Unit 16 What a good, kind girl!

概要： Lesson 64教学设计方案Teaching Objectives: To master the modal verbs “may” “can”.Get the students to talk about the possibility of may and can.Language Focus: five minutes’ walkIf you hurry, you’ll do. . . .If it snows tomorrow, we’ll. . . help sb.Properties: Tape-recorder, Overhead projectorTeaching Procedures:I. Organizing the classGreetings between the teacher and the students and begins a duty report.II. RevisionT: Check the students 'homework and g

Unit 16 What a good, kind girl!,标签：八年级英语教案大全,http://www.88haoxue.com

Lesson 64教学设计方案

Teaching Objectives: To master the modal verbs “may” “can”.

　　Get the students to talk about the possibility of may and can.

Language Focus: five minutes’ walk

　　If you hurry, you’ll do. . . .

　　If it snows tomorrow, we’ll. . .

　　help sb.

Properties: Tape-recorder, Overhead projector

Teaching Procedures:

　　I. Organizing the class

　　Greetings between the teacher and the students and begins a duty report.

　　II. Revision

　　T: Check the students 'homework and get them to give some sentences with the modal verbs “may” and “can”.

　　Practise asking permission. (Pick up one group to stand up.)

　　1. May I go out now?

　　2. Can I have a seat here?

　　3. May I have your name, please?

　　4. He may know about that.

　　5. That can be dangerous.

　　6. It may be in his pocket.

　　III. Presentation

　　T: Draw a picture about a girl who is in a hurry.

　　 T: Get the students to imagine what happens to the girl. Give them one minute to prepare for it.

　　S1: Excuse me. Where is the toilet?

　　S2: Sorry. Ask that schoolgirl. She may know.

　　IV. Learn Part 1

　　T: Play the tape twice, and the then question about it. Help the students do exercises on page 70.

　　V. Practice

　　T: When the students answer the questions about the 1st part.

　　For example:

　　1. What does it talk about?

　　2. When did it happen?

　　…

　　T: And then ask the students to look at Part 2 of the lesson and practise it in pairs. If the person you ask doesn’t know the way. Guess the response. Perhaps, he says “Sorry” and then goes away. If you ask another person who doesn't know the way, either. You guess what his/her answer is then. Maybe he suggests you ask others and the following response maybe he knows or he may know and so on. You are really sure that they know the information about it. Get them to divide into pairs to work.

　　VI. Learn Part 3

　　T: Ask one student to come to the front to draw a map based on the student s reciting. And check whether it's right or not.

　　T: Learn Language points:

　　1. get to:

　　(1) When did he get to the farm?

　　(2) I’ll tell him about it when they arrive on the farm.

　　(3) We cam reach there before 9: 00.

　　2.

　　“go on” differs from the phrases above.

　　Go on means continue walking.

　　(1)You can go down this road.

　　(2)Let’s go up the street.

　　(3)Go on until you reach the bank.

　　3. turn left/right

　　Turn left at the lights and go ahead.

　　4. take the first turning on the left/right

　　Remember to take the first turning on the right, you can't miss it.

　　5. How long: How long will you stay there?

　　How often: How often does she call on you?

　　How soon: How soon will ins father be back?

　　How tall: How tall are you?

　　1. Practice

　　T: Give some prompts to the students and then get them to practise. Encourage the students to practise talking about real way to school from home.

　　VII. Learn Part 4 and part 5

　　T: Ask the students to look at the map on page 6 and help them make up a simple dialogue first and then tell the class where the place is.

　　Here are some language points:

　　1. five minutes walk

　　(1) If you walk there, it will take you five minutes’ walk.

　　(2) If you drive there, it will take you one minute.

　　2. one minute’s walk

　　(Tell the students the sentence pattern: “if” is used with the simple present tense and the main clause is in the future tense)

　　3. had better do sth.

　　had better not do sth.

　　(1) He’d better sit down, hadn’t he?

　　(2) We’d better not stay here.

　　T: The following phrases you can get them to practise orally.

　　1. next to: beside

　　2. get there:

　　3. It’s easy to do sth.

　　(1) It’s difficult for me to work out this maths problem.

　　(2) It’s hard to say.

　　4. go wrong, get lost

　　T: When the students master the main phrases in the text, you can write the key words and expressions on the blackboard. Get them to make a short story.

　　IX. Exercises in class

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