A visit to an island Lesson 73教学设计（精选6篇）
Lesson 75教学设计示例
Period: The Third Period
Properties: Tape-recorder, Overhead projector
Teaching Aims:
1. Knowledge aim
Enable the students to grasp the usage of indefinite pronouns.
2. Ability aim
Retell the whole story in your own words.
3. Emotion aim
Love our Country, love Chinese Taiwan Island and Hainan Island.
Language Focus: Indefinite pronouns＝anything / something / nothing / everything, nobody / anybody / somebody / everybody, anyone / someone / everyone, anywhere / somewhere / everywhere
Teaching Procedures:
a) Organizing the class
1. Ask the students to get ready for class.
2. Greetings between the students and the teacher.
3. A duty report.
b) Revision
Call two or three students to talk about the text learned in the last period, using their own words.
c) Leading-in
1. Help the students to use their imagination to think: What happened to the children’s picnic basket? Are they alone on the island?
2. Ask the students to talk about the picture at the top of page 23.
d) Dialogue practise
1. Play the tape for the dialogue and ask the students to repeat each sentence they hear.
2. Ask the students to read the dialogue after the tape.
3. Pair work: Ask the students to work in pairs and make dialogues with the given words in the box.
4. Point out “anything” “something” “nobody” and “somebody” and ask the students to find out how to use them.
5. Help the students to make sentences with the indefinite pronouns.
6. Ask the students to recite the dialogue in pairs.
e) Puzzle dialogue
1. Ask the students to finish the puzzle dialogues exercises by themselves.
2. Check the answers with the students.
f) Teaching language points
1. too…to
The ice is too thin for us to skate on.
It’s never too old to learn.
2. solve problems: answer questions
Can you solve these problems?
3. sooner or later
Sooner or later, you’ll realize the importance of English.
Sooner or later, you’ll be glad of it.
g) Read and say
1. Play the tape and ask the students to repeat each sentence they hear.
2. Ask the students to suppose they were the people in the picture at the bottom of Page 23 and make a dialogue.
3. Ask the students to read the dialogue after the tape.
h) Homework
1. Finish exercises on page 87.
2. Make a dialogue, using the affirmative, interrogative and negative forms of indefinite pronouns.
3. Recite the first dialogue of Lesson 75.
i) Summary
选择能在意思上解释画线部分的正确答案：
( ) 1. The children are not alone.
A. by themselves B. lonely C. happy
( ) 2. There’s nobody else on the island.
A. not anybody B. somebody C. everybody
( ) 3. Who can solve this problem?
A. difficulty B. question C. answer
( ) 4. No one is sick.
A. fine B. ill C. sad
( ) 5. Sooner or later, you’ll find it somewhere.
A. Soon B. Later C. Someday in the future
Keys: 1. A 2. A 3. A 4. B 5. C
Lesson 73教学设计示例
一、教学目标
1.知识目标
（1）语法：复习形容词比较级、最高级用法。
（2）日常交际用语：复习提出建议的方法。
2.能力目标
熟练运用形容词的比较级和最高级。
3.情感目标
了解我国两大岛屿：中国台湾岛和海南岛。热爱我们的祖国，热爱祖国的大好河山。
二、教具
录音机。
三、课堂教学设计
1.值日生报告。
2.打开书，利用书上插图，教师教授本课词语。
T： Now, please look at the picture. Can you see a boat?
Ss ：Yes, we can.
T： Right. And can you see some people in the boat?
Ss ：Yes.
T： They're students. Now, look. Where are they going? （不等学生回答，接着讲）They're going to visit Monkey Island.（领读这个词，学生反复练几遍） Now, answer my question: How many islands can you see in the picture?
Ss ：We can see three.
教师继续利用这张图，教其他词语：
T： Yes, there are three islands. （手指着最小的岛） This one is near, but it's too small. （手指着中间的岛） This one is farther, but not big enough.（手指最远的岛） This island is large, it's the farthest.
借助插图，放慢语速，反复说几遍。将生词书写在黑板上，引导学生猜测这几个词的意思，领读生词。
3.打开书，给学生两分半钟时间阅读课文第1、3部分。教师板书读前提问（Pre-reading question）：
Which island do the children want to go?
规定时限过后，请学生两人一组讨论问题的答案。
放课文录音，学生跟读两遍。
4.指导学生两人一组做练习册习题1。数分钟后，请几组同学口头回答，教师应予以必要的纠正，要求学生再写在作业 本上（可布置为家庭作业 ）。
5.指导学生做习题3。这个题有一定难度，先让学生看懂示范，然后独立完成。教师可先请几位中等程度的同学到前面来，为他们选上一、两个题在黑板上试一下。如果时间不允许，可留到下一节处理。
6.布置作业
1）练习朗读本课对话；2）抄写生词、短语；3）书面形式完成习题1、3（第3题可灵活掌握）。
四、难点讲解
1.Uncle Li said we could borrow his boat.李叔叔说我们可以借用他的船。
这是一个含有宾语从句的复合句， we could borrow his boat在复合句中作主句的宾语。由于主句谓语部分采用的是过去时态，从句的谓语部分也要与其保持一致。关于宾语从句的处理方法，可参阅本书第七十三课难点讲解1。
2.Why not? 为什么不想去？
这个结构经常被用来表示提出建议。但在本课中是表达疑问，整个句子可以理解为：
Why don't you want to go to the farthest island?
关于Why not表示提出建议的用法，请参阅本书第十四课难点讲解3。
3.No problem.没问题。
这是口语中一种常见的表达方法。完整的句子是： That's no problem.但在日常交际中，通常用简略形式。例如：
A： I left my money at home.我把钱忘在家里了。
B： No problem. I can lend you some.没问题。我可以借给你一些。
Lesson 74教学设计示例
一、教学目标
1.知识目标
（1）学习句型：1） We must keep it cool. 2） There's something wrong with your ears!
（2）语法：学习 take和 bring的不同用法。
2.能力目标
熟练运用表示推测、判断的用语：
1）I think there is something near us.
2）Maybe it's a tiger!
3.情感目标
了解我国两大岛屿：中国台湾岛和海南岛。热爱我们的祖国，热爱祖国的大好河山。
二、教具
录音机。
三、课堂教学设计
1.复习 值日生报告。
教师可通过简短提问复习上节课所学内容：
T： 1） How many islands can you see in the picture? 2） Which island do the children want to go? 3）How are they going there? 4） Do they bring some food? Why?
2.教师解释land一词的含义。准备放课文第1部分录音。先口头提出听前提问（Pre-listening questions）：
Where are the children going to put their picnic basket?
放录音两遍，学生回答问题。再放录音，学生打开书跟读两遗。扼要讲解bring, take的区别（见复习要点）。
3.组织学生两人一组，借助插图练习课文第2部分所列对话。教师讲解、领读这部分内容中出现的生词。学生在按书上要求练习之前，可先用两分钟时间过一遍大意。
4.通过做练习册习题1检查学生的练习情况。教师提问，依次请同学单独回答。最后要求学生写在作业 本上（可布置为家庭作业 ）。
5.指导学生做练习册其他习题。
6.布置作业
1）练习朗读本课对话；2）抄写生词、短语；3）以书面形式完成练习册习题1、2。
四、难点讲解
1.We must keep it cool.我们必须把饭篮放在阴凉处。
keep it cool直译为：让它保持凉爽。意即不让饭篮曝晒，以免变质。
2.There's something wrong with your ears.你的耳朵有点儿毛病。
There's something wrong with…表示某人（或物）出了什么毛病。例如：
There's something wrong with my watch.我的手表有点儿毛病了。也可以说成：
Something is wrong with my watch.
由于something的反义词为nothing，要表示“没有毛病”，可以说成：
There's nothing wrong with my watch.
Lesson 74教学设计示例
一、教学目标
1.知识目标
（1）学习句型：1） We must keep it cool. 2） There's something wrong with your ears!
（2）语法：学习 take和 bring的不同用法。
2.能力目标
熟练运用表示推测、判断的用语：
1）I think there is something near us.
2）Maybe it's a tiger!
3.情感目标
了解我国两大岛屿：中国台湾岛和海南岛。热爱我们的祖国，热爱祖国的大好河山。
二、教具
录音机。
三、课堂教学设计
1.复习 值日生报告。
教师可通过简短提问复习上节课所学内容：
T： 1） How many islands can you see in the picture? 2） Which island do the children want to go? 3）How are they going there? 4） Do they bring some food? Why?
2.教师解释land一词的含义。准备放课文第1部分录音。先口头提出听前提问（Pre-listening questions）：
Where are the children going to put their picnic basket?
放录音两遍，学生回答问题。再放录音，学生打开书跟读两遗。扼要讲解bring, take的区别（见复习要点）。
3.组织学生两人一组，借助插图练习课文第2部分所列对话。教师讲解、领读这部分内容中出现的生词。学生在按书上要求练习之前，可先用两分钟时间过一遍大意。
4.通过做练习册习题1检查学生的练习情况。教师提问，依次请同学单独回答。最后要求学生写在作业 本上（可布置为家庭作业 ）。
5.指导学生做练习册其他习题。
6.布置作业
1）练习朗读本课对话；2）抄写生词、短语；3）以书面形式完成练习册习题1、2。
四、难点讲解
1.We must keep it cool.我们必须把饭篮放在阴凉处。
keep it cool直译为：让它保持凉爽。意即不让饭篮曝晒，以免变质。
2.There's something wrong with your ears.你的耳朵有点儿毛病。
There's something wrong with…表示某人（或物）出了什么毛病。例如：
There's something wrong with my watch.我的手表有点儿毛病了。也可以说成：
Something is wrong with my watch.
由于something的反义词为nothing，要表示“没有毛病”，可以说成：
There's nothing wrong with my watch.
Lesson 73教学设计示例
一、教学目标
1.知识目标
（1）语法：复习形容词比较级、最高级用法。
（2）日常交际用语：复习提出建议的方法。
2.能力目标
熟练运用形容词的比较级和最高级。
3.情感目标
了解我国两大岛屿：中国台湾岛和海南岛。热爱我们的祖国，热爱祖国的大好河山。
二、教具
录音机。
三、课堂教学设计
1.值日生报告。
2.打开书，利用书上插图，教师教授本课词语。
T： Now, please look at the picture. Can you see a boat?
Ss ：Yes, we can.
T： Right. And can you see some people in the boat?
Ss ：Yes.
T： They're students. Now, look. Where are they going? （不等学生回答，接着讲）They're going to visit Monkey Island.（领读这个词，学生反复练几遍） Now, answer my question: How many islands can you see in the picture?
Ss ：We can see three.
教师继续利用这张图，教其他词语：
T： Yes, there are three islands. （手指着最小的岛） This one is near, but it's too small. （手指着中间的岛） This one is farther, but not big enough.（手指最远的岛） This island is large, it's the farthest.
借助插图，放慢语速，反复说几遍。将生词书写在黑板上，引导学生猜测这几个词的意思，领读生词。
3.打开书，给学生两分半钟时间阅读课文第1、3部分。教师板书读前提问（Pre-reading question）：
Which island do the children want to go?
规定时限过后，请学生两人一组讨论问题的答案。
放课文录音，学生跟读两遍。
4.指导学生两人一组做练习册习题1。数分钟后，请几组同学口头回答，教师应予以必要的纠正，要求学生再写在作业 本上（可布置为家庭作业 ）。
5.指导学生做习题3。这个题有一定难度，先让学生看懂示范，然后独立完成。教师可先请几位中等程度的同学到前面来，为他们选上一、两个题在黑板上试一下。如果时间不允许，可留到下一节处理。
6.布置作业
1）练习朗读本课对话；2）抄写生词、短语；3）书面形式完成习题1、3（第3题可灵活掌握）。
四、难点讲解
1.Uncle Li said we could borrow his boat.李叔叔说我们可以借用他的船。
这是一个含有宾语从句的复合句， we could borrow his boat在复合句中作主句的宾语。由于主句谓语部分采用的是过去时态，从句的谓语部分也要与其保持一致。关于宾语从句的处理方法，可参阅本书第七十三课难点讲解1。
2.Why not? 为什么不想去？
这个结构经常被用来表示提出建议。但在本课中是表达疑问，整个句子可以理解为：
Why don't you want to go to the farthest island?
关于Why not表示提出建议的用法，请参阅本书第十四课难点讲解3。
3.No problem.没问题。
这是口语中一种常见的表达方法。完整的句子是： That's no problem.但在日常交际中，通常用简略形式。例如：
A： I left my money at home.我把钱忘在家里了。
B： No problem. I can lend you some.没问题。我可以借给你一些。
Lesson 75教学设计示例
Period: The Third Period
Properties: Tape-recorder, Overhead projector
Teaching Aims:
1. Knowledge aim
Enable the students to grasp the usage of indefinite pronouns.
2. Ability aim
Retell the whole story in your own words.
3. Emotion aim
Love our Country, love Chinese Taiwan Island and Hainan Island.
Language Focus: Indefinite pronouns＝anything / something / nothing / everything, nobody / anybody / somebody / everybody, anyone / someone / everyone, anywhere / somewhere / everywhere
Teaching Procedures:
a) Organizing the class
1. Ask the students to get ready for class.
2. Greetings between the students and the teacher.
3. A duty report.
b) Revision
Call two or three students to talk about the text learned in the last period, using their own words.
c) Leading-in
1. Help the students to use their imagination to think: What happened to the children’s picnic basket? Are they alone on the island?
2. Ask the students to talk about the picture at the top of page 23.
d) Dialogue practise
1. Play the tape for the dialogue and ask the students to repeat each sentence they hear.
2. Ask the students to read the dialogue after the tape.
3. Pair work: Ask the students to work in pairs and make dialogues with the given words in the box.
4. Point out “anything” “something” “nobody” and “somebody” and ask the students to find out how to use them.
5. Help the students to make sentences with the indefinite pronouns.
6. Ask the students to recite the dialogue in pairs.
e) Puzzle dialogue
1. Ask the students to finish the puzzle dialogues exercises by themselves.
2. Check the answers with the students.
f) Teaching language points
1. too…to
The ice is too thin for us to skate on.
It’s never too old to learn.
2. solve problems: answer questions
Can you solve these problems?
3. sooner or later
Sooner or later, you’ll realize the importance of English.
Sooner or later, you’ll be glad of it.
g) Read and say
1. Play the tape and ask the students to repeat each sentence they hear.
2. Ask the students to suppose they were the people in the picture at the bottom of Page 23 and make a dialogue.
3. Ask the students to read the dialogue after the tape.
h) Homework
1. Finish exercises on page 87.
2. Make a dialogue, using the affirmative, interrogative and negative forms of indefinite pronouns.
3. Recite the first dialogue of Lesson 75.
i) Summary
选择能在意思上解释画线部分的正确答案：
( ) 1. The children are not alone.
A. by themselves B. lonely C. happy
( ) 2. There’s nobody else on the island.
A. not anybody B. somebody C. everybody
( ) 3. Who can solve this problem?
A. difficulty B. question C. answer
( ) 4. No one is sick.
A. fine B. ill C. sad
( ) 5. Sooner or later, you’ll find it somewhere.
A. Soon B. Later C. Someday in the future
Keys: 1. A 2. A 3. A 4. B 5. C
