Lesson 93教学设计示例（通用12篇）
Lesson 93教学设计示例（通用12篇）
1.Lesson 93教学设计示例 篇一
一、教学目标
1.知识目标
掌握过去进行时的用法。
2.能力目标
能够用自己的话复述课文里的小故事（尽量用到过去进行时）。
3.情感目标
教育学生不要打扰别人休息，邻里之间要友好相处。
二、教具
同上课。
三、课堂教学设计
1.复习 教师参照练习册习题1，与学生进行问答练习。可通过如下方法，培养学生口头复述课文的能力：
对一组学生逐个提问，这组学生每次回答一个问题；从另外一组中找出一位同学，依次将每个同学及他前面同学的答案像滚雪球似的复述下来。例如：
T： Where did the man live？
S1：The man lived in a tall building in the city of Moscow.
S0：The man lived in a tall building in the city of Moscow.
T：Why did he like to live there?
S2：Because it was usually very quiet and he could see the park from his window.
S0：The man lived in a tall building in the city of Moscow. He liked living there because it was usually very quiet and he could see the park from his window.
T： What did the man upstairs always do when he came home every night?
S3：The man upstairs always took off his shoes and threw them on the floor.
S0：The man lived in a tall building in the city of Moscow. He liked living there because it was usually very quiet and he could see the park from his window. The man upstairs always took off his shoes and threw them on the floor.
扮演S0的角色，一次可以是一个人；可以是一个组；也可以是班上其他学生。刚开始练习时，问题不宜一次提得过多，三至五个即可，逐步过渡。此外，较难回答的问题要注意修改，通常不使用一般疑问句（除非学生掌握更灵活的方法 注）。
2.听课文录音，学生跟读一遍。
3.教师解释难句（见难点讲解）。
4.打开练习册，做习题2。当堂核对答案，并要求学生按此准备课文复述。
5.布置作业
1）练习朗读本课文，准备复述；2）书面完成练习册其他习题。
四、难点讲解
1.the man upstairs 楼上的人
the man downstairs楼下的人
upstairs和downstairs都是副词，用来修饰前面的名词the man。当副词用作定语修饰名词时，一般要放在被修饰的名词之后。例如： On his journey home, he made a lot of friends. 在回家的旅途中，他交了很多朋友。（句中home是副词）
Look at the photo above. 请看上面的照片。（句中 above是副词）
2.He liked living there. 他喜欢住在那里。
作为动词，like后既可接动词不定式也可接动名词，但在意义上有细微差异。like to do 表示的是具体的动作，往往有特定的场合；而 like doing是抽象意义，表示习惯性动作。例如：
I like walking in the evening. 我爱在傍晚散步。
I like to walk in the evening. 我喜欢傍晚去散步。
I like playing basketball. 我喜欢打篮球。
I like to play basketball. 我现在想去打篮球。
3.He found it very difficult to get to sleep and he was very unhappy. 他发现难以入睡，很不高兴。
句中的it是形式上的宾语，而真正的宾语是动词不定式短语to get to sleep. it作形式宾语时，句子结构往往是：主语+ 谓语+ it+ 宾语补足语+ 真正宾语。除动词不定式以外，that 引导的从句也常作真正宾语。这时，句中谓语动词往往是find, think, make, believe等。例如：
Do you think it right to play tricks on others? 你觉得开别人的玩笑好吗？
He thought it best to say nothing. 他觉得最好是什么也不说。
I make it a rule that I should spend at least two hours learning English every day. 每天至少花两小时学英语是我的规律。
get to sleep是“入睡”的意思。动词 get有“渐渐”的含义。例如：
We got to know each other later. 后来我们逐渐相互了解了。
When winter comes, the nights are getting longer and the days are getting shorter. 冬天来临，夜晚变长，白天变短。
4. With a smile the man from downstairs said, “I'm sorry to trouble you, comrade.” 楼下的人微笑着说：“对不起，同志，打扰一下。”
句中 with a smile是介词短语，在句子里用作状语，表明楼下的人说话时的伴随状态。介词短语用作状语的情况很多，再如：
Thank you for teaching us so well. 谢谢您把我们教得这样好。
Classes begin at eight. 八点开始上课。
5.He was just falling asleep when there was a loud knock at the door. 他刚睡着，就有人大声敲门。
fall asleep是“睡着”的意思。 asleep是形容词，接在连系动词 fall之后。句中 when等于 and then，意思是：那时。再如： He was walking in the park when he saw a watch on the ground. 他正在公园里行走，看见地上有一块手表。
2.Lesson 93教学设计示例 篇二
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 99教学设计示例
3.Lesson 93教学设计示例 篇三
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.)
4.Lesson 93教学设计示例 篇四
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!
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
5.Lesson 93教学设计示例 篇五
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?
6.Lesson 93教学设计示例 篇六
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
7.Lesson 93教学设计示例 篇七
一、教学目标
1.知识目标
（1）掌握新词汇：usually, right now, sometimes, take off, after school.
（2）掌握现在进行时的用法。
2.能力目标
能够用现在进行时描述现在进行的动作。
二、教学过程
Step 1 Revision
1 Revise the dialogue in Lesson 105.
2 Call out some students to do questions and answers as required in SB Lesson 105, Part 2.
Step 2 Presentation
Teach weekend (=Saturday and Sunday) and usually. Draw two columns on the Bb. Label one On weekdays and the other On weekends. Answer questions from the class: e.g. On weekdays, what time / when do you usually get up? Make a note of the answers on the Bb:
On Weekdays On Weekends
get up? 7:00 7:30
have breakfast? 7:15 7:45
have lunch? 12:15 12:00
have ,supper? 6:30 6:00
watch TV? 7:00 6:30
go to bed ? 9:30 10: 00
Ask randomly On weekends, what time / when do you usually have lunch? etc.
Step 3 Practice
Get the students to ask and answer in pairs, in order to make a table like the one on the Bb.
Step 4 Ask and answer
SB Page 52, Part 1, Speech Cassette Lesson 106. Books closed! Listen and repeat. Then open the books and ask and answer the questions. Do the first two as examples. Then get the students to work in pairs.
Step 5 Answer
SB Page 52, Part 2. In pairs, have students ask and answer the questions concerning the times given. Also encourage the students to ask more questions. Then have several students tell about their partner's schedule. Again, make sure the students are talking to each other, and not just writing down the information.
Step 6 Workbook
SB Page 132, Wb Lesson 106. E. 1 and 3 must be done in class. Ex. 2 should also be done orally in class. After students form the correct sentences, they should translate them into Chinese so that they may find out the different word order in Chinese and English.
Homework
Act out the dialogue in Ex. 3 of Wb Lesson 106. Write down the sentences in Ex. 2.
8.Lesson 93教学设计示例 篇八
一、教学目标
1.知识目标
复习 can的用法。
2.能力目标
能够熟练运用以下句型：
Do you want a go? Don't throw it like that! Throw it like this!
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 What's your favourite sport? and My favourite sport is….
2 Revise sports words, using pictures: basketball, ping-pong, etc.
3 Check homework.
Step 2 Presentation
1 Teach yo-yo, ride a bike, fly a kite, run, swim, jump, sing, skate, play cards and play volleyball by using pictures and gestures.
2 Play “Polly says” using verbs the students know.
3 Play the Don't Game: tell the students Pick up your pen. Don't use your hands! See who can do it!
Step 3 Read and say
SB Page 17, Part 1, Speech Cassette Lesson 78. Ask What is it? Play the tape. Students listen and repeat. Explain Do you want a go? in Chinese. Teach throw. When teaching like that and like this, remind the students of Hello, Mimi! You look like Lucy's hat. from Lesson 35.
Step 4 Presentation
1 Ask for a student to volunteer to help you model this part of the lesson. Say (student's name), can you throw a yo-yo like this? If you can actually play with a yo-yo, give a demonstration now. If you can't, just pretend. Help the student to answer Yes, I can. It's easy! Say Thank you for your help. Please sit down. Get the class to repeat the dialogue.
2 Ask for another student to volunteer to help. Say (student's name), can you throw a yo-yo like this? Do the same as in step 1 of this presentation. Now help the students to answer No, I can't. It's too hard! Say Thank you for your help. Please sit down. Remind students of the meaning of too. Drill as above.
Step 5 Practice
1 SB Page 17, Part 2, Speech Cassette Lesson 78. Ask students Can you do this/that? Can you play with a yo-yo? Then substitute play football/fly a kite/jump, etc. using the pictures in this part. Teach any new words. Start an action chain:
A: Can you play football?
B: Yes, I can. It's easy! Can you ride a bike?
C: No, I can't. It's too hard! etc.
When students give correct answers, say Yes, that's right or Good/good job.
2 Play the tape. Students listen and repeat. Correct the students' pronunciation and intonation as necessary.
3 Have students ask and answer questions in pairs. Then ask and answer questions with the whole class. Encourage students to ask you questions.
Step 6 Workbook
1 SB Page 90, Wb Lesson 78, E. 1-2. While doing Ex. 1, help students think of as many verbal phrases as possible.
2 Listening Cassette Wb Lesson 78, Ex. 2. Tell the students that for each thing a person can do, put a smiley face .For each thing a person can't do, put a sad face .
Listening Text
1 John can make a cake.
2 Mike can't make a plane.
3 A: Can Li Lei skate?
B: No, he can't.
4 A: Can Lucy and Lily play chess?
B: Yes, they can.
5 A: Can Han Mei jump?
B: No, she can't.
6 A: Can Jim ride a bike?
B: Yes, he can.
The answers are: 1 Can; 2 Can't; 3 Can't; 4 Can; 5 Can't; 6 Can.
Homework
Finish off the Workbook exercises.
9.Lesson 93教学设计示例 篇九
一、教学目标
1.知识目标
继续学习过去进行时态。
2.能力目标
能够用过去进行时描述一下过去的某个时刻你和你的家人在做什么。（比如说描写一下昨天晚上你放学回家的时候你的家人在做什么。）
二、教具
录音机。
三、课堂教学设计
1.复习 值日生报告。检查学生复述课文。
2.打开书，学生两人一组，就课文第1部分内容，进行对话练习。请几组同学表演对话，并将对话形式扩展如下：
S1：What were you doing last night?
S2：I was watching TV.
S1：（面向全班） What was he/she doing last night?
Ss： He/She was watching TV.
教师也可采用以下形式：
Chain practice（连锁式练习）由学生甲向学生乙提问，乙回答后，再向学生丙提问。后面的学生在回答问题时，不能重复已答过的内容。例如：
S1：What were you doing at five yesterday afternoon?
S2：I was playing basketball. what were you doing at five yesterday afternoon?
S3：I was cleaning the classroom. What about you?
Pair work（结对活动）教师设定一个题目：What were your family members doing at 7:30 yesterday evening?
学生两人一组，相互问答，然后由其中一人向全班报告他（她）所获得的信息。例如：
At 7:30 yesterday evening Li Ming's father was reading a newspaper; his mother was washing clothes; his grandma was watching TV and Li Ming was doing his homework.
3.指导学生看课文第2部分的提示。要求学生用书面形式完成课本上的要求。请两位同学到黑板上书写自己的答案。
4.指导学生做练习册习题，如果时间允许，当堂订正部分习题答案。
5.布置作业
1）书面完成课文第 2部分要求； 2）书面完成练习册习题； 3）继续准备复述14课课文。
四、难点讲解
at noon 在中午
一般说来，表示“在某一时刻”，用at。例如：He got up at 7:30. 他七点半起床。
这种用法也包括“在拂晓”at daybreak; “在中午”at noon; “在傍晚”at sunset; “在吃饭时间” at dinner-time等。表示“在夜晚”，用 at night。
表示“在某一天”，使用介词on。例如：
1）He often takes a walk in the park on Sundays. 星期天他经常到公园去散步。
2） She was born on December 23, 1981. 她出生于1981年12月23日。
表示一段时间，使用介词in。例如：
in the morning在上午 in the afternoon在下午in the evening在晚上
in the week/month/ season/ year, etc. 在本周、本月、本季度、本年等。
如果要具体说明哪天的某段时间用on。例如：
They held the sports meeting on the afternoon of June 15. 他们在6月15日下午举行了运动会。
We'll have a party on Saturday night. 我们将在周六晚上举行一次晚会。
10.Lesson 93教学设计示例 篇十
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。
11.Lesson 93教学设计示例 篇十一
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
12.Lesson 93教学设计示例 篇十二
一、教学目标
1.知识目标
进一步学习和职业、工作相关的知识。
2.能力目标
熟练运用下列句型：
What do you do? Where do you work? Are you a ___? Is he/she a ___?
3.情感目标
教育学生职业无高低贵贱之分，只有分工不同。
二、教学过程
Step 1 Revision
1 Revise the numbers 101- 200.
2 Revise What do you do? Where do you work? etc.
3 Revise SB Page 46, Part 1. Say Answer my questions about Hu Yulan. What does she do? Where does she work? etc.
4 Collect a list of questions about personal information on the Bb. Get the students to suggest questions beginning with What … ? What time do you … ? Where … ? How old …? How many… ? etc. ( You could ask a student with good handwriting to write the questions on the Bb.)
Step 2 Presentation
Tell the students to guess the job that you do. Say What do I do? Get them to ask Are you a farmer? etc. Perform a short action that shows the job you do (but don't make the action too easy to guess!) When the students guess the answer, they must ask you more questions, such as, What's your name? Where's your home? (My home is at… / near here.) Where do you work? Do you like your work? etc. Make up some answers. Play the game again with another job. Translate on a farm near here and compare the word order of English and Chinese.
Step 3 Ask and answer
SB Page 47, Part I, Speech Cassette Lesson 102. Play the tape. Students listen and repeat; then practise the dialogue in pairs. Then get the students to make up their own dialogues, using the extra questions such as What time do you go to work in the morning? How many days do you work in a week? How do you like your work? etc. written on the Bb. Encourage the students to think up as many questions using all the English they have learned so far. Have some students act out their dialogues in front of the class, without books!
Step 4 Listen and answer
SB Page 47, Part 2, Listening Cassette Lesson 102. Let the students read the sentences to be completed in Wb Lesson 102, Ex. 2 before playing the tape.
Listening Text
Betty Hill is an American girl. She is from New York. She is twelve years old. Her mother is teaching English in a school. Her father is working in a big factory. They live in Shanghai Hotel. Betty studies in No. 9 Middle School. Every morning she goes to school at 7:30 and comes back home at 4:30 in the afternoon. On Saturdays and Sundays she often goes out with her parents.
Do Ex. 2 in the Wb. A sample dialogue follows:
A: Is Betty Hill English or American?
B: She's American.
A: She's from New York, right?
B: Right.
A: How old is she?
B: I think she is 12 years old.
A: Where does she live? Does she live with a Chinese family?
B: No, she is living in Shanghai Hotel, in Shanghai.'
A: What do her parents do?
B: Her father works in a factory. Her mother is an English teacher.
A: In which school does Betty study?
B: She studies in No. 9 Middle School.
A: What time does she go to school in the morning?
B: 7:30.
A: What time does she come back home?
B: 4:30.
A: What does she do on Saturdays and Sundays?
B: Betty goes out with her parents.
Step 5 Play the games
1 SB Page 47, Part 3*. Read through the dialogue. You may need to teach your turn and use if the students don't get the meaning from the context. Get some students to play the game in front of the class. When the class guesses the answer they must ask some questions,. as in Step 2. Then play the game in groups of four.
2 In the same groups, students make cards with the pictures in Section 2. Also have them make cards with pictures of the people who use these things. Now, have the students turn the cards face down and play a matching / memory game. One student picks a card, and then tries to find the matching card e.g. businessman / briefcase, schoolbag / student, etc. If the student matches correctly he / she gets another turn. If he / she doesn't match correctly, it is the next person's turn. The student with the most matches wins.
Step 6 Workbook
SB Page 126, Wb Lesson 102. Do Ex. 1 orally in class. Write down the answers in the exercise book. Ex. 2, Listening Cassette Lesson 102. With books closed, have the students listen to the story about Betty Hill. Then have them complete the dialogue.
Homework
Write a paragraph about Betty Hill in the exercise book.