Lesson 96 教学设计方案

Lesson 96 教学设计方案（通用17篇）

Lesson 96 教学设计方案 篇1

　　Teaching Aims

　　Teaching procedures

　　Step 1 Revision

　　l .Check the homework exercises.

　　2. Revise the contents of the story in Lessons 98 and 99.

　　Step 2 Listening

　　Listening Cassette Unit 25. Play the tape for Ex. 1 two or three times as necessary. Then do E. 2 and 3. Pause the tape at important moments and help the Ss to find the answers when they need help.

　　Step 3 Practice

　　Listening Unit 25, Ex. 4. The Ss tell the story to their partners.

　　Step 4  Presentation

　　Write this on the Bb:

　　CERTAIN POSSIBLE       IMPOSSIBLE

　　1 He must might / may / could can't be American.

　　2 They might not / may not be very happy.

　　For sentence 1, if possible, show some pictures of men to the Ss and ask them to guess whether they are American or not, using these phrases. Point out the categories: Certain and Impossible. Tell the Ss that when we are sure about something we can use must be or can't be. Point out that it is a mistake to say mustn't when we are talking about something which we think is impossible. Tell the Ss that might, may and could are used when we are not very sure about our guess.

　　For sentence 2, tell the Ss that we say might not/may not when we are not very sure about our guess, but that could not is incorrect.

　　Step 5 Practice

　　SB Lesson 100, Part 2. Go through the instructions and do Number I orally with the class. Then get the Ss to complete this exercise individually. Go over the answers with the class.

　　Suggested answers:

　　1. He must be in his office.

　　2 .He may / might / could be at the conference.

　　3 .They must have / earn a lot of money.

　　4 .They must be foreign.

　　5 .He must walk too fast.

　　6 .They may / might not be at the station.

　　7 .He can't be terribly busy.

　　8 .She may / might / could be in the organizer's office.

　　9 .It may / might / could be an interesting talk.

　　10. You may / might not be interested in the conference.

　　Step 6 Test

　　Give the Ss this test which practise modal verbs. Write sentences about these situations, using must / might / may / could / can't.

　　1. Perhaps the theatre will be full.

　　2. I'm sure that necklace is valuable.

　　3. I'm sure the medicine isn't in the cupboard.

　　4. Perhaps my neighbours are away.

　　5. Perhaps we will have a good trip.

　　6. I'm sure it isn't made of gold.

　　7. Perhaps his girlfriend isn't in the hotel.

　　8. I'm sure that restaurant is a good one.

　　9. Perhaps the train ticket is as expensive as the air ticket.

　　10. Perhaps there will be all sorts of different nationalities there.

　　Answers:

　　1. The theatre might / may / could be full.

　　2. That necklace must be valuable.

　　3. The medicine can't be in the cupboard.

　　4. My neighbours might / may / could be away.

　　5. We might / may / (could) have a good trip.

　　6. It can't be made of gold.

　　7. His girlfriend may / might not be in the hotel.

　　8. That restaurant must be a good one.

　　9. The train ticket might / may / could be as expensive as the air ticket.

　　10. There might / may / could be all sorts of different nationalities there.

　　Step 7 Writing

　　SB Lesson 100, Part 3. Give the Ss some time to write the summary. Let them look at each other's writing in groups, then revise their drafts and finalize their compositions.

　　Step 8 Workbook

　　Wb Lesson 100, E. 1 - 3.

　　E. 1 and 2 should be done orally in class. For Ex. 2, your help is needed. For example, you have to tell the Ss in what kind of situation “Come on!” is used. Say He Xiaofeng sings English songs beautifully. Would you please sing us a song, Xiaofeng? Seeing she is hesitating, you may say Come on! Don 't feel shy. Similar explanations have to be made with some of the other sentences.

　　If possible, ask your Ss to do Ex. 3. You may make up one with a good student. Then let the Ss work in pairs. Call out several pairs to give their performance.

　　Step 9Homework

　　Finish off the Workbook exercises.

Lesson 96 教学设计方案 篇2

　　Teaching Objectives:

　　Be able to distinguish the usages between the Simple Past Tense and the Past Continuous Tense.

　　Language focus:

　　The different points between the Simple Past Tense and the Past Continuous Tense.

　　The Simple Past Tense is used to refer to events that happened in the past.

　　The Past Continuous Tense is used to refer to events that happened at a particular, specific time in the past.

　　Properties: Overhead projector, Pictures, 在教室一角布置一个“交通事故现场”。

　　Teaching procedures:

　　Step 1 Revision

　　1. Call students to tell the story learnt the day before.

　　2. Dictate some words: cause, accident, comer, suddenly, shout, land, luckily, gatekeeper, crowd, hurry, police, medicine, choose, traffic, motorbike, carry, quickly, fast, move

　　3. To read some traffic signs.

　　Step 2 Read and answer

　　Say Yesterday we learnt about a traffic accident. In the accident, there was a man who got hurt. He was taken to hospital. But after a while, policemen came. Let’s see what happened after that.

　　Let the students imagine they are the children. Try to answer the policemen’s questions on page 123 Ex 1 in the workbook.

　　Get the students to act out the story.

　　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：

　　l）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 gatekeeper's room

　　Step 3 Presentation

　　Ask a student to come and perform an action at the front of the class. (e.g. sweeping the floor)

　　Ask What is he/she doing?

　　Then invite another student to come an perform a different activity (e.g. cleaning the blackboard) at the same time as the first student is sweeping the floor.

　　Say: The girl is sweeping the floor while the boy is cleaning the blackboard.

　　Explain while=during the time that something is happening.

　　Divide the class into two groups. Tell one group to mime writing. Tell the other group to mime reading. Say Group A is writing while Group B is reading.

　　Get the students to practise this sentence as they mime.

　　Step 4 Practice

　　Do the first sentence with the students, making sure they understand what to do.

　　Then let the students work alone, check the answer with the class.

　　Explain the difference between the Simple Past Tense and the Past Continuous Tense.

　　Step 5 Exercise in class

　　Fill in the blanks with the Simple Past Tense or the Past Continuous Tense.

　　1.When I ________(arrive) at the meeting, the headmaster had just finished her speaking and the students _________(clap).

　　2.When I_________(hear)his knock, I________(go)to the door and________(open)it, but I ________(not recognize) him at first, because I________(not wear) my glasses.

　　3. When he _________(get) into the bus, it ________( start) suddenly and he ________(fall) backwards on to the road.

　　4.When I _________ ( cross) the road, I ________ ( step) on a banana skin and ________ ( fall) heavily.

　　5. The boys _________ ( play) cards when they ________ ( hear) their father’s steps. They immediately________(hide) the card and________(take) out their lesson books.

　　Keys:  1.arrived, were clapping

　　2.heard, went, opened ,didn’t recognize, wasn’t wearing

　　3.was getting, started, fell

　　4.was crossing, stepped, fell

　　5.were playing, heard, hid, took

　　Step 6 Homework

　　1. Write about a traffic accident.

　　2. Preview next lesson.

　　3. Do exercises on page 123. Finish off the workbook exercises.

　　Writing on blackboard

　　Lesson 99

　　Answer the policeman's questions.

　　1. When did you see the accident?

　　2. Where did the accident happen?

　　3. What happened to the man?

　　4. Where did the bag come from?

　　5. Did anyone else see the accident?

Lesson 96 教学设计方案 篇3

　　Teaching Aims

　　1. Study the second part of the story.

　　2. Go through attributive clauses with relative pronoun whose

　　Teaching procedures

　　Step 1 Revision

　　Ask the students to say something about the first part of the story according to the main idea of each paragraph.

　　1. Who was Mr. King and where he worked?

　　2. The accident.

　　3. In the hospital.

　　4. The secret was out.

　　5. Mr. King’s reason for the secret.

　　Step 2 Reading

　　1. Ask the students to read the text quickly.

　　2. Get the students to find out the main ideas of the first 3 paragraphs.

　　(1) What the company did the next day and why?

　　(2) Mr. Little’s opinion about Mr. King’s matter.

　　(3) Mr. Pattis’ opinion about the matter.

　　3. Ask the students to infer the company’s final decision; Let Mr. King stay there.

　　Step 3 Listening

　　Listen to the tape and then work in pairs to finish Ex. 1, 2 in the workbook.

　　Step 4 Language points

　　Deal with the language points in the text:

　　discuss the problem/the matter make a decision

　　tell a lie for a moment

　　not have somebody doing =not allow somebody to do. . .

　　Step 5 Grammar

　　whose引导的定语从句的巩固，让学生快速译句子：

　　This is the boy whose father/mother/brother/sister is a worker.

　　This is the girl whose leg/arm/hand/foot/head was hurt.

　　This is the house whose window is broken.

　　Step 6 Practise

　　Language study of part 3

　　1. Get the students to join the sentences by using “whose”.

　　2. Ask the students to tell the differences between the following sentences:

　　(1) I know the person whose company produces new machines,

　　(2) I know the person, whose company produces new machines.

　　(3) I know the person, and his company produces new machines.

　　Step 7 Exercise

　　Do Ex.3,4,5 on Page 71.

　　I. 完成句子。

　　1. It is easy to use a short-wave radio to ______________ (收听) the programmes.

　　2. _____________(使我们失望的是) , he wasn’t chosen our monitor.

　　3. One can’t learn a foreign language well_____________ (如果……不) he studies hard.

　　4. I’m going to start early _____________ (以便) I can catch the first bus.

　　5. Our new neighbour _____________ (访问) us as soon as they moved here.

　　II. 句型转换

　　1. In my opinion, there will not be any chance for him.

　　I _____________ _____________ that there _____________ be _____________ chance for him.

　　2. It seems that it’s harder for women to get a job in that company.

　　It seems ______________ ______________ for women _____________ _____________ a job in that company.

　　3. The teacher was surprised to find some flowers on the table when she opened the door.

　　_____________ _____________ ______________, the teacher found some flowers on the table when she opened the door.

　　4. It is so hot that we don’t want to go out.

　　It is _____________ a hot day ______________ we don’t want to go out.

　　5. This afternoon I will ask the barber to cut my hair shorter.

　　This afternoon I will ______________ my hair _____________ shorter.

　　参考答案

　　I. 1. pick up 2. To our disappointment 3. unless 4. so that 5. called on

　　II. 1. don’t, think; will; any 2. more, difficult; to, get 3. To, her, surprise 4. such; that 5. have; cut

Lesson 96 教学设计方案 篇4

　　Lesson 104 教学设计方案

　　教学目标：

　　1. Grasp the rules of spelling and word formation.

　　2. 掌握请假条等英文应用文的写作。

　　重点语言点：

　　1. Making words

　　1) Nouns→Adjectives “+ ful, +y”

　　eg. help→helpful sun→sunny

　　2)Adjectives→Adverbs “+ly”

　　eg. lucky—luckily nice—nicely simple—simply good—will

　　3)Verbs→Nouns “+er, +or”

　　eg. teach—teacher run—runner visit—visitor

　　4) Compounds

　　eg. schoolbag

　　2. New words and expressions.

　　stay in bed, ask for, two days leave, take. . . to. Penguin, as cold as an ice box, all around, all the time, not. . .at all, most of. . . , lay, at last, stand on one s toes, rub, human, shellfish

　　教具：Picture, recorder and overhead projector.

　　教学过程：

　　Step 1 Making words

　　教师可以用投影仪出示如下单词：

　　1.help → helpful, wonder→wonderful, color→colorful

　　2.sun → sunny, wind →windy, snow → snowy, hill→ hilly

　　3.run→ runner, teach → teacher, driver → driver, listen → listener

　　4.shop→ shopkeeper, class→ classroom, some → sometime

　　5.lucky→ luckily, true→truly, great→greatly, new→newly

　　再让学生观察以上单词并找出词型变换规律：名词变形容词+ ful , y动词变名词+ er, 形容词变副词+ ly

　　最后，组织学生朗读这些单词，并完成书上的练习。

　　Step 2 Word study

　　教师可以事先让学生收集一些单词的缩写形式和原形，上课时将学生分成小组进行讨论，总结本组所找到的单词。然后，让组长将本组的词写在黑板上，其他同学在下面记录（重复的不记）最后，教师解释What’s anther ways of saying bike/ TV…? 这句话的意思然后再提问，让学生回答。

　　教师可进行这样的游戏：让一个学生说short from，另一人学生说出其full from。

　　Step 3 Listening

　　Listen to the tape and compete the sentences on the page130.

　　First Listen and try to get the general meaning of the material.

　　Play the tape again and pause after important information. Let the students check the answer.

　　Listen sentence by sentence and check the answers.

　　Step 4 Writing

　　Tell the student how to write a note for sick leave:

　　Pay attention to some points. In the note you have to write out clearly the date, who this note is to, why you are asking for a leave, how many days you are asking for, your name, etc.

　　格式：

　　Date:

　　Dear _____: 

　　正文                              

　　Name

　　Explains some phrases.

　　1. stay in bed

　　He's very sick, so he has to stay in bed.

　　2. two days’ leave

　　Julia asked for three days, leave from work because her son was ill.

　　3. sick leave is a period of time when you are allowed to spend away from work or school because you are ill.

　　教师组织学生根据书中设计的情景写一张病假条。

　　Step 5 Reading

　　课前教师可让学生了解一些有关企鹅的知识，也可联系生物知识对这种动物进行一定的了解。

　　Have the students read the story and guess where the penguins live.

　　并找出生词和不懂的地方，自己去查字典。教师向学生讲解重点词汇和句子。

　　go back to, jump up, stand on my toes, rub, etc.

　　Play the tape for the students to listen and repeat. Answer the questions:

　　1. What season does the Penguin like best?

　　2. What does the Penguin eat?

　　3. Can they fly?

　　4. Who lays eggs, James Penguin or Jane Penguin?

　　Step 6 Exercises in class

　　Choose the correct words to fill in the blanks.

　　1. He didn’t do the work ________(careful/carefully) .

　　2. The rain had already washed the car________(clean/cleanly) .

　　3. I can understand him if he speaks English ________(slow/slowly) .

　　4. The coat will keep you _________(warm/warmly) .

　　5. He drank the beer _________(quick/quickly) .

　　Keys: 1. carefully  2. clean  3. slowly  4. warm  5. quickly

　　Fill in the blanks with correct prepositions.

　　1. He is asking ________ a leave.

　　2. I want to rest ________ a few days.

　　3. Penguins get their food ________ the sea.

　　4. _______ last he found his lost car.

　　Keys: l. for  2. for  3. from/in  4. At

　　Step 7 Homework

　　1. Finish off the workbook exercises in this unit.

　　2. Recite the article.              

　　3. Go over the whole unit.

　　Writing on blackboard

　　Lesson 104

　　Making words

　　1. Nouns→adjectives “+ful, +y”

　　eg. help→helpful  sun→sunny

　　2. Adjectives→Adverbs “+ ly”

　　eg. lucky→luckily  nice→nicely, simple→simply

　　3.Verbs→Nouns “+er, +or”

　　eg. teach→teacher  visit→visitor

　　4. Compounds

　　eg. schoolbag

　　5. Discussion

　　1) Where does a penguin live?

　　2)What’s the weather like there?

　　3) What do they eat?

Lesson 96 教学设计方案 篇5

　　Lesson 96 教学设计方案

　　Teaching Aims

　　1.Practise the writing first orally with the whole class. 

　　2.Train students write a letter.

　　Teaching Procedures

　　Step 1 Revision

　　1.Revise the contents of the reading passages in Lessons 94 and 95. Ask a few more Ss to say something about Jia Sixie.

　　2 .Revise Indirect Statements by getting the Ss to report the advice given by Jia Sixie in his book.

　　Step 2 Writing

　　SB Lesson 96, Part 1. Do the first two orally with the whole class, then let the Ss work alone.

　　Suggest Answers:

　　1.What is the name of the bbok which you have written?

　　2.How long did it take you write the book?

　　3.What is the book about?

　　4.Where were you born?

　　5.What did you use/What used you to do before you studied agriculture?

　　Step 3 Test

　　Books closed. Ask someone do this passage oral to the Ss: for example:

　　Jia Sixie was one of the pioneers of farming. He studied, collected information, did experiments  and he learnt from farmers and peasants.  In 533-544 AD,  he wrote a book which included advice on improving the condition of the soil,  growing green vegetables and fruit trees, keeping cows and sheep,  and keeping fish in lakes. He also gave instructions for making wine.

　　Step 4 Writing

　　Let the Ss write the letter in their exercise books. They can show it to a partner for suggested improvements.

　　Step5 Workbook

　　Wb Lesson 96, E. 1 - 3.

　　Read through the sentences or dialogues, making sure the Ss know what they should do. Do the first sentence as an example. Then let the Ss practise in pairs. Finally check the answers with the whole class.

　　Step 6 Homework

　　Finish the Workbook exercises.

　　Write the final version of the letter.

　　[1]

Lesson 96 教学设计方案 篇6

　　Teaching Objectives: Students should be able to read the text and answer questions correctly, and also grasp the new words and useful expressions.

　　Language focus:

　　1. Background of Bill Gates.

　　2.New words and useful expressions: learn from sb. be born, grow up, name. . .after. . . , in the future, start to do sth., at that time, lots of/a lot of,

　　3. Object clause.

　　Properties: Tape-recorder, Some pictures of Bill Gates

　　Teaching procedures:

　　Step 1 Revision

　　1. Dictate the words learnt.

　　2. Translate some sentences: (Chinese→English)

　　1）他是年级中最聪明的学生之一。

　　2）那些衣服每周被洗一次。

　　3）看起来好像要下雨了。

　　4）她曾经对故事书很感兴趣。

　　Keys: l) He’s one of the cleverest studen