资源描述
Unit 6 Topic 3 Bicycle riding is SectionD
Ⅰ. Material analysis
本节课建议用1课时学完。主要活动为Section D 的1。
本课通过谈论大型国际自行车比赛的话题，巩固本话题的语法，呼应本单元的标题，拓宽学生的视野，丰富他们的知识。要求学生通过本课的学习活动掌握黑体单词和短语empty, Asia, among, France, mile, central和winner. 了解白体词汇stream, altitude ,stage和cyclist，在综合复习Sections A-C的词汇、语法和功能句的基础上，帮助学生树立安全意识,培养学生热爱运动、积极探索的态度。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能正确拼读并运用黑体单词。
2. 学生能熟练掌握条件状语从句的用法。
3. 学生能了解两大国际自行车比赛的相关信息。
Skill aims：
1.能谈论自行车比赛。
2.能使用英语简单陈述两大国际自行车比赛的相关信息。
3.能读懂两大国际自行车比赛信息的短文。
4.能用英语制定简单的交通规则。
Emotional aims：
1. 具有积极参与课堂上各种英语实践活动的兴趣。
2. 培养学生热爱运动、积极探索的态度，树立安全意识。
Key points：
1. 学习有关叙述自行车比赛的词汇、短语和句式的表达。
2. 掌握条件状语从句的用法。
Difficult points：
用英语写作如何避免交通事故的发生。
Ⅳ. Learning strategies
1. 善于创设情景，在情景中提高语言交际能力，突显语言交际功能。
2. 在日常学习中不断开阔视野，扩大知识面。
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 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 focus their
attention on the teacher.
2. Students read the
passage about the
bicycle safety.
3. Students know about
more information of
the bicycle.
4. Students report some
information they
collected about
cycling races.
5. Students watch the
video and know about
the cycling race.
6. Students look at the
pictures of 1 and
introduce the events as much as possible.
1. Greet the students and
make them ready for learning.
2. The teacher asks the
students to report their homework. Let them read the passage about the bicycle safety. Let them build the sense of safety.
3. The teacher introduces
more information about the bicycle: The bicycle can be used as an environmental vehicle of transport for travel. More and more people use bicycles as fitness equipment for exercise, bike riding and traveling. The cycling race is a competitive sport which includes road cycling, mountain cycling and so on. We’ll know about something of the bicycle race today.
4. The teacher lets the students report some information they collected about cycling races.
5. The teacher shows the
video of a cycling race to lead to the new lesson.
6. The teacher asks the students to look at the pictures of 1. Encourage the students who know something about the two events and introduce the events as much as possible.
Presentation
(10minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
1. Students skim the
passage of 1 and
mark Q or F.
2. Students check their
answers with the
teacher.
3. Students read the
passage again and
underline the new
words.
4. Students learn and
grasp the new words.
1. The teacher asks the students
to skim the passage of 1
and mark Q for the
sentences that describe
the Tour of Qinghai Lake
and F for the Tour de
France.
(1) The race started in 2002. ( )
(2) Today the race covers
2,000 miles. ( )
(3) The race began in Paris. ( )
(4) It is the largest bicycle road race in Asia. ( )
(5) There are 21 timed
stages over three weeks, with one or two days to rest. ( )
2. The teacher asks two students
to tell their answers.
3. The teacher asks the students
to read the passage again
and underline the new
words.
4. The teacher asks one student
to tell the new words.
Teach the new words:
Asia and France by showing their maps. Teach the new word stage by showing a picture of a stage. Teach the new word winner by showing a picture of a champion. Teach the rest words by explaining them in Chinese.
Consolidation
(10 minutes)
1. The whole
class work.
2.The whole
class work.
3. Group work.
4. The whole
class work.
5. The whole
class work.
6. Group work.
7. The whole
class 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 work in
groups and find out
the difficult points.
4. Students help each
other to understand the passage.
5. Students underline the
words, phrases and
sentences and make a
note.
6. Students read and find
out the key words in
groups.
7. Students retell the
passage based on the
key words.
8. Students evaluate the
retelling.
1. The teacher plays the
recording sentence by
sentence.
2. The teacher plays the
recording without
stopping.
3. The teacher asks the
students to work in
groups and find out the
difficult points.
4. The teacher asks the students to tell the difficult points. Ask other students to help them solve the problems.
5. The teacher makes a
summary to explain the key points and difficult points to the students:
(1) among all races
among / between
(2) 21 timed stages
(3) The roads are very difficult to ride on.
(4) without doing sth.
6. The teacher asks the students to read the passage carefully and find out the key words in groups.
7. The teacher asks one student to write down the key words on the blackboard, and then lets the students retell the passage based on the key words.
8. The teacher praises the
students who retell the
passage well.
Practice
(10 inutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. Individual
work.
5. The whole
class work.
6. Group work.
7. Individual
work.
8. The whole
class work.
9. The whole
class work.
1. Students read through
Sections A-C and understand
the underlined parts in
each sentence of the
grammar table.
2. Students sum up the
usage of adverbial clauses of condition.
3. Students grasp the usage of the underlined phrases.
4. Students find out more phrases in this topic.
5. Students read and
understand the accident report form.
6. Students discuss in
groups.
7. Students write a passage
alone about the accident.
8. Students report their
passages.
9. Students evaluate others’,
passage.
1. The teacher asks the students to read through Sections A-C and understand the underlined parts in each sentence of the grammar table.
2. The teacher asks two students to sum up the usage of adverbial clauses of condition.
3. The teacher asks the students to read through Sections A-C and pay attention to the underlined phrases in the functions table.
4. The teacher asks the students to find out more phrases in this topic.
5. The teacher asks the students to read and understand the accident report form.
6. The teacher asks the students to discuss in groups: How to write a passage based on the content of the accident
report form.
7. The teacher asks the students to write a passage alone about the accident. Encourage them to use more useful expressions of this topic.
8. The teacher lets two students report their passages in
class.
9. The teacher asks the students to evaluate others’, passages, and then makes the
summary for the written
work.
Production
(7 minutes)
1. Group work.
2. Group work.
3. Individual
work.
4. Group work.
5. The whole
class work.
6. The whole
class work.
7. The whole
class work.
8. Individual
work.
1. Students discuss in
groups.
2. Students write the key words for their reports.
3. Students finish the
reports alone.
4. Students change their
reports within the
group. Learn something useful from their group mates and help others correct something wrong.
5. Students read their
productions.
6. Students evaluate the
passages written by
others and learn
something useful.
7. Students summarize
Section D with the
teacher.
8. Students finish the
homework after class.
1. The teacher organizes the
students to discuss in
groups: How to avoid
traffic accidents. Let them make sure of the content they will mention.
2. The teacher asks the
students to write the key
words for their reports.
3. The teacher asks the
students to finish the
reports alone based on
their key words.
4. The teacher asks the
students to change their
reports within the group.
Ask them to learn
something useful from
their group mates and
help others correct
something wrong.
5. The teacher asks the
students from different
groups to read their
productions.
6. The teacher asks the students to evaluate the passages, and then makes the summary for the written work.
7. The teacher shows the
summary to the students.
8. The teacher assigns
homework:
(1) Review the summary
after class.
(2) Write a passage to make
the traffic rules.
(3) Collect some information
of Craig Kielburger to
prepare for the next topic.
Teaching Reflection
The students grasp the knowledge of this topic well after the review of this section. Boys are very interested in the bicycle race. And they can evaluate others’ productions better and learn something useful from them.
Ⅶ. Blackboard design
Unit 6 Enjoying Cycling
Topic 3 Bicycle riding is good exercise.
Section D
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