教案设计unit6topic2sectionA.doc

Unit 6 Enjoying CyclingTopic 2 How about exploring Tiananmen Square?Section A. Material analysis本节课为该话题的第一节课，建议用1-2课时上完。主要活动为1a和3。本话题以游览天安门广场为话题展开故事情节，先是邀请，接着是游览，从而对天安门广场进行描述，并引出方向及方位词。通过谈论天安门各个建筑物的位置关系来练习方向和方位介词。本话题还以日记形式叙述了旅行的感受，培养学生热爱旅游、积极探索、热爱祖国的态度。 while, when, before, after, as, until 和as soon as引导的时间状语从句是本话题的语法重点。在Section A 的1a，Michael 邀请Darren来北京度假，并请求Kangkang帮助制定北京的游览计划，谈论考查，学习时间状语从句，并在3中设置了造句练习来巩固时间状语从句的用法。. Teaching aimsKnowledge aims：1. 学生能正确拼读并运用黑体单词。2. 学生能自如地运用以下句式进行交流：Id like to speak to Michael.Glad to receive your postcard.Would you like to come to China for your vacation?Im looking forward to meeting him. That would be very interesting.3. 学生能简单地掌握时间状语从句的用法。 Skill aims：1. 能听懂有关度假和旅游的短文或对话，并从中获取信息。2. 能使用英语与他人谈论关于旅游的话题。3. 能理解有关旅游等方面的叙述，并从中获取需要的信息。4. 能用英语制订旅游计划。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、热爱祖国的精神。. The key points and difficult pointsKey points：1. 谈论度假和旅游的话题。2. 初步掌握时间状语从句的用法。Difficult points： 掌握when 和while 引导的时间状语从句的用法。. Learning strategies 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。. Teaching aids Computer multimedia projector, the flash of the song, I love Tiananmen Square of Beijing, a postcard. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. Pair work.5. The wholeclass work. 1. Focus their attentionon the teacher.2. Students read theletters about theexperience of theirtrips.3. Students talk aboutexploring Beijing.Grasp the new word.4. Students discuss thequestions. Give their own opinions.5. Students observe thepicture and knowabout the backgroundof the conversation.1. Greet the students andget them ready forlearning. The teacherplays the flash of thesong, I love TiananmenSquare of Beijing.2. The teacher asks thestudents to report thehomework. Let thestudents read the lettersabout the experience oftheir trips.3. The teacher shows somepictures of places ofinterest in Beijing. Leadthe students to talk about exploring Beijing. Teach the new word explore by showing the word travel, which has the samemeaning. 4. The teacher lets thestudents discuss thefollowing questions inpairs to lead to the learningof 1a:(1) What do you think ofBeijing?(2) What do you know about Beijing?(3) Do you want to explore Beijing?5. The teacher lets thestudents look at thepicture of 1a, and leads to1a by introducing thebackground of theconversation. Presentation(10minutes)1. The wholeclass work.2. The whole class work.3. The whole class work.4. The whole class work.5. The whole class work.6. The wholeclass work.1. Students watch theflash of 1a to catch the general idea of thedialog.2. Students check theiranswers with theteacher.3. Students watch theflash for the secondtime, find out the newwords and guess theirmeanings.4. Students learn andgrasp the new words.5. Students listen to therecording and tickwhat they hear.6. Volunteers report theanswers. Studentscheck the answers.1. The teacher plays theflash of 1a. Ask thestudents to answer thefollowing questions: (1) Where would Michael like Darren to go for his vacation?(2) Which city wouldKangkang like Darren to explore?2. The teacher asks twostudents to give theiranswers.3. The teacher plays theflash again. Ask thestudents to find out thenew words, and guesstheir meanings with thehelp of the words around.4.The teacher asks twostudents to tell the answers. Teach the new wordpostcard by showing a postcard to the students. Teach the new word receive by showing a situation of getting a letter. And teach the new word vacation byshowing a picture oftraveling around.5.The teacher plays therecording of 1a. Ask the students to tick what they heard in 1b.6. The teacher asks twostudents to tell answers to1b.Consolidation(10 minutes)1. The whole class work.2. The whole class work.3. Group work.4. The whole class work.5. The wholeclass work.6. The whole class work.7. Pair work.8. The wholeclass work.1. Students read theconversation after therecording sentence bysentence.2. Students try to follow the speed, payingattention to thepronunciation andintonation.3. Students read theconversation bythemselves anddiscuss in groups to find out the difficultpoints and sum up themain points.4. Students underlinein their books andmake some notes.5. Students find out thesentences aboutinvitation, suggestion,agreement and request.6. Volunteers tell theiranswers. 7. Students read 1a, grasp the notes, and find out the sentences containingadverbial clauses of time.8. Students check theiranswers. Learn and grasp the usage of adverbialclauses of time. 1. The teacher plays therecording sentence bysentence.2. The teacher plays therecording withoutstopping.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 asummary to explain the key points and difficult points to the students:(1) receive the postcard(2) be busy doing sth.(3) (be) on vacation 5. The teacher asks the students to find out the sentencesabout invitation, suggestion, agreement and request. 6. The teacher lets two students give their answers.7. The teacher asks the students to read 1a and find out thesentences containing adverbial clauses of time in pairs.8. The teacher asks the students to check their answers.Introduce and explainadverbial clauses of timebriefly.Practice(10 minutes)1. Individualwork.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. Individualwork.7. The wholeclass work.8. Individualwork.9. The wholeclass work.10. Individualwork.11. The wholeclass work.1. Students read thesentences of 1c alone,and number thesentences.2. Students check theanswers with the teacher.3. Students read thesentences in the rightorder together. 4. Students retell theconversation.5. Students read andmatch the sentences.6. Students check theanswers.7. Students find outmore similarexpressions from 1a.8. Students look at thepictures of 3, and then make sentences withwhile or when.9. Students check theanswers.10. Students skim 4. Andknow about the word camp and grasp the phrase work out.11. Students listen to therecording and choose the best answers.1. The teacher asks thestudents to read thesentences of 1c alone andnumber the sentences.2. The teacher lets two orthree students tell theiranswers.3. The teacher lets the students read the sentences in theright order together. 4. The teacher lets the students retell the conversationbased on the sentences.5. The teacher asks the students to read and match thesentences. Finish 2.6. The teacher lets two students give their answers.7. The teacher asks thestudents to find out more similar expressions from 1a and practice with their partners.8. The teacher asks thestudents to look at thepictures of 3, and thenmake sentences withwhile or when.9. The teacher lets twostudents write down their answers on the blackboard. Check the answers.10. The teacher lets thestudents skim thequestions and choices in 4.11. The teacher plays therecording and lets thestudents choose the bestanswers. Production(7minutes)1. The wholeclass work and group work.2. The wholeclass work.3. Individualwork.1. Students discuss ingroups and finish thepassage.2. Students summarizeSection A with theteacher.3. Students finish the homework after class. 1. The teacher offers thesituation to the students:One of your friends willcome to your hometownon vacation. Make up aplan for your friend, usingthe adverbial clauses oftime.(1) Ask the students todiscuss the content of the plan in groups. (2) Ask them to write down the key words.(3) Ask them to finish the passage.(4) Choose a representative from each group toreport their plan.2. The teacher shows thesummary to the students.3.The teacher assignshomework:(1) Review the summaryafter class.(2) Ask the students to write a conversation about making a telephone call, using the words while/ when.(3) Preview Section B. Pay attention to the expressions of direction.Teaching ReflectionThe students like Beijing very much. They are interested in exploring Beijing. They can grasp the sentences about invitation, suggestion, agreement and request well. And they understand the usage of adverbial clause of time easily. Blackboard designUnit 6 Enjoying Cycling Topic 2 How about exploring Tiananmen Square?Section A1. receive the postcard2. be busy doing sth.3. (be) on vacation 4. Darren was having a class while Michael was climbing a mountain.5. work out