资源描述
Unit 6 Topic 2 How about exploring Tian’anmen Square SectionC
Ⅰ. Material analysis
本节课建议用1课时学完。主要活动为Section C 的1a和3。
本课通过叙述Kangkang, Michael和 Darren的旅行经历，进一步学习时间状语从句的用法。要求学生通过本课的学习活动掌握黑体单词和短语bicycle, be full of, tour, space, push, direction, step, beside, experience和can’t help doing sth., 理解白体词汇crowd, slowly 和sadly。学会叙述旅行经历的同时，培养学生热爱旅游、积极探索、热爱祖国的态度。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能正确拼读并运用黑体单词和短语。
2. 学生能学会如何叙述旅行经历。
3. 学生能进一步掌握时间状语从句的用法。
Skill aims：
1. 能听懂有关旅游经历的短文或对话。
2. 能使用英语来叙述旅行经历。
3. 能读懂简单叙述旅行经历的短文。
4. 能用英语简单写出自己的旅游经历。
Emotional aims：
1. 具有积极参与课堂上各种英语实践活动的兴趣。
2. 培养学生热爱旅游、积极探索、热爱祖国的态度。
Ⅲ. The key points and difficult points
Key points：
1. 学习有关叙述旅游经历的词汇、短语和句式的表达。
2. 继续学习时间状语从句的用法。
Difficult points：
用英语写出自己的旅游经历。
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 minutes）
1. The whole
class work.
2. Group work.
3. Group work.
4. The whole
class work.
5. The whole
class work.
1. Students focus their
attention on the
teacher.
2. Students have a
reading competition.
3. Students read the
passages written after
class to review the
nouns of direction
and the prepositions
of position.
4. Students look at the
pictures in 1b and
guess what the
passage is about.
5. Students skim the
passage and check the
guess.
1. Greet the students and
make them ready for
learning.
2. The teacher asks the
students to read the
sentences and pays
attention to the liaison
and intonation. Then let
them have a reading
competition.
(1) I was reading a book
while Jane was singing.
(2) Lily was writing a letter when John came in.
(3) By the way, how far is
it from here to the center
of Beijing City?
(4) In the south of the
square, we can see a
monument.
3. The teacher asks the
students to report their
homework. Let the
students read the passages
written after class to
introduce the directions of
the great buildings of
Tian’anmen Square and
review the nouns of
direction and the
prepositions of position.
4. The teacher lets the
students look at the
pictures in 1b and guess
what the passage is about.
5. The teacher lets the
students skim the passage and check the guess. Lead to learn 1a.
Presentation
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
1. Students read 1a
quickly and number
the pictures in 1b.
2. Students check their
answers with the
teacher.
3. Students read 1a again and underline the new words.
4. Students learn and
grasp the new words.
5. Students read the
passage again, and
mark T or F.
6. Students check
their answers with the teacher.
1. The teacher asks the
students to read 1a
quickly and number the
pictures in 1b.
2. The teacher asks two
students to tell the
answers.
3. The teacher lets the
students read 1a again and
underline the new words.
4. The teacher asks two students
to tell the answers. And then teach the new words and phrases. Teach be full of by showing a full
bottle. Teach bicycle and tour by showing a picture of traveling on a bike. Teach space by letting a student sit down in the chair, and then stand up to show the space. Teach push and step by playing the actions. Teach direction by pointing at the directions. Teach beside by sitting beside a student. Teach slowly and sadly by adding -ly behind slow and sad.
5. The teacher lets the
students read the passage
again, and mark T or F.
6. The teacher asks three
students to tell the
answers.
Consolidation
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. Group work.
4. The whole
class work.
5. Pair work.
6. The whole
class work.
7. Individual
work.
8. The whole
class work.
1. Students read the
passage after the
recording sentence
by sentence.
2. Students try to follow
the speed, paying
attention to the
pronunciation and
intonation.
3. Students read the
passage by themselves and discuss in groups to find out the difficult points and sum up the main points.
4. Students underline in
their books and make some notes.
5. Students work in pairs and write down the key words for each picture of 1b.
6. Students retell the story based on the pictures and the key words.
7. Students find out the
sentences of adverbial clauses of time in 1a.
8. Students check the
answers. And grasp the usage of the adverbial clauses of time further.
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 asks them to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation.
4. The teacher makes a
summary to explain the key
points and difficult points to
the students:
(1) be full of / be filled with
(2) be surprised at
(3) in all directions
(4) step on
(5) not … until…
(6) as soon as …
5. The teacher asks the students to work in pairs, and write down the key words for each picture of 1b.
6. The teacher asks the students to retell the story based on the pictures and the key words.
7. The teacher asks the students to find out the sentences of adverbial clauses of time in 1a.
8. The teacher asks two students to tell the answers. Teach the usage of the adverbial clauses of time further.
Practice
(10 minutes)
1. The whole
class work.
2. Individual
work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
7. The whole
class work.
8. The whole
class work.
1. Students read the
conjunctions in the box
of 2.
2. Students read the passage and fill in the blanks
with the conjunctions.
3. Students check the
answers with the teacher.
4. Students enjoy the
pictures of Jiuzhaigou.
Know something about
it.
5. Students skim the
passage of 3 to know the
general meanings. And
then answer the
questions.
6. Students check the
answers with the teacher.
7. Students learn the new
words and phrases.
8. Students observe the
form of the e-mail to
prepare for the writing
task.
1. The teacher lets the students read the conjunctions in the box of 2 to grasp their
different meanings.
2. The teacher lets the students read the passage and fill in the blanks with the
conjunctions.
3. The teacher asks two
students to tell the answers.
4. The teacher shows some
beautiful pictures of
Jiuzhaigou. Introduce them
briefly.
5. The teacher lets the students skim the passage of 3 to know the general meanings. And let them answer the following questions:
(1) Where is Jiuzhaigou?
(2) What’s it famous for?
6. The teacher asks two
students to tell the answers.
7. The teacher asks the
students to read the passage again and find out the
difficult points. Teach the
new word experience and
the phrase can’t help doing
sth. Ask the students to
make sentences with them.
8. The teacher asks the
students to observe the form of the e-mail to prepare for the writing task.
Production
(7 minutes)
1. The whole
class work and
group work.
2. The whole
class work.
3. Individual
work.
1. Students help Darren
reply to Bill.
2. Students summarize
Section C with the
teacher.
3. Students finish the
homework after class.
1. The teacher organizes the students to finish 3.
(1) Let the students discuss the e-mail content based on 1a.
(2) Let the students write down the key words for each paragraph.
(3) Let the students write the passage alone based on the key words. Ask two students from different groups to write down the passage on the blackboard.
(4) Check the e-mail
with the students.
Make a summary.
2. The teacher shows the
summary of this section
to the students.
3. The teacher assigns
homework:
(1) Review the summary
after class.
(2) Ask the students to
write a short story
about one of their travel experiences and report it to the class.
(3) Prepare for the learning of Section D after
class.
Teaching Reflection
The students are very interested in the three boys’ traveling experience. They can take an active part in all the activities. They also like the beautiful scenes of Jiuzhaigou. The teacher may offer more places of interest to them to widen their horizon.
Ⅶ. Blackboard design
Unit 6 Enjoying Cycling
Topic 2 How about exploring Tian’anmen Square?
Section C
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