【教育学习文章】Lesson 93 and Lesson 95 多媒体教学设计方案_2
Lesson 95 教学设计方案
Lesson 95 教学设计方案Lesson 95 teaching designLesson 95 教学设计方案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
Lesson 95教学设计方案Teaching Aims1.Study the advice collected from Qi Min Yao Shu and learn more about farming.2.Learn the grammar item: Indirect speechTeaching ProceduresStep 1 Lead in1．Revision Lesson 94 and ask them some questions aboutJia Sixie.2．Show the pictures to the students.Step 2 Reading1.Ask the students to read the passage.1）What did the first advice from Jia Sixie’s book?2）How to plough the soil from Jia Sixie’s book?2.Let the students get a general idea of the passage. Step 3 Language studyDeal with some notes and language points.1） go against2） year after year3） now and then4） agree to do sth.Step 4 GrammarIndirect Speech1.Review what the students learned about theindirect speech before by doing some exercises.2.Teach the forms of indirect questions.a. the use of “if or whether” for “yes/ no questions”b. the change in word （ subject- verb）c. the change in tense （back one step）d. the change in pronouns （“you” to “he, etc.”）e. no question marks3.Teach the forms of indirect imperative.a. Change of pronounsb. Use of an introductory phrase: He told/advised farmers to. . ./that, or they asked him...c. Change of tense in the reported phrase when appropriateStep5 Practice1）.Lesson 95 Part2.Let the students work in pairs, get some students to report the advice to the whole class.2） . Lesson 95 part 3.Go through the examples in the book with the students and revise the forms of indirect questions. Let the students work alone or in pairs. Check the answers with the whole class.Step 6 PracticeLet the students do Ex. 2 on page 96.Say something about Jia Sixie's pieces of advice from his book “Qi Min Yao Shu”His advice on timeIf you sow seed and grow young plants at the correct time of year,less work, results will be betterIf you go against nature,do more work and the results will be not goodHis advice on soilExamine the soil on your farm carefully.If the condition of the soil is not good, you should improve it.How to ploughThe first time—autumn ploughingplough deeplyThe second time—spring ploughingPlough less deeplyWhy to change the cropsYou will harvest good crops.How to use the fieldsGrow different plants next to each other in the same field.Step 7 Homework1.Retell Lesson 94 and Lesson 95.2.Finish off the Workbook exercises.-------- Designed By JinTai College ---------。
Lesson95教学设计方案doc
Lesson95教学设计方案Teaching Objectives: Grasp the Past Continuous Tense。
Language focus:cook a meal，play volleyball， PE/physical education， chemistry lab，feed， sweep the floor， look out of。
Properties: Tape-recorder，Overhead projector，课本挂图。
Teaching procedures: Step 1 Revision 1。
Act out the play about neighbourhood relationship。
Other students answer the question “What were they doing in the play?”。
2。
Revise the Past Continuous Tense by performing actions， such as: cleaning the floor，closing the window。
What was I doing? What was he/she doing? What were they doing?Step 2 Presentation Draw this time table on the blackboard。
(or on a flashcard) as a model: Yesterday: Li Lei 9:0010:20noon reading playing football 12:001:404:40having a rest shopping with Jim Present this dialogue: A: What was Li Lei doing at half past nine yesterday morning? B: He was reading。
Lesson 95 教学设计方案(篇二)
Lesson 95 教学设计方案Lesson 95 教学设计方案Teaching Aims1。
Study the advice collected from Qi Min Yao Shu and learn more about farming。
2。
Learn the grammar item: Indirect speechTeaching Procedures Step 1 Lead in 1．Revision Lesson 94 and ask them some questions about Jia Sixie。
2．Show the pictures to the students。
Step 2 Reading1。
Ask the students to read the passage。
1) W hat did the first advice from Jia Sixie’s book?2)How to plough the soil from Jia Sixie’s book? 2。
Let the students get a general idea of the passage。
Step 3 Language study Deal with some notes and language points。
1) go against 2) year after year 3) now and then 4) agree to do sth。
Step 4 Grammar Indirect Speech 1。
Review what the students learned about the indirect speech before by doing some exercises。
2。
Teach the forms of indirect questions。
a。
the use of “if or whether” for “yes/ noquestions”b。
Lesson93教学设计示例（精选14篇）
Lesson 93教学设计示例（精选14篇）Lesson 93示例篇1一、教学目标1.知识目标复习 can的用法。
2.能力目标能够熟练运用以下句型：Do you want a go? Don't throw it like that! Throw it like this!3.情感目标培养学生热爱体育运动，积极锻炼身体的良好习惯。
二、教学过程Step 1 Revision1 Revise What's your favourite sport? and My favourite sport is….2 Revise sports words, using pictures: basketball, ping-pong, etc.3 Check homework.Step 2 Presentation1 Teach yo-yo, ride a bike, fly a kite, run, swim, jump, sing, skate, play cards and play volleyball by using pictures and gestures.2 Play “Polly says” using verbs the students know.3 Play the Don't Game: tell the students Pick up your pen. Don't use your hands! See who can do it!Step 3 Read and saySB Page 17, Part 1, Speech Cassette Lesson 78. Ask What is it? Play the tape. Students listen and repeat. Explain Do you want a go? in Chinese. Teach throw. When teaching like that and like this, remind the students of Hello, Mimi! You look like Lucy's hat.from Lesson 35.Step 4 Presentation1 Ask for a student to volunteer to help you model this part of the lesson. Say (student's name), can you throw a yo-yo like this? If you can actually play with a yo-yo, give a demonstration now. If you can't, just pretend. Help the student to answer Yes, I can. It's easy! Say Thank you for your help. Please sit down. Get the class to repeat the dialogue.2 Ask for another student to volunteer to help. Say (student's name), can you throw a yo-yo like this? Do the same as in step 1 of this presentation. Now help the students to answer No, I can't. It's too hard! Say Thank you for your help. Please sit down. Remind students of the meaning of too. Drill as above.Step 5 Practice1 SB Page 17, Part 2, Speech Cassette Lesson 78. Ask students Can you do this/that? Can you play with a yo-yo? Then substitute play football/fly a kite/jump, etc. using the pictures in this part. Teach any new words. Start an action chain:A: Can you play football?B: Yes, I can. It's easy! Can you ride a bike?C: No, I can't. It's too hard! etc.When students give correct answers, say Yes, that's right or Good/good job.2 Play the tape. Students listen and repeat. Correct the students' pronunciation and intonation as necessary.3 Have students ask and answer questions in pairs. Then ask and answer questions with the whole class. Encourage students to ask you questions.Step 6 Workbook1 SB Page 90, Wb Lesson 78, E. 1-2. While doing Ex. 1, helpstudents think of as many verbal phrases as possible.2 Listening Cassette Wb Lesson 78, Ex. 2. Tell the students that for each thing a person can do, put a smiley face .For each thing a person can't do, put a sad face .Listening Text1 John can make a cake.2 Mike can't make a plane.3 A: Can Li Lei skate?B: No, he can't.4 A: Can Lucy and Lily play chess?B: Yes, they can.5 A: Can Han Mei jump?B: No, she can't.6 A: Can Jim ride a bike?B: Yes, he can.The answers are: 1 Can; 2 Can't; 3 Can't; 4 Can; 5 Can't; 6 Can.HomeworkFinish off the Workbook exercises.Lesson 93教学设计示例篇2一、教学目标1.知识目标区别一般过去时态和过去进行时态。
人教版新起点英语一下《lesson93》教学设计
富裕县实验小学教师活页教案
教学设计
教学反思
教学流程
城堡、小船、救生圈的形状之外，还可以让他们排队组形状。
Practice：
1.设计出各种各样的复习方案和有益于开发学生智力潜能的活动。
2.观察图，说单词和功能句，分组说图中的人和物
3.表演，做游戏复习单词，学以致用
富裕县实验小学教师活页教案
课题
Lesson 93
总节数
46
备课时间
2012.6.6
授课时间
教学设计
教学反思
教学目标
A能够说出图片中实物的英语名称，
B能说简单的句子：Here you are./Thank you./Put on your T-shirt!
重难点及突破
重点：复习本册教材中出现的不同话题的图及词。
5．让学生以Pair work形式，根据图上的情景，开展对话表演活动，活动可分情景、分人物的进行。
6．教师在班上布置出几个固定的表演区，让学生充分发挥想象力去表演。表演中场地不变，只是让学生轮流交换，根据场地提供的不同情境表演不同的对话。教师引导学生充分利用创设好的情景，操练同一功能句型的多个句子，同时注意启发学生学会举一反三。如：同样是问：“Where is…?”可以让学生把图中能问的全问到。
难点：让学生理解并模仿本单元的学习中没有出现过的I’d like….句型。
教学方法
表演法、游戏法、小组合作
教学
用具
磁带，挂图，单词卡，实物或模型
教学流程
Revision and warm up:
1.Free talk.
2.Let’s sing the songs together.
八年级英语教案 Lesson 93 9篇
八年级英语教案 Lesson 93 9篇Lesson 93 1一、教学目标1.知识目标（1）掌握新词汇：usually, right now, sometimes, take off, after school.（2）掌握现在进行时的用法。
2.能力目标能够用现在进行时描述现在进行的动作。
二、教学过程Step 1 Revision1 Revise the dialogue in Lesson 105.2 Call out some students to do questions and answers as required in SB Lesson 105, Part 2.Step 2 PresentationTeach weekend (=Saturday and Sunday) and usually. Draw two columns on the Bb. Label one On weekdays and the other On weekends. Answer questions from the class: e.g. On weekdays,what time / when do you usually get up? Make a note of the answers on the Bb:On Weekdays On Weekendsget up? 7:00 7:30have breakfast? 7:15 7:45have lunch? 12:15 12:00have ,supper? 6:30 6:00watch TV? 7:00 6:30go to bed ? 9:30 10: 00Ask randomly On weekends, what time / when do you usually have lunch? etc.Step 3 PracticeGet the students to ask and answer in pairs, in order to make a table like the one on the Bb.Step 4 Ask and answerSB Page 52, Part 1, Speech Cassette Lesson 106. Books closed! Listen and repeat. Then open the books and ask and answer the questions. Do the first two as examples. Then get the students to work in pairs.Step 5 AnswerSB Page 52, Part 2. In pairs, have students ask and answer the questions concerning the times given. Also encourage the students to ask more questions. Then have several students tell about their partner's schedule. Again, make sure the students are talking to each other, and not just writing down the information.Step 6 WorkbookSB Page 132, Wb Lesson 106. E. 1 and 3 must be done in class. Ex. 2 should also be done orally in class. After students form the correct sentences, they should translate them into Chinese so that they may find out the different word order in Chinese and English.HomeworkAct out the dialogue in Ex. 3 of Wb Lesson 106. Write down the sentences in Ex. 2.Lesson 93 2一、教学目标1.知识目标（1）掌握新词汇：usually, right now, sometimes, take off, after school.（2）掌握现在进行时的用法。
Lesson 93 and Lesson 95 多媒体教学设计方案
Lesson 93 and Lesson 95 多媒体教学设计方案导读：本文Lesson 93 and Lesson 95 多媒体教学设计方案，仅供参考，如果觉得很不错，欢迎点评和分享。
教学目标：掌握过去进行时态表达的意义及其构成教学设计过程：Step 1 Leading-in（学生活动）展示图片，让学生表达图片中的人正在干什么：What are they doing? 引入本课的学习。
Step 2 Ask and answer展示图片，让学生描述图片中的学生在画什么？Step 3 Read and act（录像演示）播放Lesson 93对话的情景演示，Answer What is Li Lei drawing?教学新词汇painterStep 4 Presentation图片展示，告诉学生Now it’s Wednesday. What did the students do on Monday?展示对话：A: What was Li Lei drawing when the teacher came in?B: He was drawing an elephant.通过现在进行时归纳出过去进行时的构成。
（学生活动）展示第3部分内容的学习。
Step 5 Practice（录像演示）情景演示如何描绘图片中的学生在过去某个时刻正在进行的动作，回答：What was Han Mei drawing when the teacher came in?What was she drawing on?（学生活动）展示图片让学生用过去进行时表达图片中的行为。
What was/were Lucy and Lily/the boy/… doing yesterday morning when it rained heavily?Step 6 Presentation通过展示Li Lei昨天某些时间段内进行的动作，教学过去进行时的用法。
Lesson95教学设计方案（精选14篇）
Lesson 95 教学设计方案（精选14篇）Lesson 95 方案篇1Teaching 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 phrasescause, 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 after2. Some traffic signsThe first sign means you can not drive into this street.The second s ign 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 RevisionRevise 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 DiscussionSay: 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 ReadingTell 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 accident1. 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 PracticeDraw 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 ExercisesFill 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.on2.round,off3.on4.to5.of6.on7.to8.of9.round 10.aw ay 11.on 12.afterStep 6 Homework1.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 blackboardLesson 98A Traffic AccidentLanguage points Ask and answer1. 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. Do n’t mention it. 5. What will happen next?6. not badly hurt7. As quickly as she could8. With the medicine box under her arm.Lesson 95 教学设计方案篇2教学目标：。
Lesson 93教学设计示例
Lesson 93教学设计示例Lesson 93教学设计示例一、教学目标1．知识目标（1）掌握句型：It’s quite a nice elephant.（2）初步学习过去进行时态的用法。
2．能力目标能够用过去进行时准确表达过去某个时刻正在进行的动作。
二、教具录音机；一组图片，画有人物和动作，如：打篮球、跑步、唱歌、写作业等，并标有具体的过去时间。
如：8:30 yesterday morning等。
三、课堂教学设计1．请三位同学到前面来，分别做出扫地、读书、写字等动作。
教师依次提问：T：What are you doing?S1：I’m sweeping the floor.S2：I’m reading a book.S3：I’m writing.教师手指这三位同学，依次问大家：T：What is he/she doing?学生按照实际情景，依次答出：Ss：He is sweeping the floor. She is reading a book. He is writing.教师要求全班将三个人的动作分别记清楚。
2．复习值日生报告。
教师可继续要求学生就所学科目提出看法，并就他人看法表示同意或不同意。
3．就刚才三位同学的动作，向全班提问：What was ×××doing when I came in?重复两至三遍，板书这个句式，用彩色粉笔标出was，启发大家猜测句子的含义，并引导全班回答：He was sweeping the floor. She was reading a book. He was writing.板书上述三个答句，启发学生观察谓语部分的变化，并简要介绍一下过去进行时态所表示的含义。
4．打开书，借助课文插图教授本课词汇，反复练习。
5．两人一组，练习课文第1部分问答。
请几组说出自己的答案。
教师讲评。
6．合上书。
准备放课文第2部分录音。
教师给出听前提问（Pre-reading questions）: What is Li Lei doing?放录音一遍，学生回答问题。
Lesson93教学设计示例
Lesson93教学设计示例一、教学目标1．知识目标（1）掌握句型：It's quite a nice elephant。
（2）初步学习过去进行时态的用法。
2．能力目标能够用过去进行时准确表达过去某个时刻正在进行的动作。
二、教具录音机；一组图片，画有人物和动作，如：打篮球、跑步、唱歌、写作业等，并标有具体的过去时间。
如： 8:30 yesterday morning等。
三、课堂教学设计1．请三位同学到前面来，分别做出扫地、读书、写字等动作。
教师依次提问：T：What are you doing? S1：I'm sweeping the floor。
S2：I'm reading a book。
S3：I'm writing。
教师手指这三位同学，依次问大家：T：What is he/she doing? 学生按照实际情景，依次答出：Ss：He is sweeping the floor。
She is reading a book。
He is writing。
教师要求全班将三个人的动作分别记清楚。
2．复习值日生报告。
教师可继续要求学生就所学科目提出看法，并就他人看法表示同意或不同意。
3．就刚才三位同学的动作，向全班提问： What was ×××doing when I came in? 重复两至三遍，板书这个句式，用彩色粉笔标出was，启发大家猜测句子的含义，并引导全班回答：He was sweeping the floor。
She was reading a book。
He was writing。
板书上述三个答句，启发学生观察谓语部分的变化，并简要介绍一下过去进行时态所表示的含义。
4．打开书，借助课文插图教授本课词汇，反复练习。
5．两人一组，练习课文第1部分问答。
请几组说出自己的答案。
教师讲评。
6．合上书。
准备放课文第 2部分录音。
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Lesson 93 and Lesson 95 多媒体教学
设计方案
Lesson93andLesson95多媒体教学设计方案教学目标：
掌握过去进行时态表达的意义及其构成
教学设计过程：
Step1Leading-in
（学生活动）展示图片，让学生表达图片中的人正在干什么：whataretheydoing?引入本课的学习。
Step2Askandanswer
展示图片，让学生描述图片中的学生在画什么？
Step3Readandact
（录像演示）播放Lesson93对话的情景演示，AnswerwhatisLiLeidrawing?
教学新词汇painter
Step4Presentation
图片展示，告诉学生Nowit’swednesday.whatdidthestudentsdoonmonday?
展示对话：
A:whatwasLiLeidrawingwhentheteachercamein?
B:Hewasdrawinganelephant.
通过现在进行时归纳出过去进行时的构成。
（学生活动）展示第3部分内容的学习。
Step5Practice
（录像演示）情景演示如何描绘图片中的学生在过去某个时刻正在进行的动作，回答：
whatwasHanmeidrawingwhentheteachercamein?
whatwasshedrawingon?
（学生活动）展示图片让学生用过去进行时表达图片中的行为。
whatwas/wereLucyandLily/theboy/…doingyesterdaymorningwhenitrainedheavily?
Step6Presentation
通过展示LiLei昨天某些时间段内进行的动作，教学过去进行时的用法。
A:whatwasLiLeidoingathalfpastnineyesterdaymorning?
B:Hewasreading.
让学生用其它的时间进行练习，并可用其他的人作替换练习，如：Hanmei
Step7Askandanswer
（学生活动）Getthestudentstoaskandanswerthequestionsinpairs.
Step8Practice
让学生描述图片中的人物的活动，练习过去进行时的运用。
Themanwassellingthefruit.
Theboyswereplayingbasketball.
Answerthesequestions:
1.whatwasthemaninthebuildingdoing?
2.whatwerethemanbythelakedoing?
3.whatwasthemanintheparkdoing?
4.whatwerethegirlsdoing?whatweretheboysdoing?
Step9Practice
（录像演示）播放过去进行时的情景运用，让学生根据图片进行练习。
Step10Exercise
Fillintheblankswithpropertenses:
1.whileI_________potatoes,I_________mythumb.
2.wejust________outwhensomefriends________toseeus.
3.whenhewasachildhe_________inthecountry.
4.whilejudyandI________up,she________metobequietaso urneighbors________.
看图表达图中的人物正在进行的动作。
Step11Homework
1.Finishofftheworkbookexercises.
2.Doexercisesonpage117inLesson95wB.
3.Doexercisesonpage115inLesson93wB.
4.Talkaboutwhatwereyoudoingatacertaintimeyesterday?。