Lesson105教学设计示例.docx

《Lesson105教学设计示例.docx》由会员分享，可在线阅读，更多相关《Lesson105教学设计示例.docx（8页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、 Lesson105教学设计示例Lesson 105教学设计例如1 一、教学目标 1.学问目标 （1）把握句型： 1） You”d better go to bed earlier tonight. 2） A woman saw it happen when she was walking past. 3）I was walking in the park when I dropped my pen on the ground. 4）You look tired today. （2）连续学习过去进展时态的用法。 2.力量目标 （1）能够娴熟运用过去进展时表达过去某个时刻发生的事情。 （2）能够

2、用You”d better do sth. 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，要求学生赐予确定或否认答复，并练习各种人称形式。例如： T：（对某位同学） Were you watching TV last night? S1：Yes, I was. /No, I wasn”t. T：（面对全班） Was he/she watching TV last night? Ss：Yes, he/she was. No, he/ she wasn”t. 通过上述练习，由学生小结出过去进展时态陈述句式和疑问句式的构成。

3、 3.翻开书，学生两人一组练习课文第1局部内容。 4.请两位同学到前面来，低声叮嘱学生甲装作很累的样子，无精打采；学生乙装作不舒适，伏在课桌上（如能课前布置效果更好）。 T：（面对学生甲） You look tired today. You”d better go to bed earlier tonight, if you can. 引导大家猜想这两个句子的意思。 （面对学生乙） You are not feeling well today. You”d better go to see the doctor. 板书 You”d better do sth. 给学生几分钟时间，让大家设计一些

4、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：I was walking in the classroom when I dropped my book(pen). 6.翻开书，听课文第2局部录音，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”d better go to bed earlier tonight. 今晚你最好早点睡。 had better加动词原形表示：最好做某事，用来

5、向别人提出建议。可缩写为：”d better。例如： You”d better watch carefully before you cross the road. 过公路之前你最好要看认真。 We”d better hurry up, or we”ll be late. 我们最好快一点，要不然就晚了。 假如建议别人最好不做某事，使用“had better not加动词原形”这一句型。例如： You”d better not read in bed. It”s bad for your eyes. 你最好不要躺着看书，对你眼睛不好。 You”d better not play basketba

6、ll after lunch. It”s bad for your health. 你最好不要在午饭后就玩篮球，它对安康有害。 2.A woman saw it happen when she was walking past. 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： see sth. 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： The children saw the motorbike hit the bag of rice. 孩子们观察摩托车撞在了米

7、口袋上。 Whose photo is that? Let me have a look at it. 那是谁的照片？让我看看。 Did you hear him play the piano just now? 刚刚你听见他弹钢琴了吗？ 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

8、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 th

9、e 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

10、you are at a bus stop, do you wait in line for the bus? 2. How do you feel if someone doesnt 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 doctors waiting for the doctor to hospital. Th

11、e 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 t

12、o 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 ver

13、y sick after running at the sports meeting yesterday. (2) patient person who has received, is receiving, or is on a doctors list for medical treatment. There are a lot of patients outside the doctors. (3) wait in line wait for ones turn and stand in line When you are at a station, you should wait in

14、 line. (4) laugh at make fun of Its 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. Se

15、lect 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.

16、 3. Rewrite the passage. 4. Do exercises on page 74. h) Summary 1. He _ lunch at school last year. A. didnt have B. doesnt have C. hasnt D. hadnt 2. The bus is coming! Lets _ 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