计示例（精选16篇）

Lesson78教学设计示例篇1

一、教学目标 

1.知识目标

（1）掌握字母组合ar,or,er,ir,ur的发音。

（2）复习一般现在时和现在进行时。

2.能力目标

能够区分一般现在时和现在进行时，并能正确运用。

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

1WriteahoteltimetableontheBb

Breakfast—7:30

Lunch—12:00

Supper—6:00

AskWhattimecan1havebreakfast?etc.

2ReviseIt'stoolate!It'stooearly!Say(e.g.)It'seighto'clock.CanIhavebreakfast?HelpthestudentstoanswerSorry.It'stoolate.Practiseinpairs.

Step2Wordfamilies

SBPage54,Part1,SpeechCassetteLesson108

(PhonicReadingWork).FollowthesamestepsasinLesson68,Step2oftheTB.

DoWbLesson108,Ex.1.

Step3Listeningactivity

WritethefollowinglistsofwordsintwocolumnsontheBbasfollows:

ⅠⅡ

carcore

farfor

parpour

tartore

marmoor

starstore

FollowthesamestepsasinLesson68,Step3.

Step4Stressandintonation

SBPage54,Part2,SpeechCassetteLesson108.Booksclosed.Getthestudentstolistenandrepeat,showingthestressandintonationwithgesturesintheusualway.Explainhowstressusuallyfallsonthe“key”wordsofasentence:thewordswhichcarrythemessage.Booksopen!Listenandrepeat.

Step5Listenandanswer

SBPage54,Part3,ListeningCassetteLesson108.LetthestudentslookatthesentencestobecompletedinWbLesson108Ex.2beforeplayingthetape.Playthetapeseveraltimesifnecessaryanddiscusstheanswerswiththestudents.

ListeningText

JIM:UncleWang,istheworkinyourfactoryveryhard?

WANG:Oh,yes,weworkveryhardinourfactory.

JIM:Soyougetupearlyonweekdays?

WANG:Well,Ilivenearthefactory,soIusuallygetupatabout6:30.

JIM:Doyouhavebreakfast?

WANG:Yes.Ihavesomebread,andacupoftea.SometimesIhaveaneggortwo.

JIM:Andwhattimedoyougettowork?

WANG:Ibeginworkat7:30,andhavelunchatabout11:30.

JIM:Whattimedoyougohome?

WANG:Ileaveworkat5:30,andI'mhomeat6:00.

Theanswersare:

6:30;7:30;about11:30;5:30;6:00.

Step6Readandlearn

SBPage54,Part4,SpeechCassetteLesson108.MakesurethestudentsunderstandthedifferencebetweenthePresentIndefiniteandthePresentContinuousTenses.

Step7Readandanswer

SBPages54-55,Part5*,SpeechCassetteLesson108.Beforereadingthepassage,havethestudentsreadthequestions.Givethestudents3minutestoscanfortheanswerstothequestions.Nowplaythetapeandhavethestudentsreaditsilentlywhiletheylisten.Studentspractisereadingthetextaloudasaclass.

Step8Checkpoint27

GothroughCheckpoint27andexplainanyproblems.Revisetheformsofdoanddoesinquestions.Drill:

T:Getup…you…

S:Whattimedoyougetup?

T:He…

S:Whattimedoeshegetup?

T:Gotobed…,etc.

PractisequestionsbeginningwithWhat,Where,…ifpossible.

Step9Workbook

SBPages134-136,WbLesson108.E.3and6.Ex.3isagoodreviewforthePresentTenseandEx.6isagoodreviewforthePresentContinuousTense.Dobothoftheseexercisesinpairs,andthenselectseveralpairstosharetheiranswerswiththeclass.E.8and9areoptional.

Step10Test

UseEx.5ofWbLesson108asthetestpaper.

Homework

FinishofftheWorkbookexercises.

Revisethelanguageitemsinthisunit.

Someideasforextrapracticeorenrichment

1Havethestudentsworkinpairs.Eachstudentistopretendthattheyareeithertheirmotherortheirfather.Thenhavethepairsaskandanswerquestionsconcerningtheirparent'sschedule.Makesuretheyanswerinthefirstperson,justasiftheyaretheirparent.

2Havethestudentsinterviewaneighbor.Theyshouldaskabouttheneighbor'stypicalday.Thenhavethestudentswriteupaparagraphdescribingtheneighbor'sday.Theyshouldtrytochoosesomeonetheythinkisinteresting.Ifthestudentscan,theyshouldchooseaneighborwhospeaksEnglish.However,ifthisisnotpossible,theymaydotheinterviewinChinese,butwritetheparagraphinEnglish.

Lesson78教学设计示例篇2

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.

Lesson78教学设计示例篇3

一、教学目标 

1.知识目标

（1）掌握字母组合ar,or,er,ir,ur的发音。

（2）复习一般现在时和现在进行时。

2.能力目标

能够区分一般现在时和现在进行时，并能正确运用。

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

1WriteahoteltimetableontheBb

Breakfast—7:30

Lunch—12:00

Supper—6:00

AskWhattimecan1havebreakfast?etc.

2ReviseIt'stoolate!It'stooearly!Say(e.g.)It'seighto'clock.CanIhavebreakfast?HelpthestudentstoanswerSorry.It'stoolate.Practiseinpairs.

Step2Wordfamilies

SBPage54,Part1,SpeechCassetteLesson108

(PhonicReadingWork).FollowthesamestepsasinLesson68,Step2oftheTB.

DoWbLesson108,Ex.1.

Step3Listeningactivity

WritethefollowinglistsofwordsintwocolumnsontheBbasfollows:

ⅠⅡ

carcore

farfor

parpour

tartore

marmoor

starstore

FollowthesamestepsasinLesson68,Step3.

Step4Stressandintonation

SBPage54,Part2,SpeechCassetteLesson108.Booksclosed.Getthestudentstolistenandrepeat,showingthestressandintonationwithgesturesintheusualway.Explainhowstressusuallyfallsonthe“key”wordsofasentence:thewordswhichcarrythemessage.Booksopen!Listenandrepeat.

Step5Listenandanswer

SBPage54,Part3,ListeningCassetteLesson108.LetthestudentslookatthesentencestobecompletedinWbLesson108Ex.2beforeplayingthetape.Playthetapeseveraltimesifnecessaryanddiscusstheanswerswiththestudents.

ListeningText

JIM:UncleWang,istheworkinyourfactoryveryhard?

WANG:Oh,yes,weworkveryhardinourfactory.

JIM:Soyougetupearlyonweekdays?

WANG:Well,Ilivenearthefactory,soIusuallygetupatabout6:30.

JIM:Doyouhavebreakfast?

WANG:Yes.Ihavesomebread,andacupoftea.SometimesIhaveaneggortwo.

JIM:Andwhattimedoyougettowork?

WANG:Ibeginworkat7:30,andhavelunchatabout11:30.

JIM:Whattimedoyougohome?

WANG:Ileaveworkat5:30,andI'mhomeat6:00.

Theanswersare:

6:30;7:30;about11:30;5:30;6:00.

Step6Readandlearn

SBPage54,Part4,SpeechCassetteLesson108.MakesurethestudentsunderstandthedifferencebetweenthePresentIndefiniteandthePresentContinuousTenses.

Step7Readandanswer

SBPages54-55,Part5*,SpeechCassetteLesson108.Beforereadingthepassage,havethestudentsreadthequestions.Givethestudents3minutestoscanfortheanswerstothequestions.Nowplaythetapeandhavethestudentsreaditsilentlywhiletheylisten.Studentspractisereadingthetextaloudasaclass.

Step8Checkpoint27

GothroughCheckpoint27andexplainanyproblems.Revisetheformsofdoanddoesinquestions.Drill:

T:Getup…you…

S:Whattimedoyougetup?

T:He…

S:Whattimedoeshegetup?

T:Gotobed…,etc.

PractisequestionsbeginningwithWhat,Where,…ifpossible.

Step9Workbook

SBPages134-136,WbLesson108.E.3and6.Ex.3isagoodreviewforthePresentTenseandEx.6isagoodreviewforthePresentContinuousTense.Dobothoftheseexercisesinpairs,andthenselectseveralpairstosharetheiranswerswiththeclass.E.8and9areoptional.

Step10Test

UseEx.5ofWbLesson108asthetestpaper.

Homework

FinishofftheWorkbookexercises.

Revisethelanguageitemsinthisunit.

Someideasforextrapracticeorenrichment

1Havethestudentsworkinpairs.Eachstudentistopretendthattheyareeithertheirmotherortheirfather.Thenhavethepairsaskandanswerquestionsconcerningtheirparent'sschedule.Makesuretheyanswerinthefirstperson,justasiftheyaretheirparent.

2Havethestudentsinterviewaneighbor.Theyshouldaskabouttheneighbor'stypicalday.Thenhavethestudentswriteupaparagraphdescribingtheneighbor'sday.Theyshouldtrytochoosesomeonetheythinkisinteresting.Ifthestudentscan,theyshouldchooseaneighborwhospeaksEnglish.However,ifthisisnotpossible,theymaydotheinterviewinChinese,butwritetheparagraphinEnglish.

Lesson78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

Lesson78教学设计示例篇5

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。

Lesson78教学设计示例篇6

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?

Lesson78教学设计示例篇7

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.

Lesson78教学设计示例篇8

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。

Lesson78教学设计示例篇9

一、教学目标 

1.知识目标

（1）掌握句型：1）You'dbettergotobedearliertonight.2）Awomansawithappenwhenshewaswalkingpast.3）IwaswalkingintheparkwhenIdroppedmypenontheground.4）Youlooktiredtoday.

（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表达过去某个时刻发生的事情。

（2）能够用You'dbetterdosth.造句。

二、教具

录音机；几件学习用具，如钢笔、书等。

三、课堂教学设计

1.复习值日生报告。

2.教师快速向学生提问，要求学生给予肯定或否定回答，并练习各种人称形式。例如：

T：（对某位同学）WereyouwatchingTVlastnight?

S1：Yes,Iwas./No,Iwasn't.

T：（面向全班）Washe/shewatchingTVlastnight?

Ss：Yes,he/shewas.No,he/shewasn't.

通过上述练习，由学生小结出过去进行时态陈述句式和疑问句式的构成。

3.打开书，学生两人一组练习课文第1部分内容。

4.请两位同学到前面来，低声嘱咐学生甲装作很累的样子，无精打采；学生乙装作不舒服，伏在课桌上（如能课前布置效果更好）。

T：（面向学生甲）Youlooktiredtoday.You'dbettergotobedearliertonight,ifyoucan.

引导大家猜测这两个句子的意思。

（面向学生乙）Youarenotfeelingwelltoday.You'dbettergotoseethedoctor.

板书You'dbetterdosth.给学生几分钟时间，让大家设计一些情景，然后提出建议。

教师扼要讲解这个句型（见难点讲解）。

5.教师由前面走到后面，途中掉下书或钢笔。用英语解释这一情景：IwaswalkingintheclassroomwhenIdroppedmybook(pen).

6.打开书，听课文第2部分录音，学生跟读一遍。教师解释难句（见难点讲解）。

7.指导学生做练习册习题。

8.布置作业 

1）练习朗读本课对话；2）预习第18课生词；3）书面完成练习册习题。

四、难点讲解

1.You'dbettergotobedearliertonight.今晚你最好早点睡。

hadbetter加动词原形表示：最好做某事，用来向别人提出建议。可缩写为：'dbetter。例如：

You'dbetterwatchcarefullybeforeyoucrosstheroad.过马路之前你最好要看仔细。

We'dbetterhurryup,orwe'llbelate.我们最好快一点，要不然就晚了。

如果建议别人最好不做某事，使用“hadbetternot加动词原形”这一句型。例如：

You'dbetternotreadinbed.It'sbadforyoureyes.你最好不要躺着看书，对你眼睛不好。

You'dbetternotplaybasketballafterlunch.It'sbadforyourhealth.你最好不要在午饭后就玩篮球，它对健康有害。

2.Awomansawithappenwhenshewaswalkingpast.一位妇女走过的时候，看到了事情的经过。

上述句子包含以下句型：seesth.happen.

表示感觉的动词如：see,hear,watch等，以及其他动词如：make,let等，后面构成复合宾语时，动词不定式的to要省去。例如：

Thechildrensawthemotorbikehitthebagofrice.孩子们看见摩托车撞在了米口袋上。

Whosephotoisthat?Letmehavealookatit.那是谁的照片？让我看看。

Didyouhearhimplaythepianojustnow?刚才你听见他弹钢琴了吗？

Lesson78教学设计示例篇10

一、教学目标 

1.知识目标

掌握过去进行时的用法。

2.能力目标

能够用自己的话复述课文里的小故事（尽量用到过去进行时）。

3.情感目标

教育学生不要打扰别人休息，邻里之间要友好相处。

二、教具

同上课。

三、课堂教学设计

1.复习教师参照练习册习题1，与学生进行问答练习。可通过如下方法，培养学生口头复述课文的能力：

对一组学生逐个提问，这组学生每次回答一个问题；从另外一组中找出一位同学，依次将每个同学及他前面同学的答案像滚雪球似的复述下来。例如：

T：Wheredidthemanlive？

S1：ThemanlivedinatallbuildinginthecityofMoscow.

S0：ThemanlivedinatallbuildinginthecityofMoscow.

T：Whydidheliketolivethere?

S2：Becauseitwasusuallyveryquietandhecouldseetheparkfromhiswindow.

S0：ThemanlivedinatallbuildinginthecityofMoscow.Helikedlivingtherebecauseitwasusuallyveryquietandhecouldseetheparkfromhiswindow.

T：Whatdidthemanupstairsalwaysdowhenhecamehomeeverynight?

S3：Themanupstairsalwaystookoffhisshoesandthrewthemonthefloor.

S0：ThemanlivedinatallbuildinginthecityofMoscow.Helikedlivingtherebecauseitwasusuallyveryquietandhecouldseetheparkfromhiswindow.Themanupstairsalwaystookoffhisshoesandthrewthemonthefloor.

扮演S0的角色，一次可以是一个人；可以是一个组；也可以是班上其他学生。刚开始练习时，问题不宜一次提得过多，三至五个即可，逐步过渡。此外，较难回答的问题要注意修改，通常不使用一般疑问句（除非学生掌握更灵活的方法注）。

2.听课文录音，学生跟读一遍。

3.教师解释难句（见难点讲解）。

4.打开练习册，做习题2。当堂核对答案，并要求学生按此准备课文复述。

5.布置作业 

1）练习朗读本课文，准备复述；2）书面完成练习册其他习题。

四、难点讲解

1.themanupstairs楼上的人

themandownstairs楼下的人

upstairs和downstairs都是副词，用来修饰前面的名词theman。当副词用作定语修饰名词时，一般要放在被修饰的名词之后。例如：Onhisjourneyhome,hemadealotoffriends.在回家的旅途中，他交了很多朋友。（句中home是副词）

Lookatthephotoabove.请看上面的照片。（句中above是副词）

2.Helikedlivingthere.他喜欢住在那里。

作为动词，like后既可接动词不定式也可接动名词，但在意义上有细微差异。liketodo表示的是具体的动作，往往有特定的场合；而likedoing是抽象意义，表示习惯性动作。例如：

Ilikewalkingintheevening.我爱在傍晚散步。

Iliketowalkintheevening.我喜欢傍晚去散步。

Ilikeplayingbasketball.我喜欢打篮球。

Iliketoplaybasketball.我现在想去打篮球。

3.Hefounditverydifficulttogettosleepandhewasveryunhappy.他发现难以入睡，很不高兴。

句中的it是形式上的宾语，而真正的宾语是动词不定式短语togettosleep.it作形式宾语时，句子结构往往是：主语+谓语+it+宾语补足语+真正宾语。除动词不定式以外，that引导的从句也常作真正宾语。这时，句中谓语动词往往是find,think,make,believe等。例如：

Doyouthinkitrighttoplaytricksonothers?你觉得开别人的玩笑好吗？

Hethoughtitbesttosaynothing.他觉得最好是什么也不说。

ImakeitarulethatIshouldspendatleasttwohourslearningEnglisheveryday.每天至少花两小时学英语是我的规律。

gettosleep是“入睡”的意思。动词get有“渐渐”的含义。例如：

Wegottoknoweachotherlater.后来我们逐渐相互了解了。

Whenwintercomes,thenightsaregettinglongerandthedaysaregettingshorter.冬天来临，夜晚变长，白天变短。

4.Withasmilethemanfromdownstairssaid,“I'msorrytotroubleyou,comrade.”楼下的人微笑着说：“对不起，同志，打扰一下。”

句中withasmile是介词短语，在句子里用作状语，表明楼下的人说话时的伴随状态。介词短语用作状语的情况很多，再如：

Thankyouforteachingussowell.谢谢您把我们教得这样好。

Classesbeginateight.八点开始上课。

5.Hewasjustfallingasleepwhentherewasaloudknockatthedoor.他刚睡着，就有人大声敲门。

fallasleep是“睡着”的意思。asleep是形容词，接在连系动词fall之后。句中when等于andthen，意思是：那时。再如：Hewaswalkingintheparkwhenhesawawatchontheground.他正在公园里行走，看见地上有一块手表。

Lesson78教学设计示例篇11

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。

Lesson78教学设计示例篇12

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

Lesson78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

Lesson78教学设计示例篇14

一、教学目标 

1.知识目标

（1）掌握句型：1）You'dbettergotobedearliertonight.2）Awomansawithappenwhenshewaswalkingpast.3）IwaswalkingintheparkwhenIdroppedmypenontheground.4）Youlooktiredtoday.

（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表达过去某个时刻发生的事情。

（2）能够用You'dbetterdosth.造句。

二、教具

录音机；几件学习用具，如钢笔、书等。

三、课堂教学设计

1.复习值日生报告。

2.教师快速向学生提问，要求学生给予肯定或否定回答，并练习各种人称形式。例如：

T：（对某位同学）WereyouwatchingTVlastnight?

S1：Yes,Iwas./No,Iwasn't.

T：（面向全班）Washe/shewatchingTVlastnight?

Ss：Yes,he/shewas.No,he/shewasn't.

通过上述练习，由学生小结出过去进行时态陈述句式和疑问句式的构成。

3.打开书，学生两人一组练习课文第1部分内容。

4.请两位同学到前面来，低声嘱咐学生甲装作很累的样子，无精打采；学生乙装作不舒服，伏在课桌上（如能课前布置效果更好）。

T：（面向学生甲）Youlooktiredtoday.You'dbettergotobedearliertonight,ifyoucan.

引导大家猜测这两个句子的意思。

（面向学生乙）Youarenotfeelingwelltoday.You'dbettergotoseethedoctor.

板书You'dbetterdosth.给学生几分钟时间，让大家设计一些情景，然后提出建议。

教师扼要讲解这个句型（见难点讲解）。

5.教师由前面走到后面，途中掉下书或钢笔。用英语解释这一情景：IwaswalkingintheclassroomwhenIdroppedmybook(pen).

6.打开书，听课文第2部分录音，学生跟读一遍。教师解释难句（见难点讲解）。

7.指导学生做练习册习题。

8.布置作业 

1）练习朗读本课对话；2）预习第18课生词；3）书面完成练习册习题。

四、难点讲解

1.You'dbettergotobedearliertonight.今晚你最好早点睡。

hadbetter加动词原形表示：最好做某事，用来向别人提出建议。可缩写为：'dbetter。例如：

You'dbetterwatchcarefullybeforeyoucrosstheroad.过马路之前你最好要看仔细。

We'dbetterhurryup,orwe'llbelate.我们最好快一点，要不然就晚了。

如果建议别人最好不做某事，使用“hadbetternot加动词原形”这一句型。例如：

You'dbetternotreadinbed.It'sbadforyoureyes.你最好不要躺着看书，对你眼睛不好。

You'dbetternotplaybasketballafterlunch.It'sbadforyourhealth.你最好不要在午饭后就玩篮球，它对健康有害。

2.Awomansawithappenwhenshewaswalkingpast.一位妇女走过的时候，看到了事情的经过。

上述句子包含以下句型：seesth.happen.

表示感觉的动词如：see,hear,watch等，以及其他动词如：make,let等，后面构成复合宾语时，动词不定式的to要省去。例如：

Thechildrensawthemotorbikehitthebagofrice.孩子们看见摩托车撞在了米口袋上。

Whosephotoisthat?Letmehavealookatit.那是谁的照片？让我看看。

Didyouhearhimplaythepianojustnow?刚才你听见他弹钢琴了吗？

Lesson78教学设计示例篇15

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”.

Lesson78教学设计示例篇16

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

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