Lesson 106教学设计示例（精选14篇）

更新时间：2025-08-12 11:33:27

Lesson106教学设计示例篇1

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.

Lesson106教学设计示例篇2

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:

2.A.Wouldyoulikesomethingtodrink?

B.I’dlikesometea.

C.Well,acupofteaandsomecakes,OK?

D.Allright.

E.No,I’dlikesomethingtoeat?Whataboutyou?

Writingonblackboard

上一页 [1] [2]

Lesson106教学设计示例篇3

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。

Lesson106教学设计示例篇4

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.

Lesson106教学设计示例篇5

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。

Lesson106教学设计示例篇6

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）。

Lesson106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

Lesson106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.

Lesson106教学设计示例篇9

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.

Lesson106教学设计示例篇10

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？

Lesson106教学设计示例篇11

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”.

Lesson106教学设计示例篇12

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

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.

Lesson106教学设计示例篇13

一、教学目标

1.知识目标

（1）掌握新词汇：usually,rightnow,sometimes,takeoff,afterschool.

（2）掌握现在进行时的用法。

2.能力目标

能够用现在进行时描述现在进行的动作。

二、教学过程

Step1Revision

1RevisethedialogueinLesson105.

2CalloutsomestudentstodoquestionsandanswersasrequiredinSBLesson105,Part2.

Step2Presentation

Teachweekend(=SaturdayandSunday)andusually.DrawtwocolumnsontheBb.LabeloneOnweekdaysandtheotherOnweekends.Answerquestionsfromtheclass:e.g.Onweekdays,whattime/whendoyouusuallygetup?MakeanoteoftheanswersontheBb:

OnWeekdaysOnWeekends

getup?7:007:30

havebreakfast?7:157:45

havelunch?12:1512:00

have,supper?6:306:00

watchTV?7:006:30

gotobed?9:3010:00

AskrandomlyOnweekends,whattime/whendoyouusuallyhavelunch?etc.

Step3Practice

Getthestudentstoaskandanswerinpairs,inordertomakeatableliketheoneontheBb.

Step4Askandanswer

SBPage52,Part1,SpeechCassetteLesson106.Booksclosed!Listenandrepeat.Thenopenthebooksandaskandanswerthequestions.Dothefirsttwoasexamples.Thengetthestudentstoworkinpairs.

Step5Answer

SBPage52,Part2.Inpairs,havestudentsaskandanswerthequestionsconcerningthetimesgiven.Alsoencouragethestudentstoaskmorequestions.Thenhaveseveralstudentstellabouttheirpartner'sschedule.Again,makesurethestudentsaretalkingtoeachother,andnotjustwritingdowntheinformation.

Step6Workbook

SBPage132,WbLesson106.E.1and3mustbedoneinclass.Ex.2shouldalsobedoneorallyinclass.Afterstudentsformthecorrectsentences,theyshouldtranslatethemintoChinesesothattheymayfindoutthedifferentwordorderinChineseandEnglish.

Homework

ActoutthedialogueinEx.3ofWbLesson106.WritedownthesentencesinEx.2.

Lesson106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.

Step2Presentation

Step3Askandanswer

Step4Listenandanswer

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

ListeningText

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

Step6Workbook

Homework

WriteaparagraphaboutBettyHillintheexercisebook.