Lesson 87 教学设计方案（精选15篇）

Lesson 87 教学设计方案篇1

　　Lesson 99 教学设计方案

　　Teaching Objectives:

　　Be able to distinguish the usages between the Simple Past Tense and the Past Continuous Tense.

　　Language focus:

　　The different points between the Simple Past Tense and the Past Continuous Tense.

　　The Simple Past Tense is used to refer to events that happened in the past.

　　The Past Continuous Tense is used to refer to events that happened at a particular, specific time in the past.

　　Properties: Overhead projector, Pictures, 在教室一角布置一个“交通事故现场”。

　　Teaching procedures:

　　Step 1 Revision

　　1. Call students to tell the story learnt the day before.

　　2. Dictate some words: cause, accident, comer, suddenly, shout, land, luckily, gatekeeper, crowd, hurry, police, medicine, choose, traffic, motorbike, carry, quickly, fast, move

　　3. To read some traffic signs.

　　Step 2 Read and answer

　　Say Yesterday we learnt about a traffic accident. In the accident, there was a man who got hurt. He was taken to hospital. But after a while, policemen came. Let’s see what happened after that.

　　Let the students imagine they are the children. Try to answer the policemen’s questions on page 123 Ex 1 in the workbook.

　　Get the students to act out the story.

　　要求学生四、五人就近一组。其中一位同学扮演警察，手持一个“记录本”；其他同学以“见证人”的身份向“警察”纷纷叙述事故发生的经过。四、五分钟以后，请两个大组到布置好的地点去表演。

　　教师也可考虑将学生分为若干个小组，分别扮演以下角色和准备以下内容：

　　l）李磊叙述事情经过；2）看门人叙述事情经过；3）赵老师叙述事情经过；4）骑摩托车人叙述事情经过。

　　以下提示供教师备课时参考：（可用投影形式展示）

　　角色1 (Li Lei) left school and saw a bag fall off a truck? shouted to the driver, but the driver did not hear; a man on a motorbike hit the bag and fell off; came up to help, asked the girl students to stop the traffic; helped to carry the man to the gate keeper's room, went to find Miss Zhao

　　角色2 (the gate keeper) heard the children shouting outside the school gate; went out to see what happened; saw two boy students carry a man; asked the people not to crowd around the man? asked Li Lei to find a teacher? moved the bag of rice away with Lin Tao

　　角色3 (the man on the motorbike) rode too fast that day; saw the bag, but too late; had an accident and fell off; hurt, could not move; two boys came to help; a teacher came with a medicine box; took me to a hospital

　　角色4（(Miss Zhao) reading a book at the library; Li Lei ran in and looked worried; told me about the accident; asked Li Lei to telephone the police; went to find a medicine box; quickly ran to the gatekeeper's room

　　Step 3 Presentation

　　Ask a student to come and perform an action at the front of the class. (e.g. sweeping the floor)

　　Ask What is he/she doing?

　　Then invite another student to come an perform a different activity (e.g. cleaning the blackboard) at the same time as the first student is sweeping the floor.

　　Say: The girl is sweeping the floor while the boy is cleaning the blackboard.

　　Explain while=during the time that something is happening.

　　Divide the class into two groups. Tell one group to mime writing. Tell the other group to mime reading. Say Group A is writing while Group B is reading.

　　Get the students to practise this sentence as they mime.

　　Step 4 Practice

　　Do the first sentence with the students, making sure they understand what to do.

　　Then let the students work alone, check the answer with the class.

　　Explain the difference between the Simple Past Tense and the Past Continuous Tense.

　　Step 5 Exercise in class

　　Fill in the blanks with the Simple Past Tense or the Past Continuous Tense.

　　1.When I ________(arrive) at the meeting, the headmaster had just finished her speaking and the students _________(clap).

　　2.When I_________(hear)his knock, I________(go)to the door and________(open)it, but I ________(not recognize) him at first, because I________(not wear) my glasses.

　　3. When he _________(get) into the bus, it ________( start) suddenly and he ________(fall) backwards on to the road.

　　4.When I _________ ( cross) the road, I ________ ( step) on a banana skin and ________ ( fall) heavily.

　　5. The boys _________ ( play) cards when they ________ ( hear) their father’s steps. They immediately________(hide) the card and________(take) out their lesson books.

　　Keys: 1.arrived, were clapping

　　2.heard, went, opened ,didn’t recognize, wasn’t wearing

　　3.was getting, started, fell

　　4.was crossing, stepped, fell

　　5.were playing, heard, hid, took

　　Step 6 Homework

　　1. Write about a traffic accident.

　　2. Preview next lesson.

　　3. Do exercises on page 123. Finish off the workbook exercises.

　　Writing on blackboard

　　Lesson 99

　　Answer the policeman's questions.

　　1. When did you see the accident?

　　2. Where did the accident happen?

　　3. What happened to the man?

　　4. Where did the bag come from?

　　5. Did anyone else see the accident?

Lesson 87 教学设计方案篇2

　　Teaching Objectives:

　　Grasp the Past Continuous Tense, the adverbial clause of time and new words and expressions.

　　Language focus:

　　1.The adverbial clause

　　When the teacher came in, the students stopped talking.

　　My father was reading the newspaper while my mother was cooking the dinner.

　　As I was crossing the road, I saw he ran towards me.

　　2. New words and phrases

　　on the way( back) to somewhere, be alone, be worried about, diver, turn the steering wheel, on land, swim over to, pull. . .out of, come to oneself, knock on

　　Properties: Tape-recorder, Overhead projector

　　Teaching procedures:

　　Step 1 Revision

　　1. Ask the students What were you doing when I came into the classroom?

　　2. Revise while: ask What were you doing while you were waiting for me? Help the students to use while + Past Continuous Tense.

　　3. Revise the difference between when + Simple Past Tense and while + Past Continuous Tense.

　　Explain when=at that time, at that point in time, while =during that time.

　　Step 2 Listening

　　Play the tape through once. Give the students a few moments to write down their answers. Then play the tape again. Students check their answers in pairs, then with the whole class.

　　或者教师可播放媒体素材中的课文听力练习课件。

　　Step 3 Practice

　　Play the video: Lesson 100 Practice

　　Then ask the students two questions as an example.

　　What happened while you were talking?

　　What were you doing when the teacher came in?

　　Get them to make up their own examples.

　　First they do it with the sentences given in pairs, then they ask and answer in a chain with new sentences. The chain goes like this: A asks B,B askes C,C askes D, . . . ,etc.

　　Step 4 Reading

　　Say We've talked about many car accidents and what causes traffic accident. Today we are going to learn another article about a traffic accident.

　　Let the students look at the pictures and guess what the story is about.

　　Play the tape for the students to listen and repeat. Answer How did Mr. Jackson get Mrs. Beet out of the car? (through an open windowsdow)

　　First get the students to guess the meaning of at once, dive, steering wheel, breathe, mouth-to-mouth, come to oneself.（学生可以查字典）Then explain some of them.

　　Play the tape again (or play the video: Mr. Jackson saves Mrs. Beet). Do Ex.2 of workbook. Then check the answers with the whole class.

　　Step 5 Writing

　　In small groups have the students discuss the pictures. Then ask them to write down their story.

　　Step 6 Discussion

　　Students talk about the cause of this traffic accident, list what people should do on the road and what they should do on the road. They write down the list in pairs, then read it to the whole class for agreement.

　　Step 7 Exercises in class

　　Read the article about a traffic accident and choose the best words.

　　John did not stop his car at some traffic lights when they were red, and he _l__ an other car. John jumped out and went to it. There was___2__old man in the car. He was very frightened and___3_John, “What are you doing? You nearly killed me!”

　　“Yes,” John answered. “I’m very__4__.” He took a bottle out of his car and said, “___5__some of this. Then you’ll feel better.” He gave the man some beer, and the man drank it, but then he shouted again, “You nearly killed me!”

　　John gave him the__6__again, and the old man drank___7__the beer. Then he smiled and said to John, Thank you. I feel much___8__now. But why aren’t you drinking.

　　“Oh well,” John answered, “I don't want___9__beer now. I'm going to sit here and__10__the police.”

　　( )l. A. knock B. touch C. hit D. put

　　( )2.A.the B. a C. an D. ×

　　( )3.A.said B. said to C. says D. says to

　　( )4. A. sorry B. glad C. happy D. pleased

　　( )5.A.Eat B. Drink C. To eat D. To drink

　　( )6.A.box B. glass C. cup D. bottle

　　( )7. A. many B. many of C. a lot D. a lot of

　　( )8 .A. good B. well C. better D. the best

　　( )9 .A. any B. some C. anything D. something

　　( ) 10. A. wait for B. waiting C. look for D. looking

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

　　Step 8 Homework

　　1. To write about what happened to Tim yesterday morning according to the pictures.

　　Start like this: Yesterday morning, Tom rode his bike to school as usual. He was riding very fast.

　　2. Finish off the workbook exercises on page 124 ~ 126.

　　Writing on blackboard

　　Mr. Jackson Saves Mrs. Beet

　　1. Make sentences 3. Answer the followindowsg questions.

　　2. Language points (1) How did it happen?

　　(1) on one's way (back) to. . . (2) Who helped her after the accident?

　　(2) be worried about (3) Who should be responsible for the accident?

　　(3)be alone

　　(4)steering wheel

　　(5)pull.. .out of

　　(6) come to oneself

Lesson 87 教学设计方案篇3

　　Lesson 103 教学设计方案

　　Teaching objectives:

　　Grasp the different types of sentences and grasp some words.

　　Language focus:

　　1. Different types of sentences

　　1) simple sentences.

　　2) compound sentence: It consists of two or more simple sentences.

　　3) complex sentence: It consists of a principal clause and one or more subordinate clauses.

　　2. Useful expressions

　　l)see...doing sth. 2)by the way 3)few, a few 4)little, a little 5)either 6)neither

　　Properties: Overhead projector, some pictures

　　Teaching procedures:

　　Step 1 Revision

　　1. Dictate some words: trip, pleasant, iceberg, hole, sink, lifeboat, shout, married, thankful, join

　　2. Retell the story Miss Evans in Lesson 102

　　Step 2 Leading-in

　　Saying Have you seen the film Titanic? Do you think it was a very good film? What other films do you like? Can you talk about it?

　　教师可先准备好一些关于这部电影的图片，如下：

　　Students are encouraged to give their answers.

　　Step 3 Read and say

　　First get the students to look at the picture, guess what the dialogue is about. Then they read it and check the answer.

　　Play the tape for the students to listen, and answer: Which film does Linda likes best? (Titanic)

　　Get the students to talk about the films mentioned in the dialogue. Here are some questions to help:

　　1. Have you seen or heard of these films?

　　2. What were the stories?

　　3. What do you think of the actors and actresses?

　　4. What do you like most about these films?

　　5. Do you know the Chinese names of them?

　　Explain language points:

　　1. It’s hard to say … 2. by the way

　　如果有条件和时间允许，教师可选择电影Titanic的片断播放给学生，教师可在媒体素材选择视频片断。

　　If time permits, get the students to talk about their favourite films or film stars.

　　Step 4 Learn

　　First go over the grammar note on page 159 with the students.

　　Explain the tapes of sentences.

　　Have the students do this part individually and check the answers with the whole class.

　　Then do Workbook Exercise 1 in class. Check the answers.

　　Step 5 Practice

　　First Explain the meaning of these words “few, a few, little, a little and the different usage between few and little. Explain the meaning either …or, neither … nor.

　　1) Few is used with countable nouns whereas little is used with uncountable nouns.

　　2) A few is positive and means “a small number but not a lot”. Few is negative and means not many. A little is positive and means “some, but not a lot”. Little is negative and means not much.

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　　Yes, I do know a few words of French.

　　Fortunately he still had a little money.

　　3) neither. . . nor. . . used when two states. facts, actions, etc. are mentioned and both are not true or not possible.

　　He is neither handsome nor smart.

　　4) either means one or the other of two things or people .

　　either. . . or. . .

　　Either Tom or Jack will go there.

　　either means “also (but only in negatives)”.

　　—I can’t swim.

　　—I can’t, either.

　　Then get the students to fill in the blanks with proper words from the box on page 58. Then check the answers.

　　Do Workbook Exercise 2.

　　Step 6 Exercises in class

　　Fill in the blanks with “either” “neither” “(a) few” and “(a) little”.

　　1. Sally doesn’t like skating, his boyfriend doesn’t. ________.

　　2. We don’t have to go to the supermarket today, there are still _________ eggs left.

　　3. I have to borrow some money, because I have very_________ myself.

　　4. I don’t need any more milk, there is still _________ in the glass.

　　5. He has _________ friends, but ________ of them are helpful.

　　6. I like _________ of these two films, they are both quite boring.

　　Keys: 1. either 2. a few 3. little 4. a little 5. a few, few 6. neither

　　What types of sentences are they?

　　1. He asked her an interesting question.

　　2. He knocked at the door again and again, but there was no answer.

　　3. I’ll tell you why I asked you to come.

　　4. The girl likes going to school because she likes the classmates.

　　Keys:

　　1. simple sentence 2. compound sentence 3. complex sentence( object clause) 4. complex sentence (adverbial clause)

　　Step 7 Homework

　　1. Write a short passage to introduce a film (the story, actors, actress, music, etc.)

　　2. Do exercises on page 129.

　　3. Finish off the workbook exercises.

　　Writing on blackboard

　　Lesson 103

　　1. Discussion

　　(1)Have you seen or heard of these films?

　　(2) What were the stories?

　　(3) What do you think of the actors and actresses?

　　(4) What do you like most about these films?

　　(5) Do you know the Chinese names of them?

　　2. Write out what types of sentences these are.

　　(1) There was a very big hole in the ship and water began to come inside.

　　(2) One afternoon in April 1912, a new ship set off from England to America on its first trip.

　　(3) It's hard to say because I like many films.

　　(4) Do you know how many people lost their lives?

　　(5) On September 1,1985, people found the ship 4,000 metres under the sea.

　　3. Discuss the usage of the followindowsg.

　　few, little, either, either. . .or, neither, neither. . .nor

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Lesson 87 教学设计方案篇4

　　Teaching Objectives:

　　Grasp the story and some words and useful expressions.

　　1. It's nice of you. 2. You'd better not talk. 3. As quickly as she could. Miss Zhao got a medicine box.

　　Be able to read the traffic signs.

　　Language focus:

　　1. Some words and phrases

　　cause, traffic accident, round the corner, fall off, land, in the middle of, shout to, not. . . until, hit. lay, luckily, be badly hurt, gatekeeper, crowd round, move. . .out of, move. . .away, choose, take care of, as quickly as she could, hurry- up, with sth. on/in/under somewhere, hurry off, look after

　　2. Some traffic signs

　　The first sign means you can not drive into this street.

　　The second sign means you can’t stop your car here.

　　The third sign means you can’t turn left here.

　　The fourth sign means you can’t turn right here.

　　Properties:

　　Tape-recorder; Overhead projector; Cards with traffic signs on them; 教学挂图

　　Teaching procedures:

　　Step 1 Revision

　　Revise the vocabulary connected with traffic, such as transport tools: bike, car, train, truck, plane, ship, motorbike, etc.

　　Ask Which is quicker, a train or a motorbike? Which is the most expensive of all? etc.

　　Step 2 Discussion

　　Say: Traffic accident is a crash involving cars, trains, planes, etc. Have you seen any traffic accident?

　　What do you think of those traffic accidents?

　　What do you think often causes traffic accidents?

　　What should you do when you see a traffic accident?

　　Encourage them to express their own ideas.

　　Get the students to tell their own stories of when they have either actually been in an accident or seen one, or know someone who has been in one.

　　Step 3 Reading

　　Tell the students Read the story quickly and find out what happened.(a traffic accident)

　　Play the tape for the students to listen and repeat, and answer the followindowsg questions. Or play the video: A traffic accident

　　1. What was in the middle of the road?

　　2. What did the children do when they saw that?

　　3. Why did the motorbike hit the bag?

　　4. How was the man?

　　5. What will happen next?

　　Teach new words (利用教学挂图) suddenly, luckily, etc.

　　Explains the new words and phrases:

　　1.Words ending in –ly are usually adverbs.

　　2.The word gatekeeper is a compound noun that comes from the words gate and keeper.

　　3.He was not badly hurt means that the man was only hurt a little bit.

　　4. Explain Don’t mention it. Explain the position of clauses such as As quickly as she could, and With the medicine box under her arm. (at the beginning of the sentence)

　　5. Explain the difference between hurry up and hurry off.

　　Play the tape again. Do workbook Ex1. Check the answers with the whole class.

　　Step 4 Practice

　　Draw a few pictures about the traffic accident, and ask the students to retell the story.

　　Show the traffic signs to the students and help them say the meaning of them. Then students talk about some traffic rules. (They may draw some other traffic signs on the blackboard if time is enough.)

　　Step 5 Exercises

　　Fill in the blanks with proper prepositions.

　　1. We’ll see a film _________ Wednesday.

　　2. When I was coming _________ the corner, I fell _________ the bike.

　　3. The pen landed_________ the floor.

　　4. Don’t shout _________ your parents.

　　5. I often heard the sound _________ a bird.

　　6. He was driving ________ his motorbike.

　　7. Will you please carry the books ________ the library?

　　8. It’s really nice _________ you to help me.

　　9. Don’t crowd ________ the injured person.

　　10. Please move _________ your cases.

　　11. With a big smile _________ the face, she passed me the key.

　　12. Please look _________ yourself.

　　Keys: 1.on 2.round,off 3.on 4.to 5.of 6.on 7.to 8.of 9.round 10.away 11.on 12.after

　　Step 6 Homework

　　1.To draw some traffic signs and write out the meaning.

　　2. To make sentences with the followindowsg phrases.

　　(l)round the comer (2)falloff (3)in the middle of

　　(4)shout to (5)not...until (6)be hurt

　　(7)Luckily. . . (8)crowd round (9)take care of

　　(10)with. . .in/under. . .

　　3. Do exercises on page 122. Finish off the workbook exercises.

　　Writing on blackboard

　　Lesson 98

　　A Traffic Accident

　　Language points Ask and answer

　　1. cause 1. What was in the middle of the road?

　　2. suddenly 2. What did the children do when they saw that?

　　3. luckily 3. Why did the motorbike hit the bag?

　　4. gatekeeper 4. How was the man?

　　5. Don’t mention it. 5. What will happen next?

　　6. not badly hurt

　　7. As quickly as she could

　　8. With the medicine box under her arm.

Lesson 87 教学设计方案篇5

　　Lesson 100 教学设计方案

　　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 87 教学设计方案篇6

　　Lesson 58 教学设计方案

　　Teaching Aims:

　　1.Learn knowledge of healthy foods.

　　2.Learn some new words: diet contain, fat, fibre, energy, calorie, be rich in, put on weight, crisp, chocolate, soft drink, grape, quiz,

　　Teaching procedures:Step I Watch the videoStep II Lead in Draw Chinese food and western food. Get the Ss to give you the names in English of as many types of Chinese and Western food as they know .do a quick survey to find out the Ss’ favourite food, e.g.

　　Who likes jiaozi/cake/ chicken/ chocolate/ice cream/noodles best of all?

　　Step III Listening

　　1) According to this passage, what should healthy food contain? 2) Why do many western people have bad teeth?

　　Key: 1) Healthy food should contain some fat, some fibre, a little salt and so on. 2) Because they eat a lot of sugar in the form of cakes, soft drinks, sweets and so on.Step IV Reading

　　Choose True or False

　　1）The foods that people eat should contain some fibre, a little salt but no fat.

　　2) People need energy to live and the energy comes from the food they eat.

　　3) The energy is measured by kilos.

　　4) When you are sleeping, you're not using energy.

　　5) The Chinese diet is considered to be rich in fibre and low in sugar and fat.

　　6) The Chinese eat more sugar than many other countries in the world.

　　7) People in the western world lose weight very easily because of their diet.

　　8)From the text we know that both the Chinese diet and the western diet are healthy ones.

　　Key: 1) False2) True 3) False 4) False 5) True 6) False 7) False 8) FalseStep V Language points

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　　Go through the text and then explain any difficult language points.

　　Fibre: the texture of foods that helps us with our digestion

　　take exercise: walking, running and other physical activity

　　put on weight : become heavier and fatter

　　potato crisps: small pieces of fried potato

　　soft drinks : e.g. cola, fizzy orange

　　burning up calories: using calories

　　Step VI Quiz Lesson 58, Part 2. Let the Ss work in small groups to work out the answers. If you wish, get the Ss to discuss the answers in English, using phrases such as I think ….What do you think? I agree/ don’t agree.

　　1.Which of the followindowsg foods contain the most energy?

　　1.butter; 2. ice cream; 3. chocolate; 4. cream; 5. duck; 6. rice; 7. chicken; 8. eggs; 9.peach

　　2. Which of these foods contains more

　　Step VII Discussion

　　Let the Ss discuss which country food is healthier, the Chinese food or Western food?

　　Chinese food: a lot of fruit and green vegetables, rich in fibre, low in sugar

　　Western food: too much fat (meat, potato crisps/ chips, butter, cream and chocolate…),too much sugar (cakes, soft drinks, sweets…)

　　Step VIII Examination

　　Fill in the blanks with proper words

　　The Chinese diet is considered to be the healthiest in the world. It _______a lot of fruit and green vegetables. It is ________in fibre and ___________in sugar and fat. However, people in the Western world ___________too much fat and sugar and don’t __________enough exercise. Because ___________this, they __________on weight very easily. Many people in the Western countries are __________ and some have bad __________.Keys: contains, rich, low, do not eat, take, of, put, fat, teeth StepⅨ Homework

　　1.Finish the Workbook exercises.

　　2.Preparation the next Lesson 59.

　　上一页 [1] [2]

Lesson 87 教学设计方案篇7

　　Teaching Aims

　　1.Let the students know printing with separate characters and color printing.

　　2.Revise the Passive Voice.

　　Teaching Procedures

　　Step 1 Revision

　　Spend a few moments revising the Passive Voice. Give some examples, eg.g. write some words on the Bb and say, I have written some words on the blackboard.

　　Some words have been written on the Bb.

　　Step 2 Writing

　　Do Lesson 79 Part 1. orally with the whole class, then let the Ss work alone, writing the answers in their books.

　　Fill in the blanks by using the given words.

　　Step3 Summary to the text

　　Summary to the text

　　As a result of the invention of paper, much is known about China history. However, in other parts of the world, much of the history is completely unknown. The Chinese people used different kinds of ways to keep records. Then they began to write on a kind of paper made from silk - But it was too expensive . So people developed a kind of paper, made from the fibers of plants, which was as soft and light as silk but cheaper. By the first century the making of paper had become common in some parts of China and after a time the invention reached other countries.

　　Step 4 Practise

　　Do the exercises on page 23 and those in the workbook.

　　Step 5 Exercises

　　I.用所给动词或动词组的正确形式填空

　　believe, print, form, invent, include, develop, describe, come out, throw away, keep a record of

　　1. The magazine _________ once a week.

　　2. Try to ______ exactly what happened just before the accident.

　　3. Eggs __________ on the list of things to buy when I went shopping yesterday.

　　4. When she had classes she used to _____________ everything that was important.

　　5. The mark of a man s shoe is clearly __________ in the snow.

　　6. I found my advice ________ upon him.

　　7. It ________ that before writing was developed people in China used to keep records by putting a number of stones together.

　　8. The telephone _______ in 1876.

　　9. A plan began _________ in his mind.

　　10. It is not so easy for a _________ country to improve the living conditions of its people.

　　II.根据中文提示完成句子

　　1. The work ________________. (必须在三天之内完成)

　　2. Much trouble_________________.（正对你造成影响）

　　3. The thieves had __________________ down a narrow street from which he could not escape. (被警察困住)

　　4. He asked _________________. (机场一带的战斗持续了多久)

　　5. He asked Sharon _________________. (大夫啥时候给她检查)

　　6. They wondered_________________. （这个城市的人口是不是在增加）

　　7. The red car, __________________, was badly damaged. (属于我们公司的)

　　8. That's the very book _________________. (你可以在那儿找到正确答案)

　　9. I don’t think the westerner, _________________, comes from Canada. (他的节目受到欢迎)

　　10. The forest fire _________________, but the firefighters still can't control it. (持续了四天)

　　参考答案：

　　1. comes out 6. was thrown away

　　2. describe 7. is believed

　　3. were included 8. was invented

　　4. keep a record of 9. to form

　　5. printed 10. developing

　　II.

　　1.The work has to be finished (done) in three days.

　　2. Much trouble is being caused to you.

　　3. The thieves had been trapped by the police down a narrow street from which he could not escape.

　　4. He asked how long the fighting around the airport had continued.

　　5. He asked Sharon when the doctor would examine her.

　　6. They wondered if the population of this town was increasing.

　　7. The red car, which belonged to our company, was badly damaged.

　　8. That’s the very book where you can find the right answer.

　　9. I don’t think the westerner, whose programme was welcomed, comes from Canada.

　　10. The forest fire has been lasting for four days, but still the firefighters can't control it.

Lesson 87 教学设计方案篇8

　　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. Showindowsg 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 followindowsg 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 87 教学设计方案篇9

　　Teaching Objectives:

　　Grasp the story and some words and useful expressions.

　　1. It's nice of you. 2. You'd better not talk. 3. As quickly as she could. Miss Zhao got a medicine box.

　　Be able to read the traffic signs.

　　Language focus:

　　1. Some words and phrases

　　2. Some traffic signs

　　The first sign means you can not drive into this street.

　　The second sign means you can’t stop your car here.

　　The third sign means you can’t turn left here.

　　The fourth sign means you can’t turn right here.

　　Properties:

　　Tape-recorder; Overhead projector; Cards with traffic signs on them; 教学挂图

　　Teaching procedures:

　　Step 1 Revision

　　Revise the vocabulary connected with traffic, such as transport tools: bike, car, train, truck, plane, ship, motorbike, etc.

　　Ask Which is quicker, a train or a motorbike? Which is the most expensive of all? etc.

　　Step 2 Discussion

　　Say: Traffic accident is a crash involving cars, trains, planes, etc. Have you seen any traffic accident?

　　What do you think of those traffic accidents?

　　What do you think often causes traffic accidents?

　　What should you do when you see a traffic accident?

　　Encourage them to express their own ideas.

　　Get the students to tell their own stories of when they have either actually been in an accident or seen one, or know someone who has been in one.

　　Step 3 Reading

　　Tell the students Read the story quickly and find out what happened.(a traffic accident)

　　Play the tape for the students to listen and repeat, and answer the followindowsg questions. Or play the video: A traffic accident

　　1. What was in the middle of the road?

　　2. What did the children do when they saw that?

　　3. Why did the motorbike hit the bag?

　　4. How was the man?

　　5. What will happen next?

　　Teach new words (利用教学挂图) suddenly, luckily, etc.

　　Explains the new words and phrases:

　　1.Words ending in –ly are usually adverbs.

　　2.The word gatekeeper is a compound noun that comes from the words gate and keeper.

　　3.He was not badly hurt means that the man was only hurt a little bit.

　　[1] [2] [3] 下一页

　　4. Explain Don’t mention it. Explain the position of clauses such as As quickly as she could, and With the medicine box under her arm. (at the beginning of the sentence)

　　5. Explain the difference between hurry up and hurry off.

　　Play the tape again. Do workbook Ex1. Check the answers with the whole class.

　　Step 4 Practice

　　Draw a few pictures about the traffic accident, and ask the students to retell the story.

　　Step 5 Exercises

　　Fill in the blanks with proper prepositions.

　　1. We’ll see a film _________ Wednesday.

　　2. When I was coming _________ the corner, I fell _________ the bike.

　　3. The pen landed_________ the floor.

　　4. Don’t shout _________ your parents.

　　5. I often heard the sound _________ a bird.

　　6. He was driving ________ his motorbike.

　　7. Will you please carry the books ________ the library?

　　8. It’s really nice _________ you to help me.

　　9. Don’t crowd ________ the injured person.

　　10. Please move _________ your cases.

　　11. With a big smile _________ the face, she passed me the key.

　　12. Please look _________ yourself.

　　Keys: 1.on 2.round,off 3.on 4.to 5.of 6.on 7.to 8.of 9.round 10.away 11.on 12.after

　　Step 6 Homework

　　1.To draw some traffic signs and write out the meaning.

　　2. To make sentences with the followindowsg phrases.

　　(l)round the comer (2)falloff (3)in the middle of

　　(4)shout to (5)not...until (6)be hurt

　　(7)Luckily. . . (8)crowd round (9)take care of

　　(10)with. . .in/under. . .

　　3. Do exercises on page 122. Finish off the workbook exercises.

　　Writing on blackboard

　　Lesson 98

　　A Traffic Accident

　　Language points Ask and answer

　　1. cause 1. What was in the middle of the road?

　　2. suddenly 2. What did the children do when they saw that?

　　3. luckily 3. Why did the motorbike hit the bag?

　　4. gatekeeper 4. How was the man?

　　5. Don’t mention it. 5. What will happen next?

　　6. not badly hurt

　　7. As quickly as she could

　　8. With the medicine box under her arm.

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Lesson 87 教学设计方案篇10

　　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.单项选择（一般过去时和过去完成时）

　　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 87 教学设计方案篇11

　　Lesson 67教学设计方案

　　Properties: Recorder, overhead Projector

　　Teaching Objectives:

　　1. Go over the Grammar.

　　2. Learn some useful expressions.

　　Language focus: the Attributive Clause.

　　Teaching Procedures:

　　I. Showindowsg 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 followindowsg 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.

　　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 twindowss 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.

Lesson 87 教学设计方案篇12

　　Lesson 71 教学设计方案

　　Properties: Recorder, Overhead Projector.

　　Teaching Objectives:

　　1. Revise the grammar: the Adverbial Clause and the Infinitive.

　　2. Revise the use of “who, that, which”.

　　Language Focus: so that

　　The Infinitive: to + Verb(原形)

　　Teaching Procedures:

　　I. Showindowsg the teaching aims

　　II. Revision

　　Check homework, ask some students to retell the story.

　　III. Presentation

　　Give the students some sentences for example to help them understand the structure:

　　so + adj. /adv. + that(结果)

　　1. I am so angry that I can't say a word.

　　2. The teacher spoke so fast that we couldn't catch up with him.

　　3. The classroom is so dirty that we must clean it.

　　Ask the students to make up some sentences with “so… that”, then give same more sentences.

　　1. He got up late so that he was late for school.

　　2. He ran very fast so that he hit the electric pole.

　　Ask the students to do some practice.

　　IV. Practice

　　Look at Exercise 1, ask the students to answer the questions with so that…. The answers are:

　　1. I stayed at home so that I could go swimming when I had finished it.

　　2. Lucy saved her money so that she could buy her mother a birthday present.

　　3. Ling Feng was going to Changsha the next week so that he could visit his sick grandmother.

　　4. I was doing my homework so that I could ask him to help me with my physics.

　　5. I was looking for Lin Tao so that he could visit sick grandmother.

　　V. Presentation

　　Get the students to make up some sentences like:

　　1. I don't know how to get to the station.

　　2. She doesn't know which sweater to choose.

　　Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.

　　1. I don't know what to do next.

　　2. They don't know where to go.

　　3. We didn't know when to start.

　　Focus on the use of the Infinitive, then give another example:

　　It’s very important to learn English well:

　　To learn English well is very important.

　　Let the students make more sentences, pay attention to the use of the Infinitive.

　　[1] [2] 下一页

　　VI. Practice

　　Look at Exercise 2, make sentences with partners. The answers are:

　　1. It’s hard / easy to work out these maths problem.

　　2. It’s exciting to watch football matches.

　　3. It’s interesting to read history books.

　　4. It’s hard / easy to learn foreign languages.

　　VII. Leaning and practice

　　Do Exercise 3, complete the sentences using who/ that/ which. The answers are:

　　1.which 2.who 3.who 4.which 5.who 6.which 7.which 8.who

　　VIII. Workbook

　　Do Exercise 1, let the students translate the sentences alone then check the answers with the students.

　　Answers: 1. We arc hungry. We need to buy something to eat. 2. She is very busy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please tell him to turn down the TV a little? 5. nobody knows what to do next? 6. I’m going to the post office to buy a few stamps this afternoon.

　　For Exercise 2. Join the two parts and make the students read together.

　　For Exercise 3. Get the students to read the story, and fill in the blanks. The answers are: which, who, who, who, who

　　IX. Summary

　　Exercise in class

　　l. 昨天他想借我的收音机.

　　2. 我需要一些喝的东西。

　　3. 他有许多家务要做。

　　4. 她叫我说慢一点。

　　5. 在街上踢足球很危险。

　　6. 学外语不容易。

　　7. 我不知道去哪里。

　　8. 叫他不要迟到。

　　X. Homework

　　1. Revise the use of the grammar.

　　2. Make sentences with the Infinitive.

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Lesson 87 教学设计方案篇13

　　Lesson 87 教学设计方案

　　Teaching Objectives: Finish reading the passage about the relay race and grasp one sentence pattern “not so/as. . .as. . .”

　　Language Focus: far behind, come on, bad luck, the finishing line, well done, congratulations to sb. on sth…not. . .as/so. . .as

　　Properties: Tape-recorder, Overhead projector

　　Teaching Procedures:

　　Step 1 Revision

　　1. Revise the vocabulary of sports meetings by retell the story on Workbook Lesson 86, Ex.3..

　　2. Ask the students to retell the passage about the relay race.

　　Step 2 Reading

　　1. Ask the students to guess which class won the relay race.

　　2. Ask the students to read the end of the story and see whether their guess is correct.

　　3. Explain the language points.

　　1)not far behind 在后面不远处

　　说一个物体离另一个物体（一处离另一处）很远或不远，用far from或not far from。

　　2) enough作adv. 修饰adj. 或adv.时，必须位于其后。作为adj. 修饰n. 时，一般位于其前，也可位于其后。

　　①The question is easy enough. We can work it out.

　　②The water is cool enough to drink. Let’s drink. We are all thirsty.

　　③Don’t worry. We have enough tickets for all of you.

　　3) Class 3 were the windowsners! class集体名词，指全体，是复数概念，所以were, windowsners 均为复数。类似的集体名词还有family, school等。

　　①His family are all sports lovers. They all like watching games.

　　②The whole school are shouting with joy at the good news.

　　4) congratulations to sb.on sth.

　　congratulate sb. on sth.

　　① –Congratulations to you on your good result!

　　– Thank you!

　　② Congratulate you on your good result!

　　4. Ask the students to read the story after the tape, and answer these questions:

　　Who won the race?

　　Who was second?

　　Who was third?

　　What happened to Wu Peng?

　　5. Get the students to make sentences using fast/faster than/fastest of all about the race.

　　Jiang Honglin ran fast. Lin Tao ran faster than Jiang Honglin. Wu Peng ran fastest of all.

　　Step 3 Presentation

　　Show these sentences form Part 1 Read, and revise the comparative and superlative forms of adverbs.

　　Lin Tao didn’t run as fast as Wu Peng.

　　Jiang Honglin did well. Wu Peng did better than Jiang Hong lin. Lin Tao did best of all!

　　well/ better/best badl/worse/worst

　　Step 4 Read and learn

　　1. Call several pairs of students and make comparisons like:

　　A is tall. B is tall, too. →A is as tall as B. But A didn’t run as fast as B.

　　A studies as carefully as B.

　　A is as old as B.

　　A runs as fast as B.

　　A isn’t as/so hard-working as B.

　　A doesn't play basketball as well as B.

　　[1] [2] [3] 下一页

　　2. Show the pictures on Page 38, summarize the sentence pattern not as/so. . . as . Answer these questions:

　　Who did worse, Han Mei or Lucy?

　　Who did better, Lily or Han Mei?

　　Who did the worst of all?

　　Explain the meaning of rather=quite.

　　3. Ask the students to make sentences with “(not) as/so, ..as”.

　　The girls’ 100-metre race

　　Han Meimei 18"7 (not very well)

　　Lucy 20"91

　　Li Fang 21"8

　　The boys' long jump:

　　Li Lei 5, 15m (very well)

　　The girls' 100-metre race;

　　Han Meirnei didn't do very well. She did rather badly. Lucy did worse than Han Meirnei.

　　Li Fang did worst of all. Bad luck!

　　4. Practice: Ask the students to finish Exercise 3 on the book.

　　Step 5 Exercises in class

　　选择一个词并用其正确形式填空（如名词，反义词等）

　　congratulate good start far bad

　　1. Lin Tao was first past the ________ line and Class 3 won.

　　2. Well done! ________, Han Meimei!

　　3. I got up early and hurried to the station, but the train had already gone.________ luck!

　　4. Lucy jumps much ________ than Lily.

　　5. Lily did rather________ in the shot-put, but Han Meimei did________ of all.

　　Keys: 1.finishing 2.Congratulations 3.Bad 4.farther 5.badly, worst

　　在下列空白处填上适当形容词或副词的比较级或最高级。

　　1. A tortoise is ________ than a duck.

　　2. The Changjiang River is ________ than the Yellow River.

　　3. Hares ran _________ than cats.

　　4. The peasants are ________ in autumn than in windowster.

　　5. It is ________ in windowster in Harbin than in Beijing.

　　6. Mary's handwriting is _________ in her school.

　　7. When spring comes, the weather gets ________ and ________.

　　8. Jenny usually gets up ________ than her sister.

　　9. The Mount Qomolangma is ________ mountain in the world.

　　10. Which is _________,the sun, the moon or the earth?

　　Keys: 1.slower 2.longer 3.faster 4.busier 5.colder 6.the best 7.warmer, warmer 8.earlier 9.the highest 10.the biggest

　　Step 6 Homework

　　1. Finish exercises on page 105.

　　2. Recite the end of the relay race.

　　3. Make ten sentences, using( not) as. . .as, than, of all, in. . . .respectively.

　　4. Finish the workbook exercise.

　　Writing on blackboard

　　Lesson 87

　　At last: Class 3 were the windowsners!

　　Make comparisons:

　　Lin Tao didn’t run as fast as Wu Peng.

　　Jiang Honglin did well. Wu Peng did better than Jiang Hong lin. Lin Tao did best of all!

　　well/ better/best badl/worse/worst

　　A is as tall as B. But A didn’t run as fast as B.

　　A studies as carefully as B.

　　A is as old as B.

　　A runs as fast as B.

　　A isn’t as/so hard-working as B.

　　A doesn't play basketball as well as B.

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Lesson 87 教学设计方案篇14