Lesson 88 教學設計方案

Lesson 88 教學設計方案（精選12篇）

Lesson 88 教學設計方案 篇1

　　Lesson 75 教學設計方案

　　Teaching Aims

　　1. Study the second part of the story.

　　2. Go through attributive clauses with relative pronoun whose

　　Teaching procedures

　　Step 1 Revision

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

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

　　2. The accident.

　　3. In the hospital.

　　4. The secret was out.

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

　　Step 2 Reading

　　1. Ask the students to read the text quickly.

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

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

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

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

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

　　Step 3 Listening

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

　　Step 4 Language points

　　Deal with the language points in the text:

　　discuss the problem/the matter make a decision

　　tell a lie for a moment

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

　　Step 5 Grammar

　　whose引導的定語從句的鞏固，讓學生快速譯句子：

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

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

　　This is the house whose window is broken.

　　Step 6 Practise

　　Language study of part 3

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

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

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

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

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

　　Step 7 Exercise

　　Do Ex.3,4,5 on Page 71.

　　I. 完成句子。

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

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

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

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

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

　　II. 句型轉換

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

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

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

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

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

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

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

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

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

　　This afternoon I will ______________ my hair _____________ shorter.

　　參考答案

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

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

Lesson 88 教學設計方案 篇2

　　Lesson 100 教學設計方案

　　Teaching Aims

　　Teaching procedures

　　Step 1 Revision

　　l .Check the homework exercises.

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

　　Step 2 Listening

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

　　Step 3 Practice

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

　　Step 4  Presentation

　　Write this on the Bb:

　　CERTAIN POSSIBLE       IMPOSSIBLE

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

　　2 They might not / may not be very happy.

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

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

　　Step 5 Practice

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

　　Suggested answers:

　　1. He must be in his office.

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

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

　　4 .They must be foreign.

　　5 .He must walk too fast.

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

　　7 .He can't be terribly busy.

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

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

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

　　Step 6 Test

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

　　1. Perhaps the theatre will be full.

　　2. I'm sure that necklace is valuable.

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

　　4. Perhaps my neighbours are away.

　　5. Perhaps we will have a good trip.

　　6. I'm sure it isn't made of gold.

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

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

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

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

　　Answers:

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

　　2. That necklace must be valuable.

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

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

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

　　6. It can't be made of gold.

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

　　8. That restaurant must be a good one.

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

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

　　Step 7 Writing

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

　　Step 8 Workbook

　　Wb Lesson 100, E. 1 - 3.

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

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

　　Step 9Homework

　　Finish off the Workbook exercises.

Lesson 88 教學設計方案 篇3

　　Lesson 92教學設計方案

　　Teaching Aims:

　　1. Help the Ss to remember what they have learned in this unit.

　　2. Revise the grammar.

　　3. Finish the listening task.

　　Teaching procedures:

　　Step I Revision (writing)

　　Check their homework.(if possible, the teacher can write a passage written by one student on the blackboard and ask the others to correct it.)

　　Step II Revision (grammar)

　　因為這一部分已經在許多單元中復習過，所以教師可以換一種方式來復習語法，激發學習興趣，使英語生活化。

　　1.The agreement was signed by Shanghai Automobile Industrial (Group) Corporation, General Motors China and Shanghai GM Company Ltd., which hold 25 percent, 25 percent and 50 percent of the shares of a new joint venture.

　　上海汽車工業公司,中國大眾汽車公司和上海通用有限公司達成協議分別占投資市場的25%,25% 和50% 的股份.

　　2.Shanghai GM will relocate its Sail car production line to the new plant in Yantai, which will be Shanghai GM’s second automobile manufacturing site outside Shanghai.

　　上海通用有限公司在煙臺再建一條汽車生產線,這將是上海通用有限公司除上海第二大汽車生產基地.

　　3.Five of these bathrooms contain environmental protection toilets, which use a waterless mechanism for purging waste, and two cleaners are regularly assigned to clean each bathroom.

　　這五個衛生間內有環保廁所，這種廁所是使用無水設備來清除糞便,并定期有專門指派的清潔工來打掃.

　　4.Jiutouniao,which opened in 1997, is a chain restaurant that now has five branches in Beijing.

　　九頭鳥飯店于1997年開業, 至今在京已有五家連鎖店.

　　Step III Listening Test

　　聽寫聽力材料中的第一段，每句播放三遍。再放一遍，互相批改，公布答案。

　　My name is Amal and I live in the south of Egypt near the Aswan Dam. Twenty years ago, life was very hard, Today, my husband and my three sons fish in the lake that has been produced by the dam. There are lots of big fat fish to catch now! Also, there is now electricity in out village So we can freeze the fish that we catch and them send it  to market in the capital which is hundreds of kilometers away. We have bought a new truck, so life is much easier.

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Lesson 88 教學設計方案 篇4

　　Teaching Objectives：Enable the students to understand the reading passage about Beethoven.

　　Language Focus: afford to do, for fun, knock at, to one’s surprise, write down, hear sb. do/doing, dim, blind, shine (shone, shone)

　　Properties: Tape-recorder, Overhead projector

　　Teaching Procedures:

　　I. Organizing the class

　　1. Ask the students to get ready for class.

　　2. Greetings between the teacher and the students.

　　3. A duty report.

　　II. Revision

　　T: Ask the students to say sentences with “could” and “self”.

　　III. Reading

　　1. Pre-reading:

　　Ask the students the following questions before reading.

　　(1) Do you like listening to music?

　　(2) What do you know about Beethoven?

　　(3) Can you play any musical instruments? How well can you play?

　　(4) The teacher gives a brief introduction of Beethoven.

　　2. While-reading:

　　(1) Ask the students to read the passage silently by themselves.

　　(2) Ask the students to answer the reading comprehension questions.

　　(3) Play the tape for the passage and ask the students to read after the tape.

　　(4) Explain the language points.

　　①sonata/s[5na:t[/: musical composition for one instrument(eg. the piano) ,or two(eg. piano and violin) ,ly with three or four movements. 奏鳴曲

　　②afford to do: (通常與can, could, be able to連用)spare or find enough time or money for

　　–We can’t afford to go away this summer.

　　–I can help you.

　　They aren’t able to afford to buy a big apartment. So they have to live in a small house.

　　③to one’s surprise =to the surprise of sb.

　　To my surprise/To the surprise of everyone, his plan succeeded. I feel very happy for this.

　　To our surprise, he survived in the aircraft. Good luck!

　　3. After-reading

　　(1) Ask the students to retell the passage.

　　(2) Ask the students to talk about their feelings after reading the passage.

　　(3) Ask the students to work in pairs and then act it out.

　　IV. Exercises in class

　　根據句意填空。

　　1. The candle light in the small room wasn’t bright, it was _________.

　　2. Don’t take it seriously, I just said it ________ _________.

　　3. The girl can’t see at all. She is_________.

　　4. The girl listened to the woman next door play the piano and learned all by ________(part of body). She is very clever.

　　5. He’s too poor to _________ a big house. So he must work hard to earn much money.

　　Keys: l. dim 2.for fun 3.blind 4.ear 5.afford

　　V. Homework

　　1. Finish exercises on page 98.

　　2. Retell the passage.

　　3. Rewrite the passage.

　　VI. Summary

　　翻譯句子。

　　1.我們經常聽見她在樓上彈鋼琴。

　　2.姑娘和她的哥哥沉浸在貝多芬的美妙音樂中。

　　3.一天晚上貝多芬正地街上散步，這時突然在一座小房子外停住了。

　　4.他們太窮了，以至于不能負擔得起音樂會票。（too…to；afford to）

　　5.一個年輕人正在桌邊做鞋，他的妹妹正在彈鋼琴。

　　Keys:

　　1. We often hear her play the piano upstairs.

　　2. The girl and her brother both lost themselves in Beethoven’s beautiful music.

　　3. One evening Beethoven was walking in a street when he suddenly stopped outside a little house.

　　4. They are too poor to afford to buy tickets to the concert.

　　5. A young man was making shoes by a table while his sister was playing the piano.

　　VI. Writing on blackboard

Lesson 88 教學設計方案 篇5

　　教學目標：

　　1.掌握重點單詞和詞組：enjoy oneself, go on a trip, buy oneself something

　　2.熟練掌握并列句的用法，能正確區分和使用連詞and和but。

　　3.能讀懂課文的短文并能回答問題。

　　教具：教學磁帶，圖片和卡片。

　　教學過程：

　　Step 1 Revision.

　　Revise the reflexive pronouns.

　　教師出示圖片或學生自帶些照片，讓學生根據圖片互相提問：(如教科書中的圖)

　　What’s the matter with the boy? Did he hurt himself?

　　What were the children doing? Did they enjoy themselves?

　　Step2 Leading- in

　　1. Ask one student: “If you have lots of money, what will you do?”

　　2. Ask the students to discuss the problem in groups.

　　3. Ask the students to present their opinions.

　　Step3 Presentation.

　　T: Last time, we have known Beethoven. As we know, Beethoven was very great but he is poor. Today we’re going to learn two persons, one is rich and the other is poor. Now, look at the pictures please.

　　1.讓學生帶著下面兩個問題聽讀課文，了解課文大意。

　　Does Mr. More enjoy himself? Why?

　　Does Mr. Little enjoy himself? Why?

　　2.學生閱讀課文，并回答教科書33頁的問題。然后兩人一組做問答練習。

　　3.學生根據圖畫和關鍵詞對課文進行復述。

　　More, rich, had lots of money, doesn’t have many friends, doesn’t enjoy himself.

　　Little, poor, didn’t have much money, has many friends, enjoys himself.

　　4.讓學生將下列句子用but 或and 連接.

　　A: The boy is very clever. He didn’t work hard.

　　B: Mary is always kind to us. We all like her.

　　C: My brother is very careless. He never forgets his homework.

　　D: Jane is a worker .He loves his work very much.

　　5.Discuss the question:

　　If you have a lot of money, what will you do?

　　1) Who do you want to be, Mr. More or Mr. Little?

　　2) Can money bring us everything?

　　3) Which do you prefer, money or friendship?

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　　Step 4 Read and say.

　　1. Play the tape for the students to listen and find out the answers to the following questions.

　　1）What are Sarah’s friends going to do tomorrow?

　　2）Can Sarah go with them? Why or why not?

　　2. Play the tape again and ask the students to listen and try to retell.

　　3. Call 2 ～ 3 students to retell the dialogue.

　　4. Practice the dialogue in pairs.

　　5. Ask the students to make a similar dialogue.

　　Step 5 Exercises

　　畫出下列句子中的錯誤并改正。

　　1. Sarah’s parents will be very worry if she takes her brother out.

　　2. Sarah said to her friends, “ Enjoy yourself.” They all have a good time.

　　3. —Would you like to come along?

　　—Yes, I’d love.

　　4. Mr. Little had many money. But he has no good friends.

　　5. Sarah’s little brother is so young to look after himself. So her mother has to stay at home.

　　Keys: 1.worry→worried 2.yourself→yourselves 3.lover→love to 4.many→much/a lot of/lots of  5.so→too

　　選擇適當動詞并用過去式填空。

　　have   do   can   be

　　Mr. More________ very rich .He________ a lot of money .He________ buy himself lots of good things, but he ________ not know why he ________ not enjoy himself.

　　Keys: was, had, could, did, did

　　Step 6 Homework:

　　1. Copy the words and the phrases.

　　2. Do the exercises on page 99.

　　3. Writing: Can Money Bring us Everything(150 words) .

　　板書設計

　　Lesson 83

　　1. Comparing the two persons.

　　(1)

　　(2)  

　　(3)  

　　2. Drills

　　(1) Would you like to come along? I’d love to.

　　(2) My little brother is too young to look after himself.

　　(3)I can’t go out until my mother returns.

　　(4) Have a nice weekend with your brother!

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Lesson 88 教學設計方案 篇6

　　Teaching Aims:

　　1. Get the Ss to master the expressions of description.

　　2. Get the Ss to make a similar passage by using the phrases they have learned.

　　Teaching procedures:

　　Step I Revision

　　1. Check their homework.

　　2. Do the exercise in the ppt to revise the expressions of description.

　　Step II Presentation

　　1.ask the Ss to read the text one by one, if one makes a mistake ,then he should sit down and another one will go on reading.

　　2.If possible , we can stop and deal with the language points.

　　Step III Practice

　　Ask the Ss to pick out the main phrases in this unit and help them to make one sentence by using each phrase.

　　本單元重點詞匯：

　　feel like doing: He doesn’t feel like walking very much that day.

　　a place of interest: There are many places of interest in Xi’an.

　　in danger: The doctor said that the patient was in great danger and they decided to operate on him at once.

　　date from: My interest in stamp collecting dates from schooldays.

　　flood: He received a flood of letters this morning.

　　face: Our house faces the park.

　　figure: The wall was covered with figures of birds and flowers.

　　Step IV Writing

　　要求：盡可能多用已學過的詞組或句型. (如果是第一次做這樣的練習, 建議老師領著學生做,熟練之后可以放手,并要求學生可以適當發揮)

　　去年夏天我的家鄉發生了水災。當水災到來時，許多房屋倒塌了，更多的房子處于危險之中。但是人們并不害怕。他們竭盡全力重建家園，現在許多新民居拔地而起，并且看起來比舊房子好的多。我家的房屋也在水災中沖毀掉了。但現在我們有了一個更新更大的。我家的舊房屋朝北，冬天冷，夏天熱。現在事情完全不一樣了。我家的新房屋朝南，住著又舒服又開心。

　　Last summer there was a flood in my hometown. Many houses fell down when the flood came and more houses were in danger. But the people were not afraid. They tried their best to rebuild the town. Now many new houses have appeared and they look much better than the old ones. Our house, too , was destroyed by the flood. But now we have a new and a much bigger one. Our old house faced north and it was cold in winter, hot in summer. Things are quite different now. Our new house, which faces south, is pleasant and comfortable.

　　Step VI Homework

　　1.If we have no time to do the writing above in class, we can leave it as homework

　　2.Do the Ex 2 on P 88.

Lesson 88 教學設計方案 篇7

　　Teaching Aims

　　1. Study the second part of the text.

　　2. Write a passage about Karl Marx using the information given.

　　Teaching Procedures

　　Step 1 Pre-read

　　Today we are going to read more about the life and work of Karl Marx. Now read the passage and find the answer to this question:

　　What did Marx write together with Engles during the 1840s? (The Communist Manifesto)

　　Step 2 Listening

　　Listen to the tape for the students to listen and follow.

　　Step 3 Summary the main idea

　　Ask the students to find out the main ideas of each part of the text.

　　Part 1

　　( Paragraph 1) Brief introduction to Karl Marx before die year 1849, in which year he made London the base for his revolutionary work.

　　Part 2

　　( Paragraphs 2-6) Marx s success in learning English and Russian and his advice on how to learn a foreign language.

　　Part 3

　　(Paragraphs 7-9) Marx and Engels started a new programme called “Communism”.

　　Deal with the language prints.

　　Step 4 Practise

　　Ask the students to make a short passage according to the chart below, and then let them read their own passage.

　　Timeline for Karl Marx

　　In 1818

　　was born in Germany

　　as a young man

　　was forced to leave his homeland for political reasons; went to Belgium and France.

　　in April 1841

　　received his doctor’s degree

　　in 1849

　　went to England; made London the base for his revolutionary work

　　later

　　started working hard to improve his English; made rapid progress

　　in 1853

　　wrote articles in English; was praised; was encouraged; was not sure about two things

　　later

　　kept on studying and using English

　　in the 1870s

　　began to learn Russian; read articles and reports in Russian

　　Step 5 Workbook

　　Finish the workbook exercises Lesson 83.

　　Step 6 Exercise

　　I.單項選擇（一般過去時和過去完成時）

　　1. She has an uncle, whom she ________ since childhood.

　　A. had not seen  B. did not see C. has not seen

　　2. When I was six, I _________ in a school in a lonely mountain village.

　　A. studied B. had studied C. have studied

　　3. I will ask her for the book now, for she ________ plenty of time to read it since I lent it to her.

　　A.has had B. has C. had had

　　4. She said that she ________ the colour TV set for five years.

　　A. has bought               B. had bought            C. has had

　　5. As soon as I came in, the lights _________ all at once.

　　A. was going out B. has gone out C. went out

　　6. We _________ the work by six yesterday evening.

　　A. finished B. would finish C. had finished

　　7. She said her mother _________ for three years.

　　A. has been dead B. has died C. had been dead

　　8. When I got to the theatre, the play _________.

　　A. had begun B. began C. is beginning

　　9. —How long _________ each other before they ________ married? —For about a year.

　　A. have they known; get

　　B. did they know; were going to get

　　C. had they known; got

　　10. She was so interested in the book that she _________ it for three hours before she realized it.

　　A. read B. had read C. was reading

　　Keys: 1 -5CACBC  6-10 CCACB

Lesson 88 教學設計方案 篇8

　　Lesson 66教學設計方案

　　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.

Lesson 88 教學設計方案 篇9

　　Lesson 102 教學設計方案

　　Teaching objectives:

　　Grasp the story and new words and useful expressions.

　　Language focus:

　　New words and expressions

　　set off( from. . . to) , on the first trip, over, enjoy oneself, iceberg, here and there, on watch, look out, sink, there is a hole in. . . .lifeboat, make room for, thankful, join

　　Properties: Tape-recorder, Overhead projector

　　Teaching procedures:

　　Step 1 Revision

　　Answer questions.

　　1. Which subject do you like best? why?

　　2. Who is the most popular movie star at the moment?

　　3. What’s the most interesting story you know about?

　　Step 2 Leading-in

　　Show the students some facts about the Titanic.

　　Say: Did you see that film? What do you think of the film?

　　Students talk about the film Titanic, and share information about the ship Titanic.

　　Step 3 Reading

　　Play the video: Miss EVANS

　　Answer Who was Miss Evans? (She was a woman on the Titanic, who got out of a lifeboat to save a mother)

　　Play the tape for the students to listen and repeat.

　　Answer the questions.

　　1. When was the ship’s first trip?

　　2. Where was it from? Where was it?

　　3. How many people were on the ship?

　　4. How was the trip at first?

　　5. What happened the second night of the trip?

　　6. What did people do to escape?

　　7. What was the problem when people were in the lifeboat?

　　8. What did Miss Evans do?

　　9. What happened to the ship at last?

　　10. How many did people lost their lives?

　　Teach the new words: Titanic, set, set off, pleasant, iceberg, here and there, on watch, hole, and so on.

　　Explains some new words and useful phrases.

　　sink=go down, pleasant=happy, look out=be careful, make room for=give one’s seat to, take one’s place=sit in one’s seat.

　　Step 4 Discussion

　　Get the students to talk about:

　　What do you think of Miss Evans?

　　What would you have done if you were on the Titanic when it sank?

　　What shall we learn from Miss Evans?

　　Step 5 Exercises in class

　　Fill in the blanks with the best answer.

　　Mr. Swift was a sailor on a big ship. It went to China and Japan,___1__Swift was often on the ship for several months at a time. When he woke up in the morning and__2__out, he only saw the sea, or sometimes a port.

　　When he was 23, Swift got___3___and bought a small house with a garden__4___his wife’s town. It was far away from the sea. Then he had to go back to his___5___, and he didn’t come home for two months. He went from the port to the__6__by bus, and was very happy to see his wife___7__.

　　The next morning he___8__until nine o’clock. Then he woke up suddenly and looked out of the window. There were trees a few metres away. He was very__9__and jumped out of bed, shouting, We’ve___10__land.”

　　( )l.A. there B. if C. because D. so

　　( )2.A.started B. looked C. worked D. found

　　( )3 .A. lost B. worried C. married D. surprised

　　( )4.A.in B. around C. behind D. off

　　( )5 .A. home B. ship C. country D. parents

　　( )6 .A. station B. sea C .ship D .town

　　( )7.A.off B. back C. again D. more

　　( )8.A.slept B. worked C. stayed D. wake

　　( )9. A. ill B. frightened C. angry D. quiet

　　( )10. A. left B. reached C. seen D. hit

　　Keys: 1.D 2.B 3.C 4.A 5.B 6.D 7.C 8.A 9.B 10.D

　　Step 6 Homework

　　1. Write about the ship Titanic.

　　2. Make sentences with following phrases.

　　set off, enjoy oneself, here and there, make/have room for, be on watch

　　3. Look up the new words in the article “WE LIVE IN AN ICEBOX!”.

　　4. Do exercises on page 128. Finish off the workbook exercise.

　　Writing on blackboard

　　Lesson 102

　　Miss Evans

　　New words and useful phrases Discussion

　　1. set off 1. What do you think of Miss Evans?

　　2. over 2. What would you have done if you were on the Titanic when it sank?

　　3. enjoy oneself 3. What shall we learn from her?

　　4. iceberg

　　5. here and there

　　6. be on watch

　　7. sink

　　8. lifeboat

　　9. make room for sb./sth.

　　10. thankful

Lesson 88 教學設計方案 篇10

　　Lesson 83教學設計方案

　　Teaching Aims

　　1. Study the second part of the text.

　　2. Write a passage about Karl Marx using the information given.

　　Teaching Procedures

　　Step 1 Pre-read

　　Today we are going to read more about the life and work of Karl Marx. Now read the passage and find the answer to this question:

　　What did Marx write together with Engles during the 1840s? (The Communist Manifesto)

　　Step 2 Listening

　　Listen to the tape for the students to listen and follow.

　　Step 3 Summary the main idea

　　Ask the students to find out the main ideas of each part of the text.

　　Part 1

　　( Paragraph 1) Brief introduction to Karl Marx before die year 1849, in which year he made London the base for his revolutionary work.

　　Part 2

　　( Paragraphs 2-6) Marx s success in learning English and Russian and his advice on how to learn a foreign language.

　　Part 3

　　(Paragraphs 7-9) Marx and Engels started a new programme called “Communism”.

　　Deal with the language prints.

　　Step 4 Practise

　　Ask the students to make a short passage according to the chart below, and then let them read their own passage.

　　Timeline for Karl Marx

　　In 1818

　　was born in Germany

　　as a young man

　　was forced to leave his homeland for political reasons; went to Belgium and France.

　　in April 1841

　　received his doctor’s degree

　　in 1849

　　went to England; made London the base for his revolutionary work

　　later

　　started working hard to improve his English; made rapid progress

　　in 1853

　　wrote articles in English; was praised; was encouraged; was not sure about two things

　　later

　　kept on studying and using English

　　in the 1870s

　　began to learn Russian; read articles and reports in Russian

　　Step 5 Workbook

　　Finish the workbook exercises Lesson 83.

　　Step 6 Exercise

　　I.單項選擇（一般過去時和過去完成時）

　　1. She has an uncle, whom she ________ since childhood.

　　A. had not seen  B. did not see C. has not seen

　　2. When I was six, I _________ in a school in a lonely mountain village.

　　A. studied B. had studied C. have studied

　　3. I will ask her for the book now, for she ________ plenty of time to read it since I lent it to her.

　　A.has had B. has C. had had

　　4. She said that she ________ the colour TV set for five years.

　　A. has bought               B. had bought            C. has had

　　5. As soon as I came in, the lights _________ all at once.

　　A. was going out B. has gone out C. went out

　　6. We _________ the work by six yesterday evening.

　　A. finished B. would finish C. had finished

　　7. She said her mother _________ for three years.

　　A. has been dead B. has died C. had been dead

　　8. When I got to the theatre, the play _________.

　　A. had begun B. began C. is beginning

　　9. —How long _________ each other before they ________ married? —For about a year.

　　A. have they known; get

　　B. did they know; were going to get

　　C. had they known; got

　　10. She was so interested in the book that she _________ it for three hours before she realized it.

　　A. read B. had read C. was reading

　　Keys: 1 -5CACBC  6-10 CCACB

Lesson 88 教學設計方案 篇11

　　Lesson 91 教學設計方案

　　Teaching Objectives:

　　1.Get more information about Bill Gates.

　　2.掌握I’m sure that. . .句型的運用。

　　3. Grasp the using of Articles.

　　Language focus:

　　1. Object clause

　　I’m sure that. . .

　　2. Articles: a, an, the

　　3. Useful expressions

　　l) plan to do sth.

　　2)

　　3) millions of, thousands of, hundreds of

　　4) decide to do sth.

　　5) give away

　　6) It’s adj. for sb. to do sth.

　　Properties: Tape-recorder, Overhead projector

　　Teaching procedures:

　　Step 1 Revision

　　1.To dictate new words learnt.

　　2. To say something about Bill Gates.

　　3. Get the students to say something about themselves.

　　Step 2 Leading-in

　　Say “We all love our parents. We have special days for them. Mother’s Day and Father’s Day. Do you know when these days are? Have you spent these special days with your parents? What did you do for them? Are you going to buy something as presents?” Call them to answer.

　　如果學生感興趣時間允許的話，教師可講講關于父親節的信息，使學生增加對父母親的愛。

　　Then say: Let’s see what Kate and Jim’s plan is for Father’s Day.

　　Step 3 Read and practice

　　Play the tape for the students to listen carefully and try to find out the answer: Will Kate buy a gift to her father? 或者播放本課對話的視頻文件：Lesson 91情景對話。

　　Teach the new words: T-shirt, pleased，教師可展示物體和表情圖片教學。

　　Then get students to repeat after the tape.

　　教師也可播放此對話的動畫文件：Lesson 91 Read and practise讓學生跟著朗讀對話，并講解I’m sure that . . . /I’m sure if . . .句型的用法，并讓學生練習。

　　教師還可播放視頻文件：I'm sure句型，讓學生觀看此句型的運用。

　　Explain: plan to, be pleased, I’m sure

　　Then get the students to read in pairs and act it out in front of the class. (They may add the role of the mother to make some suggestions about the present.)

　　Step 4 Read and complete

　　Students read the passage and fill in the blanks with the proper articles, (the answers: a, a, The, a, the, a, a, the).

　　Explain the using of articles. 教師可運用動畫來進行演示講解。

　　Learn the new words: disease, TB, decide, etc. Compare lucky with unlucky and million with billion.

　　Explain some words and phrases.

　　1. millions of, thousands of, hundreds of

　　1) There are thousands of people in the square.

　　2) Millions of people die of disease every year.

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　　2. It’s+ adj. + for sb. to do sth.

　　(1) It’s easy for them to climb the trees.

　　(2) It’s good for you to do more sports.

　　Step 5 Listening practice

　　Students listen to the tape and fill in the blanks on Page 111.教師可運用聽力課件進行教學，可根據學生的不同水平選擇方式：Lesson 91課文聽力練習。

　　The answers are: friends, when, grew, different, young, smarter, 9, 10, talked, sometimes, understand, better, science, interested, at, famous, bright.

　　Step 6 Exercises in class

　　1. Rewrite the sentences.

　　1) When shall we go to see our teacher?

　　I’ m not sure ______________________.

　　2) Can they finish the work in time?

　　I’m not sure ______________________.

　　3) The little girl is waiting for us.

　　I’m sure ______________________.

　　4) What shall I do to help him?

　　I’m not sure ______________________.

　　5) How can we solve the problem?

　　I’m not sure _____________________.

　　2. Fill in the blanks with proper articles.

　　1) Yesterday I saw________ girl in the street. I don’t know the nationality of________ girl.

　　2) –There is_________ green apple and _________ red one on the table. Which one would you choose?

　　–Of course. I’ll have ________ red one.

　　3)_________ earth moves round________ sun.

　　4) There was_________ strange man asking for you just now.

　　5) That’s ________easy job.

　　Keys: 1.l) I’m not sure when we shall go to see our teacher.

　　2) I’m not sure if/whether they can finish the work in time.

　　3) I’ m sure the little girl is waiting for us.

　　4) I’m not sure what I shall do to help him./what to do to help him.

　　5) I’m not sure how we can solve the problem./how to solve the problem.

　　2. l)a, the 2)a, a, the 3)The, the 4)a 5)an

　　Step 7 Homework

　　1. Tell the story of Bill Gates to your friends or parents.

　　2. Do exercises on page 111.

　　3. Finish off the workbook exercise.

　　Writing on blackboard

　　Lesson 91

　　Language points Drills

　　1. millions of I am sure. . .

　　2. decide to do sth. I am not sure...

　　3. give away sth.

　　4. It’s+ adj. +for sb. to do sth.

　　5. I’m sure that . . ./ I’m sure if . . .

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Lesson 88 教學設計方案 篇12

　　Lesson 67教學設計方案

　　Properties: Recorder, overhead Projector

　　Teaching Objectives:

　　1. Go over the Grammar.

　　2. Learn some useful expressions.

　　Language focus: the Attributive Clause.

　　Teaching Procedures:

　　I. Showing the teaching aims

　　II. Revision

　　Ask the students to act out the dialogue first, then let them retell the story written in the exercise books.

　　III. Presentation

　　Say: In Lesson 66, we know Mr Green lost the necklace and his parrot, but he didn't catch the thief. Ask: Who stole the necklace? Allow the students to read the second part of the play for a few minutes, try to find the answer to the question. Check the answer with the whole class.

　　IV. Practice

　　Play the tape for the students to listen and repeat, then let than read the dialogue and practise it in pairs, ask some of them to act it out in front of the class.

　　V. Teaching Grammar

　　Learn the Attributive Clause. Give the students more examples.

　　1. A man who doesn't try to learn from others can't hope to achieve much.

　　2. Do you know the man who came to see Xiao Yang this morning.

　　3. Is she the girl that sells flowers?

　　4. The book that/ which Tom gave me is a famous detective.

　　5. The girl (who / that ) I spoke to is my sister.

　　VI. Practice

　　Go through the sentences of Part 2 with the class, let the students complete the following sentences with who, that or which, then check the answers with the whole class. The answers are: 1. which/that 2. That/ which 3. who 4.which/ that 5. That/ that 6.Which / that 7. who 8. who 9. who 10.which/ that

　　VII. Workbook

　　Do Exercise 2, let the students work alone, then check the answers with the whole class. Then let the students practise the dialogue in pairs. The answers are:

　　1. The one that the boy is eating

　　2. The one that has a neck and two legs.

　　3. The one who kicked two goals.

　　Exercises in class

　　Do Exercise 3 in the workbook, write down the answers in the exercise books:

　　Answers:

　　1. I’m reading a book which/that is about a robbery.

　　2. Have you ever seen the film that/ which was directed by Zhang Yimou.

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　　3. I was shocked to hear the news that/ which was about the terrorist attacks on the World Trade Center in New York.

　　4. Most of the people who lost their lives in the terrorist attacks were

　　5. The twins which used to be the tallest buildings in the US.

　　6. The four planes which were used to attacked the World Trade Center by the terrorists were American passenger planes.

　　7. The terrorists who launched the terrorist attacks on the US from Alfghanistan must be punished.

　　VIII. Homework

　　1. Revise the grammar.

　　2. Ask the students to act out the dialogue.

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