Lesson 102 教学设计方案

Lesson 102 教学设计方案（精选15篇）

Lesson 102 教学设计方案 篇1

　　Lesson 66教学设计方案

　　Properties: Recorder, Overhead Projector.

　　Teaching Objectives:

　　1. Let the students understand the text and learn -some new words and phrases.

　　2. Go over the Attributive Clause.

　　Teaching focus: rob somebody, inspector, thief (thieves), detective.

　　Teaching Procedures:

　　I. Showing the teaching aims

　　II. Revision

　　Check the students' homework. Go through the dialogue in Lesson 65. Ask some students to act out the dialogue.

　　III. Leading in

　　Say: In Lesson 65, we've learned that someone stole a necklace, he called the policeman. Ask: What will you do if you are robbed? Give the students a few minutes to discuss.

　　IV. Presentation

　　Get the students to look at Exercise 1 in the workbook and read through the questions with the students and make sure they can understand them.

　　Let the students read the passage carefully and then discuss their answers in pairs. Finally check the answers with the whole class. Deal with any difficulties that the students may have. Get the students guess the meanings of new words and sentences.

　　1. There is no need to thank me.

　　2. I need to do something

　　3. This is the cage that Polly lives in. There is no chair for me to sit on.

　　4. hear someone shouting

　　5. hands up =put up your hands

　　V. Practice

　　Speech Cassette, play the tape for the students to listen, then play it again, let the students repeat after it. At last the students can read the following tape.

　　Give the students some free time to practise reading aloud. Then ask some of them to read in class. Check their reading.

　　VI. Workbook

　　For Exercise 2, let the students do it orally first, then write down the answers. The answers are: missing, stolen, called, house, necklace, strange, who, without, suddenly, anyone, the, why, be, seen

　　VII. Consolidation

　　Read the passage again, ask the students to understand the sentences with the Attributive Clause. Go over the tense orally. Then tell the students to act out this dialogue.

　　Exercises in class

　　1. Make up a story.

　　2. Do Exercise 3 in the workbook, write it down in the exercise book.

　　VIII. Homework

　　Retell the story.

　　Revise the grammar: the Attributive Clause.

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Lesson 102 教学设计方案 篇2

　　教学目标：

　　1.掌握重点单词和词组：take an active part in, catch up with, neck and neck, go on doing sth,

　　2.熟练掌握as…as 句型的用法.

　　3.能读懂课文的短文并能回答问题。

　　教具：教学磁带，图片，挂图，接力棒和卡片。

　　教学过程：

　　Step 1 Revision.

　　1.写出下列形容词、副词的比较级和最高级形式：good, far, long, short, slow.

　　出示图片，根据图片提问：

　　What are the girls doing?

　　Does Zhang Ping run faster than Helen?

　　Who win the game?

　　What are the boys doing?

　　Who swims highest? 

　　Does Jack swim as quickly as Xiao An?

　　2. Revise the vocabulary of sports meetings.

　　A: Which kinds of sports are there in a sports meeting?

　　B: There are 100-metre race, 400-metre race, 800-metre race, long jump and high jump, and so on.

　　Step2 Presentation

　　利用挂图、插图、接力棒等教授本课词汇。并通过这些图示，要求学生反复练习这些词汇。

　　Pre-read

　　Ask the students to discuss the questions on page 37. Then ask the students to discuss what is happening in the pictures on page 37.

　　Step3 Reading

　　1. Let the students read the passage to find the answer to the question: Which two classes were in front? (Class 1 and Class 3)

　　2. Ask the students to draw a chart of the race like this:

　　Lap1

　　Lap2

　　Lap3

　　Lap4

　　Class 1

　　Yu Yan

　　Wu Peng

　　Class 2

　　dropped stick

　　Jiang Honglin

　　Class 3

　　Li Lei

　　Jim

　　Lin Tao

　　Class 4

　　fell & hurt leg

　　Who ran Lap 1 for Class 3?

　　3. Listen to the tape, and answer these questions:

　　Where did Mr. Hu stand?

　　Who passed the stick to Yu Yan?

　　Did he catch up with Jim?

　　Which Class runner dropped the stick when he was passing it on to the last runner?

　　Who hurt his leg and stopped running?

　　4. Explain the language points.

　　1) get ready to do/be ready to do 准备做……   例如：

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　　强调行为 强调状态

　　I will get ready to leave for Shanghai.

　　I’m ready to help you.

　　get ready/be ready + for sth.

　　I'm ready( =I have got ready)for the exam.

　　Are you ready for the spelling? Yes, We are all ready.

　　2) But he quickly got up and went on running. 但他迅速爬起来继续赛跑。

　　go on doing sth. 意为:继续做某事。如：He went on talking about the film after the guest left. 客人走后，他继续谈论那场电影。

　　注意：这句话的意思是指客人在场时，他也在谈论电影。如果用下一种表达方法，则意思有改变：

　　He went on to talk about a film after the guest left. 客人走后，他(改变话题)开始谈论一场电影。

　　这个句子的形式是：to go on to do sth.

　　与go on doing sth. 意思相近的有go on with sth. , 例如：Please go on with your work. 请继续干你的工作。

　　3) He began to catch up with Jim. 他开始赶上吉姆了。

　　catch up with是追赶，赶上的意思。如：

　　1) You have to work hard in order to catch up with the others. 你得努力学习，赶上别人。

　　2) You walk on and I'll catch up with you later. 你接着走，我一会儿会赶上你的。

　　这一句也可写成：You walk on and I'll catch you up later.

　　在朗读这个短语时，注意将短语中的副词up读得稍重一些；而将介词with读得稍弱一

　　些。

　　4) pass…on to sb. 把……传给某人  on是副词，表示“继续，接着”，强调动作发生的连续性。pass的宾语是名词可位于on前或后，pass的宾语是代词必须位于on前。例如：

　　I’ll read the story after you, and then I'll pass it on to Lucy.

　　They both passed on their sticks/passed their sticks on at the same time.

　　After you read the note, please pass it on.

　　5. 教师板书以下短语，要求学生用动作表演：

　　1) stand at the starting line 2) Ready? Go! 3) Come on！4) pass the stick onto sb. 5) to be neck and neck 6) drop one's stick 7) fall, hurt one's leg, quickly get up and go on running

　　6. 学生讨论: Which Class will win the match? And what happened in this match at last?

　　A: 学生先将比赛最后的过程写下来.（三五句话就可以）

　　B: 分小组进行讨论.

　　C: 选出每小组写的比较好的同学读自己写的段落.

　　Step 4 Summary

　　利用简笔画让学生复述整个比赛的过程，并让学生自己总结课文中关于运动会的词汇和短语及交际用语。

　　Step 5 Exercises in class

　　根据句意填上一个恰当的词。

　　1. Lily did _________ of all in the 200- metre race. Bad luck!

　　2. Walk down the road and you will see a large hospital ________ the end of the road.

　　3. It's about supper time and they won't stop. They just work ________.

　　4. Look at the two dogs! One is sitting on _________.

　　5. Let's get ________ for the spelling!

　　6. What sports will you be ________ tomorrow?

　　7. We all know Sam studies _________ carefully in our class.

　　8. Mary didn't run fast enough, but she ran _________ than Lucy.

　　9. Jame sits ________ me and often pulls my hair in class.

　　10. The two runners passed their sticks ________ the same time.

　　Keys: l.worst 2.at 3.on 4.the other 5.ready 6.in 7.most 8.faster 9.behind 10. at

　　Step 6 Homework

　　1. Copy the words and the phrases.

　　2. Do the exercises 2.3 on page 104.

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　　3. Retell Lesson 86.

　　4. Finish the work book exercise.

　　Writing on blackboard

　　Lesson 86

　　The Relay Race

　　Language points

　　1. get ready to do sth./get read for sth.

　　2. pass. . .on to sb.

　　3. go on doing sth. =go on with sth.

　　4. as.. .as

　　At the end of the second lap Class 3 runner and Class I runner were neck and neck.

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Lesson 102 教学设计方案 篇3

　　Lesson 78 教学设计方案

　　Teaching Aims

　　1. Learn the text by finishing reading it in proper time, getting the general idea and further comprehension .

　　2. Let the students know the development of paper-making.

　　Teaching Procedures 

　　Step 1 Preparation

　　Show the picture of the text. Ask: 

　　What can you see in the picture?

　　We can see some pieces of bamboo tied together. And there are words written on the bamboo.

　　Step 2 Reading aloud

　　Read through the question at the top of page 22.

　　Get the students to read the text and then find the answer to the question.

　　(Stones, bones, metal pots, wood, silk and so on. )

　　Step 3 Reading

　　Read the text and choose the test answer to each question.

　　1. What did people use weeping records in the past?

　　A. Stones, bones, metal pots. bamboo wood. silk and so on.

　　B. The outside of trees, pieces of clothes, fishing nets and so on.

　　C. Stones, metal pots, pieces of clothes, the outside of trees and so on.

　　D. Bamboo, silk, fishing nets and so on.

　　2. Which is the right order of the following events?

　　a. They carved words on animal bones.

　　b. Writing was developed.

　　c. They used silk for writing.

　　d. Words were carved on metal pots.

　　e. They developed a kind of paper made from the fibers of plants.

　　f. They wrote on pieces of bamboo or wood.

　　A. a, b, c, d. e, f                    B. d, f, a. d, c, e

　　C. b, a, d, f, c, e                    D. f, e, b, a, c, d

　　3. Which of the following statements is true?

　　A. People in China kept records before writing was invented.

　　B. People know little about Chinese history’ before writing was developed.

　　C. The making of paper was first started in the Middle East.

　　D. Paper making has been started in Europe ever since paper was invented.

　　4. What’s the problem with using bamboo for writing?

　　A. Pieces of bamboo were difficult to tie together to form a book.

　　B. Bamboo books were difficult to read and heavy to carry.

　　C. People spent much time to cut bamboo into pieces.

　　D. It was not easy to write words on bamboo.

　　5. Which of the following statements is true?

　　A. Middle East made paper earlier than China.

　　B. Europe made paper earlier than Middle East.

　　C. Spain made paper earlier than Russia.

　　D. Russia made paper earlier than Middle East.

　　[ACABC]

　　Step 4 Listen paragraphs

　　Listen to the tape paragraph by paragraph, then deal with the language points.

　　Step 5 Summary

　　Compare the paper made from silk and the fibers of plants.

　　Step 6 Workbook

　　Finish off the workbook exercises.

　　Step 7 Exercises

　　I.单词拼写

　　1 .Ten people were killed in the accident,_________(包括) Tang Li.

　　2. This article has been t__._____ into several languages.

　　3. Printing was one of the most important ________(发明) .

　　4. Can you ________ (描述) it in your own words?

　　5. By the 13th century printing had d.________ further.

　　II.用所给单词的适当形式填空

　　例：We had a discussion on the project, (discuss)

　　1. I asked the doctor for his _________. (advise)

　　2. You may find a great many helpful ________.  (suggest)

　　3. What do you think of that ________. (perform)

　　4. I've only ________ begun to learn French, (recent)

　　5. The country has always had fair ______. (govern)

　　6. Why don't you _________ me to the house? (invitation)

　　7. Pandas are very _______ animals, (value)

　　8. The _______ called for a model of the structure to be made. (design)

　　9. ____this button to start this engine, (pressure)

　　10. I was walking in tile ________ of the country, (beautiful)

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　　参考答案

　　I.

　　1. including                                      4. describe

　　2. translated                                      5. developed

　　3. inventions

　　II.

　　1. advice                                       6. invite

　　2. suggestions                             7. valuable

　　3. performance                              8. designer

　　4. recently                                   9. Press

　　5. government                                10. beauty

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Lesson 102 教学设计方案 篇4

　　Lesson 68教学设计方案

　　Properties: Recorder, Overhead Projector.

　　Teaching Objectives:

　　1. Practise listening.

　　2. Revise the grammar: the Attributive Clause.

　　Language Focus: Checkpoint 17.

　　Teaching Procedures:

　　I. Showing the teaching aims

　　II. Revision

　　Choose some useful sentences from the students' homework. Read them to class, then do more oral practice using the Attributive Clause

　　III. Leading in

　　T: Today we're going to hear about a story, look at your workbook, Lesson 68 Exercise 1. Read all the questions first. Then read the numbers aloud, try to guess the answers before listening.

　　IV. Listening

　　Listening Cassette, Play the tape for the students to listen and do Exercise 1 in the workbook, check the answers with the whole students.

　　V. Presentation

　　Look at Exercise 2, Discuss it with the students, let them understand the information. Ask the students to answer the question, and check the answer. Then let the students practise in pairs. Pay attention to these sentences: 1. These men look like thieves (who) you saw. 2. The man (who) I saw had black hair. 3. He had a mouth that was quite small.

　　VI. Practice

　　Look at Exercise 3, let the students choose the best answers alone, and check with the students, then read the sentences together.

　　Let the students make up their own sentences.

　　VII. Play a game

　　Look at Exercise 4. Student A acts as the victim who was robbed and student B is a policeman / policewoman. First spend five minutes thinking about what you will say, then ask the students to come to the front and play a game.

　　VIII. Practice

　　Look at Exercise 5. Use the information from the dialogue above lo complete the police report.

　　Get the students to do it first, then check the answer with the whole class.

　　IX. Checkpoint 17

　　Go through the grammar part and practise the useful expressions.

　　X. Workbook

　　For Exercise 4. Read the passage, Guess the new words first, then answer the questions.

　　For Exercise 6, Look at the pictures and write the story about “Cao Chong weighed an elephant”.

　　Exercises in class

　　Join the sentences with that, which or who.

　　1. I’m reading a book. The book is about a robbery.

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　　2. Have you ever seen the film? The film was directed by Zhang Yimou.

　　3. Most of the people were American. They travelled to Beijing last week.

　　4. The girl is taking care of the baby. She is my aunts baby - sitter.

　　5. The students are visiting the natural museum. They are very interested in the dinosaurs .

　　XI. Homework

　　1. Finish off the workbook.

　　2. Revise the grammar: The Attributive Clause.

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Lesson 102 教学设计方案 篇5

　　Lesson 99 教学设计方案

　　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, quickl