Lesson 106教学设计示例（精选9篇）

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Lesson 106教学设计示例（精选9篇）

1.Lesson 106教学设计示例篇一

　　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?

2.Lesson 106教学设计示例篇二

　　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.

3.Lesson 106教学设计示例篇三

　　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。

4.Lesson 106教学设计示例篇四

　　Lesson 84 教学设计示例

　　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

5.Lesson 106教学设计示例篇五

　　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.

6.Lesson 106教学设计示例篇六

　　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.

　　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

　　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

　　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.

　　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

　　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

　　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

　　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?

7.Lesson 106教学设计示例篇七

　　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.

　　Step 2 Presentation

　　Step 3 Ask and answer

　　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

　　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

　　Step 6 Workbook

　　Homework

　　Write a paragraph about Betty Hill in the exercise book.

8.Lesson 106教学设计示例篇八

　　一、教学目标

　　1.知识目标

　　（1）掌握词汇：get to, exercise, shopping, garden, over, do some reading

　　（2）继续学习一般现在时。

　　2.能力目标

　　能够用一般现在时描述自己某一天的生活、学习情况。

　　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 Revise What time do you usually have breakfast / lunch / supper? What do you often / sometimes do on Sunday? and other questions from the previous lesson. Add questions using the new words get ready for bed, wash, etc.

　　2 Revise Ex. 1 in the Wb Lesson 106.

　　Step 2 Presentation

　　1 Say Stand up, please. Let's do morning exercises. Do a few jumping jacks (跳跃). Have the students also do jumping jacks and count in English for everyone they do, 1, 2, 3, etc. Say OK, what are we doing? Morning exercises! Have students repeat, Morning exercises. Ask again, What are we doing? Students answer, Morning exercises! Have the students sit down. Write morning exercises on the Bb and have the students write this phrase in their notebooks.

　　2 Repeat Lesson 106, Step 5, but have the students work with a different partner. Ask several different students from the last lesson to share with the class their partner's schedule. Make sure they are using she/he properly.

　　Step 3 Look, ask and answer

　　SB Page 53, Part 1. Teach go swimming / shopping / boating/skating, do the cleaning/cooking/washing, etc. In pairs have the students ask and answer the questions about Mrs Morison.

　　Step 4 Read

　　1 SB Page 53, Part 2. Before reading, have the students cover the text and just talk about the title. Ask What do you think this reading is about? Write down the answers on the Bb.

　　2 Students read through the passage silently. They may not use their dictionaries! See if the students understand the meaning of garden and over. If they did not, explain these words to them, but first let the students guess. Teach get to school and get home.

　　3 Speech Cassette Lesson 107. Play the tape and let the students listen and repeat. Pay attention to the pronunciation and intonation.

　　4 Choose three students to read the passage aloud. Each student should read one paragraph.

　　Step 5 Look and answer

　　SB Page 53, Part 3. Assign this as Homework. Students should write down their answers in their exercise books.

　　Do Ex. 2 of Wb Lesson 107.

　　Step 6 Write a short passage about your day

　　SB Page 53, Part 4*. Have the students write a short paragraph about their day, using “Jim's Day” as a model. Then have the students switch their papers with their partner. Have each student read and correct their partner's paper. Tell the students that it often takes a writer 3 or more times to rewrite something to make it perfect. Good writers usually have other people read their writing to help them make it good. This will lower the students' anxiety about having their partner read what they wrote. Have the students hand in their work. Choose some of the best to put on the wall of the classroom.

　　Step 7 Workbook

　　SB Page 133, Wb Lesson 107. E. 1 and 3 should be done orally in class. Then write down the answers. If possible, get the students to think up more pairs of opposites for Ex. 1 and more sentences for Ex. 3.

　　Homework

　　Finish off the Workbook exercises.

　　Revise the reading passage in SB Lesson 107.

　　Prepare a talk on “My Day”.

9.Lesson 106教学设计示例篇九

　　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.

栏目：英语教案标签：教学 / 设计 / 示例 / 八年级英语教案 / Lesson106

Lesson 106教学设计示例（精选9篇）

1.Lesson 106教学设计示例 篇一

2.Lesson 106教学设计示例 篇二

3.Lesson 106教学设计示例 篇三

4.Lesson 106教学设计示例 篇四

5.Lesson 106教学设计示例 篇五

6.Lesson 106教学设计示例 篇六

7.Lesson 106教学设计示例 篇七

8.Lesson 106教学设计示例 篇八

9.Lesson 106教学设计示例 篇九

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1.Lesson 106教学设计示例篇一

2.Lesson 106教学设计示例篇二

3.Lesson 106教学设计示例篇三

4.Lesson 106教学设计示例篇四

5.Lesson 106教学设计示例篇五

6.Lesson 106教学设计示例篇六

7.Lesson 106教学设计示例篇七

8.Lesson 106教学设计示例篇八

9.Lesson 106教学设计示例篇九