高一英语Lesson99教学设计方案

Lesson 99 教学设计方案Lesson 99 教学设计方案精选2篇（一）教学目标：1. 通过本课的学习，学生能够理解和运用词汇和句型：indeed, fascinating, as a matter of fact等。

2. 学生能够根据所学内容进行听、说、读、写的综合运用，提高英语综合语言能力。

教学重点：1. 让学生理解并正确使用本课的词汇和句型。

2. 提高学生的英语听、说、读、写的能力。

教学难点：1. 学生能够正确运用本课的词汇和句型进行口语表达和书面表达。

2. 学生能够通过听力材料获取相关信息。

教学准备：教师准备情景对话、课文材料、练习题、录音机等。

教学过程：Step 1 Warm-up1. Greetings and self-introduction.2. Review the vocabulary and sentence structures learned in the previous lesson.Step 2 Presentation1. Introduce new vocabulary words: indeed, fascinating, as a matter of fact.2. Present the sentence structures: \Lesson 99 教学设计方案精选2篇（二）教学主题: 多媒体教学设计方案教学目标:- 了解多媒体教学的定义和特点- 了解多媒体教学设计的原则和步骤- 学会使用多媒体工具和资源进行教学设计教学内容:1. 多媒体教学的定义和特点- 什么是多媒体教学: 多媒体教学指的是在教学过程中使用多种形式的媒体工具和资源来辅助教学，包括文字、图片、音频、视频等。

- 多媒体教学的特点: 多媒体教学具有丰富的表现形式、直观的呈现效果、灵活的组织方式等特点，能够激发学生的学习兴趣和积极性。

2. 多媒体教学设计的原则和步骤- 多媒体教学设计的原则: 多媒体教学设计需要符合教学目标、适应学生的认知水平、注重教学资源的选择和使用等原则。

Lesson 99教学指导学生：王晨晨教师：李军力1.slip1)v. 滑倒，滑了一跤Slip in the mud在泥泞中滑到--slip on the stairs 在楼梯上滑倒--I slipped on the icy road and hurt my ankle. 我在结冰的路上滑倒了，伤了脚踝。

2）v. 滑落--The pen slipped from my hand. 钢笔从我的手中滑落。

--The glass slipped out of his hand and broke. 玻璃杯从他的手中滑落，打碎了。

3）v. 溜走--He slipped out of the room. 他偷偷地溜出房间。

--slip away/ off 不辞而别--She slipped away from the party. 他从舞会上偷偷地溜了出去。

4）n. 疏忽，错误--a slip of the pen 笔误 --a slip of the tongue 口误2. fall(fell,fallen)1)v. 落下，跌倒--She fell into the river yesterday.她昨天掉进河里去了。

--Leaves fall in autumn.秋天叶子都落了 .2) v. 下降--The temperature will fall tomorrow. 明天气温将下降。

--The petrol price has fallen. 油价己经跌下去了。

--fall across 偶然碰到…,与…邂逅--He fell across his former girl friend yesterday.昨天他偶然碰见了他以前的女朋友。

--fall asleep 入睡--He is just falling asleep, The doorbell rang. 他刚要睡着，门铃响了。

--fall in love with…爱上某人--She fell in love with him at the first sight. 她对他一见钟情。

What do you like Lesson 99教学设计－教学教案Lesson 99教学设计例如一、教学目标1．学问目标〔1〕把握句型：Do you like swimming/playing games/reading/cooking 〔2〕把握课文其次局部的意思。

2．力量目标娴熟运用新学句型：Do you like doing二、教学重点与难点Do you like doing sth三、教学过程Step 1 Revision1 Revise Do you like … Does he / she like … + food. Get a student to answer questions from the class and have the class make a short oral report of the students likes and dislikes.2 Play the game in Lesson 98, Step 6 of the TB.Step 2 PresentationTeach Do you like cooking Give other examples of like +doing. Useflashcards, showing e.g. read. Get the students to ask Do you like reading Practise thoroughly.Divide the class into two groups. Show the flashcards again. One group asks, the other answers.Step 3 Ask and answerSB Page 43, Part 1. Ask a few questions as a model. Then students work in pairs.Step 4 PresentationSB Page 43, Part 2, Speech Cassette Lesson 99. Have the students cover up the reading text, and just look at the picture. Have them brainstorm about the picture. Help them by asking questions like, Who is the man What is he doing What is he making etc.Step 5 ReadNote: In this practise, the goal is to have the students begin to learn how to guess the meaning of new words by using context clues, rather than the dictionary, or by the teacher always giving them the meaning. In this way, when the student meets a new word, he/she will be able to guess the meaning quickly without any help, thereby improving their reading skill.With books open, play the tape while the students read along silently. Now read the sentence, Today he is making a machine. Ask if anyone can give the meaning of machine in Chinese. If not, read the other sentencesthat contain the word machine. Do not give the meaning, rather have the students guess the meaning from the context. If the students still cannot guess, then have them discuss it in pairs, while using the picture to also help. Now have a student read the last paragraph, “I dont think so,〞he says. “Not today. Come back tomorrow!〞Have the students guess the meaning of tomorrow.Do Ex. 2 of Wb Lesson 99.Step 6 Look and findSB Page 43, Part 3*. This Part is optional. If time permits, have the students look back through the reading and see if they can find any words that are combinations like the examples given (plike). These types of words are not compound words, but rather words that combine parts of words to make new words. Explain that brunch is used for a meal that is eaten around 10:30 in the morning in place of eating breakfast or lunch.Step 7 WorkbookSB Page 121, Wb Lesson 99. Ex. 1 shows how to change a verb into the third person singular form and the -ing form. See the grammar notes on SB Page 178. Pay attention to the spelling of watches, does, closes and teaches.Do Ex. 3 in class. Explain the difference between the Simple Present Tense and the Present Continuous Tense.HomeworkFinish off the Workbook exercises. What do you like Lesson 99教学设计一文。

精心整理高一英语Lesson 99 教学设计方案Lesson 99 教学设计方案Teaching Aims1. Study the second part of the story. Get a general idea of the text by asking and answering questions.2. Learn the grammar item: Possibility Modal Verbs.next year.Key: 1) False 2) False 3) True 4) False 5) TrueStep 4 PracticeAsk the students to say something about Dr. Baker’s experiences at the medical conference based on two articles. Suggest answer:Dr. Baker was very much surprised to receive an invitation to the….Medical Conference in London. However, he decided to attend the meeting himself. On the morning of the second day of the conference, the main speaker failed to arrive because of the bad weather at the airport. So he was asked to give a talk instead. When the organizer asked him to give a talk on DNA, Dr. Baker told him that he was an expert on ENT. Later the organizer discovered the mistake. Though the organizer had put Dr. P Baker’s name on the list of speakers, someone had made a careless mistake and had written“Dr. D Baker” instead when the invitation list was being done. Anyhow Dr. Baker did give a talk that day and everyone at the conference was very interested in it.Step 5 Grammar1. ————2. ——4. She 8 come with us this afternoon, but she isn’t sure yet.5. He knows a lot about Xinjiang. He 9 have been there before.6. —May I speak to the patient?—No, you 10 .He's too weak now.Key:1. can2. may3. can’t4. must5. Could6. can7. can’t 8. may 9. must 10. mustn’tStep 7 WorkbookDo exercises in Students’ Book . P.43 part 3.Finish off P101 part 3 and 4.Step 8 HomeworkRevise the contents of this unit.。

Lesson 99教学设计方案Teaching Aims1・ Study the second part of the story・ Get a general idea of the text by as king and answering questions・2. Learn the grammar item： Possibility Modal Verbs・Teaching proceduresStep 1 RevisionAnswer the questions about Lesson 981) What did Dr. Baker receive one day? 2) Why did he think that it was funn y to send him this invitation? 3) Did he go there at last? 4) What happened on the morning of the second day?5) What did the organizer want Dr. Baker to do? 6) Whatdid Dt・ Baker say to the organizer?Step 2 Watch and ListenAfter that ,please answer the following questions・1). Where did they discover the mistake?2)・Where did Dr. Baker work and what was his special field?Key: 1) They discovered the mistake at the organizer* s office・ 2) Dr. Baker wor ked at Lincoln* s College in Tennessee and he was an expert on illnesses of the ear, nose and throat・Step 3 ReadingRead this paragraph carefully and then chose which is true or false・1) The mistake was made by the organizer・ 2) Dr. Baker was working in Engla nd.3) Both Dr・ Baker and Dr. Lively were experts on ENT・ 4) Dr. Baker gave a v ery good talk the next day. 5) Dr. Baker was likely to come to the same confere nee the next year・Key: 1) False 2) False 3) True 4) False 5) TrueStep 4 PracticeAsk the students to say something about Dr. Baker * s experiences at the med ical conference based on two articles・Suggest answer:Dr. Baker was very much surprised to receive an invitation to the-**. Medical Conference in London・ However, he decided to attend the meeting himself・ On th e morning of the second day of the conference, the main speaker failed to arriv e because of the bad weather at the airport・ So he was asked to give a talk ins tead・ When the organizer asked him to give a talk on DNA, Dr. Baker told him th at he was an expert on ENT・ Later the organizer discovered the mistake・ Though the organizer had put Dr. P Baker? s name on the list of speakers, someone had made a careless mistake and had written "'Dr・ D Baker° inste ad when the invita tion list was being done・ Anyhow Dr. Baker did give a talk that day and everyon e at the conference was very interested in it.Step 5 GrammarHave a summary on the usage of the Modal Verbs・肯左猜测用must be和must have done否定猜测用can't be 和can't have done疑问句中表猜测用can. Can it be true?表可能用may和may have done表应该用should do 和should have done.Step 6 PracticeFill in the blanks using must, may, can, could, can t, mustn't・1. —Who 1 she be?—She 2 be Lucy・—She 3 be Lucy・ Lucy left for America・—Then she 4 be her twin sister Lily・ 2. — 5 I use your dictionary, Mr Baker?—Yes, of course you 6 ・3・ The gentleman 7 be Dr Lively・ Dr Lively is a lady・4.She 8 come with us this afternoon, but she isn? t sure yet.5.He knows a lot about Xinjiang・ He 9 have been there before.6.—May I speak to the patient?—No, you 10 ・ He's too weak now.Key:1. can 2・ may 3・ can* t 4・ must 5・ Could 6・ can7.can* t 8・ may 9・ must 10. mustn' tStep 7 WorkbookDo exercises in Students* Book ・ P・43 part 3・Finish off P101 part 3 and 4・Step 8 HomeworkRevise the contents of this unit・Prepare Lesson 100。

新概念英语教案第一册99-100教案第一篇：新概念英语教案第一册99-100教案【前10分钟】检查和复习。

10’Lesson 99He/She/They say(s)that...一、教学重点1、词汇：可以接that引导的宾语从句的动词或短语。

2、句型：that引导的宾语从句（名词性从句）。

I’m afraid/sorry/sure(that)...I think/believe(that)...He/She says(that)...They say(that)...二、教学步骤【第一节课】1、引入话题（详见右框）。

2’2、听一遍音频，掌握大意。

2’3、生词解读，纠正发音（详见课本）。

5’4、提出问题：Must Andy do to see the doctor? 看一遍视频，解答问题。

3’5、精讲课文，板书和笔记（详见下文）。

25’6、再听一遍音频，逐句跟读。

3’【第二节课】1、角色扮演，朗读课文。

10’2、总结可以接that引导的宾语从句的动词或短语（详见下文）。

5’3、根据Lesson 99图片和例句作对话练习（详见课本）。

15’4、做204页的改写句子练习。

10’5、绕口令。

10’【第三节课】1、做204页的仿写句子练习。

10’2、听写Lesson 99的单词，记忆法指点。

10’3、听一首英文歌曲。

7’4、背课文比赛。

20’5、总结本课重点，让学生标注（详见上文）。

2’6、布置作业：练习册，背课文和单词。

1’三、精讲课文1、Ow!语气词“哎哟”。

2、-What's the matter?-I slipped and fell downstairs.slip-slipped-slippedfall downstairs 从楼梯上摔下来。

注意downstairs是个副词，前面不用介词。

4、-Have you hurt yourself?-Yes, I have.I think(that)I've hurt my back.现在完成时。

Lesson 99教学设计示例一、教学目标1、知识与技能目标学生能够掌握本课的重点词汇，如“accident”“driver”“policeman”等。

学生能够理解并运用本课的重点句型，如“What happened?” “There was an accident”2、过程与方法目标通过听力训练，提高学生的听力理解能力。

通过对话练习，培养学生的口语表达能力和交际能力。

3、情感态度与价值观目标引导学生树立安全意识，遵守交通规则。

二、教学重难点1、教学重点掌握重点词汇和句型的发音、拼写和用法。

理解课文内容，能够正确回答与课文相关的问题。

2、教学难点能够运用所学词汇和句型描述一个事故场景。

三、教学方法1、情景教学法通过创设真实的交通场景，让学生在情境中学习和运用语言。

2、任务驱动法布置相关的任务，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能力。

四、教学过程1、导入（5 分钟）播放一段交通事故的视频，引导学生观察并提问：“What can you see in the video?” 让学生自由回答，从而引出本节课的主题“Accidents”。

2、词汇学习（10 分钟）展示与事故相关的图片，如汽车碰撞、警察处理事故等，教授新词汇“accident”“driver”“policeman”等。

让学生跟读、拼写词汇，通过单词游戏，如猜单词、单词接龙等，巩固所学词汇。

3、句型学习（10 分钟）呈现一些事故场景的图片，引导学生用“What happened?”提问，教师用“There was an accident”等句子回答。

让学生两人一组进行对话练习，模仿刚才的问答形式。

4、听力训练（10 分钟）播放课文录音，让学生边听边理解课文内容。

听后，教师提出一些问题，如“Who was in the accident?” “What did the policeman do?”等，让学生回答，检查学生的听力理解情况。

Lesson 99 æ•™å¦è®¾è®¡æ–¹æ¡ˆ2008-01-21Lesson 99 æ•™å¦è®¾è®¡Teaching Aims1. Study the second part of the story. Get a general idea of the text by asking and answering questions.2. Learn the grammar item: Possibility Modal Verbs.Teaching proceduresStep 1 RevisionAnswer the questions about Lesson 98l) What did Dr. Baker receive one day? 2) Why did he think that it was funny to send him this invitation? 3) Did he go there at last? 4) What happened on the morning of the second day?5) What did the organizer want Dr. Baker to do? 6) What did Dr. Baker say to the organizer?Step 2 Watch and ListenAfter that ,please answer the following questions.1).Where did they discover the mistake?2) .Where did Dr. Baker work and what was his special field?Key: 1) They discovered the mistake at the organizer's office. 2) Dr. Baker worked at Lincoln's College in Tennessee and he was an expert on illnesses of the ear, nose and throat.Step 3 ReadingRead this paragraph carefully and then chose which is true or false.1) The mistake was made by the organizer. 2) Dr. Baker was working in England. 3) Both Dr. Baker and Dr. Lively were experts on ENT. 4) Dr. Baker gave a very good talk the next day. 5) Dr. Baker was likely to come to the same conference the next year.Key: 1) False 2) False 3) True 4) False 5) TrueStep 4 PracticeAsk the students to say something about Dr. Baker’s experiences at the medical conference based on two articles.Suggest answer:Dr. Baker was very much surprised to receive an invitation to the….Medical Conference in London. However, he decided to attend the meeting himself. On the morning of the second day of the conference, the main speaker failed to arrive because of the bad weather at the airport. So he was asked to give a talk instead. When the organizer asked him to give a talk on DNA, Dr. Baker told him that he was an expert on ENT. Later the organizer discovered the mistake. Though the organizer had put Dr. P Baker’s name on the list of speakers, someone had made a careless mistake and had written “Dr. D Baker― instead when the invitation list was being done. Anyhow Dr. Baker did give a talk that day and everyone at the conference was very interested in it.Step 5 GrammarHave a summary on the usage of the Modal Verbs.肯定猜测用must be å’Œ must have doneå ¦å®šçŒœæµ‹ç”¨can't beå’Œcan't have done疑问啥ä¸è¡¨çŒœæµ‹ç”¨can. Can it be true?è¡¨å ¯èƒ½ç”¨mayå’Œmay have done表应该用 should doå’Œshould ha ve done.Step 6 PracticeFill in the blanks using must, may, can, could, can't, mustn't.1. ―Who 1 she be?―She 2 be Lucy.―She 3 be Lucy. Lucy left for America.―Then she 4 be her twin sister Lily.2. ― 5 I use your dictionary, Mr Baker?―Yes, of course you 6 .3. The gentleman 7 be Dr Lively. Dr Lively is a lady.4. She 8 come with us this afternoon, but she isn’t sure yet.5. He knows a lot about Xinjiang. He 9 have been there before.6. ―May I speak to the patient?―No, you 10 .He's too weak now.Key:1. can2. may3. can’t4. must5. Could6. can7. can’t8. may9. must 10. mustn’tStep 7 WorkbookDo exercises in Students’ Book . P.43 part 3.Finish off P101 part 3 and 4.Step 8 HomeworkRevise the contents of this unit.Prepare Lesson 100Lesson 99 æ•™å¦è®¾è®¡æ–¹æ¡ˆ。

新概念英语第一册lesson99教案新概念英语第一册（中）Lesson99 Ow！一、教材分析本单元选取了平日生活中经常出想的一些假设的情况，用一些非常熟悉的场景进行相应的训练。

宾语从句对学生来说不是个陌生的语法现象，但对学生来说掌握好宾语从句的用法关系到整个中册的学习。

所以宾语从句的掌握对本单元的学习起着重要的作用。

要通过多层面的展示让学生提高听、说、读、写的水平。

二、学情分析已经学习到新概念中册的学生经过上册的学习掌握了一定的基础知识，本单元的内容对他们来说不是很难，而且本单元的内容是一些日常能够遇到和发生的状况，内容和情节会让他们感到很熟悉，并且非常贴近生活，让学生感到亲切、真实，让他们从不同的角度去理解问题，增加学生的情感，让他们把所学到的知识运用到日常生活中。

三、教学目标1．通过本单元的学习会在日常会话中使用到一些宾语从句。

2．通过本单元的学习达到使用宾语从句表达观点，想法，以及建议的目标。

四、教学重难点1．重点词汇：slip, fall, downstairs, hurt, help, at once, sure2．学会运用宾语从句的基本结构：主语+ 及物动词（think/believe/say）+ that 从句五、教学准备利用磁带，和课堂上的教学互动，通过学生之间的合作以及竞争来培养学生对英语的理解、表达和思维能力。

安排适量的练习，让学生当堂消化。

六、教学过程Step I Warming up1.Greeting students. “Good afternoon, everyon e. Glad toagain!”T: “First, I’d like to ask some of you to come to the blackboard. Please write down the words about body parts as many as possible. Let us see which team can do the best and fast.” (此项活动目的在于让学生复习以学过的单词，通过小组比赛形式让他们活跃起来。

高一英语Lesson99一、教学目标：1. 知识方面：Learn the four-skill words and phrasesLearn the usage of modal verbs which express “guess”2. 能力方面：Train the Ss’ ability of reading comprehension二、德育教学目标：Form a good habit of study, not careless三、教学重点及难点：The difference between“just”and“very”恰好，正是The usage of modal verbs which express “guess”四、现代化教学手段的应用：a tape-recorder五、教学过程及方法：Step 1. RevisionYesterday we learned lesson 98. From the dialogue between. Dr Baker and organizer, we know the organizer took.Dr Baker for an expert on DNA. In fact, the person was. David Baker, not Peter Baker. Who is an expert on DNA.How did they make such a mistake? Is Dr Baker still going to give the talk? Do you want to know sth. about this?Today we’re going to learn the second half of the story—At the conference. First let’s learn new words.Step 2. New words:1. throat / θr∂ut / n. 喉咙2. college / ‘k⊃lidℑ / n. 学院3. suppose / s∂’p ∂uz / vt. 猜想，假定4. earn / ∂: n / vt. 挣得；赚得5. note n. 笔记，便条，（学术或科技上的）短文1. ENT耳鼻喉科Step 3. ReadingI give you four minutes, please read the text quickly and silently. Try to remember everything. Answer the questions on P101 Ex1Notes:1. some“某一个”用在单数普通名词前，表未知的或说话者不愿特别说明的人、地、物等eg. John is living at some place in South Africa.约翰住在南非某个地方。

Lesson 99教学设计示例一、教学目标1、知识目标学生能够掌握并正确运用重点词汇和短语，如“accident”“intime”“fall off”等。

学生能够理解并熟练运用一般过去时描述过去发生的事情。

2、技能目标提高学生的听力和口语表达能力，使他们能够听懂关于事故的对话，并能用英语讲述自己经历过的事情。

培养学生的阅读理解能力，能够读懂与事故相关的短文。

3、情感目标引导学生树立安全意识，学会保护自己。

培养学生在面对困难时保持冷静和勇敢的品质。

二、教学重难点1、教学重点重点词汇和短语的理解与运用。

一般过去时的正确运用。

2、教学难点如何让学生在实际情境中自然地运用一般过去时进行交流。

理解课文中关于事故的描述，并能从中总结出应对类似情况的方法。

三、教学方法1、情景教学法通过创设真实的情景，如模拟事故现场、角色扮演等，让学生在情境中感受和学习语言。

2、任务驱动法布置各种任务，如小组讨论、写作练习等，让学生在完成任务的过程中提高语言运用能力。

3、讲授法对于重点的语法知识和词汇，进行系统的讲解和示范。

四、教学过程1、导入（5 分钟）播放一段关于交通事故的视频，引起学生的兴趣。

提问学生：“What happened in the video?”引导学生用简单的英语回答，从而引出本节课的主题——事故。

2、词汇学习（10 分钟）展示与事故相关的图片，如摔倒、车祸等，学习新词汇“accident”“injury”“fall off”等。

通过例句和简单的练习，帮助学生理解和掌握这些词汇的用法。

3、语法讲解（10 分钟）回顾一般过去时的构成和用法，通过举例让学生明白一般过去时用于描述过去发生的动作或状态。

给出一些句子，让学生判断是否使用了一般过去时，并进行改正。

4、听力练习（10 分钟）播放一段关于事故的听力材料，让学生听并回答问题，如：“When did the accident happen?”“What caused the accident?”再次播放听力材料，让学生跟读，模仿语音语调。

Lesson99教学设计例如一、教学目标1．知识目标区别一样过去时态和过去进行时态。

2．能力目标能够区分在什么情形下用过去时态，什么情形下用过去进行时态。

3．情感目标教育学生要注意交通平安。

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．温习教师检查课文复述。

2．要求学生四、五人就近一组。

其中一名同窗扮演警察，手持一个“记录本”；其他同窗以“见证人”的身份向“警察”纷纷表达事故发生的通过。

四、五分钟以后，请两个大组到布置好的地址去演出。

教师也可考虑将学生分为假设干个小组，别离扮演以下角色和预备以下内容：1）李磊表达情形通过；2）看门人表达情形通过；3）赵教师表达情形通过；4）骑摩托车人表达情形通过。

以下提示供教师备课时参考：（可用投影形式展现）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 tosee 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．全部同窗填写“事故报告”，教师应要求学生完全用书面形式答出。

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）。

【前10分钟】检查和复习。

10’Lesson 99 - Ow! Lesson 100 - He/She/They say(s) that...一、教学重点1、词汇：可以接that引导的宾语从句的动词或短语。

2、句型：that引导的宾语从句（名词性从句）。

I’m afraid/sorry/sure (that)...I think/believe (that)...He/She says (that)...They say (that)...二、教学步骤【第一节课】1、引入话题（详见右框）。

2’2、听一遍音频，掌握大意。

2’3、生词解读，纠正发音（详见课本）。

5’4、提出问题：Must Andy do to see the doctor? 看一遍视频，解答问题。

3’5、精讲课文，板书和笔记（详见下文）。

25’6、再听一遍音频，逐句跟读。

3’【第二节课】1、角色扮演，朗读课文。

10’2、总结可以接that引导的宾语从句的动词或短语（详见下文）。

5’3、根据Lesson 99图片和例句作对话练习（详见课本）。

15’4、做204页的改写句子练习。

10’5、绕口令。

10’【第三节课】1、做204页的仿写句子练习。

10’2、听写Lesson 99的单词，记忆法指点。

10’3、听一首英文歌曲。

7’4、背课文比赛。

20’5、总结本课重点，让学生标注（详见上文）。

2’6、布置作业：练习册，背课文和单词。

1’三、精讲课文1、Ow! 语气词“哎哟”。

2、-What's the matter? -I slipped and fell downstairs. slip-slipped-slipped fall downstairs 从楼梯上摔下来。

注意downstairs是个副词，前面不用介词。

4、-Have you hurt yourself?-Yes, I have. I think (that) I've hurt my back. 现在完成时。

Lesson99 Asking for Directions＆ Lesson100 Turn RightTeaching aims:1. Get the students to master the important words and phrases:direction ,unfami liar ,frightening, address, be like looking for a needle in a haystack,route, you’d better2. Get the students to master the usage of findTeaching important points:分词作形容词使用的原则Teaching difficult points:Recite the passage fluently.Teaching methods:1.“S elf-studyin g, Explaining, Exercising, and I llustrating” method2.Task-B ased Language Teachingmunicative Language TeachingTeaching procedures:Step Ⅰ. Revision1.Dictation2.Role PlayMake a dialogue according to what we learned yesterday.Step Ⅱ. Story-tellingIf we are in a strange city ,what should we do ?Step Ⅲ. Presentation1. interesting and interested 的区别The book is interestingI am interested in this boo k.现在分词与过去分词都可以作形容词用：a.现在分词：令人 ... 的；正在 ... 的b.过去分词：感到 ... 的；已经 ... 的It’s a tiring trip.He was tired after the long walk.The news is encouraging.I was encouraged when I heard the news.2. Translationa. 这问题令人感到糊涂。