Lesson80教学设计示例

1、Lesson 80 教学设计示例Lesson 80教学设计示例一、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 1Revisi on1 Revise My favourite sport is. and pers onal in formatio n by doing SB Page 19, Part 4. I npairs,

2、have the stude nts fill out the Ide ntificati on Card. Have several stude nts share their an swers.2 Revise in struct ions for flying a kite.3 Check homework.Step 2Spelli ng and pronun ciati on1 SB Page 19, Part 1, Speech Cassette Lesson 80 (Phonic Reading Work). Books closed.Follow the same steps a

3、s in Less on 68, Step 2, of the TB. Use flashcards rather tha n going straightto the book.2 Do Ex. 1 in Wb Less on 80. In struct the stude nts to associate the words in this exercise withthe words listed in Part 1, SB Less on 80. I n this way they can learn how to pronounce En glish words without th

4、e phon etic symbols.3 Do Ex. 2 in Wb Less on 80. Have stude nts read aloud the words and ask other stude nts tospell them. This shows the function of spell ing rules.Step 3 Stress and inton ati on1 SB Page 19, Part 2, Speech Cassette Lesson 80. Books closed. Ask stude nts to liste n for the stresses

5、 in each sentence. Play the tape. Play it aga in and get the stude nts to repeat, show ing the stress with a gesture.2 Tell the students that intonation shows when the speaker is making a statement (usually afalling tone), asking a yes/no question (rising tone) or shows the speaker' s feelings.

6、Demonby say ing Yes in differe nt ways:A Yes. (falli ng) affirmativeB Yes? (ris ing) a questi onC Yes! (falli ng with extra stress) an exclamati onShow the inton ati on with a gesture. Play the tape. Play it aga in and get stude nts to repeat, show ing the inton atio n with gestures.Step 4 Read and

7、cha ntNote: Each Ian guage has its own rhythm, and the rhythm of En glish is differe nt from the rhythmof Chin ese. Stress, inton ati on and rhythm all work together. The purpose of a cha nt is to work on the rhythm of En glish. Along with rhythm, reduced speech is ofte n used. Even though we want t

8、oemphasize correct pronun ciati on, reduced speech is also part of Ian guage. (An example of reduced speech from Chin ese is whe n you ask some one 多少钱,the 少 is ofte n reduced and becomes /aou/with the/M/being pronounced lightly at all.) Also, it is reduced speech that tends to make liste ning very

9、difficult for your stude nts. By beco ming familiar with reduced speech along with the rhythm of En glish, your stude nts will not only in crease their speak ing flue ncy and n atura In ess, but also their liste ning capability.1 SB Page 19, Part 3. Play the tape. Have the stude nts liste n for the

10、rhythm and the reduced speech. For example: What ' s his favourite sport? becomes what' s is, What ' s her becomes Wher, etc.2 Play the tape again and have the students repeat, paying attention to the rhythm andinton ati on (Notice that the inton ati on for the questi ons is not rising b

11、ut risin g/falli ng because they are not yes/no questi on s.)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 an swerSB Page 19, Part 4

12、. In pairs, have the stude nts ask each other questi ons concerning themselves.Each pers on should fill in the"ID card ” in their book. Have several stude nts volun teer to tell theclass about their part ner. Make sure they use the correct pronouns (his/her).Step 6Liste n and an swerSB Page 19,

13、 Part 5, Liste ning Cassette Lesson 80. Wb Lesson 80, Ex. 1. Let the stude nts read the questi ons before liste ning to the tape.Liste ning TextLUCY: Hi, Han Mei!HAN MEI: Hi, Lucy!LUCY: That ' s a nice bike.HAN MEI: Yes, its n ew. Do you want a go?LUCY: No , I dont think I can ride it. I think i

14、ts too high.HAN MEI: No, it is nLUCY: Like this?t! It ' s easy! Here, have a go. Let me help you.HAN MEI: Yes, thats right, good! Now, go!LUCY: I ' m going! Its 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?HA

15、N 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 an swers are: 1B; 2C; 3C.Step 7 Read1 SB Page 20, Part 6*. This part is optional. Say My favourite basketball player is.Asis your favourite bas

16、ketball player? Have several stude nts an swer.2 Ask Who is Mike ' s favorite player? Write this question on the Bb. With books closed, playthe tape. Check the an swer. (Ron aldo.)3 Read the passage together as a class, pay atte nti on to the inton ati on and pronun ciati on.4 In pairs have each

17、 student read to their partner and the partner corrects any pronunciation errors. Switch. Be sure to walk around the class duri ng this activity and give help where n eeded.5 Do Wb Lesson 80, Ex. 6*.Step 8 SongSB Page 20, Part 7*. Get the stude nts to liste n to the tape and the n sing the son g. If

18、 no tape is available, perhaps some of the students can make up a tune. Arrange a singing competition betwee n differe nt groups.Step 9 Checkpoi nt 20Go through Checkpo int 20 with the stude nts. En courage them to ask questi ons if there is anything they are not sure about.Step 10 WorkbookSB Pages

19、92-94, Wb Less on 80, Exx. 3 and 4. The two exercises can be done after class as homework. Exx. 6-10 are opti on al.Step 11 TestDictate a few new words taught in this un it and the follow ing dialogue.A: Can you fly a kite?B: No, I can ' t. It ' s too hard.A: No, it ' s easy. Let me help

20、 you. Run with it like this.B: Yes, it ' s high! Thanks very much.HomeworkFi nish off the Workbook exercises.Some extra practice and en richme nt1 Writ ing practice. The stude nts know eno ugh En glish at this point that they are able to write simple paragraphs. Help them write a short paragraph

21、 about their favourite athlete. Have them tell why they like the athlete. If some of the students don wartt 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 pers on.2 Teach the followi ng ton gue twister t

22、o practice some of the vowel sounds found in Less on 80,Page 19, Part 1.How much wood could a woodchuck chuck if a woodchuck could chuck wood?3 Many stude nts love to watch and play sports. They ofte n watch their favourite athletes. In western countries, students often collect “ basebalbards "

23、with the information about various athletes. However, these cards are for all sports such as basketball, football and even ice-skat ing.Have each student make their own“ baseball card " with their favourite athlete. They should includethe person ' bisthdate, age, and accomplishments. Then y

24、ou can allow time for the students to“ swap" their cards. Have them askch other Can I see your card? Do you want to swap?Lesson 86教学设计示例一、教学目标：1 知识目标(1 )学会单词 dictionary, back, tomorrow 以及词组 a lot (of)。(2) 继续学习动词have的用法。2 能力目标能够用动词have展开情景联想，造句，表演对话。3. 情感目标培养学生互相帮助的好习惯。二、教学过程：Step 1Revisi on1 Re

25、vise the days of the week and their spell in gs. Hold a quiz.2 Revise borrow by say ing the action cha in from Less on 85, Step 4.Step 2Prese ntati onPlay this game, Find the ruler. Ask two stude nts to leave the room. After they leave the room, have the class give a ruler to one stude nt. The stude

26、 nts must not tell the two stude nts who left the room where the ruler is. Say to the two stude nts. Come in, please. Expla in in Chin ese, that the stude nts must find the ruler, by ask ing them, May I borrow a ruler, please? The stude nts in the class can reply, I ' m sorryI,don ' t have o

27、ne, ask I think he / she has one. They shouldttjymake the stude nts who left the class go to as many people as possible before finding the ruler. However, the two stude nts who left the room try to find the ruler as quickly as possible. The first stude nt who finds the ruler wins.Step 3 Read and say

28、SB Page 27, Part 1, Speech Cassette Less on 86. Books closed! Ask a few questi ons, e.g. Does Jim have a dictio nary? Who has one? Play the tape aga in. Books ope n! Stude nts liste n and repeat, the n practise in pairs.Step 4Prese ntati onPractise Do you have any (plural or uncountable noun)? Yes,

29、I do. Teach and practise Sorry, Idon ' t have any. Ask Li Lei. I think he has some. (Teach one entence at a time.)Step 5 Ask and an swerSB Page 27, Part 2. Ask three stude nts to come to the front of the class and dem on strate the dialogue. Show both the dialogue on the right-side and the left-

30、side of the box. Say Thanks very much. Sit down, please. Divide the class into groups of three and have them practise these dialogues substituti ng with the words give n at the top of the box. Walk around and give help as n eeded. Choose several groups to give their dialogue for the class.Step 6 Pra

31、cticeDo Wb Less on 86, Ex. 2 in pairs. Get stude nts to practise and act out the dialogues. Then get the stude nts to make up new dialogues in pairs, borrow ing things from each other.Step 7Liste n and an swerSB Page 27, Part 3, Liste ning Cassette Less on 86. Go over the questi ons in Ex. 1 of Wb L

32、ess on 86 before play ing the tape.Liste ning Text(Classroom no ises)A: Hi, Jim!B: Hi, Li Lei!A: Do you have a red pen, please?B: A red pen? No, I don' t. I only have a red pencil.A: Can I borrow it, please?B: Sure.A: Thanks a lot. I can give it back tomorrow.B: Tomorrow? Tomorrow ' s Saturd

33、ay!A: Oh, I ' m sorry! Let me give it back on Mon day.B: OK.A: Thanks very much.B: You ' re welcome.The an swers are: 1C; 2B; 3C.Step 8 WorkbookSB Page 102, Wb Less on 86, Exx. 3 and 4. Go over the phrases in Ex. 3 and make sure the meaning is clear before the stude nts start mak ing senten

34、ces. Collect the senten ces from the class. Make comme nts and correct ions.Ex. 4 helps the stude nts with their spelli ng. They should lear n words in clusters, e.g. swim ming, skat ing, skii ng, draw ing, singing, etc.HomeworkPractise the“ Borrowing something ” dialogue in pairs. Write down Exx. 3

35、 and 4 in the exercisebook.Teach ing Pla nLesson 60 Unit 15 Book 2Teacher: Shu HehuaSchool: No.3 Middle School ,DanyangTime: February 6th,2004Teach ing aims:1. Develop the students' abilities of listening,speaking and reading2. Lear n the new words and phrases3. Master the use of five simple sen

36、tenceTeach ing aids: a tape recorder,some slides for shows,exercises for Less on 60,picturesTeach ing Procedures:Step 1: A Free talkStep 2: Revisi on1. Revise the sentences about“ either or ” and “ neither nor ”2. Revise the food items in this un itStep 2: Prese ntati on1. In small groups role-play

37、a pare nt and a son / daughterwho has a foreig n friend over for dinner2. Get the groups make lists and discuss the an swers.Step 3 : Read and act1. Ask : What are they eat ing for dinner?2. Play the tape for the ss to practise readi ng aloud.3. Liste n and repeatStep 4: Test1. Ilike to eat pizza.2.

38、 We Chin ese eat our food with c.3. Fish can' t live wwater.4. A tomato is a kind of v.5. May I take your onow?6. Help yto some beef,boys.Step 5: Importa nt phrases1. Chin ese tea without any thi ng in it2. take a seat=have a seat=take a place3. someth ing En glish4. take-away food5. home cook i

39、ng6. It must be more delicious.7. much /a little /a bit /even ni cer8. i n the ope n air9. a table for two10. sit at the table by the window11. take your order12. chicke n with potatoes /beef with onions13. Would you like any thi ng else?14. have the bill15. be famous for 16. many kinds of foodBlack

40、board Desig nLesson 60the sixtieth less onI. Ch in ese tea without anything in it 2.take a seat=have a seat=take a place3. someth ing En glish 4.take-away food5.home cook ing 6.It must be more delicious.7. much /a little /a bit /eve n nicer 8.i n the ope n air9.a table for two 10.sit at the table by

41、 the windowII. take your order 12.chicke n with potatoes /beef with onions13.Would you like anything else? 14.have the bill15.be famous for 16.ma ny kinds of foodWriti ng anything else for yourselfThinking after teach ing教学目标 知识目标(1) New words and phrases: fifth, trip, field trip, discuss, hometown,

42、 fish, go fishing, east, boati ng, going boati ng, maybe, mountain, hike, go hik ing, agree, pic nic, the day after tomorrow, top, problem, quick, quickly, start, trip, trip over, tired, hurry, hurry up, tie, die, more, city, take, eighth, salesgirl, far, beautiful, together,(2) Grammar: be going to

43、结构和它的一般疑问句和特殊疑问句结构及回答(3) 日常交际用语：Why don ' t we ?I agree. I am good at it. It' s not far from (4) 语音 / i:/ e , ee , ea /i / i /9 / a,ou,ro,er, or能力目标(1) 要求学生能根据上下文和图画判断生词词义。培养学生的阅读理解能力(2) 要求学生能熟练运用be going to结构做口头和笔头练习。(3) 能听懂与课文难度相当的听力资料。(4) 能掌握讨论未来活动的有关交际用语。 情感目标：培养学生交往能力。教学建议 教材分析本单元主要教学内容

44、是围绕谈论未来活动展开的，其中be going to结构贯穿整个单元的始末。单元安排了两段对话、两段课文及若干口头练习帮助学生掌握be going to结构的陈述句，一般疑问句。特殊疑问句的结构和用法，掌握一些有关讨论未来活动的交际用语。 教学可采用设定情境法，学生采用讨论、自由对话的学习方法。关于语法教学(1) 教师可以通过提问和比较法使学生初步理解be going to结构的意义，例如：教师问：What are you doing now? 学生回答： We are studying English now。然后，教师指着课程 表下午的数学和语文课说：What are you going

45、to do this afternoon? 自己回答：We are going tostudy Chin ese this after noon .We are gonging to study math also。然后指着课程表下午的音乐课问学生： What are you going to do this after noon? 学生答： We are going to study music。此时 教师可以解释 are going to的含义。然后教师再让学生举例I am going to He She is goingto重点强调be going to结构表达的是将来发生的动作，to后

46、面是动词原形。(2) 教师可以将going to结构和现在进行时进行比较：Nowthis after noonI am playi ng football now. I am going to play football this after noon 主语+be +动词ing形式 主语+be +going to +动词原形(3) 教师可以把小明一家的假期的活动安排用表格的形式列出，让学生进行问答练习。如图：Family memberDateTran sportati onActivitiesReasonXiao Mi ngTomorrowBy bikeDo shopp ingSisterTh

47、e day after tomorrowOn footGo on a field tripBrotherNext weekGo fish ingHe likes itFather and motherNext SaturdayBy busVisit their friendsThe frie nd is ill.例如A: What is Xiao Ming goi ng to do?B: Xiao Ming is going to do some shopp ing.A: When is Xiao Ming going to do shopp ing?B: He is going to do

48、some shopp ing tomorrow.A: How is Xiao Ming going to do shopp ing?B: He is going to do shopp ing by bike.笔头训练(1) 要求学生能够就口头训练落实到笔头上，教师可以设计一个话题，让学生自由完 成后续部分。例如：明天是周末，你将怎样度过周末呢？可写3-5句话。教师还可以让学生自己作出下周的计划安排表，本周日活动或国庆节假期活动安排表， 然后就这些安排表进行详细的描述。教师还可以让学生就课程表中第二天的课程安排进行描述。(2) 教师可以出示几张图片让学生根据图片内容用be going to结构

49、写出要发生的事情。如图 1.It is hot. What is Xiao Ming goi ng to do?图 2 It is snowy. What are the students going to do?图 3. Mary and Li Pi ng got to the farm. What are they going to do?关于教学表将来打算 be going to用法的几点建议 提问若干学生将来的某时间要干什么。一方面可提高学生的注意力，另外可让学生从老师将要讲述的内容中找到自己的答案。 通过教材中的实例讲述将来时态的应用场景及其特点。 讲解将来时态的构成要素，通过练习熟

50、悉这些要素并引导学生对老师的提问进行作 答，熟悉和掌握此时态。 模拟练习，激发学生的学以致用的兴趣，让学生自己能够说出自己身边的将来时态的场景并进行问与答。 总结go doing固定结构，讲解进行时态代表将来时态的具体事例。情感教学在教学过程中让学生领略到山河的锦绣和大自然的美好，从而激发学生热爱自然， 热爱祖国的大好河山。让学生知晓中国悠久的文明历史，树立强烈的民族自尊心和自豪感。从而使学生增加爱国意识，起到爱国主义教育的作用。go +v ing 结构固定搭配，表示动名词的意义。常用来表示体育和业余活动。例如：go fishing 去钓鱼,go boating 去划船,go swimming

51、 去游泳 ,go hiking 去远足,go shopping 去购物，go dancing 去跳舞.例句： Let' s go swimming next weekend. Are you going to go fishi ng tomorrow? e going tobe going to为固定结构，初学时应注意以下六点：一、注意 be going to 的意义be going to为结构表示按计划、安排将要发生的事，或经推测将要或肯定要发生的动作。该结构通常译成打算、准备”等等。女口： I' m going to mend my bike this evening.我打

52、算今晚修理我的自行车。go在此结构中不含有去”的意思。二、注意be的变化be在此结构中用作助动词，不作连系动词，有am, is和are三种形式，本身无意义。1. 否定式：应在 am, is或are后加not.女口：He isn' t going to buy that pen.他不打算买那支钢笔。2. 疑问式：应将助动词be提到主语前，与 be作连系动词的用法相同。如：Are you going to see your uncle tomorrow? 你准备明天看你的叔叔吗？Yes, I am.是的，我准备去。三、注意be going to后接动词原形to在此结构中为动词不定式符号，后

53、须接动词原形。如：They' re going to play games.他们打算做游戏。四、注意be going to结构须与表示将来的时间状语连用。如：We' re going to have an English class tomorrow.明天我们要上一节英语课。五、注意当to后的动词为表示位置移动的动词，如go, come, leave, fly, start等时，一般不用be going to结构，常用现在进行时表示将要发生的动作。如：I' m going to the shop. 我要去商店。一般不说 I' m going to go to t

54、he shop.六、 注意 There be 结构一般将来时应为There is / are going to be 。如1:今晚有场电影。误：There is going to have a film this evening.正: There is to going to be a film his evening.教学设计方案Lesson 5Period: The First PeriodContent: Less on fiveTeach ing Objectives: Stude nts should master the use of“ be going to ” and show

55、 their inten ti on tcdo sth.Language FOCUS: I .To show the intention to do sth.“ be going to do sth. ”II. useful expressi ons1. on a field trip2.3.Teach ing Procedures:I. Orga nizing the classGreeti ng and a duty reportII. Review1. To act out the dialogues they made up as homework.2. To make up sent

56、ences with the time phrase. now, at the mome nt. Look! , liste n! etc.III. Leadi ng-i nTeacher: On Sun days. I often go shopp in g. I like going shopp ing. What do you like doing on Sundays?Stude nts: I like play ing computer games.Teacher: OK. The students are going to go on their field trip, they

57、are going to play somewhere. Let' s see what they like doing and where they are going.Stude nts liste n to the dialogue and an swer the questi ons teacher asked.Expla in the phrase“ be good at ” means some one can do sth very well. eg.“Wendys good at English” means “Wendy s English is good, she can speak or write Englishvery well. ”Hike. (go for a) long walk in the coun try, take n for pleasure exercise.Stude nts liste n aga in and read in pairsIV. PracticeSuppose your class is going on a field trip, too. Talk in groups about where to go, w