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Lesson 99教学设计示例（精简13篇）

初一英语下一篇：Lesson 98教学设计示例（精简13篇）

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Lesson 99教学设计示例（精选13篇）

Lesson 99教学设计示例第1篇

　　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 (Li Lei) left school and saw a bag fall off a truck; shouted to the driver, but the driver did not hear; a man on a motorbike hit the bag and fell off; came up to help; asked the girl students to stop the traffic; helped to carry the man to the gate keeper's room, went to find Miss Zhao

　　角色2 (the gate keeper) heard the children shouting outside the school gate; went out to see what happened; saw two boy students carry a man; asked the people not to crowd around the man; asked Li Lei to find a teacher; moved the bag of rice away with Lin Tao

　　角色3 (the man on the motorbike) rode too fast that day; saw the bag, but too late; had an accident and fell off; hurt, could not move; two boys came to help; a teacher came with a medicine box; took me to a hospital

　　角色4 (Miss Zhao) reading a book at the library; Li Lei ran in and looked worried; told me about the accident; asked Li Lei to telephone the police; went to find a medicine box; quickly ran to the gate keeper's room

　　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：

　　I was writing a letter last night. 昨晚我在写一封信。（信可能没有写完）。

　　I wrote a letter last night. 昨晚我写了一封信。（信已经写完）。

　　I was doing my homework when he phoned me. 他给我打电话时，我在写作业。（表示当时没做其他事情）。

　　I did my homework and went to bed. 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）。

　　Lesson99教学设计示例

Lesson 99教学设计示例第2篇

　　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：What were you doing last night?

　　S2：I was watching TV.

　　S1：（面向全班） What was he/she doing last night?

　　Ss： He/She was watching TV.

　　教师也可采用以下形式：

　　Chain practice（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：What were you doing at five yesterday afternoon?

　　S2：I was playing basketball. what were you doing at five yesterday afternoon?

　　S3：I was cleaning the classroom. What about you?

　　Pair work（结对活动）教师设定一个题目：What were your family members doing at 7:30 yesterday evening?

　　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：

　　At 7:30 yesterday evening Li Ming's father was reading a newspaper; his mother was washing clothes; his grandma was watching TV and Li Ming was doing his homework.

　　3.指导学生看课文第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

　　at noon 在中午

　　一般说来，表示“在某一时刻”，用at。例如：He got up at 7:30. 他七点半起床。

　　这种用法也包括“在拂晓”at daybreak; “在中午”at noon; “在傍晚”at sunset; “在吃饭时间” at dinner-time等。表示“在夜晚”，用 at night。

　　表示“在某一天”，使用介词on。例如：

　　1）He often takes a walk in the park on Sundays. 星期天他经常到公园去散步。

　　2） She was born on December 23, 1981. 她出生于1981年12月23日。

　　表示一段时间，使用介词in。例如：

　　in the morning在上午 in the afternoon在下午in the evening在晚上

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

　　如果要具体说明哪天的某段时间用on。例如：

　　They held the sports meeting on the afternoon of June 15. 他们在6月15日下午举行了运动会。

　　We'll have a party on Saturday night. 我们将在周六晚上举行一次晚会。

Lesson 99教学设计示例第3篇

　　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。

　　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）

　　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：

　　I was writing a letter last night. 昨晚我在写一封信。（信可能没有写完）。

　　I wrote a letter last night. 昨晚我写了一封信。（信已经写完）。

　　I was doing my homework when he phoned me. 他给我打电话时，我在写作业。（表示当时没做其他事情）。

　　I did my homework and went to bed. 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）。

Lesson 99教学设计示例第4篇

　　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：When do you get up? What time do you get up?

　　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: Pay attention to the use of different prepositions in time expressions.

　　Step 1 Revision

　　1 Revise time expressions: on weekdays / Monday / Wednesday morning, in the evening / afternoon, at six o'clock, etc.

　　2 Revise two ways of telling the time. ( Please see Unit 15.)

　　Step 2 Presentation

　　Draw a clock on the Bb (or use a real one). Teach this dialogue.

　　A: What's the time?

　　B: It's seven o'clock. It's time to get up.

　　Repeat with wash your face, leave home, begin school, go to bed, etc. changing the time on the clock each time.

　　Step 3 Practice

　　Students practise the dialogue above, changing the information if desired, in pairs, using watches or pictures of a clock. They should just speak, and need not write anything down.

　　Step 4 Read and act

　　SB Page 51, Part 1, Speech Cassette Lesson 105. Books closed. Ask two or three question, such as, What's the time? What's .Jim doing? Then play the tape. Check the answers (7:30; Jim is putting on his school clothes.) Books open! Play the tape again. Students listen and repeat. Let the students guess the meaning of the word early. Then get the students to practise reading the dialogue in pairs. Get some pairs to act it out.

　　Step 5 Presentation

　　Review the days of the week. Teach weekdays (=Monday—Friday). Ask On weekdays, what time does Jim get up? Help the students to answer. Then ask On weekdays, what time do you get up? Introduce the word when. Help the students to talk about their daily routine in pairs.

　　Step 6 Ask and answer

　　SB Page 51, Part 2. Students work in small groups. Have them make a survey of their group using the questions in the boxes on the right such as get up, have breakfast, leave home, etc. Get them to make up more questions: e.g. What time / When do you play games / clean your classroom / do your Homework / go to bed? etc. Have one person give the results of the survey, e.g.: Two people in our group get up at…, All of us begin school at …, etc.

　　Step 7 Workbook

　　SB Page 131, Wb Lesson LOS, E 1-3. Do Ex. 1 paying special attention to the inflection of the verbs. Do E. 2 and 3 in class. Ex. 2 can he extended.

　　Homework

　　Ask and answer questions in SB Lesson 105, Part 2. Write down the verb forms in Ex. 1 of Wb Lesson 105.

Lesson 99教学设计示例第5篇

　　Period: The Third Period

　　Properties: Recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge aims:

　　(1) Learn adverbial clauses of time and condition

　　(2) Grasp some useful phrases.

　　2. Ability aims:

　　(1) Students can understand the dialogue.

　　(2) Students can point out which are adverbial clauses of time and condition.

　　Language Focus:

　　1. clauses: if, when, after, before

　　2. phrases: get up, be (get) ready for, feel very well, what’s wrong? after, throw about, reach home

　　Teaching Procedures:

　　a) Organizing the class

　　T: Good morning, class. Nice to see you again.

　　Ss: Good morning, teacher.

　　T: It’s a fine day today, isn’t it?

　　Ss: Yes, it is.

　　T: Let’s listen to a duty report.

　　b) Revision

　　T: Let the students do translation exercise:

　　1.他们学校就在这条街的尽头。

　　Their school is at the end of the street.

　　2.在这条街的街头是一个饭店。

　　At the head of the street is a restaurant.

　　3.当你等公共汽车时，你必须排队等候。

　　You must wait in line when you wait for a bus.

　　c) Leading-in

　　T: Show the students the sentences from Exercise Two, write them down on the blackboard, and underline some important words.

　　1. You should be quiet when you are in the reading room.

　　2. When I grow up, I’ll be a nurse and look after patients.

　　3. If you don’t want to go alone, I’ll go with you.

　　4. After you use plastic bags, you mustn’t throw them about.

　　5. People in the US can’t drink beer or wine before they reach 21.

　　T: Ask the students to read the sentences and let them discover the language point.

　　d) Practise

　　T: Tell the students to make familiar sentences according to Exercise Two.

　　For example:

　　1. You should be quiet when you are in the hospital.

　　2. When I grow up, I’ll be a teacher and teach students.

　　3. If you don’t want to do the cooking, I’ll do it.

　　4. After you use the toilet paper, you mustn’t throw them about.

　　5. People in China can’t drive before they reach 18.

　　e) Teaching grammar

　　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。

　　For example:

　　1. She began to feed her dog when she got home.

　　2. Don’t tell them the keys before they take the exam.

　　3. I went out for a walk after I had supper.

　　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。

　　For example:

　　1. He’ll fall behind the other students if misses too many lessons.

　　2. If you feel sick, you must see the doctor at once.

　　3. They will go to the park if the rain stops.

　　f) Teaching Language Points

　　1. get up起床/wake up醒来

　　(1) I usually get up at six, but today I got up at eight.

　　(2) Don’t wake him up, he is too tired.

　　2. be/get ready for为…准备好

　　be ready for表“状态”；get ready for表“动作”

　　(1) We get ready for the next exam.

　　(2) They are ready for the school sports meeting.

　　3. feel very well: 感觉很好

　　feel: link verb

　　(1) I’m feeling tired, let’s have a rest.

　　(2) Are you feeling better now?

　　4. What’s wrong? ＝What’s the matter?

　　(1) I don’t feel well. What’s wrong?

　　(2) He looks pale today. What’s the matter?

　　5. throw about乱仍

　　(1) Don’t throw about the waste paper.

　　(2) Throwing the plastic bags about is a bad habit.

　　g) Read and act

　　T: 1. Listening: Ask the students to listen to Exercise One, dialogue. Let them try to understand it.

　　2. Reading: Tell the students to read the dialogue.

　　3. Speaking: Read the dialogue together, then individually.

　　4. Practising: Practise the dialogue in pairs, close pair first, then open pair.

　　5. Acting: Ask the students to act out the dialogue.

　　h) Homework

　　1. Listen to the tape and read the dialogue.

　　2. Do Exercise Three. Make ten sentences.

　　3. Do exercises on page 75.

　　i) Summary

　　单项选择填空：

　　1. She is afraid the horse may ___ herself.

　　A. be hit B. be hurt C. hitted D. hurt

　　2. Don’t laugh ___ her, she started to cry.

　　A. of B. to C. at D. on

　　3. ___ the head of the queue was an old lady.

　　A. At B. Of C. In D. On

　　4. We’ll go to visit our teacher if it ___ tomorrow.

　　A. no rain B. doesn’t rain C. won’t rain D. not to rain

　　Keys: 1. D 2. C 3. A 4. B

Lesson 99教学设计示例第6篇

　　Period: The Second Period

　　Properties: Tape-recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge aim:

　　Students can understand the story.

　　2. Ability aims:

　　(1) Students can point out the adverbial clauses of condition.

　　(2) Students can retell the story in their own words.

　　3. Emotion aim:

　　Wait in line for the bus/tickets etc.

　　Language Focus: Some new words and phrases: sick, patient, wait in line, laugh at, at the head of

　　Teaching Procedures:

　　a) Organizing the class

　　1. Ask the students to get ready for class.

　　2. Select some good sentences from the students’ homework and share them together.

　　3. A duty report.

　　b) Revision

　　T: dictate Exercise Three in Lesson 65.

　　c) Leading-in

　　T: Ask the students to do Exercise One.

　　Let them talk about the following three questions.

　　1. When you are at a bus stop, do you wait in line for the bus?

　　2. How do you feel if someone doesn’t wait for his/her turn to do things?

　　3. Do you think it necessary for us to learn to wait?

　　d) Presentation

　　T: Look at the picture in the students’ book.

　　This is a doctor’s waiting for the doctor to hospital.

　　The people are waiting for the doctor to come.

　　Some people are sitting on the long chair, one person is standing on the left, on the right there are two persons, they are a doctor and a patient, they are talking, the doctor is showing the way to the door.

　　T: Look at the title “The Queue Jumper”, try to discuss the title in class.

　　e) Teaching reading

　　1. Listening: Ask the students to listen to the tape three times with their books closed.

　　2. Reading: Let the students read the text with the help of the tape, then read it by themselves.

　　3. Language points:

　　(1) sick 仅用于表语be sick/feel sick

　　I felt very sick after running at the sports meeting yesterday.

　　(2) patient ＝person who has received, is receiving, or is on a doctor’s list for medical treatment.

　　There are a lot of patients outside the doctor’s.

　　(3) wait in line ＝wait for one’s turn and stand in line

　　When you are at a station, you should wait in line.

　　(4) laugh at ＝make fun of

　　It’s unkind to laugh at a person who is in trouble.

　　(5) at the head of/at the end of

　　There is a beautiful lady at the head of the row.

　　4. Reading again: Try to understand the whole story.

　　5. Retelling: Ask the students to retell it in their own words.

　　f) Practise

　　1. Select one student to read the text fluently.

　　2. Choose two or three students to tell their understanding about the text.

　　3. Ask the students to work in groups of three and act out the passage.

　　g) Homework

　　1. Read the passage and listen to the tape.

　　2. Make sentences with the useful words and phrases.

　　3. Rewrite the passage.

　　4. Do exercises on page 74.

　　h) Summary

　　1. He ___ lunch at school last year.

　　A. didn’t have B. doesn’t have C. hasn’t D. hadn’t

　　2. The bus is coming! Let’s ___ the bus.

　　A. get down B. get on C. get off D. get to

　　3. You are ___ again. Please, come ___ next time.

　　A. later earlier B. late early C. late earlier D. later early

　　4. Alice enjoys playing ___ piano.

　　A. a B. the C. / D. one

　　Keys: 1. A 2. B 3. C 4. B

Lesson 99教学设计示例第7篇

　　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：When do you get up? What time do you get up?

　　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: Pay attention to the use of different prepositions in time expressions.

　　Step 1 Revision

　　1 Revise time expressions: on weekdays / Monday / Wednesday morning, in the evening / afternoon, at six o'clock, etc.

　　2 Revise two ways of telling the time. ( Please see Unit 15.)

　　Step 2 Presentation

　　Draw a clock on the Bb (or use a real one). Teach this dialogue.

　　A: What's the time?

　　B: It's seven o'clock. It's time to get up.

　　Repeat with wash your face, leave home, begin school, go to bed, etc. changing the time on the clock each time.

　　Step 3 Practice

　　Students practise the dialogue above, changing the information if desired, in pairs, using watches or pictures of a clock. They should just speak, and need not write anything down.

　　Step 4 Read and act

　　Step 5 Presentation

　　Step 6 Ask and answer

　　Step 7 Workbook

　　SB Page 131, Wb Lesson LOS, E 1-3. Do Ex. 1 paying special attention to the inflection of the verbs. Do E. 2 and 3 in class. Ex. 2 can he extended.

　　Homework

　　Ask and answer questions in SB Lesson 105, Part 2. Write down the verb forms in Ex. 1 of Wb Lesson 105.

Lesson 99教学设计示例第8篇

　　一、教学目标

　　1.知识目标

　　（1）掌握句型：What does your brother/sister/aunt/father/mother/grandma/grandpa do? Where dose she/he work/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

　　Step 1 Revision

　　1 Revise verb forms.

　　2 Revise What does Hu Yulan do? Where does Chen Fang work? etc.

　　3 Check Homework: Say something about Betty Hill.

　　Step 2 Presentation

　　Tell the students they are going to invent some families:

　　1 Draw a family tree on the Bb:

　　Liang Hong's Family

　　Father

　　Mother

　　Uncle

　　Aunt

　　Liang Hong

　　a driver

　　a farmer

　　a teacher

　　a worker

　　a student

　　in a

　　on a

　　in a

　　in a food

　　in No. 3

　　factory

　　farm

　　School

　　factory

　　Middle School

　　2 Ask, e.g. What does Liang Hong's father do? Where does he work? Get the students to answer the questions. Write the answers on the Bb.

　　3 Practise the questions What does she / he do? Where does she / he work? Get the students to work in pairs and talk about Liang Hong's family.

　　Step 3 Practice

　　1 Get the students to make up a family tree for Liang Hong's friend, Zhang Meng.

　　2 Work in pairs. Each student asks about the other's family tree: e.g. What does Zhang Meng's uncle do? etc.

　　Step 4 Ask and answer

　　SB Page 48, Part 1. Read through the table. Practise I don't have a (sister). Ask some students about their families. Then get the students to work in pairs.

　　Step 5 Read and say

　　SB Page 48, Part 2, Speech Cassette Lesson 103. Books closed! Ask two or three questions such as, Does Mr Baker speak Chinese? Does he like working in China? Play the tape as many times as necessary. Then get the students to listen and repeat. Teach Good evening! and friendly.

　　Do E. 1 and 2 of the Wb Lesson 103.

　　Step 6 Workbook

　　SB Page 127, Wb Lesson 103. Ex. 4 is a game. To help your students, you may suggest verb phrases like play basketball, watch TV, etc. When they finish a story, they may start another story. See which team gives more correct sentences.

　　Homework

　　Revise the new language in this unit.

　　Go over the content in Checkpoint 26.

Lesson 99教学设计示例第9篇

　　一、教学目标

　　1.知识目标

　　（1）掌握句型： It's quite a nice elephant.

　　（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： 8:30 yesterday morning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：What are you doing?

　　S1：I'm sweeping the floor.

　　S2：I'm reading a book.

　　S3：I'm writing.

　　教师手指这三位同学，依次问大家：

　　T：What is he/she doing?

　　学生按照实际情景，依次答出：

　　Ss：He is sweeping the floor. She is reading a book. He is writing.

　　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： What was ×doing when I came in?

　　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：

　　He was sweeping the floor. She was reading a book. He was writing.

　　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-reading questions）:

　　What is Li Lei doing?

　　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：What was Li Lei doing when the teacher came in?

　　S：He was drawing a picture.

　　T：What was he drawing?

　　S：He was drawing a horse.

　　T： What was he using?

　　S：He was using chalk.

　　T：Where was he drawing?

　　S： He was drawing on the blackboard.

　　全班两人一组，就Meimei及the twins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

　　But please don't play with my chalk. 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's play together. 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）The children are playing basketball over there. 孩子们正在那边打篮球呢。

　　2）Let's play doctors and nurses. 让我们扮演医生和护士。

　　3）She plays the piano wonderfully. 她钢琴弹得非常好。

Lesson 99教学设计示例第10篇

　　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：What were you doing last night?

　　S2：I was watching TV.

　　S1：（面向全班） What was he/she doing last night?

　　Ss： He/She was watching TV.

　　教师也可采用以下形式：

　　Chain practice（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：What were you doing at five yesterday afternoon?

　　S2：I was playing basketball. what were you doing at five yesterday afternoon?

　　S3：I was cleaning the classroom. What about you?

　　Pair work（结对活动）教师设定一个题目：What were your family members doing at 7:30 yesterday evening?

　　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：

　　At 7:30 yesterday evening Li Ming's father was reading a newspaper; his mother was washing clothes; his grandma was watching TV and Li Ming was doing his homework.

　　3.指导学生看课文第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

　　at noon 在中午

　　一般说来，表示“在某一时刻”，用at。例如：He got up at 7:30. 他七点半起床。

　　这种用法也包括“在拂晓”at daybreak; “在中午”at noon; “在傍晚”at sunset; “在吃饭时间” at dinner-time等。表示“在夜晚”，用 at night。

　　表示“在某一天”，使用介词on。例如：

　　1）He often takes a walk in the park on Sundays. 星期天他经常到公园去散步。

　　2） She was born on December 23, 1981. 她出生于1981年12月23日。

　　表示一段时间，使用介词in。例如：

　　in the morning在上午 in the afternoon在下午in the evening在晚上

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

　　如果要具体说明哪天的某段时间用on。例如：

　　They held the sports meeting on the afternoon of June 15. 他们在6月15日下午举行了运动会。

　　We'll have a party on Saturday night. 我们将在周六晚上举行一次晚会。

Lesson 99教学设计示例第11篇

　　Lesson 84 教学设计示例

　　Teaching Objectives:

　　Develop the students’ four skills of listening, speaking, reading and writing;

　　Revise the whole unit.

　　Language Focus: leave. . . behind, It’s getting late. , It’s time for sb. to do sth., thank you for doing sth.

　　Properties: Tape- recorder

　　Teaching Procedures:

　　I. Revision

　　1. Ask 2 ～3 students to give a speech ‘Can Money Bring us Everything?

　　2. Dictate the language points of the whole unit.

　　II. Reading practice

　　1. Play the tape and ask the students to repeat the dialogue.

　　2. Listen to the tape and read after it.

　　3. Explain the language points.

　　1) leave sb./sth. behind: neglect or forget to bring or take.

　　Don’t leave me behind! It is very dark. I feel afraid.

　　The luggage has been left behind.

　　2) thank sb. for doing sth.

　　Thank you very much for help us. It’s very kind of you.

　　Thank you very much for sending us such a beautiful gift. We all enjoy it.

　　4. Ask the students to make a similar dialogue.

　　III. Listening practice

　　1. Pre-listening;

　　1) Ask the students to get ready for listening and tell them what they’ll hear.

　　2) Ask the students some situational questions related to the listening material.

　　2. While-listening:

　　Ask the students to bear the listening comprehension questions in mind.

　　3. After-listening;

　　Check listening comprehension questions.

　　IV. Grammar practice

　　1. Reflexive pronouns practice.

　　1)Ask the students to finish Exercise Two on Page 34.

　　2) Check the answers with the students.

　　3) Ask the students to read the dialogues.

　　2. The compound sentence practice.

　　1) Ask the students to finish the exercises on Page 35, making as many sentences as possible.

　　2) Ask the students to summarize the features of the compound sentences by themselves.

　　3) The teacher tells the students what the compound sentences are.

　　V. Writing

　　1. Ask the students to rewrite the scrambled thank-you note.

　　2. Check with the students.

　　VI. Revise the whole unit

　　1. Go over the checkpoint with the students.

　　2. Go over the words and expressions with the students.

　　VII. Exercises in class

　　改错练习（划出一处错误并改正。）

　　1. Don’t do faces while the teacher is teaching.

　　2. They often speak their son stories.

　　3. Will you please open the radio?

　　4. I want to thank you for invite us.

　　5. It’s time for go, hurry up!

　　[1][2]下一页

　　Keys: 1. do→make 2. speak→tell 3. open→turn on 4. invite→inviting 5. for→to

　　VIII Homework

　　1. Finish exercises on page 100.

　　2. Revise the whole unit.

　　IX. Summary

　　根据上下文逻辑关系，排列对话顺序：

　　1. A. I’d love to. Where shall we meet?

　　B. All right. See you later.

　　C. At the station.

　　D. Will you go to the cinema with me tonight?

　　E. See you later.

　　Keys:

　　2. A.Would you like something to drink?

　　B. I’d like some tea.

　　C. Well, a cup of tea and some cakes, OK?

　　D. All right.

　　E. No, I’d like something to eat? What about you?

　　Writing on blackboard

　　上一页[1][2]

Lesson 99教学设计示例第12篇

　　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, shop assistant, nurse, postman

　　（2）掌握句型：

　　He/She is ___. He/She works ___.

　　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

　　Step 1 Revision

　　1 Review numbers 1-100. Teach numbers 101- 200. Tell the students to say one hundred and one for 101, one hundred and twenty-two for 122, etc.

　　2 Revise personal details: What's your name? Where are you from? / Where do you come from? How old are you? What do you like to do? What's your address? etc.

　　3 Get the students to ask each other in pairs and then to make a short report about their partners.

　　Step 2 Presentation

　　1 Use pictures or gestures to teach driver. Get one student to hold the picture or make the gestures. Ask What do you do? Help the student to answer I'm a driver. Ask the students What does he / she do? Help them to say She /He's a driver. Call out more students to hold the pictures or make the gestures for farmer, student, soldier, worker, businessman, doctor, shop assistant, nurse and postman. Ask randomly What do you do? What does she /he do?

　　2 Teach the questions. Get students to ask in your place.

　　3 Tell the students to stop holding the pictures or making the gestures. Get the class to test each other's memory in pairs by asking and answering What does … do?

　　Step 3 Practice

　　SB Page 46, Part 1, Speech Cassette Lesson 101. Books closed! Ask about each person in the pictures: e.g. What does Hu Yulan do? Play the tape. Check the answers. Play the tape again. Students listen and repeat. Books open! Say Turn to Lesson one hundred and one, page 46. Students match the words and pictures in pairs. Check answers as a class.

　　Step 4 Look and say

　　SB Page 46, Part 2. Look at the pictures and help the students make up sentences like Mr Chen is a farmer. He works on a farm. For the other pictures, students may say Miss Hu is a driver. She works for a bus company, etc.

　　Step 5 Ask and answer

　　SB Page 46, Part 3. Read through the options. Point out the difference between on a farm and in a factory, etc. Play the tape and have students listen and repeat. Now have students ask and answer questions in pairs.

　　Step 6 Practice

　　Ask 10 students to represent the 10 people in SB Page 46, Part 1. Get them to say My name is Hu Yulan. I am a driver. I drive a car. I work in a factory, etc. Ask the class What's his / her name? What does she / he do? Where does she / he work? etc.

　　Step 7 Workbook

　　SB Page 125, Wb Lesson 101, E. 1-3. Get the students to pick out the verbs ending in y from Ex. 1. Tell them how to change them into the 3rd person singular form. Remind them that fly, carry and study all end in “consonant +y”. Then ask the students to pick out the verbs ending in /s, z, CM/. They should add es to watch, catch and pass. Use E. 2 and 3 for consolidation of what has been taught in this lesson.

　　Homework

　　Do Ex. 1 in the exercise book.

　　Revise the new words and sentence patterns in Lesson 101.

Lesson 99教学设计示例第13篇

　　一、教学目标

　　1.知识目标

　　（1）掌握句型： 1） It's nice of you. 2） You'd better not talk. 3） As quickly as she could, Miss Zhao got a medicine box.

　　（2）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.He didn't see the bag until it was too late. 他看到这口袋米时，已经太晚了。not…until…是“直到……才”的意思。例如：

　　I won't believe it until I see it with my own eyes.直到我亲眼所见，我才相信这件事。

　　Li Lei didn't go to bed until he finished his homework.李磊直到做完作业才去睡觉。

　　2.The children shouted to the driver, but he did not hear them.孩子们对着司机大声喊叫，但是他没有听到。

　　shout to sb.与shout at sb.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：

　　He shouted to us to help him.他向我们大喊，叫我们去帮他。

　　“Don't shout at him, ” Lenin said to the young man.“He is right. We must be strict in our work.”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.hurry up和 hurry off

　　hurry up是“赶快”的意思。例如：

　　Hurry up! You'll be late!快点！你要迟到了！

　　I tried to hurry him up, but he wouldn't walk any faster.我尽量催促他，但他就是不愿意快走。

　　hurry off是“匆匆离去”的意思。例如：She truned off the light and hurried off.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） He looked at his watch, but it had stopped.他看了看手表，但表停了。

　　2） Look! There is a rabbit there.瞧！那边有只兔子。

　　3） Did you see my dog just now?你刚才看见我的狗了吗？

　　4） The thief was seen to steal into the house.有人看到那个贼溜进了房子。

　　5） Do you often watch TV?你常看电视吗？

　　6） The students are watching a football match.学生们在观看一场足球赛。

　　7） Can you read?你识字吗？

　　8） I was reading a newspaper when I heard my name called.我在看报纸时听到有人叫我的名字。

　　5.The man lay on the road.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） The boy lay on his back under a big tree.那男孩躺在一棵大树下。

　　2） When I came in, he was lying in bed, fast asleep. 当我进去时，他躺在床上睡得正香。