Lesson 107教学设计示例（精选11篇）

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Lesson 107教学设计示例（精选11篇）

1.Lesson 107教学设计示例篇一

　　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。

2.Lesson 107教学设计示例篇二

　　一、教学目标

　　1.知识目标

　　（1）掌握字母组合ar, or, er, ir, ur的发音。

　　（2）复习一般现在时和现在进行时。

　　2.能力目标

　　能够区分一般现在时和现在进行时，并能正确运用。

　　3.情感目标

　　教育学生要早起早睡，上学不迟到，不早退。

　　二、教学过程

　　Step 1 Revision

　　1 Write a hotel timetable on the Bb

　　Breakfast—7:30

　　Lunch — 12:00

　　Supper — 6: 00

　　Ask What time can 1 have breakfast? etc.

　　2 Revise It's too late! It's too early! Say (e.g.) It's eight o'clock. Can I have breakfast? Help the students to answer Sorry. It's too late. Practise in pairs.

　　Step 2 Word families

　　SB Page 54, Part 1, Speech Cassette Lesson 108

　　(Phonic Reading Work). Follow the same steps as in Lesson 68, Step 2 of the TB.

　　Do Wb Lesson 108, Ex. 1.

　　Step 3 Listening activity

　　Write the following lists of words in two columns on the Bb as follows:

　　Ⅰ Ⅱ

　　car core

　　far for

　　par pour

　　tar tore

　　mar moor

　　star store

　　Follow the same steps as in Lesson 68, Step 3.

　　Step 4 Stress and intonation

　　SB Page 54, Part 2, Speech Cassette Lesson 108. Books closed. Get the students to listen and repeat, showing the stress and intonation with gestures in the usual way. Explain how stress usually falls on the “key” words of a sentence: the words which carry the message. Books open! Listen and repeat.

　　Step 5 Listen and answer

　　SB Page 54, Part 3, Listening Cassette Lesson 108. Let the students look at the sentences to be completed in Wb Lesson 108 Ex. 2 before playing the tape. Play the tape several times if necessary and discuss the answers with the students.

　　Listening Text

　　JIM: Uncle Wang, is the work in your factory very hard?

　　WANG: Oh, yes, we work very hard in our factory.

　　JIM: So you get up early on weekdays?

　　WANG: Well, I live near the factory, so I usually get up at about 6:30.

　　JIM: Do you have breakfast?

　　WANG: Yes. I have some bread, and a cup of tea. Sometimes I have an egg or two.

　　JIM: And what time do you get to work?

　　WANG: I begin work at 7:30, and have lunch at about 11:30.

　　JIM: What time do you go home?

　　WANG: I leave work at 5:30, and I'm home at 6:00.

　　The answers are:

　　6:30; 7:30; about 11:30; 5:30; 6:00.

　　Step 6 Read and learn

　　SB Page 54, Part 4, Speech Cassette Lesson 108. Make sure the students understand the difference between the Present Indefinite and the Present Continuous Tenses.

　　Step 7 Read and answer

　　SB Pages 54 - 55, Part 5*, Speech Cassette Lesson 108. Before reading the passage, have the students read the questions. Give the students 3 minutes to scan for the answers to the questions. Now play the tape and have the students read it silently while they listen. Students practise reading the text aloud as a class.

　　Step 8 Checkpoint 27

　　Go through Checkpoint 27 and explain any problems. Revise the forms of do and does in questions. Drill:

　　T: Get up … you …

　　S: What time do you get up?

　　T: He …

　　S: What time does he get up?

　　T: Go to bed …, etc.

　　Practise questions beginning with What, Where, … if possible.

　　Step 9 Workbook

　　SB Pages 134-136, Wb Lesson 108. E. 3 and 6. Ex. 3 is a good review for the Present Tense and Ex. 6 is a good review for the Present Continuous Tense. Do both of these exercises in pairs, and then select several pairs to share their answers with the class. E. 8 and 9 are optional.

　　Step 10 Test

　　Use Ex. 5 of Wb Lesson 108 as the test paper.

　　Homework

　　Finish off the Workbook exercises.

　　Revise the language items in this unit.

　　Some ideas for extra practice or enrichment

　　1 Have the students work in pairs. Each student is to pretend that they are either their mother or their father. Then have the pairs ask and answer questions concerning their parent's schedule. Make sure they answer in the first person, just as if they are their parent.

　　2 Have the students interview a neighbor. They should ask about the neighbor's typical day. Then have the students write up a paragraph describing the neighbor's day. They should try to choose someone they think is interesting. If the students can, they should choose a neighbor who speaks English. However, if this is not possible, they may do the interview in Chinese, but write the paragraph in English.

3.Lesson 107教学设计示例篇三

　　一、教学目标

　　1.知识目标

　　复习上课有关发出指令的句型。

　　2.能力目标

　　能够说出几个祈使句。

　　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

　　Note: During this lesson, starting with Step 2 of Revision, the students should be in small groups for the entire lesson. Before you start the lesson, give the students some type of signal so they know when to stop talking in their group and listen to you. This signal could be a clap of the hands or something silly like you saying “hi”and the students replying “ho”.In this way you will get the focused attention of the students when you need to talk to the class as a whole.

　　1 Repeat Step 5 in Lesson 78. Instead of an action chain, get the students to work in groups of four so that they have more chances of talking.

　　2 Play “Polly Says”but add like this to each command: Polly says stand up like this (stand up with arms folded). Make a tree like this (hold your arms out like a tree), etc. Explain that like this is used to show a person how to do something.

　　3 Revise the new verbs in Lesson 78 and add run.

　　Step 2 Presentation

　　1 Teach high. In small groups of four, have students work together to produce instructions on how to fly a kite. Say Now is a good time to fly a kite. Can you fly a kite? Ask several students, Do you like to fly a kite? Each group will work together to tell me how to fly a kite. You may need to give the instructions in Chinese. There should be at least 5 steps in flying a kite. Make sure the students write their steps in the imperative. For example: 1 Have a friend hold the kite. 2 Run fast. 3 Let go of the kite. 4 Pull on the string. 5 Catch the wind. 6 Have fun! Remember, the instructions may change from group to group. Be sure to walk around the class and give help where needed. You may need to help with some new vocabulary, but that's OK. Don't make the students responsible for knowing special vocabulary other than what is on the list for this lesson.

　　2 Ask one person from several groups to read their instructions for the whole class.

　　Step 3 Read and act

　　1 SB Page 18, Part 1, Speech Cassette Lesson 79. Books closed. Ask Can Ann fly the kite? (No.) Play the tape. Check the answer. Play the tape again. Students listen and repeat.

　　2 Explain that Great! means the same as Good! except it is a little stronger feeling of excitement. It is used when something exciting happens (e.g. No homework today.—Great!)

　　3 Have the students read the dialogue as a class. The girls read Ann's part and the boys read Ling's part.

　　4 Close pair work and open pair work.

　　Step 4 Practice

　　Replace a kite with a model airplane or a frisby. Get the students to make a new dialogue. They should include in their dialogue the phrase, throw it like this instead of run with it like this. The students may also change other parts of the dialogue as they desire.

　　Step 5 Make a survey

　　1 SB Page 18, Part 2. Read the instructions to the students. However, have the students fill out only the first four spaces, by asking the other students from their own group. Make sure they understand what to do by asking several students What are we doing? (translate into Chinese if necessary). They should answer We ask everyone in our group: what is your favourite sport? (in Chinese) Once you are sure the students understand, let them work in groups to fill out the survey. Walk around and make sure they are speaking English. Make sure that they are filling out the form themselves, and not just switching papers and everyone is writing their own answers. Remember, this is a speaking activity.

　　2 Now have two small groups working together—groups of eight, to make a team. The students from Group A survey the students from Group B, and fill out the last four spaces of the survey.

　　3 Have the students in their team of eight answer the last two questions. Then ask one person from each team to give the results of the survey.

　　Step 6 Workbook

　　SB Page 91, Lesson 79, E. 1 and 3.

　　Listening Text

　　1 LI LEI: Hi, Jim. Are you good at swimming?

　　JIM: No, I'm not. I don't like swimming very much.

　　LI LEI: What's your favourite sport?

　　JIM: Basketball.

　　2 LIU YING: Tom, are you good at skating?

　　TOM: Yes, I am.

　　LIU YING: I think it's your favourite sport.

　　TOM: You are right!

　　3 LIN TAO: Hi, Lily. Is volleyball your favourite sport?

　　LILY: No, it isn't. Skiing is my favourite sport.

　　The answers are: Jim: basketball; Tom: skating; Lily: skiing

　　For Ex. 3, have the students practise the dialogue in pairs. Then have them tell each other their story as if they are Han Mei.

　　Culture note: In many Western countries football is the favorite sport. However, in Canada, especially in the winter, ice hockey is very popular. In America, the favorite sport changes with the season. In the fall, American football is popular, in the winter, basketball, and in the spring, baseball. Football, or soccer, as it is called in America, though it isn't as popular as American football, basketball and baseball, is gaining in popularity with well over 600,000 children, both boys and girls, playing organized soccer every year.

　　Homework

　　Finish off the Workbook exercises.

　　Learn the dialogue in Wb Ex. 3 by heart.

4.Lesson 107教学设计示例篇四

　　一、教学目标

　　1.知识目标

　　（1）掌握表示职业的名词：

　　driver, farmer, soldier, businessman, doctor, worker, student, shop assistant, nurse, postman

　　（2）掌握句型：

　　He/She is ___. He/She works ___.

　　2.能力目标

　　能够用所学知识介绍某人所从事的职业（尤其要注意第三人称单数）。

　　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 Review numbers 1-100. Teach numbers 101- 200. Tell the students to say one hundred and one for 101, one hundred and twenty-two for 122, etc.

　　2 Revise personal details: What's your name? Where are you from? / Where do you come from? How old are you? What do you like to do? What's your address? etc.

　　3 Get the students to ask each other in pairs and then to make a short report about their partners.

　　Step 2 Presentation

　　1 Use pictures or gestures to teach driver. Get one student to hold the picture or make the gestures. Ask What do you do? Help the student to answer I'm a driver. Ask the students What does he / she do? Help them to say She /He's a driver. Call out more students to hold the pictures or make the gestures for farmer, student, soldier, worker, businessman, doctor, shop assistant, nurse and postman. Ask randomly What do you do? What does she /he do?

　　2 Teach the questions. Get students to ask in your place.

　　3 Tell the students to stop holding the pictures or making the gestures. Get the class to test each other's memory in pairs by asking and answering What does … do?

　　Step 3 Practice

　　SB Page 46, Part 1, Speech Cassette Lesson 101. Books closed! Ask about each person in the pictures: e.g. What does Hu Yulan do? Play the tape. Check the answers. Play the tape again. Students listen and repeat. Books open! Say Turn to Lesson one hundred and one, page 46. Students match the words and pictures in pairs. Check answers as a class.

　　Step 4 Look and say

　　SB Page 46, Part 2. Look at the pictures and help the students make up sentences like Mr Chen is a farmer. He works on a farm. For the other pictures, students may say Miss Hu is a driver. She works for a bus company, etc.

　　Step 5 Ask and answer

　　SB Page 46, Part 3. Read through the options. Point out the difference between on a farm and in a factory, etc. Play the tape and have students listen and repeat. Now have students ask and answer questions in pairs.

　　Step 6 Practice

　　Ask 10 students to represent the 10 people in SB Page 46, Part 1. Get them to say My name is Hu Yulan. I am a driver. I drive a car. I work in a factory, etc. Ask the class What's his / her name? What does she / he do? Where does she / he work? etc.

　　Step 7 Workbook

　　SB Page 125, Wb Lesson 101, E. 1-3. Get the students to pick out the verbs ending in y from Ex. 1. Tell them how to change them into the 3rd person singular form. Remind them that fly, carry and study all end in “consonant +y”. Then ask the students to pick out the verbs ending in /s, z, CM/. They should add es to watch, catch and pass. Use E. 2 and 3 for consolidation of what has been taught in this lesson.

　　Homework

　　Do Ex. 1 in the exercise book.

　　Revise the new words and sentence patterns in Lesson 101.

5.Lesson 107教学设计示例篇五

　　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。

6.Lesson 107教学设计示例篇六

　　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.

7.Lesson 107教学设计示例篇七

　　一、教学目标

　　1.知识目标

　　（1）掌握字母组合ar, or, er, ir, ur的发音。

　　（2）复习一般现在时和现在进行时。

　　2.能力目标

　　能够区分一般现在时和现在进行时，并能正确运用。

　　3.情感目标

　　教育学生要早起早睡，上学不迟到，不早退。

　　二、教学过程

　　Step 1 Revision

　　1 Write a hotel timetable on the Bb

　　Breakfast—7:30

　　Lunch — 12:00

　　Supper — 6: 00

　　Ask What time can 1 have breakfast? etc.

　　2 Revise It's too late! It's too early! Say (e.g.) It's eight o'clock. Can I have breakfast? Help the students to answer Sorry. It's too late. Practise in pairs.

　　Step 2 Word families

　　SB Page 54, Part 1, Speech Cassette Lesson 108

　　(Phonic Reading Work). Follow the same steps as in Lesson 68, Step 2 of the TB.

　　Do Wb Lesson 108, Ex. 1.

　　Step 3 Listening activity

　　Write the following lists of words in two columns on the Bb as follows:

　　Ⅰ Ⅱ

　　car core

　　far for

　　par pour

　　tar tore

　　mar moor

　　star store

　　Follow the same steps as in Lesson 68, Step 3.

　　Step 4 Stress and intonation

　　Step 5 Listen and answer

　　Listening Text

　　JIM: Uncle Wang, is the work in your factory very hard?

　　WANG: Oh, yes, we work very hard in our factory.

　　JIM: So you get up early on weekdays?

　　WANG: Well, I live near the factory, so I usually get up at about 6:30.

　　JIM: Do you have breakfast?

　　WANG: Yes. I have some bread, and a cup of tea. Sometimes I have an egg or two.

　　JIM: And what time do you get to work?

　　WANG: I begin work at 7:30, and have lunch at about 11:30.

　　JIM: What time do you go home?

　　WANG: I leave work at 5:30, and I'm home at 6:00.

　　The answers are:

　　6:30; 7:30; about 11:30; 5:30; 6:00.

　　Step 6 Read and learn

　　SB Page 54, Part 4, Speech Cassette Lesson 108. Make sure the students understand the difference between the Present Indefinite and the Present Continuous Tenses.

　　Step 7 Read and answer

　　Step 8 Checkpoint 27

　　Go through Checkpoint 27 and explain any problems. Revise the forms of do and does in questions. Drill:

　　T: Get up … you …

　　S: What time do you get up?

　　T: He …

　　S: What time does he get up?

　　T: Go to bed …, etc.

　　Practise questions beginning with What, Where, … if possible.

　　Step 9 Workbook

　　Step 10 Test

　　Use Ex. 5 of Wb Lesson 108 as the test paper.

　　Homework

　　Finish off the Workbook exercises.

　　Revise the language items in this unit.

　　Some ideas for extra practice or enrichment

8.Lesson 107教学设计示例篇八

　　一、教学目标

　　1.知识目标

　　（1）掌握表示职业的名词：

　　driver, farmer, soldier, businessman, doctor, worker, student, shop assistant, nurse, postman

　　（2）掌握句型：

　　He/She is ___. He/She works ___.

　　2.能力目标

　　能够用所学知识介绍某人所从事的职业（尤其要注意第三人称单数）。

　　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 Review numbers 1-100. Teach numbers 101- 200. Tell the students to say one hundred and one for 101, one hundred and twenty-two for 122, etc.

　　2 Revise personal details: What's your name? Where are you from? / Where do you come from? How old are you? What do you like to do? What's your address? etc.

　　3 Get the students to ask each other in pairs and then to make a short report about their partners.

　　Step 2 Presentation

　　2 Teach the questions. Get students to ask in your place.

　　3 Tell the students to stop holding the pictures or making the gestures. Get the class to test each other's memory in pairs by asking and answering What does … do?

　　Step 3 Practice

　　Step 4 Look and say

　　Step 5 Ask and answer

　　Step 6 Practice

　　Step 7 Workbook

　　Homework

　　Do Ex. 1 in the exercise book.

　　Revise the new words and sentence patterns in Lesson 101.

9.Lesson 107教学设计示例篇九

　　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:

　　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

10.Lesson 107教学设计示例篇十

　　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

11.Lesson 107教学设计示例篇十一

　　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

栏目：英语教案标签：教学 / 设计 / 示例 / 八年级英语教案 / Lesson107

Lesson 107教学设计示例（精选11篇）

1.Lesson 107教学设计示例 篇一

2.Lesson 107教学设计示例 篇二

3.Lesson 107教学设计示例 篇三

4.Lesson 107教学设计示例 篇四

5.Lesson 107教学设计示例 篇五

6.Lesson 107教学设计示例 篇六

7.Lesson 107教学设计示例 篇七

8.Lesson 107教学设计示例 篇八

9.Lesson 107教学设计示例 篇九

10.Lesson 107教学设计示例 篇十

11.Lesson 107教学设计示例 篇十一

相关内容

1.Lesson 107教学设计示例篇一

2.Lesson 107教学设计示例篇二

3.Lesson 107教学设计示例篇三

4.Lesson 107教学设计示例篇四

5.Lesson 107教学设计示例篇五

6.Lesson 107教学设计示例篇六

7.Lesson 107教学设计示例篇七

8.Lesson 107教学设计示例篇八

9.Lesson 107教学设计示例篇九

10.Lesson 107教学设计示例篇十

11.Lesson 107教学设计示例篇十一