Lesson 66教学设计示例（精选12篇）
Lesson 66教学设计示例 第1篇
一、教学目标
1.知识目标
（1）掌握词汇：get to, exercise, shopping, garden, over, do some reading
（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
Step 1 Revision
1 Revise What time do you usually have breakfast / lunch / supper? What do you often / sometimes do on Sunday? and other questions from the previous lesson. Add questions using the new words get ready for bed, wash, etc.
2 Revise Ex. 1 in the Wb Lesson 106.
Step 2 Presentation
1 Say Stand up, please. Let's do morning exercises. Do a few jumping jacks (跳跃). Have the students also do jumping jacks and count in English for everyone they do, 1, 2, 3, etc. Say OK, what are we doing? Morning exercises! Have students repeat, Morning exercises. Ask again, What are we doing? Students answer, Morning exercises! Have the students sit down. Write morning exercises on the Bb and have the students write this phrase in their notebooks.
2 Repeat Lesson 106, Step 5, but have the students work with a different partner. Ask several different students from the last lesson to share with the class their partner's schedule. Make sure they are using she/he properly.
Step 3 Look, ask and answer
SB Page 53, Part 1. Teach go swimming / shopping / boating/skating, do the cleaning/cooking/washing, etc. In pairs have the students ask and answer the questions about Mrs Morison.
Step 4 Read
1 SB Page 53, Part 2. Before reading, have the students cover the text and just talk about the title. Ask What do you think this reading is about? Write down the answers on the Bb.
2 Students read through the passage silently. They may not use their dictionaries! See if the students understand the meaning of garden and over. If they did not, explain these words to them, but first let the students guess. Teach get to school and get home.
3 Speech Cassette Lesson 107. Play the tape and let the students listen and repeat. Pay attention to the pronunciation and intonation.
4 Choose three students to read the passage aloud. Each student should read one paragraph.
Step 5 Look and answer
SB Page 53, Part 3. Assign this as Homework. Students should write down their answers in their exercise books.
Do Ex. 2 of Wb Lesson 107.
Step 6 Write a short passage about your day
SB Page 53, Part 4*. Have the students write a short paragraph about their day, using “Jim's Day” as a model. Then have the students switch their papers with their partner. Have each student read and correct their partner's paper. Tell the students that it often takes a writer 3 or more times to rewrite something to make it perfect. Good writers usually have other people read their writing to help them make it good. This will lower the students' anxiety about having their partner read what they wrote. Have the students hand in their work. Choose some of the best to put on the wall of the classroom.
Step 7 Workbook
SB Page 133, Wb Lesson 107. E. 1 and 3 should be done orally in class. Then write down the answers. If possible, get the students to think up more pairs of opposites for Ex. 1 and more sentences for Ex. 3.
Homework
Finish off the Workbook exercises.
Revise the reading passage in SB Lesson 107.
Prepare a talk on “My Day”.
Lesson 66教学设计示例 第2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）。
Lesson 66教学设计示例 第3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。
3） Japan lies to the east of China. 日本位于中国以东。
4） It's no good lying to others. 对别人撒谎没好处。
5） She lied to me about you just now. 她刚才对我编造了你的谎话。
Lesson 66教学设计示例 第4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:
D
A
C
B
E
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
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Lesson 66教学设计示例 第5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 66教学设计示例 第6篇
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
Step 1 Revision
Note: During this lesson, starting with Step 2 of Revision, the students should be in small groups for the entire lesson. Before you start the lesson, give the students some type of signal so they know when to stop talking in their group and listen to you. This signal could be a clap of the hands or something silly like you saying “hi”and the students replying “ho”.In this way you will get the focused attention of the students when you need to talk to the class as a whole.
1 Repeat Step 5 in Lesson 78. Instead of an action chain, get the students to work in groups of four so that they have more chances of talking.
2 Play “Polly Says”but add like this to each command: Polly says stand up like this (stand up with arms folded). Make a tree like this (hold your arms out like a tree), etc. Explain that like this is used to show a person how to do something.
3 Revise the new verbs in Lesson 78 and add run.
Step 2 Presentation
1 Teach high. In small groups of four, have students work together to produce instructions on how to fly a kite. Say Now is a good time to fly a kite. Can you fly a kite? Ask several students, Do you like to fly a kite? Each group will work together to tell me how to fly a kite. You may need to give the instructions in Chinese. There should be at least 5 steps in flying a kite. Make sure the students write their steps in the imperative. For example: 1 Have a friend hold the kite. 2 Run fast. 3 Let go of the kite. 4 Pull on the string. 5 Catch the wind. 6 Have fun! Remember, the instructions may change from group to group. Be sure to walk around the class and give help where needed. You may need to help with some new vocabulary, but that's OK. Don't make the students responsible for knowing special vocabulary other than what is on the list for this lesson.
2 Ask one person from several groups to read their instructions for the whole class.
Step 3 Read and act
1 SB Page 18, Part 1, Speech Cassette Lesson 79. Books closed. Ask Can Ann fly the kite? (No.) Play the tape. Check the answer. Play the tape again. Students listen and repeat.
2 Explain that Great! means the same as Good! except it is a little stronger feeling of excitement. It is used when something exciting happens (e.g. No homework today.—Great!)
3 Have the students read the dialogue as a class. The girls read Ann's part and the boys read Ling's part.
4 Close pair work and open pair work.
Step 4 Practice
Replace a kite with a model airplane or a frisby. Get the students to make a new dialogue. They should include in their dialogue the phrase, throw it like this instead of run with it like this. The students may also change other parts of the dialogue as they desire.
Step 5 Make a survey
1 SB Page 18, Part 2. Read the instructions to the students. However, have the students fill out only the first four spaces, by asking the other students from their own group. Make sure they understand what to do by asking several students What are we doing? (translate into Chinese if necessary). They should answer We ask everyone in our group: what is your favourite sport? (in Chinese) Once you are sure the students understand, let them work in groups to fill out the survey. Walk around and make sure they are speaking English. Make sure that they are filling out the form themselves, and not just switching papers and everyone is writing their own answers. Remember, this is a speaking activity.
2 Now have two small groups working together—groups of eight, to make a team. The students from Group A survey the students from Group B, and fill out the last four spaces of the survey.
3 Have the students in their team of eight answer the last two questions. Then ask one person from each team to give the results of the survey.
Step 6 Workbook
SB Page 91, Lesson 79, E. 1 and 3.
Listening Text
1 LI LEI: Hi, Jim. Are you good at swimming?
JIM: No, I'm not. I don't like swimming very much.
LI LEI: What's your favourite sport?
JIM: Basketball.
2 LIU YING: Tom, are you good at skating?
TOM: Yes, I am.
LIU YING: I think it's your favourite sport.
TOM: You are right!
3 LIN TAO: Hi, Lily. Is volleyball your favourite sport?
LILY: No, it isn't. Skiing is my favourite sport.
The answers are: Jim: basketball; Tom: skating; Lily: skiing
For Ex. 3, have the students practise the dialogue in pairs. Then have them tell each other their story as if they are Han Mei.
Culture note: In many Western countries football is the favorite sport. However, in Canada, especially in the winter, ice hockey is very popular. In America, the favorite sport changes with the season. In the fall, American football is popular, in the winter, basketball, and in the spring, baseball. Football, or soccer, as it is called in America, though it isn't as popular as American football, basketball and baseball, is gaining in popularity with well over 600,000 children, both boys and girls, playing organized soccer every year.
Homework
Finish off the Workbook exercises.
Learn the dialogue in Wb Ex. 3 by heart.
Lesson 66教学设计示例 第7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 66教学设计示例 第8篇
一、教学目标
1.知识目标
（1）掌握字母组合th，sh，wh的发音。
（2）继续学习一般现在时。
2.能力目标
（1）准确读出包括字母组合th，sh，wh的单词。
（2）熟练运用一般现在时。
二、教学过程
Step 1 Revision
1 Revise words of occupations and work places.
2 Revise family trees and where the family works by having the students work in different pairs from last lesson and following Step 3, section 2.
3 Check Homework.
Step 2 Word families
SB Page 49, Part 1, Speech Cassette Lesson 104.
Follow the same steps as in Lesson 68, Step 2.
Do Wb Lesson 104, Ex. 1.
Step 3 Stress and intonation
SB Page 49, Part 2, Speech Cassette Lesson 104. Books closed. Ask students to listen for the stresses in each sentence. Get them to show the stress with a gesture. Repeat, listening for intonation. Practise. Get students to ask and answer questions about their own aunts / uncles / mother / father. Pay attention to stress and intonation.
Step 4 Read and answer
SB Page 49, Part 3. Have the students cover the reading text. Now have the students look at questions 1-4. Tell the students that they are going to scan the text for the answers to these questions. They are not to read each word, but just look for the answers to these questions. Give the students 3 minutes to scan for the information. Then check their answers as a class. Do the same with questions 5-8. Now have the class read the passage together. Pay attention to the rhythm and intonation.
Step 5 Listen and chant
SB Page 50, Part 4*, Speech Cassette Lesson 104. Play the tape, have the students listen and repeat. Make sure students understand the meaning. Divide the class into 8 groups. Give each group a line from the chant. Have them practise it a few times. Then point to each group and have them say their line together. Now point to the groups randomly and change the order of the chant.
Step 6 Ask and fill in the form
SB Page 50, Part 5*. Have the students interview each other. They should choose three different students other than their partner to interview. Make sure the students ask each other the questions and don't just give the form to the other students to write in the answers. Stress that this is a speaking activity!
Step 7 Checkpoint 26
Go through Checkpoint 26 and explain any problems. Give examples of the differences between the Present Indefinite and the Present Continuous Tenses: e.g. She watches TV every evening. She is watching TV now. Drill the forms of the Present Indefinite Tense like this:
T: Work… They… S: They work.
T: She … S: She works.
T: Run … She … S: She runs. (etc.)
Change one element (either verb or pronoun) each time. Drill the question forms like this:
T: Work … He … S: Does he work?
T: Speak French … S: Does he speak French?
T: They … S: Do they speak French?
See the grammar notes of the SB on the Present Indefinite Tense.
Step 8 Workbook
SB Pages 128-130, Wb Lesson 104, E. 2 and 3. For Ex. 2, have the students fill in the blanks as they listen to the tape.
Listening Text
WEI LEI: Good evening, John!
JOHN: Oh, hi, Wei Lei!
WEI LEI: John, what does your father do?
JOHN: My dad? Oh, he works in a school near here. He's a teacher. He teaches English. What about your father?
WEI LEI: Oh, he's a worker. He works in a factory.
JOHN: A factory? What does he make?
WEI LEI: Oh, lots of different things. He makes machines. They are very good machines.
JOHN: That's good! It's not easy to make machines! What about your mother?
WEI LEI: She's a teacher. She teaches Chinese.
JOHN: That's good! Can I be one of her students?
WEI LEI: You must ask her. John, what about your mother? Does she work?
JOHN: Yes, she works at home. She makes clothes.
WEI LEI: That's nice. Can she make me a new shirt?
JOHN: Well, you must ask her!
The answers are: 1 teacher, English; 2 at home, clothes; 3 in a factory, machines; 4 teacher, teaches Chinese.
For Ex. 3, have the students work in pairs and fill in the blanks orally, while they ask each other the questions. If time allows, choose a pair to ask and answer each question for the class.
Ex. 7 is optional.
Step 9 Test
Dictate the following sentences: Yang Jing is a postman. He works in a post office. He is very busy every day. He works hard. He likes his work.
Homework
Finish off the Workbook exercises.
Some ideas for extra practice and enrichment
1 Word puzzles. Students really like to play with language. That's why word puzzles are effective for teaching language. You may make up your own puzzles or have the children work in small groups to make up their own word puzzles. Maybe they want to make up a crossword puzzle, or a word jumble, or a secret code. A word jumble is when a word is scrambled, and it needs to be unscrambled to make the correct word. For example, rhectae when unscrambled becomes teacher. Encourage the students to be creative. Below is an example of a secret code:
To use this secret code, first look in the box, find the number in the left-hand column and move across in the box until you come to the symbol you need. Then write down the correct letter.
Whatever the puzzle is, remind the students also to make an answer key!
2 Riddles. Have the students work in pairs and write their own “Who am I?” riddle. The answer must be a profession, such as a factory worker, or a nurse, etc. See the following example:
I often wear white.
Every day I see many people.
I sometimes wear a mask.
People come to see me, feeling bad,
But they go home feeling good.
Who am I?
(A doctor.)
Lesson 66教学设计示例 第9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
42
40
38
37
11
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 66教学设计示例 第10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 66教学设计示例 第11篇
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：Let Your Kite Fly High。
（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
Step 1 Revision
1 Revise My favourite sport is…. and personal information by doing SB Page 19, Part 4. In pairs, have the students fill out the Identification Card. Have several students share their answers.
2 Revise instructions for flying a kite.
3 Check homework.
Step 2 Spelling and pronunciation
1 SB Page 19, Part 1, Speech Cassette Lesson 80 (Phonic Reading Work). Books closed. Follow the same steps as in Lesson 68, Step 2, of the TB. Use flashcards rather than going straight to the book.
2 Do Ex. 1 in Wb Lesson 80. Instruct the students to associate the words in this exercise with the words listed in Part 1, SB Lesson 80. In this way they can learn how to pronounce English words without the phonetic symbols.
3 Do Ex. 2 in Wb Lesson 80. Have students read aloud the words and ask other students to spell them. This shows the function of spelling rules.
Step 3 Stress and intonation
1 SB Page 19, Part 2, Speech Cassette Lesson 80. Books closed. Ask students to listen for the stresses in each sentence. Play the tape. Play it again and get the students to repeat, showing the stress with a gesture.
2 Tell the students that intonation shows when the speaker is making a statement (usually a falling tone), asking a yes/no question (rising tone) or shows the speaker's feelings. Demonstrate by saying Yes in different ways:
A Yes. (falling) affirmative
B Yes? (rising) a question
C Yes! (falling with extra stress) an exclamation
Show the intonation with a gesture. Play the tape. Play it again and get students to repeat, showing the intonation with gestures.
Step 4 Read and chant
Note: Each language has its own rhythm, and the rhythm of English is different from the rhythm of Chinese. Stress, intonation and rhythm all work together. The purpose of a chant is to work on the rhythm of English. Along with rhythm, reduced speech is often used. Even though we want to emphasize correct pronunciation, reduced speech is also part of language. (An example of reduced speech from Chinese is when you ask someone多少钱, the少is often reduced and becomes /aou/with the/M/being pronounced lightly at all.) Also, it is reduced speech that tends to make listening very difficult for your students. By becoming familiar with reduced speech along with the rhythm of English, your students will not only increase their speaking fluency and naturalness, but also their listening capability.
1 SB Page 19, Part 3. Play the tape. Have the students listen for the rhythm and the reduced speech. For example: What's his favourite sport? becomes what's is, What's her becomes What's er, etc.
2 Play the tape again and have the students repeat, paying attention to the rhythm and intonation (Notice that the intonation for the questions is not rising but rising/falling because they are not yes/no questions.)
3 Divide the class into two groups. Group A reads the question lines e.g. What's…favourite sport? and Group B reads the sports' lines, e.g. football, football, football! Switch groups and repeat.
Step 5 Ask and answer
SB Page 19, Part 4. In pairs, have the students ask each other questions concerning themselves. Each person should fill in the “ID card” in their book. Have several students volunteer to tell the class about their partner. Make sure they use the correct pronouns (his/her).
Step 6 Listen and answer
SB Page 19, Part 5, Listening Cassette Lesson 80. Wb Lesson 80, Ex. 1. Let the students read the questions before listening to the tape.
Listening Text
LUCY: Hi, Han Mei!
HAN MEI: Hi, Lucy!
LUCY: That's a nice bike.
HAN MEI: Yes, it's new. Do you want a go?
LUCY: No, I don't think I can ride it. I think it's too high.
HAN MEI: No, it isn't! It's easy! Here, have a go. Let me help you.
LUCY: Like this?
HAN MEI: Yes, that's right, good! Now, go!
LUCY: I'm going! It's great. Oh, look out!(CRASH)
HAN MEI: Lucy, are you OK?
LUCY: Don't worry—I'm OK! But what about the bike? Is it broken?
HAN MEI: No, don't worry, it's fine. It's not broken.
Explain the meaning of want a go, I'm going, look out by gesture or in Chinese.
The answers are: 1B; 2C; 3C.
Step 7 Read
1 SB Page 20, Part 6*. This part is optional. Say My favourite basketball player is…. Ask Who is your favourite basketball player? Have several students answer.
2 Ask Who is Mike's favorite player? Write this question on the Bb. With books closed, play the tape. Check the answer. (Ronaldo.)
3 Read the passage together as a class, pay attention to the intonation and pronunciation.
4 In pairs have each student read to their partner and the partner corrects any pronunciation errors. Switch. Be sure to walk around the class during this activity and give help where needed.
5 Do Wb Lesson 80, Ex. 6*.
Step 8 Song
SB Page 20, Part 7*. Get the students to listen to the tape and then sing the song. If no tape is available, perhaps some of the students can make up a tune. Arrange a singing competition between different groups.
Step 9 Checkpoint 20
Go through Checkpoint 20 with the students. Encourage them to ask questions if there is anything they are not sure about.
Step 10 Workbook
SB Pages 92-94, Wb Lesson 80, E. 3 and 4. The two exercises can be done after class as homework. E. 6-10 are optional.
Step 11 Test
Dictate a few new words taught in this unit and the following dialogue.
A: Can you fly a kite?
B: No, I can't. It's too hard.
A: No, it's easy. Let me help you. Run with it like this.
B: Yes, it's high! Thanks very much.
Homework
Finish off the Workbook exercises.
Some extra practice and enrichment
1 Writing practice. The students know enough English at this point that they are able to write simple paragraphs. Help them write a short paragraph about their favourite athlete. Have them tell why they like the athlete. If some of the students don't want to write about a favourite athlete, have them write about a famous person they admire. Have them tell why that person is their favourite famous person.
2 Teach the following tongue twister to practice some of the vowel sounds found in Lesson 80, Page 19, Part 1.
How much wood could a woodchuck chuck if a woodchuck could chuck wood?
3 Many students love to watch and play sports. They often watch their favourite athletes. In western countries, students often collect “baseball cards” with the information about various athletes. However, these cards are for all sports such as basketball, football and even ice-skating. Have each student make their own“baseball card”with their favourite athlete. They should include the person's birthdate, age, and accomplishments. Then you can allow time for the students to “swap”their cards. Have them ask each other Can I see your card? Do you want to swap?
Lesson 66教学设计示例 第12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
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