Lesson50，（精选13篇）

Lesson 50，（精选13篇）
Lesson 50，篇1
Step 1 Revision
1 Revise the dialogue and picture in SB page 23, Part 2.
2 Revise the dialogue in Lesson 23, Step 2 and add a further suggestion using Why not…?
A： Shall we go to the zoo?
B： No, let's go to Zhongshan .Park!
A： OK! Why not ask the twins too?
B： Good idea!
Step 2 Word families
SB page 24, Part 1. Speech Cassette .
Ss listen and repeat. Remember that, for each group, the pronunciation is the same but the spelling varies：toilet, boy. Practise the individual sounds and the words with flashcards in the usual way.
Wb , Ex. 1. The answers are： meal, twin, toilet, from.
Step 3 Stress and intonation
SB page 24, Part 2. Speech Cassette .
Ss listen and repeat. Get them to use gestures to show the stress and intonation as they speak.
Step 4 Reading
Ask What animals live in a zoo? Make a list of the Ss' answers on the Bb.
SB page 24, Part 3. Ask Which animals do Lin Tao and Jim see? Get the Ss to read the dialogue quickly to find the answer. Then the Ss do Wb , Ex . 2 in pairs . Check the answers with the whole class .
Speech Cassette . Play the tape. Ss listen and repeat.
Step 5 Acting
Ss practise the dialogue in pairs in the usual way. Get some pairs to act it out dramatically (using books for reference only ) .
Step 6 Checkpoint 6
Go through Checkpoint 6 and explain any problems arising.
Practise telling the time.
Step 7 Test
1 Dictate the following words and expressions：
a quarter past nine, half past eleven, ten minutes to four, a little earlier.
2 Write the following on the Bb：
1 A： ______?
B： No, thank you .
2 A： ______?
B： I would love to.
3 A： ______?
B： All right .
Get the Ss to complete the above dialogues.
Step 8 Workbook
Do Wb , Ex . 3, if time permits .
Do Ex . 3 in writing first, then the Ss practise the dialogues in pairs .
The answers are:
1 Would/Could; Yes/Certainly; Shall;
Good idea .
2 is going; great/good; Shall; Let's; All right/OK/Great .
Homework
Learn the contents of Checkpoint 6.
Revise the language items in this unit .
Lesson 50，篇2
教学目标
学会复数物品的颜色描述。

会描述一件衣服。

教学用具
同L49
教学步骤
Step 1 Review
上节课学过的十种颜色。

可用上节课的。

Step 2 Presentation
用做好的课件呈现Part 1 第一部分。

教单词sweater light 呈现下列词组 light red / blue / green / yellow... a light blue sweater light blue sweaters
借用媒体，老师重复课文。

然后老师问，同学答。

在通过pair work和group work将课文背熟。

用做好的课件呈现Part 1 第二部分。

方法同上。

听录音并跟读。

Step 3 Drill
1.练习句型How many n+s are there? There are …
让学生练习下一组对话
How many people are there in your family? There are three How many students are there in our class? There are 45.
How many girls are there in our class? There are 20.
How many boys are there in our group? There are 5.
2.讲解、练习
look+adj
You look very happy today.
Your sweater looks very nice.
She looks sad today. Why?
You look very well toady.
事先让一位女生穿一件彩条或颜色较多的毛衣。

课上可让这位同学站到讲台上和老师示范对话。

one & ones 用来代替刚提到的同一种可数的东西：
I haven’t a pen. Can you lend me one?
The question was a difficult one.
ones 是复数形式
There are one long writing-table and two small ones in the office.
Have you any books on farming? I want to borrow ones.
There +be (is, are) 用来引起一个句子，表示“有”“存在”等：There are pens and pencils in my pencil-box.
There are many books in my bag.
There is a clock on the desk.
There is a blackboard on the wall.
like 作介词，
like 像
I don’t do it like this.
Don’t throw it like this.
I want to speak English well like you.
3.单词 want: I want a new book. I want a cup of tea.
Listen to the tape and repeat.
4.初步了解否定意问句。

Can’t you see it? Yes, I can.
Can’t you hear me? Yes, I can.
Isn’t it Monday? Yes, it is.
可译为难道…表示提问人心中认为是肯定的。

不要过分强调回答。

Step 4 practice
练习 P154 ex4
Step 5 consolidation
描述一下你同伴的衣服。

Homework
Blackboard handwriting
want
light light red / green
sweater a light red sweater
How many n+s are there?
There are …
look+adj
The sweater looks nice.
one & ones
Lesson 50，篇3
一、教学目的
1.三会掌握字母i在单词中的读音［ai］［i］
掌握字母m、n、l在单词中的读音分别为［m］［n］［l］
2.巩固复习What’s + 地点？的问句及回答There be句式。

3.系统归纳本单元所学内容There be句式及知识点。

二、本课重点
掌握元音字母i及辅音字母m，n，l的发音规则。

掌握句式复习名词所有格及祈使句。

三、本课难点
使学生掌握发音规则，读音准确。

四、教师教法
通过准备好的单词投影片，让学生自己总结归纳出字母i，m，n，l的发音规律，并利用总结出的发音规律试读两个未学过的、符合发音规律的生词。

通过看图问答，做游戏，总结巩固训练There be句式。

让学生自己归纳总结本单元知识要点，归纳并加以概括，加之适量的练习以便巩固。

五、教具
挂图，投影片，一个乒乓球，一条丝巾。

六、教学过程
Step 1 Revision
1.Free talk
让学生自由发挥表演本单元对话，内容包含There be句式。

表演5组，对表演好的小组给以掌声鼓励，评出最佳男演员及最佳女演员。

2.看图问答（把第二部分的挂图挂上）教师问：What’s in this picture? Where is it?
Where are they? Can you answer my question? OK. This is . .（板书）Try your best to answer my questions. Work in pairs.给学生一分钟时间练习准备，然后一名学生问，一名学生到黑板前指图回答。

Step 2 Presentation
Open your books.Look at Part 3.学生自读，理解游戏。

Step 3 Practice
在理解游戏的基础上，两人一组，让学生机械模仿。

待三、五组后学生理解了，再给学生时间去创造自己的游戏，然后表演。

最后教师随意抽两名学生，随意摆放一些物品，让学生即时表演，以达到熟练、灵活运用的程度。

Step 4 Presentation
放单词投影片第二部分（第一、三部分遮住）
1.让学生朗读第一竖行，然后露出音标［ai］，引导学生发现前三个词结构的共同点：“i+辅音字母 + e（不发音）”指出此类词是开音节词，元音字母在开音节中发字母名称音，即i发［ai］音，露出第三部分，让学生试读，然后再指出ind是字母组合，i在ind组合中发［ai］音，如kind, mind等。

2.让学生朗读第二竖行，然后露出音标［i］，引导学生发现这组词跟第一组词的差别在于词尾少了字母e，指出这类词为闭音节词，元音字母i在闭音节中发［i］音.露出第三部分，让学生试读。

3.按上述步骤，让学生自己总结m，n，l的发育规则。

Step 5 Presentation
书中Part 4 and Part 5可作为游戏内容，根据时间情况选用。

Step 6 Workbook
1.Do Ex.1.
2.Do Ex.2.
3.Do Ex.3：Read and act out the dialogue.
4.Do Ex.4.5：Ask and answer.
5.Do Ex 7：Key words：are，There’s，There’re，There’re，There’re，There’s
Step 7 Checkpoint
让学生自己总结归纳There be句式及几处需强调的地方，如be 的形式，对There be句式中物品的提问方式等，举出例句。

归纳介词短语，如：on in behind under near at等。

还有本单元的知识点，如：the teacher’s room many get money well yuan here these big small in the tree on the tree like to play with Let me help you find it. That’s it. have a lo ok等等，尽可能多的由学生把知识点都归纳总结出来，教师最后加以补充及重点强调.
Step 8 Workbook
Step 9 Homework
1.背写本单元单词及词组。

2.总结复习本单元知识点，听本单元录音带2－3遍。

3.预习下课单词及词组。

4.做单元习题。

八、随堂练习
I.用适当的介词填空
1. What’s ________ this picture?
2. Tom’s up there in the tree ________ his friend.
3. Ca you see the things _________ the desk?
4. You can’t see it. It’s _______ the door.
5. —What’s ________ the bed? —Shoes.
II.连词成句
can, see, what, on, you, the, floor (?)
classes, one, in, there, eight, grade, are (.)
have, let, look, your, me, a, at, new, bike (.)
is, some, pens, there, and, a. book, on, the, desk (.)
Lesson 50，篇4
一. 教学目标
1.学会值日生报告。

2.学会打电话询问情况。

3.学习句型：
值日生报告用语：
Who's on duty today? I am. Is everyone here today? Yes. No. Who 's not here? Ann is not here. Is she at school today? No, she isn't. Sorry, I don't know.
电话用语：
Hello, Bill. This is Sam. Is Bill in? Sorry, he's not at home / school. OK. Thank you. Goodbye!
二. 教学重点
1.掌握每天上课前，教师关于询问出席情况的交际用语，并能运用它们进行日常交际对话。

2.注意中国人与英美人在打电话时的差别。

三. 教具
投影仪、录音机、一个玩具电话等。

四. 学法引导
1.教师教法：通过教师与学生的示范让学生了解具体对话的背景，并灵活掌握句型。

2.学生学法：本课学习了内容截然不同的两段对话，第一部分的对话是有关学生出勤情况的，你的老师以后每堂课都会问，你一定会掌握的很好，第二部分的对话是Sam和Mike在打电话，你和同桌可以把对话背诵并表演出来，以后如果在家里接到了同学的电话你完全可以用本课学到的电话用语和对方交谈。

只有在实际生活当中去使用英语，你才能真正地理解英语，体味语言的乐趣。

五. 教学步骤
复习、提问一些与本课有关的内容。

如：
引入老师和学生进行值日生对话。

老师问：Who's on duty today?
学生答：I am.
老师问：Is everybody here today?
学生答：No.
老师问：Who's not here?
学生答：X X X is not here.
老师问：Is he / she at school?
学生答：No, she / he isn't.
老师问：Where is he / she?
学生答：He / She is at home.
Step 1
找一位学生扮演老师，做同样的练习。

这次可按班上当天的实际情况编对话。

Step 2
让小组之间做练习，并上台表演，老师可适当的设一些奖励。

尤其是对那些表达较差的学生，要多关注一些。

因为本课的练习相比别的课，简单一些，可以多让那些差一些的学生上台表演。

Step 3
用一个玩具电话，学习打电话。

老师可先自己一个人站在讲台前，即当打电话人，又当接电话人。

目的是把打电话的主要用语交给学生。

老师可先站在讲台左边说：Hello! 然后再站在右边说：Hello, Bill? 再走到左边说：No, this is Sam.再走到右边说：Hi, Sam this is Mike. How are you? …Bye1 边说边做拿电话机的动作。

可重复几遍，在和班上较好的同学演示一、两遍，让全班同学都听清楚这几句电话用语。

Step 4
两人打电话，看谁先背出这段对话。

Step 5
编一段真实的电话对话，内容不限。

但必须用上打电话时说正题
前的问候用语。

其他内容可让学生自己选。

Step 6
听录音，先不要看书，听两遍后再看书，并跟着读。

注意要认真模仿录音，尤其是速度，尽量要和录音一样。

Step 7
留作业、做Workbook或做一个反馈练习。

六. 板书设计
Who's this / that / it?
How old is he / she / it?
He / She / It…
Its name is ..
I don't know.
I think he / she / it…
Lesson 50，篇5
Step 1 Revision
Revise the dialogues in SB Lesson 34.
Check the homework.
Step 2 Reading
SB page 35, Part 1. Speech Cassette . Look at the street map on colour page iv and listen to Number 1： Ss trace the route as they listen . They check their answers in pairs using the reading text . The answer is ： at the Zoo . Play the tape and listen to Number 2, then check the answer with the class. The answer is：at the post office . Repeat the procedure.
Step 3 Write and talk
SB page 35, Part 1. Ss write a puzzle. using the ones in Part 1 as a model. They can take any place on the map on colour page iv as their starting point. They work in pairs. Get some Ss to read out their puzzle for the whole class.
Step 4 Listening
SB page 35, Part 2. Wb , Ex. 1. Listening Cassette . Play the tape three times, if necessary. Ask the Ss to look at the map on page iv .
Listening text:
1 You are at C.Go along the road, and take the first turning on the left, the second on the left . Where are you?
2 You are at D . Walk along the street. Take the second turning on the right, and the third turning on the left . What can you see on your left?
3 You are at E . Walk along the street, and take the third turning on the left, the second turning on the right . Where are you?
The answers are： 1 at the train station,
2 People's Hospital,
3 at the bookshop/ the bus station .
Step 5 Workbook
Wb , E . 2-4.
Do Ex . 2 orally with the whole class . Ss may trace the route on the map on colour page iii and use the expressions of position to ask and answer questions .
T： Which way can you find to the tigers?
SA： Three ways , I think .
T： Please tell me one of the ways .
SA： Go into the gate, walk along the road and then cross the bridge, take the first turning on the left, go along the road. Then you can see the tigers there .
There are no unique answers to these questions . T eachers can encourage Ss to find more answers . For Ex. 3, let the Ss write the missing words into the blanks before practising the dialogues. The answers are： Excuse me; I'm sorry/ Sorry ; better; quite/ very far; 'd/ had; kilometres; shall/ can; better .
Ex. 4 is optional. If possible, get one of the Ss to draw the finished map on the Bb while the other Ss draw the map in pencil in the workbook .
Homework
Finish off the Workbook exercises .
Revise the new vocabulary and structures in this unit. Lesson 50，篇6
Properties: Recorder, Overhead Projector
Teaching Objectives: Learn Grammar: The Past Perfect Tense.
Language focus:
1. Grammar: the Past Perfect Tense
2. so . . . that, so that . . .
Teaching Procedures:
I. Showing the teaching aims.
II. Revision
Ask the students to read the text, then get several students to retell the story.
III. Presentation
Look at the picture and say;
1. Miyoko bought a camera so that she could take pictures in Beijing.
2. Tom got up early so that he could catch the early bus. Ask the students to pay attention to the structure. Let the students make up some sentences with so that....
IV. Practice
Do Exercise 1. Read through the sentences with the students - Pay attention to the phrases: go over, make mistakes, get wet in the rain.
V. Presentation
Make up some examples: 1.I am so angry that I can’t s ay a
word. 2. The teacher spoke so fast that we couldn’t understand him. 3. The question is so difficult that nobody in our class can answer it. 4. The car cost so much that she didn’t buy it. 5. The box is so difficult that he can’t carry it. Ask the stud ents to pay attention to the structure. So + adj./ adv. + that + . . . Let them make up some sentences with it.
VI. Practice
Look at Exercise 2. Read through the words in the box, make up an example, and let the students make up more sentences with each other. Then collect the sentences from the students. Pay attention to the followings; let the students understand them, It took me an hour to do my homework.
I spent an hour in doing my homework. (on my homework. )
I paid five yuan for the book.
The book cost me five yuan.
Discuss the Simple Past forms of cost/ hit / hurt/ let / cut/ put. Listen to the sentence
1. Miyoko had searched the internet for two hours when she found an ad for the camera.
2. Miyoko had bought a pair of leather tennis shoes before she went to Beijing.
The Past Perfect Tense is used here .Its structure is had + Past Participle
e.g. 1. He had left before his wife came back.
2. I remembered that Peter had already got a driving license.
Let the students have the clear concept first. Then Do Exercise 3. Look and say. Ask the students to talk about each picture with their partner.
VII. Workbook
Do Exercise 1. Let the students write down the answers: 1.
had stopped 2. had heard 3. had gone 4. had begun 5. hurried, had gone
Do Exercise 2 in class. The answers are: broke, happened, locked, left, came, had broken, had forgotten, left, leave, had happened, Have, lust, lost
IX. Homework
1. Make up six sentences using “so that” “so…that”.
2. Finish Exercise 3 in the workbook.
3. Write three important changes that had taken place in your hometown by the end of last year.
Lesson 50，篇7
Teaching Objectives:
Students should be able to make suggestions in three ways.
Properties: Overhead projector, recorder
Language Focus: Review the three ways of giving suggestions.
Teaching Procedures:
I. Organizing the class
Greeting and a duty report
Ⅱ. Revision
1. To review the animal names.
2. To suggest sth to your friend.
III. Practice
Ask students to write out the three ways of giving suggestions, then students work in pairs to make suggestions, agree and disagree, if they disagree, they have to make another suggestion. Call some pairs to do it in front of the class.
Then students find the answers in the book.
Then students make dialogues with phrases given in the box, do it in pairs first, then act it out in front of the class.
IV. Reading and writing
Students read the dialogue and fill in the blanks, then check the answers.
The answers:
① Yes, I am./② Yes, ( sure)/③ Shall I get your house? / ④⑤ No definit e answers ⑥ finish (do)⑦ a little later ⑧I like dumplings ⑨ See you then (Thank you)
Teacher draws pictures on the blackboard to teach the word "dumpling". Explain "seafood" is fish or animals in the sea that can be eaten, "have. …to do" eg. "I have many c lothes to wash." "He has some questions to ask" etc.
V. Practice
Students go round the classroom to ask about their future arrangements and the students having the same future plans form one group, they go on to talk about more details, then say it in front of the class.
VI. Exercises in class
1. Complete the sentences.
① The teacher has many lessons ____ ____
② The boys have some words ____ _____
③ I don't have anything ____ ____
④ There are many games ____ ___
⑤ I have a lot of food ____ ____
2. Complete the dialogue.
① A: Would you like to see a film with me?
B: Yes, I___. When____?
A: ____ meet at 8:00 tomorrow evening.
② A: Would you like to go skating with me?
B: ____, I can't. I have many things to do.
…
3. Rewrite the sentence without changing its meaning.
①Why not go to the park?
______ ______ ______ go to the park?
②Shall we go to the cinema?
______ ______ going to the cinema?
③Shall we go and see the monkeys?
Shall we go and ______ ______ ______ ______ the monkeys?
④Are you free today?
______ you ______ ______ today?
⑤They often have breakfast at 5: 15.
They often have their ______ ______ at ______ ______ _____.
⑥The dolphin is the most interesting animal of all.
The dolphin is ______ ______ ______ any other animal.
⑦Would you like to go boating?
______ you ______ to go boating?
Answers:
1. ① to prepare ②to say ③to do ④to play ⑤to eat
2. ① 'd love to, Shall we meet, Let's ② Sorry/ I'm afraid.
3. ①Why don't you ②What/How about ③have a look at ④Do, have time ⑤morning meal, a quarter past five ⑥more interesting than ⑦Do, want
VII. Homework
To make up a dialogue.
VIII. The design of the blackboard
Shall we …?
Why not meet…?
Work must come first.
Lesson 50，篇8
Lesson 12示例
重点：复习巩固本单元重点内容
难点：语音
过程：
一、热身/复习
1. 组织学生唱英文歌曲Happy Teacher’s Day和韵文Who’s he? Who’s she?
教学开始时，为了帮助学生很快的进入学习状态，唱首英文歌曲，起到活跃课堂气氛以及复习知识的作用。

2.师生之间、学生之间进行问答练习（结合本单元所学的重点句子。

）
二、会话练习与教学方法
1. 听本课的会话整体录音一遍(配套教材录音)
2. 然后让学生模仿录音进行跟读
3. 最后让同桌的两个学生结合成小组进行练习
4. 教师针对课文进行提问，请个别学生回答。

从回答中教师可以了解到学生是否理解了课文内容
How many people?
Who’s the boy over there?
Is he American?
Who’s the girl?
5.学生之间问答
找学生到教室前面对其他学生提问题，问题范围：Who’s he/she?
Who’s the boy/girl/woman/man?
Who’s that/this?
Is he/she at home?
学生之间进行问答，可以提问本组成员，也可以提问自己的好朋友，更鼓励学生按学号找学生回答。

（提问时可以用自己带来的照片，也可以借用别人的照片）
5. 对话表演
请学生从学过的五篇对话中找出自认为掌握的最好的一篇，找自
己座位周围的同学结合成小组，准备对话表演。

对话表演（三至四组）
三、语音及拼读练习
1.教师板书字母Oo，并标上读音[EU]，然后对全班说：Read it please.
依照此法复习其他音标
2.游戏：音标和单词配对
准备：自制36张游戏纸牌（也可用旧纸牌进行修改），其中的一半，每张写一个英语单词；纸牌的另一半，每张写一个与这些单词相适应的国际音标。

例如：一张blue，一张[blu:]。

操作：开始时，把纸牌洗匀，全部背向上一张一张扣在桌面上。

每人轮流翻看两张纸牌，凡是翻到单词和国际音标配对的，就把两张取出，放在自己身边，并且还有翻看纸牌的权利。

直到纸牌全部翻完，都被取走为止。

谁取到的卡片多，谁就是优胜者。

说明：如果背学生翻开的两张不配对，仍须合在原处。

所以，玩这个游戏必须集中注意力，尽量记住已经翻过的纸牌内容，以便轮到自己再翻时可以及时找对。

三到四人一小组，人数太多就没有操作的意义了。

单词的范围为本课2 (Read and listen)中的词汇
教师应多准备几套这样的纸牌，或提前发动学生准备好纸牌
教师应与其中一组做此项练习，做完后将单词贴在黑板上
3.听录音两遍（配套录音）
小组内部再次练习读这些单词（还是刚才做游戏的小组）
板书两个原因字母在单词中的发音，带读两遍
四、兴趣活动
1. 做“猜人”游戏：目的是为了复习Who’s this/that? That’s/It’s…
Who’s he/she? She’s/He’s…
2.师生之间，学生之间打电话：目的是为了复习Is he/she at home? No, he/she isn’t at home.
五、练一练（做课堂练习第十二课内容）
根据录音的顺序，在每组单词后面的括号内标出相应的序号
根据录音内容，在每个句子中的空白处填上所缺的单词
六、作业：朗读并抄写课堂练习中归纳的本单元的句子
七、板书设计：
教案点评：
本课综合了本单元前五课的重点句型、重点词汇I、you、he、she、it以及重点语音知识。

在歌曲声中开始本课学习，有利于活跃课堂气氛。

在呈现新课时，可先放录音，让学生猜猜都有些什么人物。

教师可直接提问Who is he? Who's this?等。

再结合小组活动，如表演对话、配音、综合语言接龙等，来复习本单元的语言点。

最后，进行总结，包括知识总结、学生的能力总结，还可谈谈有效的学英语的方法等。

训练听说的探究活动
1.形式：小组对话
用具：玩具电话数台
操作：发给每组学生一台玩具电话（也可自备），并给学生提供几个不同场景的图片（例如：课文中出现的是：He’s at the zoo. 新提供的就可以是park、school、cinema），以小组为单位，模仿课文对话组织新的语言材料。

2.形式：打电话
用具：玩具电话数台、每个小组一张表格
操作：同样还是以小组位单位可根据教师提供的场景进行对话，准备完毕后，每组轮流到教室前面表演，其他学生在听对话的同时要完成一个有关对话内容表格的填写，具体有关哪个对话，由学生从表演过的对话中自由选择。

待所有对话都表演完毕，请几个学生公布他们所填表格内容，从而检查他们是否听清或听懂了对话。

表格内容：
Lesson 50，篇9
Teaching Objectives: Students should grasp the
pronunciation of some letter clusters and understand the article.
Language Focus:
I. Pronunciation:
[ : ] er, ur, ir, or, ear [a:]ar, a(ss),al [ u:]ou, ow
II. Useful expressions :
① make sb sth, - make sth for sb ② try to do sth ③ friendly, unfriendly ④ not…any more ⑤ ask sb, to do sth ⑥ help sb, (to) do sth ⑦ a waste of time
Properties: Tape recorder, Overhead projector, cards
Teaching Procedures:
I. Organizing the class
Greeting and a duty report
II. Review
1. Give some names for them to say which is the family name and which is the given name. And how to use the titles Mr./ Mrs./ Miss/ Ms. Remind them that the titles can only be used with a family name.
2. Show a picture for the students to describe in present continuous tense “be doing sth”.
III. Pronunciation
1. Students follow the tape
2. More words to read (on cards)
IV. Listening
Students listen to the tape and do the exercise
V. Leading - in
Teacher: What are you going to do on Saturday?
Student: I’m going to…
T: Can you make a card?
S: Yes, I can.
T: Will you please show us your card?
S: Sure! (They have done that as homework some days before.)
T: Oh, it’s really a nice card. Now let’s see what Tom is going to do before Teachers’ Day (with the questions)
① What does Tom’s mum want him to do?
② Can he do it? why? or why not ?
③ What is the idea Mum thinking out for Tom?
④ Do you think it’s a good idea?
After answering the questions, students follow the tape and act it out in pairs.
VI. Reading practice
Students read the text by themselves and answer the questions:
① Who’s in the story?
Say something about him, eg, name, nationality, likes, etc.
② What’s the mistake the students often make?
③ What does he want now?
④ Who helps him?
⑤ Does he get what he wants?
⑥ Can you help him?
Then play the tape for them to follow.
Students try to retell the story with the questions as clues.
VII. Language Practice
Let’s le arn seven useful expressions of this lesson
① make sb sth ____ make sth for sb.
② try to do sth.
③ friendly opposite unfriendly (adj)
④ not… any more
⑤ ask sb. to do Sth.
⑥ help sb. (to) do Sth.
⑦ a waste of time
Listen to my sentences and try to understand them
eg ①I’ll make you a new paper boat→
I’ll make a new paper boat for you.
②The boy is trying to climb the tree.
③The people are friendly to me.
④You’re not a child any more.
⑤My Dad asks me to buy him some newspapers.
⑥Will you please help me do the cleaning?
⑦It’s a waste of time to listen to him.
Then ask the students to make their own sentences with the phrases given above.
VIII. Exercises in class
1. Write out the phonetic symbols.
① bird ② part ③ grass ④how ⑤ trousers ⑥world ⑦ learning
⑧ clerk ⑨ birthday ⑩ blouse
2. To introduce Phillip in 40 words.
Answers: ① [ :] ② [a:] ③[a:] ④[ u] ⑤[ u] ⑥[ :] ⑦[ :] ⑧[ :] ⑨[ :] ⑩[ u]
3. Omit
IX. Homework
1. , exercise 4, to make up a dialogue in pairs and be ready to act (write out script)
2. If they don’t like their English name, they may change it to a new one and make a name card to be placed on the desk.
3. Finish off the workbook
4. Go through the checkpoint, answer any question. Lesson 50，篇10
Lesson 69示例
Period: The First Period
Properties: Recorder, Overhead projector
Teaching Aims:
1. Knowledge Aims
(1) Let the students understand “have to” and grasp how to use it.
(2) Learn some useful phrases and structures.
2. Ability Aim
The students can make some sentences with “have to” in their own words.
3. Emotion Aim
Know some good behaviour and strengthen the training of one's own quality.
Language Procedures: What’s the trouble? What’s the matter with you? have a headache, take one’s temperature, nothing serious, take this medicine three times a day, feel like eating, have (got) a pain in one’s head
Teaching Procedures:
a) Organizing the class
T: Ask the students to get ready for the class.
Greetings and a duty report.
b) Revision
1. Get the students to act out the passage in Lesson 68.
2. A quiz for them:
have a good time, at the head of, in fact, look after, get on, stand in line, quarrel with, make a noise, laugh at, throw about, get off, feel well, grow up, telephone sb.
c) Leading-in
T: When you feel bad or sick, you had better go to the hospital, and doctors will help you. Then the doctor will ask you some questions about illness and let you take your temperature,
at last ask you to take some medicine if your illness is not too serious.
d) Presentation
T: Jill didn’t feel very well. She began to cough. Her mother asked her what was the matter. She told her mother she had a headache and a cough. Her mother could see how terrible the cough was. So she took her daughter to see a doctor at once.（可把图画出来）
T: Look at the picture. Try to guess what they are talking about.
e) Practice
1. Listening: Listen to the tape and try to understand it.
2. Reading: Read the dialogue after the tape, then read together. Try to memorize it.
3. Practising: Work in pairs.
4. Acting: Ask some pairs to come to the front and act it out.
f) Teaching dialogue
T: Let’s do Exercise Two, Puzzle dialogue.
The students can discuss the answers each other.
Then check their keys.
g) Teaching Language Points
1. What’s the trouble? ＝What’s the matter (with sb.)? ＝What’s wrong?
For example:
A: Wh at’s the trouble?
B: I don’t feel well today.
2. have a headache
I have got a bad headache.
Did Peter have a headache yesterday morning?
3. take one’s temperature
Did you take your temperature yesterday?
Why did the doctor take his temperature twice?
4. three times a day
You must take this medicine three times a day.
He listens to the English news twice a day.
5. feel like eating
Do you feel like a cup of coffee?
I don’t feel like singing now.
h) Learning grammar
T: “have to” 意为“不得不”，表示客观上“必须”,“must” 指主观上“必须”。

他们后都接动词原形，但“must”没有人称和时态的变化，而have to有人称和时态的变化。

For example:
1. I have to sweep the floor every day.
2. He has to go to evening classes on Friday afternoon.
3. Did she have to go back home yesterday?
i) Exercises in class
Translate the following sentences into English.
1.我们必须自己动手去做。

2.玛丽必须在英语学习上努力吗？
3.上周日他不得不早起。

4.你没必要为你的功课担心。

5.彼得很累，不得不坐下来休息一会儿。

Keys:
1. We have to do it ourselves.
2. Does Mary have to study hard at English?
3. He had to get up early last Sunday.
4. You don’t have to worry about your lessons.
5. Peter was very tired and he had to sit down and have a rest.
j) Homework
1. Read the dialogue and try to make a new one.
2. Make sentences using “have to”.
3. Do exercises on page 79.
Lesson 70教学设计示例
Period: The Second Period
Properties: Recorder, Overhead projector
Teaching Aims:
1. Knowledge aims
(1) Understand the text.
(2) Learn how to use some useful words and phrases
2. Ability aim
Retell the story in your own words.
Language Focus: Words and phrases: dream, be tired, wake up, be good for, as soon as, fall asleep, be busy doing, again and again
Teaching Procedures:
a) Organizing the class
T: Greet the students and a student gives a duty report related to what’s going to be learned.
b) Revision
1. Check their homework. Ask them to act their own dialogues out.
2. Read some good sentences in the students’ homework.
3. Quiz: Nothing serious. I have a headache and a cough. Let me take your temperature. What does she have to do? She didn’t feel like eating anything. Take this medicine three time s a day.
c) Leading-in
T: talk about the questions in groups.
1. Do you sleep well every night?
2. Do you often have dreams?
3. Do you remember your nicest/worst dream?
4. Could you please describe your last dream?
5. What do you think of the dreams?
T: Let the students share their talking and choose two or three students to say in class.
d) Presentation
T: 1. Dream is something which one seems to see or experience during sleep.
2. dream, dreamed or dreamed
T: Ask the students to look at the picture and try to say something about it.
T: Listen to the tape and try to understand it.
Then ask the students to read the text together and individually.
e) Teaching language points
1. be tired
I am always tired when I wake up in the morning.
He was very tired after the travel.
2. wake up
What time do you usually wake up?
He woke up early yesterday morning.
3. be good for somebody
Sometimes dreaming is good for us.
Doing exercises is good for the people.
4. as soon as
Last night, as soon as I fell asleep I dreamt that I went to the garden.
The teacher went out of the classroom as soon as the class
was over.
5. be busy doing sth.
They are busy reviewing the lessons now.
What are you busy doing these days?
6. again and again
We had to play the same piece again and again all night.
The teacher asked the students to read the text again and again.
f) Practise
1. Let the students read the text again.
2. Ask them to work in pairs and then act it out.
3. Try to retell the story.
4. Read the text once more, pay attention to some useful words and phrases.
5. Let the students do some questions and then ask them to answer these questions according to the passage.
g) Homework
1. Read the text and rewrite the passage in their own words.
2. Write a composition about your latest dream.
3. Do exercises on page 80.
h) Summary
完成句子：
1.我够不到那些苹果，请帮帮我。

I can’t ___ those apples. Please ___ ___.
2.他有很多书要读。

He ___ many books ___ ___.
3.你去过长城几次了？
___ ___ times ___ you been to the Great Wall?
4.他们根本就没有必要呆在家里。

They ___ ___ at home ___ all.。