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新概念英语第二册第88课:Trapped in a mineLesson 88 Trapped in a mine困在矿井里First listen and then answer the question.听录音，然后回答以下问题。
Why is the rescue taking so long?Six men have been trapped in a mine for seventeen hours. If they are not brought to the surface soon they may lose their lives. However, rescue operations are proving difficult. If explosives are used, vibrations will cause the roof of the mine to collapse. Rescue workers are therefore drilling a hole on the north side of the mine. They intend to bring the men up in a special capsule. If there had not been a hard layer of rock beneath the soil, they would have completed the job in a few hours. As it is, they have been drilling for sixteen hours and they still have a long way to go. Meanwhile, a microphone, which was lowered into the mine two hours ago, has enabled the men to keep in touch with their closest relatives. Though they are running out of food and drink, the men are cheerful and confident that they will get out soon. They have been told that rescue operations are progressing smoothly. If they knew how difficult it was to drill through the hard rock, they would lose heart.参考译文6个人被困在矿井里已有17个小时了。
Lesson 88 教学设计方案Lesson 88 教学设计方案精选2篇（一）教学目标：1. 学习巩固英语句子的否定形式2. 学习使用情态动词表示推测和猜测3. 通过练习，提高学生的口语表达能力教学重点：1. 英语句子的否定形式2. 情态动词can、could、may、might表示推测和猜测教学难点：1. 表达推测和猜测时情态动词的用法2. 句子的否定形式的应用教学准备：投影仪、教学PPT、课堂练习题教学过程：Step 1：引入新知识（5分钟）1. 打开教学PPT，呈现一个英语句子的肯定形式：“I can swim.”2. 引导学生思考，如何将这个句子改写成否定形式。
“I cannot swim.”3. 引导学生总结规律，即否定形式是在助动词can后面加not。
Step 2：巩固句子的否定形式（10分钟）1. 分发练习题，要求学生根据提示，改写句子的否定形式。
例如：“She can play the piano.”改成“She cannot play the piano.”。
2. 让学生自主完成练习，并互相交流答案。
3. 随机选择学生回答问题，帮助学生纠正错误。
Step 3：学习情态动词表示推测和猜测（10分钟）1. 在教学PPT上展示几个句子，例如：“He can be the winner.”、“She might come to the party.”等。
2. 解释情态动词can、may、might的用法，表示推测和猜测。
例如：“can”表示“可能”，“may”和“might”表示“可能性较小”。
3. 引导学生根据句子理解情态动词的意义。
Step 4：练习使用情态动词表示推测和猜测（15分钟）1. 分发练习题，要求学生根据句子的意思，填入合适的情态动词。
例如：“He________ be a doctor.”，学生需要填入can、may或might。
2. 学生在课堂上完成练习，并与同伴讨论答案。
Do you have an eraser Lesson 88教学设计Do you have an eraser Lesson 88教学设计精选3篇（一）Lesson 88: Introducing the EraserObjective:- To introduce and familiarize students with the concept and use of an eraser.Materials:- Whiteboard/Blackboard- Chalk/Markers- Erasers (one for each student)Procedure:1. Warm-up:\t- Begin the lesson by asking students if they know what an eraser is and what it is used for.\t- Write their responses on the board.2. Introduction:\t- Show the erasers to the students and explain that they are called erasers.\t- Demonstrate how to use an eraser by pretending to erase something on the board.3. Vocabulary:\t- Teach and practice new vocabulary related to the eraser:\t\t- Eraser\t\t- Pencil\t\t- Rubber\t\t- Correct mistakes\t\t- Clean slate4. Discussion:\t- Have a discussion with the students about the importance of making mistakes and the role of the eraser in correcting those mistakes.\t- Encourage students to share their experiences of using an eraser and how it has helped them in their learning process.5. Practice:\t- Give each student an eraser.\t- Have each student write a sentence or a word on a small piece of paper.\t- Instruct the students to purposely make a mistake in their writing.\t- Swap papers with a classmate and use the eraser to correct the mistake.\t- Repeat the activity a couple of times, allowing students to practice using the eraser correctly.6. Reinforcement:\t- Play a game where students take turns saying a word, and the next student has to say a word that starts with the last letter of the previous word.\t- If a student makes a mistake, they can use the eraser to correct it before moving on to the next word.7. Conclusion:\t- Summarize the main points of the lesson and ask students if they have any questions or observations about using an eraser.\t- Collect the erasers at the end of the lesson.Note:- This lesson can be adapted for different age groups and proficiency levels by adjusting the complexity of the vocabulary and the activities.Do you have an eraser Lesson 88教学设计精选3篇（二）Lesson 86: Using an EraserLearning Objectives:1. Understand the purpose and use of an eraser.2. Develop proper techniques for erasing mistakes.3. Identify common materials where an eraser is used.Materials:- Writing materials such as pencils, pens, and markers.- Different types of erasers (rubber eraser, kneaded eraser, electric eraser).- Paper or notebooks.Warm-up:1. Show the students different writing materials and ask them what they think can be used to correct mistakes.2. Introduce the concept of an eraser and discuss its purpose in erasing mistakes.3. Ask students if they have ever used an eraser or seen one being used.Main Activity:1. Demonstrate to the students how to properly use an eraser by intentionally making mistakes and showing them how to erase them.2. Show different types of erasers and explain their advantages and disadvantages.3. Provide students with paper and different writing materials. Ask them to write a few sentences or draw something and intentionally make mistakes.4. Instruct the students to use the appropriate eraser to correct their mistakes.5. Circulate the classroom and provide individual guidance and assistance to the students as they practice erasing mistakes.Discussion:1. Engage the students in a discussion about the different types of erasers they used and their observations on using them.2. Ask students if they encountered any difficulties in erasing specific mistakes and discuss possible solutions.3. Discuss common materials where an eraser is used, such as paper, drawing boards, or sketchbooks.4. Brainstorm other situations where an eraser could be useful.Conclusion:1. Recap the purpose and use of an eraser.2. Summarize the proper techniques for using an eraser effectively.3. Encourage students to practice using an eraser in their daily writing or drawing tasks.4. Highlight the importance of learning from mistakes and the role of an eraser in helping us correct them.Assessment:- Observe students during the main activity and assess their ability to use the eraser effectively.- Ask students to write or draw something on a piece of paper and review their work to see if they can identify and correct any mistakes using an eraser.Do you have an eraser Lesson 88教学设计精选3篇（三）Title: Eraser LessonGrade Level: 1st gradeSubject: ArtDuration: 45 minutesLearning Objectives:1. Identify the function of an eraser as a tool for correcting mistakes in artwork.2. Demonstrate proper usage of an eraser.3. Create a simple artwork using an eraser.Materials Needed:- Pencils- Erasers (one per student)- Drawing paper- Colored pencils or markers (optional)Lesson Procedure:1. Introduction (5 minutes)- Begin the lesson by asking students if they have ever made a mistake while drawing or coloring. Discuss how mistakes can be fixed using an eraser.- Show students different types of erasers and explain their function as a tool for correcting mistakes in artwork.2. Demonstration (10 minutes)- Demonstrate proper usage of an eraser. Show students how to hold and use an eraser to remove unwanted pencil lines or color from their artwork.- Emphasize the importance of using gentle pressure and avoiding excessive rubbing to prevent tearing the paper.3. Practice Activity (15 minutes)- Distribute pencils, erasers, and drawing paper to each student.- Instruct students to draw a simple picture or design using pencils. Encourage creativity and experimentation.- Once their drawing is complete, have students use the eraser to correct any mistakes or make changes to their artwork.4. Reflection and Discussion (10 minutes)- Ask students to share their experience using the eraser. Did it help them correct their mistakes and make their artwork better?- Discuss the importance of learning from mistakes and the role of an eraser as a tool for improvement.- Display and celebrate students' artwork, highlighting the changes made using the eraser.Extension Activity: (optional)- For students who finish early or desire an additional challenge, provide colored pencils or markers for them to add color to their artwork.Assessment:- Informally assess students' understanding of the eraser's function and proper usage throughout the lesson by observing their participation and progress in the practice activity.- Assess students' ability to correctly use the eraser to correct mistakes in their artwork during the reflection and discussion session.。
Lesson 88教学设计方案Lesson 88教学设计方案精选3篇（一）教学目标：通过本节课的学习，学生将会：1. 了解巴黎的地理位置和基本信息。
2. 学习相关的地理词汇和表达方式。
3. 学会使用地图和相关工具获取地理信息。
教学重点：1. 学习巴黎的地理位置和基本信息。
2. 学习相关的地理词汇和表达方式。
教学难点：1. 学习如何使用地图和相关工具获取地理信息。
教学准备：1. 大型地图或幻灯片显示巴黎的地理位置。
2. 巴黎地图的复印件或工作表供学生使用。
3. 课堂讨论问题的卡片。
教学过程：Step 1：导入新课 (5分钟)通过问学生一些问题来导入新课：1. 你听说过巴黎吗？你对巴黎有什么了解？2. 巴黎位于哪个国家？你能找到这个国家吗？Step 2：学习巴黎的地理位置和基本信息 (15分钟)1. 展示巴黎地理位置的大型地图或幻灯片，并引导学生分析巴黎的位置和周围的地理特征。
2. 教授相关的地理词汇和表达方式，如河流、山脉等，并让学生进行互动练习。
3. 提供一些基本的巴黎信息，如巴黎的地标建筑、人口等，并让学生进行提问和讨论。
Step 3：学习如何使用地图和相关工具获取地理信息 (20分钟)1. 分发巴黎地图的复印件或工作表给学生，并解释如何使用地图找到特定的地理信息。
2. 设计一些任务或问题，要求学生使用地图和相关工具找到答案。
例如，“巴黎有几个主要机场？它们分别位于哪里？”3. 学生们互相交换地图并互相提问，以锻炼使用地图获取地理信息的能力。
Step 4：巩固与拓展 (10分钟)1. 随堂进行简单的评价，让学生展示他们在使用地图和相关工具上的能力。
2. 介绍更多有关巴黎地理的知识并提出更深入的问题，以拓展学生的思考和讨论。
Step 5：课堂总结 (5分钟)1. 回顾今天的课程内容，强调巴黎的地理位置和基本信息。
2. 鼓励学生继续探索和了解巴黎的地理特征，并学会使用地图和相关工具获取地理信息。
Step 6：作业布置 (5分钟)布置相关作业，如查找巴黎的其他地理特征，并写一篇短文介绍巴黎的地理特点。
Lesson 88 教学设计方案Teaching Objectives: To develop the students' four skills of listening， speaking。
reading and writing; Revise the whole unit。
Language Focus:right now=now， do one's best。
It wasdifficult to see。
，take turns to doProperties: Tape-recorder， Overhead projector Teaching Procedures:Step 1 Revision1。
Ask the students to retell the story in their own words。
2。
Dictate the words of sports meetings and regular/irregular forms of adverbs。
Step 2 Read and act1。
Play the tape for the students to listen and repeat。
2。
Explain the meaning:girls’ 400 metres: A race over 400 metres for girls。
It was difficult to see。
: It’s hard to see。
Ask the students who won the girls’ 400-metre race?3。
Ask the students to act out the dialogue in groups of six。
(student A， B， headteacher，Fang Ming， Lucy， Lily and Lin Tao)Step 3 Practice教师把Part 1中含as … as的句子：Wei Hua ran as fast as Sun Meiying。
Lesson 88 教学设计方案Lesson88教学设计方案Teachingobjectives:Todevelopthestudents'fourskillso flistening,speaking.readingandwriting;Revisethewhol eunit. LanguageFocus:rightnow=now,doone'sbest.Itwasdifficulttosee.,taket urnstodoProperties:Tape-recorder,overheadprojectorTeachingProcedures:Step1Revision1.Askthestudentstoretellthestoryintheirownwords.2.Dictatethewordsofsportsmeetingsandregular/irregul arformsofadverbs.Step2Readandact1.Playthetapeforthestudentstolistenandrepeat.2.Explainthemeaning:girls’400metres:Araceover400metresforgirls.Itwasdifficulttosee.:It’shardtosee.Askthestudentswhowonthegirls’400-metrerace?3.Askthestudentstoactoutthedialogueingroupsofsix.Step3Practice教师把Part1中含as…as的句子：weiHuaranasfastasSunmeiying.板书出来，或是利用多媒体演示其句式。
Askthestudentstomakeupsentences.Step4Readandact1.Playthetapeforthestudentstolistenandrepeat.2.Dividetheclassintogroups,practiseandactoutthedial ogue.3.makeaformfortheresult.sportswinnerGirls’relayclass4Boys’relayclass3Girls’100-metreraceLilykingLucykingStep5PracticePlaythetapeforthestudentstolistenandrepeat（或是利用多媒体视频）Havethemtomakeupmorequestionsontheirown.Payattentiontoexpress“congratulations!”or “Badluck!”Step6Listening1.Pre-listening:Askthestudentstoknowwhatthey'llhear.2.while-listening:)Listeningtothetapeandaskthestudentstofinishwor kbookLesson88Exerciseone.2)Playthetapeonce.Givethestudentsachancetowritedown theiranswers.3)Playthetapeagain,withpausesafterimportantinformat ion.3.After-listening:)Letthestudentschecktheiranswersinpairsandthenw iththewholeclass.2)Playthetapeonemoretimeforthestudentstofollow.Step7writing1.Askthestudentstoworkingroupsofthree.Eachgroupwrit esoutanoteofthesportsmeetingreport.Trytousethelangu ageinthisunit.2.Havethestudentsworkinpairsandrole-playbeingarepor terandtheheadteacher..3.Askthestudentstowriteasportsmeetingreportfortheir homework.ThesportsmeetingatNo.14middleSchooltodaywasfullofsu rprises.Firstduringtheboys’relayrace,class3wasinfront.ThenweiTaofellandhurthis leg.class5andclass2wereneckandneck,butRenmingranthe fastestandpassedthefinishinglinefirst.Thegirl’slongjumpwasalsoabigsurprise.ThefavouritejumperwasS ara.Shestartedwithajumpof3metres.Noonecouldjumpfart herthanheruntilwangjingjingcameuptotheline.Shejumpe dasurprising3.2metresandbeatSaraforfirstplace,etc.Step8checkpoint221.Revisethecomparisonofadverbs.要求学生模仿复习要点中的例句，运用以下副词的比较等级造句：fast faster fastest;late later latestwell better best;badly worse worst教师出示以下表格，要求学生用口语及书面语形式来表达以下内容jiangHonglinjumpedquitehigh.Butjimjumpedhigherthanh im.AndLiLeijumpedhighestofall.weiHuadidquitewellintheGirl's100-metrerace.ButHanme imeididbetterthanher.AndLucydidbestofall.2.Practisethe “usefulexpressions”.makesurethestudentsunderstand themeaningoftheseexpressions.3.Discussanyotherproblemsthatthestudentsraise.Step9ExercisesinclassAskthestudentstomakeupninesentences,threeforeachsub ject.LinTaoswimsfast.getsupearly.3speaksEnglishwell.2Hanmeimeiswimsfast3getsupearly2speaksEnglishwellwuDongswimsfast2getsupearly1speaksEnglishwell.3keys:1.Hanmeimeiswimsfast.wuDongswimsfaster.LinTaoswimsfastestofall.2.LinTaogetsupearly.Hanmeimeigetsupearlier.wuDonggetsupearliestofall.3.wuDongspeaksEnglishwell.LinTaospeaksEnglishbetter.HanmeimeispeaksEnglishbestofall.Step10Homework1.writeasportsmeetingreport.2.Finishexercisesinthisunitonpage106~108.3.RevisethenewwordsandexpressionsinLesson85~88.4.Revisetheirregular/regularformsofcomparativeandsu perlativedegreesofadverbs.Step11Summary汉译英。
Lesson 88教学设计方案一、教学目标1、知识目标学生能够掌握重点词汇，如“＿____”“＿____”“＿____”等。
学生能够理解并运用重点句型，如“＿____”“＿____”。
2、技能目标能够听懂与课文相关的对话和短文，获取关键信息。
能够流利地朗读课文，语音语调正确。
能够运用所学知识进行简单的口头和书面表达。
3、情感目标培养学生学习英语的兴趣和积极性。
鼓励学生在学习中勇于尝试，不怕犯错。
二、教学重难点1、教学重点重点词汇的发音和拼写。
重点句型的结构和用法。
理解课文内容，掌握关键信息。
2、教学难点如何让学生在实际情境中灵活运用所学句型进行交流。
某些词汇和句型的特殊用法和易混淆点。
三、教学方法1、情景教学法通过创设生动的情景，让学生在实际情境中感受和运用语言，增强学习的趣味性和实用性。
2、任务驱动法布置各种任务，如小组讨论、角色扮演等，让学生在完成任务的过程中提高语言运用能力和合作能力。
3、游戏教学法设计有趣的游戏，如单词接龙、猜谜语等，让学生在轻松愉快的氛围中学习和巩固知识。
四、教学过程1、导入（5 分钟）播放一段与本节课主题相关的英语视频或歌曲，引起学生的兴趣。
提问学生关于视频或歌曲的内容，引导学生用英语回答，从而引出本节课的主题。
2、词汇学习（10 分钟）展示本节课的重点词汇，通过图片、实物、动作等方式帮助学生理解词汇的意思。
带领学生朗读词汇，纠正发音，强调重点词汇的拼写和用法。
进行词汇游戏，如单词接龙、猜单词等，巩固所学词汇。
3、句型学习（10 分钟）呈现重点句型，讲解句型的结构和用法，举例说明。
让学生模仿例句进行造句练习，教师巡视并给予指导。
邀请学生分享自己所造的句子，全班一起讨论和纠正。
4、课文学习（15 分钟）播放课文录音，让学生边听边理解课文内容。
逐句讲解课文，解释生词和难句，帮助学生掌握课文的重点和难点。
让学生分角色朗读课文，体会课文中的语言情境。
5、小组活动（10 分钟）布置小组任务，如根据课文内容进行角色扮演、讨论问题等。
新概念英语第二册第88课Six men have been trapped in a mine for seventeen hours. If they are not brought to the surface soon they may lose their lives. However, rescue operations are proving difficult. If explosives are used, vibrations will cause the roof of the mine to collapse. Rescue workers are therefore drilling a hole on the north side of the mine. They intend to bring the men up in a special capsule. If there had not been a hard layer of rock beneath the soil, they would have completed the job in a few hours. As it is, they have been drilling for sixteen hours and they still have a long way to go. Meanwhile, a microphone, which was lowered into the mine two hours ago, has enabled the men to keep in touch with their closest relatives. Though they are running out of food and drink, the men are cheerful and confident that they will get out soon. They have been told that rescue operations are progressing smoothly. If they knew how difficult it was to drill through the hard rock, they would lose heart.New words and expressions 生词和短语trap v. 陷入，使陷于困境surface n. 地面，表面explosive n. 炸药vibration n. 震动collapse v. 坍塌drill v.钻孔capsule n. 容器layer n. 层beneath prep. 在...之下lower v. 放下，降低progress v. 进展，进行smoothly adv. 顺利地参考译文6个人被困在矿井里已有17个小时了。
Lesson 88 教学设计方案Lesson88教学设计方案Teachingobjectives:Todevelopthestudents'fourskillso flistening,speaking.readingandwriting;Revisethewhol eunit. LanguageFocus:rightnow=now,doone'sbest.Itwasdifficulttosee.,taket urnstodoProperties:Tape-recorder,overheadprojectorTeachingProcedures:Step1Revision1.Askthestudentstoretellthestoryintheirownwords.2.Dictatethewordsofsportsmeetingsandregular/irregul arformsofadverbs.Step2Readandact1.Playthetapeforthestudentstolistenandrepeat.2.Explainthemeaning:girls’400metres:Araceover400metresforgirls.Itwasdifficulttosee.:It’shardtosee.Askthestudentswhowonthegirls’400-metrerace?3.Askthestudentstoactoutthedialogueingroupsofsix.Step3Practice教师把Part1中含as…as的句子：weiHuaranasfastasSunmeiying.板书出来，或是利用多媒体演示其句式。
Askthestudentstomakeupsentences.Step4Readandact1.Playthetapeforthestudentstolistenandrepeat.2.Dividetheclassintogroups,practiseandactoutthedial ogue.3.makeaformfortheresult.sportswinnerGirls’relayclass4Boys’relayclass3Girls’100-metreraceLilykingLucykingStep5PracticePlaythetapeforthestudentstolistenandrepeat（或是利用多媒体视频）Havethemtomakeupmorequestionsontheirown.Payattentiontoexpress“congratulations!”or “Badluck!”Step6Listening1.Pre-listening:Askthestudentstoknowwhatthey'llhear.2.while-listening:)Listeningtothetapeandaskthestudentstofinishwor kbookLesson88Exerciseone.2)Playthetapeonce.Givethestudentsachancetowritedown theiranswers.3)Playthetapeagain,withpausesafterimportantinformat ion.3.After-listening:)Letthestudentschecktheiranswersinpairsandthenw iththewholeclass.2)Playthetapeonemoretimeforthestudentstofollow.Step7writing1.Askthestudentstoworkingroupsofthree.Eachgroupwrit esoutanoteofthesportsmeetingreport.Trytousethelangu ageinthisunit.2.Havethestudentsworkinpairsandrole-playbeingarepor terandtheheadteacher..3.Askthestudentstowriteasportsmeetingreportfortheir homework.ThesportsmeetingatNo.14middleSchooltodaywasfullofsu rprises.Firstduringtheboys’relayrace,class3wasinfront.ThenweiTaofellandhurthis leg.class5andclass2wereneckandneck,butRenmingranthe fastestandpassedthefinishinglinefirst.Thegirl’slongjumpwasalsoabigsurprise.ThefavouritejumperwasS ara.Shestartedwithajumpof3metres.Noonecouldjumpfart herthanheruntilwangjingjingcameuptotheline.Shejumpe dasurprising3.2metresandbeatSaraforfirstplace,etc.Step8checkpoint221.Revisethecomparisonofadverbs.要求学生模仿复习要点中的例句，运用以下副词的比较等级造句：fast faster fastest;late later latestwell better best;badly worse worst教师出示以下表格，要求学生用口语及书面语形式来表达以下内容jiangHonglinjumpedquitehigh.Butjimjumpedhigherthanh im.AndLiLeijumpedhighestofall.weiHuadidquitewellintheGirl's100-metrerace.ButHanme imeididbetterthanher.AndLucydidbestofall.2.Practisethe“usefulexpressions”.makesurethestudentsunderstand themeaningoftheseexpressions.3.Discussanyotherproblemsthatthestudentsraise.Step9ExercisesinclassAskthestudentstomakeupninesentences,threeforeachsub ject.LinTaoswimsfast.getsupearly.3speaksEnglishwell.2Hanmeimeiswimsfast3getsupearly2speaksEnglishwellwuDongswimsfast2getsupearly1speaksEnglishwell.3keys:1.Hanmeimeiswimsfast.wuDongswimsfaster.LinTaoswimsfastestofall.2.LinTaogetsupearly. Hanmeimeigetsupearlier.wuDonggetsupearliestofall.3.wuDongspeaksEnglishwell. LinTaospeaksEnglishbetter.HanmeimeispeaksEnglishbestofall.Step10Homework1.writeasportsmeetingreport.2.Finishexercisesinthisunitonpage106~108.3.RevisethenewwordsandexpressionsinLesson85~88.4.Revisetheirregular/regularformsofcomparativeandsu perlativedegreesofadverbs.Step11Summary汉译英。
