染雾Lesson 102教学设计示例 篇一
在Lesson 102的教学设计示例中，我们将通过一个实际的案例来展示如何设计一堂生动有趣的课程。本次教学的主题是“环保”，目标是让学生了解环境保护的重要性，并激发他们的环保意识。
首先，我们将通过图片、视频等多媒体资源介绍环保的概念和意义，引起学生的兴趣。然后，我们将组织学生进行小组讨论，让他们分享自己对环保的看法和意识。接着，我们将进行一场“环保行动”游戏，让学生在游戏中体验环保的乐趣和挑战，同时培养他们的合作意识和团队精神。
在课程的后半部分，我们将组织学生进行“环保主题作文”比赛，让他们通过写作表达对环保的理解和看法。同时，我们还将邀请一位环保专家来校做专题讲座，让学生深入了解环保知识和技巧。
通过这样的设计，我们旨在让学生在参与性、互动性和趣味性中学习到环保知识，并培养他们的环保意识和责任感。希望通过这堂课的教学，能够激发学生对环保事业的热情和参与度，为未来的环保工作培养更多的人才。
Lesson 102教学设计示例 篇二
在Lesson 102的教学设计示例中，我们将以“科技创新”为主题，设计一堂富有创意和激情的课程。通过这堂课，我们旨在引导学生了解科技创新的概念和意义，激发他们的创造力和创新意识。
首先，我们将通过一段有趣的科技创新视频引入课程，让学生了解科技创新的内涵和意义。接着，我们将组织学生进行“科技创新”小组讨论，让他们分享自己对科技创新的理解和看法，激发他们的思考和探索。
在课程的中间环节，我们将组织学生进行“科技创新实践”活动，让他们动手制作一个简单的科技产品或原型，体验科技创新的乐趣和挑战，锻炼他们的动手能力和团队协作能力。
最后，我们将组织学生进行“科技创新作品展示”，让他们展示自己的科技创新作品，并进行评选和表彰。同时，我们还将邀请一位科技创新领域的专家来校做专题讲座，让学生深入了解科技创新的前沿知识和发展趋势。
通过这样的设计，我们希望能够激发学生的创造力和创新意识，培养他们的实践能力和团队合作精神，为未来的科技创新事业培养更多的人才和领军者。希望通过这堂课的教学，能够激励学生积极参与科技创新，为社会发展和进步做出更大的贡献。
Lesson 102教学设计示例 篇三
1．知识目标
进一步学习和职业、工作相关的知识。
2．能力目标
熟练运用下列句型：
What do you do? Where do you work? Are you a ___? Is he/she a ___?
3．情感目标
教育学生职业无高低贵贱之分，只有分工不同。
二、教学过程
Step 1 Revision
1 Revise the numbers 101- 200.
2 Revise What do you do? Where do you work? etc.
3 Revise SB Page 46, Part 1. Say Answer my questions about Hu Yulan. What does she do? Where does she work? etc.
4 Collect a list of questions about personal information on the Bb. Get the students to suggest questions beginning with What … ? What time do you … ? Where … ? How old …? How many… ? etc. ( You could ask a student with good handwriting to write the questions on the Bb.)
Step 2 Presentation
Tell the students to guess the job that you do. Say What do I do? Get them to ask Are you a farmer? etc. Perform a short action that shows the job you do (but don't make the action too easy to guess!) When the students guess the answer, they must ask you more questions, such as, What's your name? Where's your home? (My home is at… / near here.) Where do you work? Do you like your work? etc. Make up some answers. Play the game again with another job. Translate on a farm near here and compare the word order of English and Chinese.
Step 3 Ask and answer
SB Page 47, Part I, Speech Cassette Lesson 102. Play the tape. Students listen and repeat; then practise the dialogue in pairs. Then get the students to make up their own dialogues, using the extra questions such as What time do you go to work in the morning? How many days do you work in a week? How do you like your work? etc. written on the Bb. Encourage the students to think up as many questions using all the English they have learned so far. Have some students act out their dialogues in front of the class, without books!
Step 4 Listen and answer
SB Page
47, Part 2, Listening Cassette Lesson 102. Let the students read the sentences to be completed in Wb Lesson 102, Ex. 2 before playing the tape.
Listening Text
Betty Hill is an American girl. She is from New York. She is twelve years old. Her mother is teaching English in a school. Her father is working in a big factory. They live in Shanghai Hotel. Betty studies in No. 9 Middle School. Every morning she goes to school at 7:30 and comes back home at 4:30 in the afternoon. On Saturdays and Sundays she often goes out with her parents.
Do Ex. 2 in the Wb. A sample dialogue follows:
A: Is Betty Hill English or American?
B: She's American.
A: She's from New York, right?
B: Right.
A: How old is she?
B: I think she is 12 years old.
A: Where does she live? Does she live with a Chinese family?
B: No, she is living in Shanghai Hotel, in Shanghai.'
A: What do her parents do?
B: Her father works in a factory. Her mother is an English teacher.
A: In which school does Betty study?
B: She studies in No. 9 Middle School.
A: What time does she go to school in the morning?
B: 7:30.
A: What time does she come back home?
B: 4:30.
A: What does she do on Saturdays and Sundays?
B: Betty goes out with her parents.
Step 5 Play the games
1 SB Page 47, Part 3*. Read through the dialogue. You may need to teach your turn and use if the students don't get the meaning from the context. Get some students to play the game in front of the class. When the class guesses the answer they must ask some questions,. as in Step 2. Then play the game in groups of four.
2 In the same groups, students make cards with the pictures in Section 2. Also have them make cards with pictures of the people who use these things. Now, have the students turn the cards face down and play a matching / memory game. One student picks a card, and then tries to find the matching card e.g. businessman / briefcase, schoolbag / student, etc. If the student matches correctly he / she gets another turn. If he / she doesn't match correctly, it is the next person's turn. The student with the most matches wins.
Step 6 Workbook
SB Page 126, Wb Lesson 102. Do Ex. 1 orally in class. Write down the answers in the exercise book. Ex. 2, Listening Cassette Lesson 102. With books closed, have the students listen to the story about Betty Hill. Then have them complete the dialogue.
Homework
Write a paragraph about Betty Hill in the exercise book.
