板书设计：

Writing on blackboard

Lesson 91

have a look at

be going to do

be full of

look like

Thank goodness!

Lesson 91 教学设计示例(三)

● Teaching aims

复习关于约定时间、谈论商店开门关门的时间

● Key points

星期几的表达、钟点的表达、约定见面时间

● Difficult points

It’s time to, on的用法

● Teaching methods

复习法，情景演示法。

● Teaching aids

录音机及听力训练磁带、图片、微机、相关动画。

● Teaching procedures

Step 1  Revision

展示关于丢皮箱场景的影片，复习有关描述物品的用语。

Step 2  Presentation

展示动画《Talk about time.swf》Open & Closed, 先隐藏文字播放，让学生填写商店开门和关门的时间表：

OPEN       CLOSED

Mon.    9:00 a.m.     9:00 p.m.

Tue.    9:00 a.m.     9:00 p.m.

Wed.    9:00 a.m.     10:00 p.m.

Thu.    9:00 a.m.     8:00 p.m.

Fri.     9:00 a.m.     5:00 p.m.

Sat.     10:00 a.m.   5:30 p.m.

Sun.    11:30 a.m.    4:00 p.m.

再播放一遍声音，然后点击Text, 展示出文字的答案。

Step 3 Presentation

展示动画《Talk about time.swf》What time，然后让学生总结此对话中关于约定时间的说法，或提议约定时间的说法：

May I come on Monday evening?

How about…?

Could you come on Thursday afternoon?

What about…?

What time?

Step 4  Practice

Make a similar dialogue and ask the students some questions according to the dialogue.

Step 5 Listen and sing

Listen to the sounds of 《Talk about time.swf》song, try to follow the words and sing the song.

Step 6 Summary

Let the students conclude how to speak about time.

Step 8 Exercises

完成下列对话：

Mary: ____________ . Do you have a ruler?

Ann: Sorry, I have ______ruler.

Mary: So I must go ______the shop. I want a ruler.

Ann: I _____ the shop is open at this ______of day.

Mary: Yes, I think it s open.

Ann: No, look, it____________ .

Mary: Oh, dear.

Ann: Let’s go and ______ Kate.

Mary: ______she have a ruler?

Ann: I think she ______ one.

Mary: OK. Let's go.

Answers: Excuse me; no; to; think; time; is closed; ask; Does; has

Lesson 92 教学设计示例(一)

一、教学内容

1.复习课文第一部分中列出的元音字母和字母组合的读音。

2.小结现在进行时的陈述句和疑问句形式。

二、教具

录音机

三、课堂教学设计

1.值日生报告。

2.放课文第一部分录音，学生边读边注意观察所列单词中元音字母和字母组合的读音。跟读两至三遍。要求学生将各组单词中的发音部分相同的字母或字母组合用线划出，并注上音标(如果有的音标同学在注音时困难大些，教师要给予帮助，允许学生查书)。

3.给学生几分钟时间，观察课文第二部分列出的单词。教师简单地讲解题目意义。放这部分录音，学生跟读一遍。教师可再给几个例词：1)four----book----let→foot 2)three----girl----bed→third 3)she----know→show

指导学生根据已学过单词的读音，推断出生词的读音。打开练习册，做习题2，尽量让学生试着拼读练习2中列出的生词。可以两人一组相互启发。

4.组织学生两人一组，练习本课第3部分对话。并利用本课插图中所给出的时间替换词，演练新对话。

5.放本课第4段对话录音，学生跟读两遍。两人一组进行练习。数分钟后，请两组同学表演。

6.指导学生填空，并请一位同学公布自己答案，教师予以讲评。

7.学生阅读复习要点(23)，教师解答学生问题。并指导学生阅读书后178～179页的相关语法项目。

8.布置作业

1)练习朗读本课短文;2)完成练习册习题。

Lesson 92 教学设计示例(二)

● Teaching aims

1.掌握“四会”单词、词组，了解词义及用法。

2.现在进行时的应用。

● Key points

1.掌握“四会”单词、词组，了解词义和用法。

2.关于时间的交际用语。

● Difficult points

掌握时间的表示法。

● Teaching methods

复习法，情景教学法，归纳法。

● Teaching aids

投影片、投影仪、录音机及听力训练磁带、图片。

● Teaching procedures

Step 1  Revision

Let the students act the dialogue of the homework.

Show a picture and let the students describe it.

Step 2  Presentation

Show some words and let the students read them.

Step 3  Spelling and pronunciation

1. Listen to the tape and find the right pronunciation of each word.

Let the students find different spelling can have the same pronunciation.

Let the students find out the relation between spelling and pronunciation.

2. Give some old words and the new words.

Let the students guess the pronunciation of the new words.

Step 4  Read and say

1. Listen to the tape and let the students answer the questions.

What does A want to do?

What happens to the shop?

2. Let the students look at the form in Part 3 and see if they can understand the meaning.

Step 5  Read and learn

1. Listen to the tape and fill in the blanks.

Jeff on Monday evening

Jeff on Wednesday afternoon

Li Fen on Thursday

Li Fen on Friday evening

2. Check the answers.

3. Explain some words.

on

a.m.　p.m.

half past . . .

What time. . . ?

How about. . . ?

bring sth. back

borrow & lend

Step 6  Complete and read

Let the students fill in the blanks of Part 5.

Check the answers.

Step 7  Practice & Workbook

1. Let the students make a similar dialogue like Part 4.

2. Do Ex. 1-5 and Ex. 11.

Step 8  Homework

完成练习册上的练习题。

板书设计：

Writing on blackboard

Lesson 92

on

a.m.  p.m.

half past . . .

What time. . . ?

How about. . . ?

bring sth. back

borrow & lend

探究活动

设置场景，实现情景教学

教师可以根据第90课第二部分的内容(JOY失足落水，SMITH夫人救女儿)设计一项报道“救出落水儿童” 实际任务：

1)教师设定儿童落水地点和事件经过。

2)教师画出描述儿童落水并被营救的现场“照片”数张。

3)教师分别为各个小组分发打乱次序的现场“照片”。

4)教师向各个小组交代任务：用英语为各张“照片”写说明，以便发给《中国日报》。

5)学生根据交代的任务安排好事件发生的次序。

6)学生讨论对各张“照片”的英语措辞。

7)学生合作完成此项任务。

8)各小组之间互相进行相互评价，选出最好的说明交代《中国日报》。

9)教师进行整体评价。

在小组活动中教师要引导学生尽量使用有限的英语进行交流。

设置对话内容  完成语言教学任务

教师可以设计一项“购买所缺食品”的任务让学生来完成。

先让学生设计出所需的物品，完成下列表格：

THE FOOD AND DRINK

WE NEED

THE FOOD AND DRINK

WE HAVE

OUR SHOPPING LIST

根据上表，要求学生完成以下几个任务：

1)学生反复操练食品的名称。

2)用英语表达自己喜欢和不喜欢的食品。

3)谈谈自己拥有什么食品，缺少什么食品，要购买什么食品。

4)如何表达购买食品。

让学生自己依照上述内容，编写对话，并进行表演。然后教师可以让学生继续就购买所缺食品进行设计，设计去商店购物的对话，教师可以给出地点，购物时间，商店营业时间安排等事项，让学生就这些内容进行类似的对话表演。

读短文，编对话

组织学生阅读下面的短文，分为四个小组，每组阅读一段。让学生根据短文内容来编写对话。

Children of the World

My name is Sanjay.I live in a village in India.My family is very poor，so my brothers all go out to work. But I am lucky-I go to school.I get up early each morning and walk to the school.When it gets very hot，we have lessons outside in the shade(阴影)of a tree.

My name is Inga.I live in a small town in Sweden.The land is very flat(平坦的) here，so I like to go out on my bicycle.When it is snowy，I ski to school.We start lessons very early- at 8 o'clock!Once a week I have dancing lessons.I am also learning to play the violin.

My name is David.I live in a small town in Australia.We are a long way from the nearest(最近的，近的最高级)big city.All the same，there is plenty to do here. I go swimming and surfing in the sea-but not when here are jelly fish(水母，海蜇)around!I also like to play rugby and go fishing.The weather is always warm，and I wear shorts all year round.

My name is Mario.I live in a city in E1 Salvador.This is a very poor country.Our house is made of wood and metal sheets，and we have no bathroom.In the mornings，I work in a carpenter's shop.In the afternoon I go to school.After that，I feel very tired， but I still find time to fly my kite，or practise on my guitar.

范文如下：

— Where’s Sanjay from?

— He’s from India.

— What about his family?

— His family is poor.

— How do you know it?

— You see, most of the children in the family can not go to school.

— How does Sanjay travel to school every day?

— On foot.

— Why so?

— He has no money to pay for the bus.

—     But why doesn’t he go to school by bike?

— He’s too poor to have a bike.

— What do you think Sanjay’s school?

— Poor, too.

— Why?

— There’re even no lights in the classroom.

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