资源描述
Unit 6 Topic 2 How about exploring Tian’anmen Square SectionD
Ⅰ. Material analysis
本节课建议用1课时学完。主要活动为Section D 的1a。
本课通过阅读 Michael的旅行日记，复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have fun doing sth., everywhere和Thank goodness. 学会写旅行日记的同时，培养学生热爱旅游、积极探索的态度，并向学生渗透迷路的应对策略，让学生树立安全意识，遇事不要惊慌，学会保护自己。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能正确拼读并运用黑体单词和短语。
2. 学生能学会如何写旅行日记。
3. 学生能熟练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，并从中获取信息。
2. 能使用英语简单陈述自己旅游与探险的心得与感受。
3. 能读懂旅行日记，并从中获取需要的信息。
4. 能用英语简单写自己的旅行日记。
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、积极探索的态度，树立安全意识，遇事不要惊慌，学会自我保护。
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. 掌握时间状语从句的用法。
Difficult points：
用英语写自己的旅行日记。
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.
1. Students focus their
attention on the
teacher.
2. Students review the
nouns of direction by asking and answering.
3. Students have a contest
among groups to
review the adverbial
clauses of time.
4. Students report their
homework. And then
prepare for learning
the new lesson.
1. Greet the students and
make them ready for
learning.
2. The teacher shows the
picture of 3a in Section B. Let the students review the nouns of direction by asking and answering.
3. The teacher guides the
students to have a contest among groups. In the
limited time, the teacher
asks the students to
discuss in group of four
and write sentences of the adverbial clauses of time with before, after, as
until, while, when and as
soon as as much as
possible. Then ask them
to show their results. The
group which writes the
most and correct sentences is the winner.
4. The teacher lets the students report their homework: Read the story about one of your travel experiences. Then lead to the new
lesson:
Kangkang, Michael and Darren also have an exciting experience. Michael keeps a diary of the trip in order to remember it forever. Let’s read it now.
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.
7. The whole
class work.
1. Students skim the
passage of 1a and find
out the new words.
2. Students read 1a
quickly and mark the
sentences containing
adverbial clauses of
time.
3. Students check their
answers with the
teacher.
4. Students read 1a again
and find out the
difficult points.
5. Students tell the
difficult points. Other
students help them
solve the problems.
6. Students underline the
words and phrases and
make a note.
7. Students read the
Passage, and then sum
up the form of the
diary.
1. The teacher asks the
students to skim the
passage of 1a and find out
the new words.
2.The teacher asks the
students to read 1a
quickly and mark the
sentences containing
adverbial clauses of time.
3. The teacher asks two
students to tell their
answers.
4. The teacher asks the
students to find out the
difficult points.
5. The teacher asks the
students to tell the
difficult points. Ask other
students to help them
solve the problems.
6. The teacher makes a
summary to explain the key points and difficult points to the students:
(1) check out
(2) ride to …
(3) have fun doing sth.
(4) Thank goodness!
7. The teacher asks the
students to read 1a again
and sum up the form of
the diary. The teacher
makes a summary.
Consolidation
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. Individual
work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
7. 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 1a and
fill in the blanks
4. Students check the
answers with the
teacher.
5. Students put the key
information in the
right order.
6. Students check the
answers with the
teacher.
7. Students retell the
story with the correct
conjunctions in
groups.
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 fill in the blanks.
4. The teacher asks the students to tell the answers.
5. The teacher asks the students to read 1a again and put the key information in the right order.
6. The teacher asks two students to tell their answers.
7. The teacher asks the students to retell the story with the
correct conjunctions in
groups.
(1) Ask the students to make
sure of the keys words and conjunctions.
(2) Members B-F retell one
paragraph each.
(3) Member A retells the
whole passage to the
whole class.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. Individual
work.
5. The whole
class work.
6. The whole
class work.
7. The whole
class work.
1. Students read through
Sections A-C and fill in
the blanks of the
grammar table with the
correct words.
2. Students check the
answers with the
teacher.
3. Students read through
Sections A-C and fill in the blanks of the function s table with the correct
words.
4. Students check the
answers with the
teacher.
5. Students write a dairy about the experience of last weekend.
6. Students report their
diaries.
7. Students pay attention to the form of the diary.
1.The teacher asks the students to read through Sections A-C and fill in the blanks of the grammar table with the
correct words.
2. The teacher asks two
students to tell the answers.
3. The teacher asks the
students to read through
Sections A-C and fill in the
blanks of the functions table with the correct words.
4. The teacher asks two
students to tell the
answers.
5. The teacher asks the
students to write a diary
about the experience of last weekend. Encourage them to use the adverbial clauses of time and the useful expressions of this topic.
(1) Make sure of the content.
(2) Write down the key words.
(3) Finish the diary.
6. The teacher lets two
students report their diaries in class.
7. The teacher makes the
summary for their diaries.
Production
(7 minutes)
1. The whole
class work.
2. The whole
class work and
group work.
3. The whole
class work.
4. Individual
work.
5. The whole
class work.
6. The whole
class work.
7. The whole
class work.
8. Individual
work.
1. Students observe the
pictures. Understand
the general idea of
each picture.
2. Students talk about the
pictures in groups.
3. Students write more
key words.
4. Students write a story
based on the pictures
and the key words.
5. Students read their
productions.
6. Students talk about the last question to learn
how to care for
themselves.
7. Students summarize
Section D with the
teacher.
8. Students finish the
homework after class.
1. The teacher organizes
the students to describe
the outdoor experiences.
At first ask them to
observe the pictures.
2. The teacher asks the
students to talk about the
pictures in groups with
the following questions.
(1) Why was the boy lost?
(2) How did he feel when he was lost?
(3) Who did he ask for
help?
3. The teacher asks the students to write more key words.
4. The teacher asks the
students to write a story
based on the pictures and
the key words.
5. The teacher asks the
students to read their
productions. Sum up the
passage.
6. The teacher asks the
students to talk about the
last question: What should we do when we are lost? Tell the students to learn to take care of themselves.
7. The teacher shows the
summary to the students.
8. The teacher assigns
homework:
(1) Review the summary
after class.
(2) Write a passage about
your experiences of
getting lost.
(3) Collect the traffic rules
to Prepare for Topic 3.
Teaching Reflection
The students can write their traveling diaries well with the useful expressions. They can also grasp adverbial clauses of time better now. The teacher should design more exercises for them for consolidation.
Ⅶ. Blackboard design
Unit 6 Enjoying Cycling
Topic 2 How about exploring Tian’anmen Square?
Section D
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