Section B优秀公开课教案

Unit6 Topic3 Section B I. Teaching aims 1. Knowledge aims The topic of this lesson is to talk about traffic rules and safety, to master several words ,several traffic signs and to learn to use if conditional adverbial clauses, and to be able to talk with if. 2. Skill aims By learning traffic rules and cycling safety rules, students are trained to listen, speak, read, write and other skills, and can accurately communicate and perform with what they have learned. 3. Emotional aims Let students abide by traffic rules and establish safety awareness. Learn to cherish your own life, learn to cherish the lives of others, so as to unite and work carefully to build a harmonious society. 4. Learning strategies Cultivate students' active and active learning methods, overcome the negative learning strategies such as rote learning, be good at grouping activities, actively cooperate with others in the group, learn from each other's strengths

and learn from each other, and complete the learning task together. 5. The goal of cultural consciousness Let students understand the traffic laws and signals so as to broaden their horizons and gain insight. III. Teaching methods Using task-based teaching approach, let students make up dialogues, perform, sing English songs, research and other forms to cultivate students' learning ability such as autonomy, exploration and cooperation. IV. Teaching content Unit6 Topic3 Section B V. Teaching aids (app aid) VI. Teaching procedure (1)creating situations Step1 Revision

Talk about the advantages of the bicycle 2. Look and listen

Look at the screen, listen to the tape. Then ask Ss to discuss it freely.

[discuss the advantages of bicycle and review the old knowledge, and naturally introduce new courses, greatly arouse students' interest in learning, so that they can quickly enter the state; and retell the text with key words to cultivate students' ability to generalize and express.] Step2 Presentation Discuss the advantages of the bicycle .

(Red means stop. Green means go.) Discuss the traffic rules in groups. Then ask some Ss to say their answers. S2: We must obey the traffic rules. Red means stop. Green means go. S3: If you cross the street, don't rush.S4…

[Design description:Ask students to discuss together in combination with daily life, summarize the traffic regulations they know, supplement according to what traffic police say, explore the answers from cooperation, and remember more firmly. The teacher's timely evaluation greatly inspired the students and mobilized their awareness of participation. ]. Step3 Practice Task1.As a student，what should we do to ride safely.

[design description: guide and encourage students to participate in teaching activities, cultivate students' participation consciousness and explore the good quality of cooperative learning, so that students can develop the good habit of using their brains, doing hands and moving their mouths.] (3) strive to be a traffic policeman and distinguish traffic behavior Step7 consolidation

Work alone. Look at 1c .Match the sentences. Check the answers. Then read by themselves.(T: When we ride our bikes, we should be careful and ride safely.) Ask the students to investigate the number of cyclists, discuss the benefits of cycling, and cultivate their ability to explore and cooperate. Then let the students read to check the answers, from reality back to books, reflecting the integration of the use of teaching materials, not teaching materials.] Step8 Homework

Task1 Write a report

Write a report to help students to ride their bikes safely. Then report it to the class. Task2 Make traffic signs

Use hard paper to make different traffic signs (No parking/stop...) put them in the right place of your school. [design instructions: encourage students to make traffic signs, not only to cultivate students' practical ability, but also to warn students to abide by traffic rules, build a better campus and create a harmonious society.] Step9 Sing a song

< Traffic lights > [Design instructions: students end their new lessons in beautiful songs, which not only consolidate their knowledge but also edify their sentiment. Why not do so?]. [design instructions: students finish the new class in beautiful songs, which not only reinforces knowledge but edifies sentiment.]

VII. Teaching reflection

The classroom design of this class has the following highlights:

Bright spot one: in the teaching of this course, the teacher adopts the task-based teaching approach, which fully embodies the teacher's design of teaching according to the needs of the students. According to the students' existing knowledge level,

life reality, interest and hobby design activities, so that the teaching process presents a harmonious state of teacher-student interaction, student-student interaction, so that each activity shows maneuverability, and makes the English classroom live. Let the students move. This course is divided into several activities, talking about traffic accidents, when traffic police talk about traffic rules, distinguish traffic behavior, make traffic signs. Each activity is closely linked, showing natural success, the task is specific and feasible. It reflects. " For the use of learning, in the use of middle school, learn to use the teaching concept.

Bright spot 2: reflects the status of teacher-led and student-led. It breaks the traditional teaching method that teachers talk to students and listen to them all over the hall. The teacher has a good grasp of his role, as a good guide, organization, cooperation, referee. For example, to guide students to tell stories with keywords, to help students distinguish traffic behavior, to help students in time when they have difficulties, and to evaluate them in a timely manner when confirming students' answers (Good/You are great/Excellent.). This greatly inspires the students'

confidence in learning, and they will open their mouths and take part in teaching activities boldly. At the same time, the teacher asked the students to play The police, group talk about the mode of traffic, everyone makes traffic signs, this takes the student as the center, pays attention to the development of each student, takes the student as the protagonist, truly lets them become the study main body, causes the whole classroom teaching to live. VI. Teaching reflection The classroom design of this class has the following highlights: Bright spot one: in the teaching of this course, the teacher adopts the task-based teaching approach, which fully embodies the teacher's design of teaching according to the needs of the students. According to the students' existing knowledge level, life reality, interest and hobby design activities, so that the teaching process presents a harmonious state of teacher-student interaction, student-student interaction, so that each activity shows maneuverability, and makes the English classroom live. Let the students move. This course is divided into several activities, talking about traffic accidents, when traffic police talk about traffic rules, distinguish traffic

behavior, make traffic signs. Each activity is closely linked, showing natural success, the task is specific and feasible. It reflects. " For the use of learning, in the use of middle school, learn to use the teaching concept.

Bright spot two: reflects the status of teacher-led and student-led. It breaks the traditional teaching method that teachers talk to students and listen to them all over the hall. The teacher has a good grasp of his role, as a good guide, organization, cooperation, referee. For example, to guide students to tell stories with keywords, to help students distinguish traffic behavior, to help students in time when they have difficulties, and to evaluate them in a timely manner when confirming students' answers (Good/You are great/Excellent.). This greatly inspires the students' confidence in learning, and they will open their mouths and take part in teaching activities boldly. At the same time, the teacher asked the students to play The police, group talk about the mode of traffic, everyone makes traffic signs, this takes the student as the center, pays attention to the development of each student, takes the student as the protagonist, truly lets them become the study main body, causes the whole classroom

teaching to live.

The new class is changed to our teacher to provide the space for development, the platform for display, and the painting volume for splashing ink, so we should create the world of thinking, expression and self-expression for the students. In a word, as wide as the train of thought of English teaching is, the road of teaching is as wide as the teacher's tolerance is, the stage of students' activities is as big as the teacher's tolerance is, and how much the teacher's enthusiasm for teaching is, how much the students' interest in learning is. As long as our teachers can be based on the reality of traditional teaching, but also accept the idea of new ideas, and then give full play to personal demeanor, we can walk out of their own teaching characteristics of the road.