Lesson 97 教学设计方案(优秀4篇)
Lesson 97 教学设计方案 篇一
近年来，随着科技的飞速发展，人们对于教学方式也提出了更高的要求。传统的教学方法已经无法满足学生的需求，因此，创新的教学设计方案变得尤为重要。在本文中，我们将介绍一种新颖的教学设计方案，即Lesson 97。
Lesson 97是一种以项目制学习为基础的教学设计方案。它将课程内容与实际应用相结合，通过让学生参与课程设计和实践操作，培养学生的动手能力和创新思维。具体来说，Lesson 97的教学设计方案包括以下几个环节：
第一，项目选题。在Lesson 97中，学生将有机会选择自己感兴趣的项目进行学习。教师可以提供一系列的项目选题，学生根据自己的兴趣和能力进行选择。这样一来，学生的学习积极性将得到极大的提高。
第二，项目设计。在Lesson 97中，学生将参与到项目的设计过程中。他们需要根据项目的目标和要求，制定详细的计划和策略。这样一来，学生将培养自己的项目管理能力和团队合作能力。
第三，实践操作。在Lesson 97中，学生不仅要进行理论学习，还需要进行实践操作。他们将亲自动手完成项目的各个环节，从而加深对知识的理解和掌握。通过实践操作，学生将学会解决实际问题的能力。
第四，成果展示。在Lesson 97中，学生需要将自己的项目成果进行展示。这样一来，他们不仅能够展示自己的学习成果，还能够提高自己的表达能力和演讲技巧。通过成果展示，学生将培养自己的沟通能力和自信心。
综上所述，Lesson 97是一种创新的教学设计方案，它将项目制学习与实际应用相结合，培养学生的动手能力和创新思维。在这种教学设计方案下，学生将成为自主学习的主体，发挥自己的主动性和创造力。相信通过Lesson 97的实施，学生将能够获得更加全面和深入的学习体验。
Lesson 97 教学设计方案 篇二
教学设计是教师进行教学活动的重要环节，一个好的教学设计方案能够提高教学效果，激发学生的学习兴趣。在本文中，我们将介绍一种名为Lesson 97的教学设计方案，并探讨其优势和实施方法。
Lesson 97是一种以问题为导向的教学设计方案。它通过提出问题和解决问题的过程，培养学生的思维能力和创新能力。具体来说，Lesson 97的教学设计方案包括以下几个步骤：
第一，问题引入。在Lesson 97中，教师将通过提出引人入胜的问题引起学生的兴趣。问题可以与课程内容相关，也可以是与学生生活经验相关的问题。通过引入问题，学生将对学习内容产生好奇心，主动参与到学习过程中。
第二，问题探究。在Lesson 97中，学生将通过自主学习的方式，探究问题的解决方法。教师可以提供一些学习资源和指导，引导学生进行自主学习和思考。通过问题探究，学生将培养自己的学习能力和解决问题的能力。
第三，问题解决。在Lesson 97中，学生将根据自己的学习和思考，提出解决问题的方案。他们可以进行实验、观察、讨论等方式，找出最佳的解决方案。通过问题解决，学生将培养自己的创新能力和实践能力。
第四，成果展示。在Lesson 97中，学生需要将自己的解决方案进行展示。这样一来，他们不仅能够展示自己的学习成果，还能够提高自己的表达能力和沟通能力。通过成果展示，学生将培养自己的自信心和团队合作能力。
综上所述，Lesson 97是一种以问题为导向的教学设计方案，它通过提出问题和解决问题的过程，培养学生的思维能力和创新能力。在这种教学设计方案下，学生将成为学习的主体，发挥自己的主动性和创造力。相信通过Lesson 97的实施，学生将能够获得更加深入和有意义的学习体验。
Lesson 97 教学设计方案 篇三
Teaching Objectives: Grasp the general question of past continuous tense and some words and phrases.
Language focus:
1. 句型：
1）You’d better go to bed earlier tonight．
2） A woman saw it happen when she was walking past．
3）My wallet dropped on the ground when I was walking in the park
4）You look tired today.
2. Words and expressions
play the piano/violin/guitar/flute, watch video tape, review, look tired/young/worried, mend, forget sth./forget to do sth. had better(not) do sth., novel, accident, wallet, walk past, give sth. (back) to sb.
3．过去进行时态的陈述句和疑问句
We were not traveling too fast.
Was she traveling too fast?
Properties: Tape-recorder, Overhead projector, novel, pictures, 学习用具，如钢笔、书等。
Teaching procedures:
Step 1 Revision
Talk about what students were doing at different times yesterday.
Student1: What were you doing at eight o’clock yesterday evening?
Student2: I was reading my English.
…
Step 2 Presentation
Ask the students Were you watching TV at eight o’clock at night? . Help students to answer “Yes, I was.” or “No, I wasn’t.”
Practise in the same way. 教师快速向学生提问，要求学生给予肯定或否定回答，并练习各种人称形式。例如：
T：（对某位同学）Were you watching TV last night?
：Yes, I was. /No, I wasn't.
T：（面向全班）Was he/she watching TV last night?
：Yes，he／she was．No，he／she wasn’t．
通过上述练习，由学生小结出过去进行时态陈述句式和疑问句式的.构成。
Get the students to ask and answer in pairs.
Step 3 Ask and answer
Learn new words Russian, motorbike by showing the pictures.
Explain the word “review”. It means to look again at something, such as school work, notes of lessons, etc.
Go through the phrases in the box and make sure the students understand what they mean.
Play the video: Lesson 97 ask and answer.（播放媒体素材让学生领悟过去进行时态的疑问句的运用情景）
Get the students to make up questions and answers in pairs.
Step 4 Practice
请两位同学到前面来，低声嘱咐学生甲装作很累的样子，无精打采；学生乙装作不舒服，伏在课桌上（如能课前布置效果更好）。
T：（面向学生甲） You look tired today. You’d better go to bed earlier tonight, If you can.
引导大家猜测这两个句子的意思。
（面向学生乙） You are not feeling well today．You’d better go to see the doctor．
板书 You’d better do sth.给学生几分钟时间，让大家设计一些情景，然后提出建议。
Explain had better(not)do sth.
It is used to give advice about what someone should or should not do.
Play the tape of dialogue 1 and ask Why is the speaker tired? (the speaker went to bed too late)
Explain the word novel. It means a long written story in which the characters and events are usually imaginary. We can also call that a fiction.（可通过实物教学，教师准备好一本小说）
Play it again for the students t listen and repeat. Or play the video: Lesson 97 Practice 1.
Get the students to practise the dialogue in pairs, then to make up new dialogues using the substitutes in the box. Ask some pairs to act out their dialogues.
教师由前面走到后面，途中掉下书或钢笔。用英语解释这一情景：I dropped my book/pen when I was walking in the classroom
Play the tape for the students and ask What happened to A. (His wallet dropped on the ground.)
Explain the meaning of wallet and ground.（可通过图片或实物进行教学）
Wallet is a small flat leather case that you carry in your pocket for holding paper money. Show them one to make it easier.
Explain the sentence: A woman saw it happen when she was walking past.
上述句子包含以下句型：see sth. happen。
表示感觉的动词如：see，hear，watch等，以及其他动词如：make，let等，后面构成复合宾语作宾语补足语时，动词不定式的to要省去。如：
The children saw the motorbike hit the bag of rice.孩子们看见摩托车撞在了米袋上。
Whose photo is that？Let me have a look at it．那是谁的照片？让我看看。
Did you hear him play the piano just now？刚才你听见他弹钢琴了吗？
Play the tape again for the students to listen and repeat. Or Play the video: Lesson 97 Practice 2.
Get the students to practise the dialogue in pairs, and make up new dialogue using the substitutes in the box.
Ask some pairs to act out their dialogues.
Step 5 Exercises in class
Turn the following sentences into general questions, then give short answers.
1.All the boys were playing football on the playground when it began to rain.
2. Mary was talking to her friend on the phone when her mother got home.
3. I was leaving the house when the telephone rang.
4. The girl was making the bed at seven o'clock yesterday morning.
5. The dog was running after the cat.
Keys: 1.Were all the boys playing football on the playground when it began to rain?
Yes, they were. /No, they weren’t.
2. Was Mary talking to her friend on the phone when her mother got home?
Yes, she was. /No, she wasn’t.
3. Were you leaving the house when the telephone rang?
Yes, I was./No, I wasn’t.
4. Was the girl making the bed at seven o’clock yesterday morning?
Yes, she was. /No, she wasn’t.
5. Was the dog running after the cat?
Yes, it was./No, it wasn’t.
Step 6 Homework
1. Make sentences with the following phrases.
①look+ adj. ; ②forget to do sth. ; ③had better do sth. ;④walk past; ⑤give sth. back to sb.
2. Preview the next lesson.
3. Do exercises on page 121.
4. Finish off the workbook exercise.
Writing on blackboard
Lesson 97
The Past Continuous Tense
Statement forms Question forms
Short answers
Yes, I was./No, I wasn’t.
Yes, he was./No, he wasn’t.
Yes, she was./No, she was
n't.
Yes, it was. /No, it wasn’t.
Yes, you were. / No, you weren’t.
Yes, we were./No, we weren’t.
Yes, they were./ No, they weren’t.
Useful expressions: new words
You’d better do sth. Motorbike review
saw it happen novel wallet ground
