资源描述
Unit 6 Topic 3 Bicycle riding is SectionB
Ⅰ. Material analysis
本节课建议用1课时上完。主要活动为Section B 的1a和2a。
本课通过Kangkang和Michael 谈论一起后果严重的交通事故，进而继续讨论交通安全方面的话题，从而了解基本的交通规则，通过2a, 2b和3b的学习活动，继续深入学习if引导的条件状语从句的用法。培养学生遵守交通规则，树立安全意识。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能用英语简单地表述交通规则。
2. 学生能掌握条件状语从句的用法。
3. 学生能通过单词的重读判断句子表意的重点。
Skill aims：
1. 能听懂有关交通规则和交通安全的材料，并从中获取信息来补全短文或对话。
2. 能简单地用英语表达交通规则。
3. 能理解有关交通规则和交通安全等方面的叙述，并从中获取需要的信息。
4. 能用英语制定简单的交通规则。
Emotional aims：
学会遵守交通规则，树立安全意识。
Ⅲ. The key points and difficult points
Key points：
1. 谈论交通规则。
2. 进一步掌握条件状语从句的用法。
Difficult points：
写出关于遵守交通规则的短文。
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 minutes）
1. The whole
class work.
2. The whole
class work.
3. Group work.
4. The whole
class work.
5. The whole
class work.
1. Focus their attention
on the teacher.
2. Students report their
homework to review
the knowledge of
Section A.
3. Students discuss in
groups on how to
prevent the traffic
accidents.
4. Students report the
results of the discussion.
5. Students observe the
picture and prepare for
the new lesson.
1. Greet the students and
make them ready for learning.
2. The teacher asks the
students to report the
homework.
(1) Let the students retell the advantages of riding bikes.
(2) Let the students report
the traffic rules they
searched after class.
3. The teacher shows the
pictures of the traffic
accidents and offers the
following facts:
Every year, 700,000 people die from the traffic
accidents all over the
world, and 100,000
people die from the traffic accidents in China. How amazing! Then how to
prevent the traffic
accidents? Discuss in
groups and report your
opinions.
4. The teacher lets the
students tell their ideas.
5. The teacher asks the
students to look at the
picture of 1a, and leads to the new lesson: Kangkang and Michael are talking about the traffic accident in Caishikou Street. Let’s watch the flash of 1a and find out their opinions about how to prevent the traffic accidents.
Presentation
(10minutes)
1. The whole
class work.
2. The whole
class work.
3. Individual
work.
4. The whole
class work.
5. Group work.
6. The whole
class work.
1. Students watch the
flash and find out the
answer to the leading
question.
2. Students check the
answer.
3. Students watch the
flash and underline the
new words.
4. Students tell the new
words, and then learn
and grasp the new
words with the help of
the teacher.
5. Students discuss in
groups to find out the
difficult points and
sum up the main
points.
6. Students underline in
their books and make some notes.
1. The teacher plays the flash of 1a. Ask the students to find out the answer to the leading question.
2. The teacher lets two
students tell the answer.
3.The teacher plays the flash
again and asks the
students to underline the
new words.
4. The teacher asks two students to tell the new words. Teach the new word
careless by showing a
paper with many wrong
answers.
Teach the new word
helmet by showing a real
helmet to the students.
Teach the word
light-colored by pointing
at a light-colored coat of
the students and comparing it
with a dark-colored coat.
5. The teacher asks the students
to learn in groups to find out
the difficult points in the
conversation. At last let them
sum up the main points of the
conversation.
6. The teacher makes a
summary to explain the key points and difficult points to the students.
(1) when riding = when we are riding
(2) get a fine
Consolidation
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
6. The whole
class work.
7. The whole
class work.
8. The whole
class work.
9. Pair work.
1. Students read the
conversation after the
recording sentence by
sentence.
2. Students try to follow
the speed, paying
attention to the
pronunciation and
intonation.
3. Students read 1a, and
then complete the
sentences.
4. The students check the
answers.
5. Students retell the
sentences of 1b.
6. Students find out more
sentences about expressing
advice from 1a.
7. Volunteers tell their
answers.
8. Students find out the
sentences containing
adverbial clauses of
condition.
9. Students act out the
conversation of 1a.
1. The teacher plays the
recording sentence by
sentence.
2. The teacher plays the
recording without
stopping.
3. The teacher lets the students read 1a, and then complete the sentences.
4. The teacher asks two
students to tell the
answers.
5. The teacher asks the students to retell the sentences of 1b.
6. The teacher lets the students find out more sentences
expressing advice from 1a.
(1) We should …
(2)Why don’t we/ not …
7. The teacher asks the students to tell the answers.
8. The teacher asks the students to find out the sentences
containing adverbial clauses of condition. Pay attention to the tense of them.
9. The teacher asks the students to act out the conversation of 1a in pairs.
Practice
(10 minutes)
1. The whole
class work.
2. Group work.
3. Individual
work.
4. Individual
work.
5. The whole
class work.
6. The whole
class work.
7. Individual
work.
8. The whole
class work.
9. Group work.
1. Students look at the
pictures of 2a. Understand them based on the given words.
2. Students use if to discuss the results of breaking the traffic rules.
3. Students report the results of the discussion.
4. Students match the parts of the sentences to
make traffic rules.
5. Students read the traffic rules and remember them.
6. Students listen and
read these sentences.
Pay attention to the
stress and understand
the focus of each
sentence.
7. Students try reading
the sentences alone.
8. Students read the
sentences correctly.
9. Students work in
groups and play the If
Chain Game of 3b.
1. The teacher asks the students to look at the pictures of 2a and understand them based on the given words.
2. The teacher asks the students to use if to discuss the results of breaking the traffic rules.
3. The teacher asks the students
to report the results of the
discussion.
4. The teacher asks the students to match the parts of the sentences to make traffic rules.
5. The teacher lets the students read the traffic rules and remember them.
6. The teacher plays the
recording of 3a for the students and lets the students listen and read these sentences. Ask them to pay attention to the stress and understand the focus of each sentence.
7. The teacher lets the students
try reading the sentences
alone. Note that they can
change the emphasis of a
sentence when they change
the word that is stressed.
8. The teacher asks the students from different groups to read the sentences correctly. Organize them to have a competition.
9. The teacher asks the
students to work in
groups and play the If
Chain Game of 3b.
Production
(7minutes)
1. Group work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. Individual
work.
1. Students discuss the
slogans for the activity.
2. Students write down
the slogans, using
adverbial clauses of
condition.
3. Students report their
results.
4. Students check the
slogans with the
teacher.
5. Students summarize
Section B with the
teacher.
6. Students finish the homework after class.
1. The teacher asks the
students to discuss in
groups. Your school will
have a public activity
about traffic safety.
Discuss the slogans for
the activity.
2. The teacher asks the
students to write down the
slogans with adverbial
clauses of condition.
3. The teacher asks the
representatives of each
group to report their
results.
4. The teacher sums up the
activities. The group with
the most and correct
sentences of adverbial
clauses of condition wins.
5. The teacher shows the
summary to the students.
6. The teacher assigns
homework:
(1) Review the summary
after class.
(2) Ask the students to
make at least five
sentences with “if”.
Pay attention to the
tense.
(3) Search the Internet
for some information about bicycles to
prepare for Section C.
Teaching Reflection
The students are amazed at the number of the people who died from the traffic accidents every year. They realize that it’s very important to follow the traffic rules. And they do very well in making traffic rules. They can understand the usage of adverbial clauses of condition well.
Ⅶ. Blackboard design
Unit 6 Enjoying Cycling
Topic 3 Bicycle riding is good exercise.
Section B
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