Lesson99教学设计示例

Lesson 99教学设计示例
Lesson 99教学设计示例
一、教学目标
1．知识目标
区别一般过去时态和过去进行时态。

2．能力目标
能够区分在什么情况下用过去时态，什么情况下用过去进行时态。

3．情感目标
教育学生要注意交通安全。

二、教具
录音机；在教室一角布置一个“交通事故现场”。

三、课堂教学设计
1．复习教师检查课文复述。

2．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：
1）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
gate keeper’s room
3．全体同学填写“事故报告”，教师应要求学生完全用书面形式答出。

当堂核对答案。

4．教师扼要讲解一般过去时态与过去进行时态的区别（见难点讲解）。

5．打开练习册，给学生一分钟时间看听力练习提示。

听录音三遍，当堂核对答案。

6．指导学生做练习册其他习题。

7．布置作业
1）继续准备第18课课文复述；2）书面完成练习册其他习题。

四、难点讲解
过去进行时态和一般过去时态的区别：
过去进行时态表示过去某一时刻正在进行的动作，而一般过去时态表示一个完成的动作。

请
比较以下两组句子：
I was writing a letter last night. 昨晚我在写一封信。

（信可能没有写完）。

I wrote a letter last night. 昨晚我写了一封信。

（信已经写完）。

I was doing my homework when he phoned me. 他给我打电话时，我在写作业。

（表示当时没做其他事情）。

I did my homework and went to bed. 我写了作业然后睡觉了。

（表示说话人所做的两件过去的
事情）。

教学目标
知识目标
（1）New words and phrases: fifth, trip, field trip, discuss, hometown, fish, go fishing, east, boating, going boating, maybe, mountain, hike, go hiking, agree, picnic, the day after tomorrow, top, problem, quick, quickly, start, trip, trip over, tired, hurry, hurry up, tie, die, more, city, take, eighth, salesgirl, far, beautiful, together,
（2）Grammar: be going to 结构和它的一般疑问句和特殊疑问句结构及回答.
（3）日常交际用语:Why don’t we …?I agree. I am good at it. It’s not far from …　
（our）
（4）语音/ i:/ e , ee , ea /i / i / э/ a, e, o ,er, or
能力目标
（1）要求学生能根据上下文和图画判断生词词义。

培养学生的阅读理解能力
（2）要求学生能熟练运用be going to结构做口头和笔头练习。

（3）能听懂与课文难度相当的听力资料。

（4）能掌握讨论未来活动的有关交际用语。

情感目标：培养学生交往能力。

教学建议
教材分析
本单元主要教学内容是围绕谈论未来活动展开的，其中be going to 结构贯穿整个单元的始末。

单元安排了两段对话、两段课文及若干口头练习帮助学生掌握be going to 结构的陈述句，一般疑问句。

特殊疑问句的结构和用法，掌握一些有关讨论未来活动的交际用语。

教学可采用设定情境法，学生采用讨论、自由对话的学习方法。

关于语法教学
（1）教师可以通过提问和比较法使学生初步理解be going to 结构的意义，例如：教师问：What are you doing now? 学生回答：We are studying English now。

然后，教师指着课程
表下午的数学和语文课说：What are you going to do this afternoon? 自己回答：We are going to study Chinese this afternoon .We are gonging to study math also。

然后指着课程表下午的音乐课
问学生：What are you going to do this afternoon? 学生答：We are going to study music。

此时教师可以解释are going to的含义。

然后教师再让学生举例I am going to …He \She is going to …　重点强调be going to 结构表达的是将来发生的动作，to 后面是动词原形。

（2）教师可以将going to结构和现在进行时进行比较：
_____I__________________________________I__________________________
Now this afternoon
I am playing football now. I am going to play football this afternoon
主语+be +动词ing 形式主语+be +going to +动词原形
（3）教师可以把小明一家的假期的活动安排用表格的形式列出，让学生进行问答练习。

如图：
Family member
Date
Transportation
Activities
Reason
Xiao Ming
Tomorrow
By bike
Do shopping
Sister
The day after tomorrow
On foot
Go on a field trip
Brother
Next week
Go fishing
He likes it
Father and mother
Next Saturday
By bus
Visit their friends
The friend is ill.
例如
A: What is Xiao Ming going to do?
B: Xiao Ming is going to do some shopping.
A: When is Xiao Ming going to do shopping?
B: He is going to do some shopping tomorrow.
A: How is Xiao Ming going to do shopping?
B: He is going to do shopping by bike.
笔头训练
（1）要求学生能够就口头训练落实到笔头上，教师可以设计一个话题，让学生自由完
成后续部分。

例如：明天是周末，你将怎样度过周末呢？可写3-5句话。

教师还可以让学生自己作出下周的计划安排表，本周日活动或国庆节假期活动安排表，
然后就这些安排表进行详细的描述。

教师还可以让学生就课程表中第二天的课程安排进行描述。

（2）教师可以出示几张图片让学生根据图片内容用be going to 结构写出要发生的事情。

如图1. It is hot. What is Xiao Ming going to do?
图2 It is snowy. What are the students going to do?
图3. Mary and Li Ping got to the farm. What are they going to do?
关于教学表将来打算be going to用法的几点建议
①提问若干学生将来的某时间要干什么。

一方面可提高学生的注意力，另外可让学生从
老师将要讲述的内容中找到自己的答案。

②通过教材中的实例讲述将来时态的应用场景及其特点。

③讲解将来时态的构成要素，通过练习熟悉这些要素并引导学生对老师的提问进行作
答，熟悉和掌握此时态。

④模拟练习，激发学生的学以致用的兴趣，让学生自己能够说出自己身边的将来时态的
场景并进行问与答。

⑤总结go doing 固定结构，讲解进行时态代表将来时态的具体事例。

情感教学
在教学过程中让学生领略到山河的锦绣和大自然的美好，从而激发学生热爱自然，热爱祖国的大好河山。

让学生知晓中国悠久的文明历史，树立强烈的民族自尊心和自豪感。

从而使学生增加爱国意识，起到爱国主义教育的作用。

go +v ing结构
固定搭配，表示动名词的意义。

常用来表示体育和业余活动。

例如：go fishing 去钓鱼,go boating 去划船,go swimming去游泳,go hiking去远足, go shopping去购物，go dancing 去跳舞.
例句：Let’s go swimming next weekend.
Are you going to go fishing tomorrow?
e going to
be going to 为固定结构，初学时应注意以下六点：
一、注意be going to 的意义
be going to为结构表示按计划、安排将要发生的事，或经推测将要或肯定要发生的动作。

该结构通常译成“打算、准备”等等。

如：I’m going to mend my bike this evening.我打算今晚修理我的自行车。

go在此结构中不含有“去”的意思。

二、注意be的变化
be在此结构中用作助动词，不作连系动词，有am, is 和are三种形式，本身无意义。

1．否定式：应在am, is 或are后加not. 如：
He isn’t going to buy that pen.他不打算买那支钢笔。

2．疑问式：应将助动词be提到主语前，与be作连系动词的用法相同。

如：Are you going to see your uncle tomorrow?你准备明天看你的叔叔吗？
Yes, I am. 是的，我准备去。

三、注意be going to后接动词原形
to在此结构中为动词不定式符号，后须接动词原形。

如：
They’re going to play games.他们打算做游戏。

四、注意be going to结构须与表示将来的时间状语连用。

如：
We’re going to have an English class tomorrow.明天我们要上一节英语课。

五、注意当to后的动词为表示位置移动的动词，如go, come, leave, fly, start等时，一般不用be going to结构，常用现在进行时表示将要发生的动作。

如：
I’m going to the shop. 我要去商店。

一般不说I’m going to go to the shop.。

如：
六、注意There be结构一般将来时应为There is / are going to be…
今晚有场电影。

误：There is going to have a film this evening.
正：There is to going to be a film his evening.
教学设计方案
Lesson 5
Period: The First Period
Content: Lesson five
Teaching Objectives: Students should master the use of “be going to” and show their intention to do sth.
Language FOCUS: I .To show the intention to do sth. “be going to do sth.”
II. useful expressions
1. on a field trip
2.
3.
Teaching Procedures:
I. Organizing the class
Greeting and a duty report
II. Review
1. To act out the dialogues they made up as homework.
2. To make up sentences with the time phrase. now, at the moment, Look! , listen! etc.
III. Leading-in
Teacher: On Sundays. I often go shopping. I like going shopping. What do you like doing
on Sundays?
Students: I like playing computer games.
…
Teacher: OK. The students are going to go on their field trip, they are going to play
somewhere. Let’s see what they like doing and where they are going.
Students listen to the dialogue and answer the questions teacher asked.
o sth very well. eg.
Explain the phrase “be good at” means someone can d
“Wendy is good at English” means “Wendy s English is good, she can speak or write English
very well.”
Hike. (go for a) long walk in the country, taken for pleasure exercise.
Students listen again and read in pairs
IV. Practice
Suppose your class is going on a field trip, too. Talk in groups about where to go, what to do,
how to go, etc. Make it a role play. And act it out.
V. Ask and answer
Students work in pairs ask questions in the box and answer.
Pay attention to the time phrases tomorrow, next week, next holiday, the day after
tomorrow, etc.
VI. Practice
Add more phrases denoting the future time. eg, this weekend, next Sunday, etc.
Students ask questions about future intention.
A: What are you going to do next Sunday?
B: I am going to do my homework. What are you going to do?
C: I’m going to …
VII. Exercises in class
1. The students are going to have an English exam next month.
(1) What…?
(2) When …？
(3) Who…？
2. He is going to move to New York tomorrow.
(1) Negative sentence.
(2) general question and answers : Yes/No.
(3) Where…？
3. Complete the dialogue.
－What ____ ____ ____ ____ ____ tomorrow?
－Nothing much. why?
－I ____ ____ ____ Plant some trees. Do you want to go with me?
－Yes, I’d love to. Where ____ ____ ____ ____ plant the trees?
－I ____ ____ ____ the countryside.
－How ____ ____ ___ ____ get there?
－We can take a bus.
－Good. When ____ we ___ and where?
－Let s meet at 9:00 in the morning. I II go to your house.
－OK. See you tomorrow.
－See you.
Answers:
1. ①What are the students going to do next month?
②When are the students going here for an English exam?
③Who is going here for an English exam next month?
2. ①He isn’t going to move to New York tomorrow.
②Is he going to move to New York tomorrow? Yes, he is./No, he isn’t.
③Where is he going to move tomorrow?
3. are, you, going, go, do,/am, going, to, are, you, going, to, /am, going, to, are, you, going, to, /will, meet,
VIII. Homework
To write a short article to introduce what you intend to do next holiday.
IX. The design of the blackboard
Lesson 5
go fishing Are you going to …？
be good at doing sth. Yes, I am.
have a field trip No, I’m not.
go on a picnic
教学设计方案Lesson 6
教学目的(Teaching Objectives)
（1）掌握重点单词和词组hurry up. go the wrong way, be tired。

（2）熟练掌握be going to 结构的用法
（3）能回答课文的问题并能根据上下文判断单词的意思。

教具(Properties)：教学磁带，图片和卡片。

Properties: tape recorder, calendar. .
教学过程(Teaching Procedures)
Step 1 Organizing the class
Greeting end a duty report
Step 2 Review
1. To say sentences according to the calendar about Charlie’s holiday plan.
eg. Charlie is going to catch the nine o’clock train to his uncle’s home. etc.
Step 3 Leading - in
T: Last lesson, we have known the students are going to have a field trip to mountain. Today
we’re going to see what they met on their trip.
Do you think they have a good time? Are there any problems? (Encourage students to guess
about their trip.)
Students Listen to the tape with their books closed and try to write down the problems. Call
one student to write on the blackboard.
Step 4 Presentation
学生默读课文，了解课文大意。

并对下列句子进行判断。

A: they go to the top of the mountain to have a picnic.
B: they have no problem getting there.
教师就生词和难点进行举例解释。

To draw a mountain on the blackboard, teach the phrase “on the top of” pointing to the top
and “at the foot of the mountain” pointing to the loot of it “To have a picnic means to carry y food. and eat in out doors”“To trip over sth means to fall down because of sth”　
e.g. I want to climb to the top of the mountain first.
Tomorrow we are going to have a picnic in a park.”“The boy trips over a lying tree.
Step 5 Practice
Students listen and read the article.
Then they ask and answer about the problems in pairs “What s the matter with Jill?”
“She often goes the wrong way.” etc.
并就教科书78页的练习2进行讨论。

然后两人一组问答练习。

Step 6 Practice
教师将课文第七页的1，2，3，4，5副图放大后挂在黑板上。

告诉同学这就是当时爬山
的情景。

Students guess what the people in each picture are going to say. Then check the answers.
Then students try to find ways to help them. They work in small groups.
最后教师让学生合上课文，根据图片复述课文。

If time permits, they act it out as a role play.
Step 7. Exercises in class
Ed trips over his shoes, so he has to 1 . Jiang Wei is very tired, he wants to 2 . Li
Mu has too many things in his bag and it’s too heavy, he needs 3 . Katy wants to hike quickly,
she always says 4 . But Jill often goes 5 .
Answers:
1. Wear his shoes
2. have a rest
3. help
4. hurry up!
5. the wrong way
Step 8. Homework
1.Do the exercise 2 in page 78 of the textbook
2.To make a role play according to the pictures.
Step 9. The design of the blackboard
Lesson six
be going to
be doing
the word and phrase.
the pictures of the text.
教学设计方案Lesson 7
Period: The Third Period.
Content: Lesson seven
Property: Overhead Projector
Teaching Objectives: Students should be able to use “be going to” to talk about future intentions. Language FOCUS: I . Review some sentence patterns
II . be going to
Teaching Procedures:
I. Organizing the class
Greeting and a duty report.
II. Revision
1. To talk about the problems they have when going hiking.
2. To read the text.
III. Leading - in
Teacher: We know that the students in the class are going hiking . What are you going to do ?
Tomorrow? Next Sunday?
Ask students to write down phrases of future times on the blackboard.
IV. Practice
Students ask and answer questions in small groups to fill in the form in the book using their
own names. Call one group to do it on the blackboard for later use.
After they finish the table, change partners and talk about the form. Use different question
words and different question patterns: “What…going to …?” How…going to…？
”Where/When/Why/Who … going to… ?”
”Is she (he) going to… ?”
”Are they going to… ?”
”Is she (he)/Are they going to …or … ?”
Use the form on the blackboard as a model.
V. Reading and matching
Students do the matching themselves, then check the answers in pairs and make them a
dialogue.
VI. Acting
Students have prepared the show as their homework.
VlI. Exercises in class
1. The students are going to have a party in the meeting - room next Friday, because it’s their
teacher’s birthday.
Ask questions:
①Who …? ②What …? ③Where …? ④When …? ⑤Why …? ⑥General question ⑦Negative sentence ⑧Whose …？
2. Write out as many future times as you can.
3. Complete the dialogue.
A: What ____ ____ ____ ____ ____ next Sunday?
B: I don’t know ____ ____ you?
A: I ____ ____ ___ see a nice film .Do you want to go with me?
B: Yes. I’d love to. But the cinema is far.
How ____ ____, ___ ____ go there?
A: Let’s go by bus.. I _____ ____ ____ buy the t ickets tomorrow. Then I’ll call you.
B: OK. Bye!
A: Bye!
Answers:
1.①Who is going to have a party in the meeting - room next Friday?
②What are the students going to do in the meeting - room next Friday?
③Where are the students going to have a party next Friday?
④When are the students going to have a party in the meeting - room?
⑤Why are the students going to have a party in the meeting - room next Friday?
⑥Are the students going to have a party in the meeting - room next Friday?
- room next Friday.
⑦The students aren’t going to have a party in the meeting
⑧Whose birthday party are the students going to go have a party in the meeting - room
next Friday?
2. tomorrow, tomorrow/morning, afternoon, evening, next Monday/Sunday, month/term/year,
the day after tomorrow, soon, …
3. are you going to do/What(How) about/am going to/are We going to/am going to…？
VIII. Homework
Use “be going to” to write a short article
IX. The design of the blackboard
Lesson 7
What’s he/she going to do tomorrow?
How’s he/she going there?
When are they going?
教学设计方案Lesson 8
Period: The Fourth Period
Content: Lesson eight
Properties: Tape recorder, cards, pictures.
Teaching Objectives: Students should grasp
I. the pronunciation of some letter clusters
II . the one of questions
III. the text and the dialogue
Language Focus:
I . Pronunciation & intonation
[i:]e, ee, ea, i,
[i]i
[ ]a, e, o, er, o(u)[in unstressed syllables)
Special questions should be in falling tones.
II . words & expressions
get to — reach, arrive at (in)
Salesgirl — a girl who sells things in a shop fruit (u]
Teaching Procedures:
I. Organizing the class
Greeting and a duty report.
II. Review
To talk about these people’s intentions for the future with “going to” eg. Peter is going to go to Chicago tomorrow.
III. Spelling and pronunciation
athe, beast, pick, hit, Students read the words on the cards “be, she, green, screen, queen, bre
and try to find out the rule, then
big, ship, agree, exercise, again, cookery, control, neighbour,”　
listen to the tape and repeat.
Listen and read the sentences.
IV. Presentation
tell them that It’s an Draw some fruit on the blackboard and teach the word “fruit”,
uncountable noun.
Teacher: I want to buy some clothes and go to a shop ,in the shop a salesgirl helps me. She
works in the shop, she sells things to people.
and salesperson.”
Then teach the words “salesman, salespeople
Play the tape for the students to find out the Chinese “You zi” and teach the English word “grape fruit”．
Students read the text to their partners first, then make it a role play. Four persons form a
group. (Katy, Jill, salesgirl and narrator)
V. Listening practice
Listen to the tape and do the exercise.
VI. Leading-in
Show some pictures of Terra - cotla warriors and teach the word, show more pictures of
Huashan and ask who has ever been to these places, or seen the sights, encourage them to say
anything about that.
Teacher: We know that Mr. Li’s class went to the mountains for their field trip. Now Let’
s see where other classes go.
Students listen to the tape and repeat the dialogue. Practise it in pairs and act it out
VII. Reciting
Hay the tape, students repeat and have a competition to see who can recite it correctly in
the shortest time.
VIII. Checkpoint
Go through the checkpoint and answer any question.
IX. Homework
1. To write several pairs of sentences to compare “be doing” and “be going to do”
2. Finish WB
3. To review the second unit.
X. The design of the blackboard
Lesson 8
take…with…have a fun field trip
have lots of fun
be far from
探究活动游戏：高速建桥
（1）要求教师事先准备好5种卡片。

第一种卡片写好各种人称如：teacher, Tom, I, he, she,
you, our classmate 等十张左右。

第二种卡片写be 动词的各种形式。

Am, is, are十张左右。

第三种卡片都写出going to十张左右。

第四种卡片上写各种活动如play ping pong, have swim,
go shopping, go hiking, go boating, climb hills, go on a field trip, go to shanghai 等十张左右。

第
五种卡片上写各种表示时间的状语。

如tomorrow, next day, the day after tomorrow等。

（2）学生分成若干组，每组五人，比赛时每组的组员上讲台分别挑取一张卡片。

组成
语法正确的句子，按顺序横贴在黑板上。

（3）在规定时间内组句最多建桥最长的组获胜。

教师可以给予口头表扬或其他方式激
励。

绕口令
She sells seashells on the seashore.
And the shells she sells are seashells, I’m sure.
The teacher see three bees meet on the leaves of a tree.
比一比，看谁读得又快又准。

计划一次秋游活动
以讨论和计划国庆节”秋游”为话题。

（重点复习三种已学时态，及相关日常用语）教师
为讨论会提供汉语或英语提示：
1．讨论会程序与注意事项
（1）只讨论旅游，不讨论学习问题，也不讨论体育活动问题。

（用现在进行时）
（2）程序：1）用be going将来时
出游地点（where）
时间（when）(出发、返回)
方式（how）（交通问题）
出行人员（who）(本班为主，邀请好友，或兄弟学校同学或同行)
2．会议主席（由班长或其他同学临时担任）要掌握好讨论进程：
（1）不许离题（用现在时行时或祈使句，Let’s 句型）
（2）概括总结，重复别人的原话。

3．提出建议、争论与讨论（why 去某地）（why not 不去某地）
陈述话由，用一般现在时。

提出建议，用Let, Can , May, Why, don’t …?
同意，赞成：That’s a good idea.
不同意：I don’t think so. I think …is better.
旅游活动
学生自由组合成小组其中一人担任导游，任务是向其他游客介绍本次旅游团的计划，包
括旅游路线、时间安排、食宿等等，以对话形式出现。

Teaching Objectives:Grasp the story and some words and useful expressions.
1. It’s nice of you.
2. You’d b etter 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 following 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 following 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.
一、教材分析：１、教材的地位及作用：
第二册第五单元第二节课，本单元围绕做“比较”( M akingcomparison) 这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。

本节课是本单元的重点，表示数量的some,few 的比较。

通过学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。

同时通过some,few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质
能力。

２、教学目标：（知识目标、能力目标、德育目标）
知识目标：
(１)学习、掌握some,few的比较等级；
(２)学习单词strong。

能力目标：提高学生听、说、读、写及知识自学的综合能力。

德育目标：教育学生热爱劳动。

不劳无获(No pains,no gains)。

确立教学目标的依据：
根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交
际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。

此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

３、重点与难点：
重点：学习表示数量some, a few的比较等级。

难点：some, a few的比较等级在实际生活中的应用。

确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。

二、教材处理：
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。

首先给
学生创造外语语言氛围，身临其境地把学生带到农场里。

同时激发学生学习兴趣，使学生在参与农场的一系列活动中，掌握知识。

最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。

三、教学方法：
通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教
学内容。

展开以教师为主导，以学生为主体的师生双边活动。

四、教学手段：
主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。

增加了直观性和趣味
性，加大了课堂密度，提高了教学效果。

五、教学程序：
１、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们
去一个有趣的地方，并请他们依据我的提示猜测要去哪里？当学生猜出去农场时，我们便“上车”，一路欢歌(PickingApples)去农场。

随着“嘎”的刹车声，电脑打出农场全景，给学生一种身临其境的感觉，导入正课。

２、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物
的叫声，栩栩如生。

以学生在农场里劳动为主线，通过树上结多少苹果，学生摘多少苹果，
卡车运多少苹果筐，以及劳动后学生吃多少苹果的比较，将some,few的比较等级在一系列
既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。

其中多媒体展示的动画
部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。

３、反复操练和巩固应用
为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。

使学生处于积极思维的状态之中，全方位、多角度培养
学生运用英语的能力。

４、反馈练习
本课的又一次高潮是将游戏与练习有机结合，融为一体。

设计下棋游戏，棋盘为２０个
格，每格均为在苹果园里劳动的情景，并配有本课的重点－－比较等级的练习题。

棋盘的上一男一女分别代表男生和女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest,fewer,a few,some,more和most组成，使学生在玩中进一步体会数量some,a few的比较等级的运用。

学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发
学生学习兴趣，同时巩固了学生所学的知识。

５、归纳总结
本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课
重点、难点，学生又通过优美的旋律、音韵动力听的节奏。

进一步巩固，加强对本课内容的
理解和运用。

６、展示板书
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。