Section A教案教学设计导入设计

Date______________

Topic 2 How about exploring Tian’anmen Square Unit 6

The first period Ⅰ. Aims and demands目标要求

Learn some other new words & some important phrases: Ⅱ.Teaching procedure

Step One Greetings

Step Two Revision

Revise the useful phrases and sentences in topic 2 Step Three Learn the new words

1.

receive

v. 收到，得到；

accept

v. 接受

eg .

She received some flowers but she didn’t accept them. 2.

vacation

n. 假期

go on a vacation/ take/have a vacation

be on vacation 度假

eg. We are on vacation in Beijing. 3.

explore

v. 考察；探索；勘探

eg. Let’s explore the mountains.

Scientists wish to explore the space by themselves. explorer

探险者

4. camp

v. 野营

go camping 去野营

5. work out

算出；

制定；

完成

work it/them out

It’s not easy to work out the cost of the living. Please work out the math problem.

Work the math problem out, please. 6. monument

n. 纪念碑

Washington Mounment 华盛顿纪念碑

the monument to the People’s Heroes 人民英雄纪念碑

7. chairman

n. 主席，主持人

Chairman Mao

毛主席

8. announce

v. 宣布；宣告，通知

Eg. Chairman Mao announced the founding of the People’s Republic of China in

1

1949.

9.

in the north of/ in the south of/ in the east of/ in the west of the city

在….北端/南端/东端/西端

in the center of the square 在广场中央

10. found

v. 建立，创办

They founded the city 600 years ago. 11. meaningful

adj. 重要的，意味深长的

The museum is meaningful to us Chinese people.

这个博物馆对我们中国人来说意义深远。

meaningless

adj.

无意义的

12.

wait for + 宾语

He is waiting for the bus in the rain. can’t wait to do sth.

迫不及待去做某事

eg.

I can’t wait to meet my friends. 13.

crowd

n. 人群

the crowd

大众，

老百姓；一伙人（含贬义）

14.

space

n. 空间，

空地

（一般做不可数名词）

eg. The desk takes up too much of the space.

There isn’t much space left. 15. tour

n.

tour buses 旅游车

tourist n. 观光者，旅游者

15.

push 推；

pull 拉

16.

a sense of direction

in all directions 各个方向，四面八方

17.

step by step

一步一步

sit on a step

坐在台阶上

18.

beside me 在….旁边

The hospital is beside the factory. 19. sadly

adv. 伤心地

The woman is crying sadly. 20.

as soon as

一….就….

Eg. She always begins to cook as soon as she gets home.

He always turns on the TV as soon as he gets home. 21.

experience

n. 经历（可数）；

经验（不可数）

2

22. everywhere

adv.

= here and there

I looked for my purse everywhere but I couldn’t find it.

…here and there….

3

Date______________

The second period

Section A

Ⅰ. Material analysis

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。

Ⅱ. Teaching aims Knowledge 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：

I’d like to speak to Michael. Glad to receive your postcard. Would you like to come to China for your vacation? I’m 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、热爱祖国的态度。

Ⅲ. The key points and difficult points Key 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。

4

Difficult points：

掌握when 和while 引导的时间状语从句的用法。

Ⅳ. 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。

Ⅴ. Teaching aids

Computer multimedia projector, the flash of the song, I love Tian’anmen Square of Beijing, a postcard. Ⅵ. Teaching procedures

Interaction pattern 1. The whole class work.

2. The whole class work.

3. The whole class work.

Introduction

（8 minutes）

4. Pair work.

5. The whole class work.

Step

Student activity 1. Focus their attention on the teacher.

2. Students read the letters about the experience of their trips.

3. Students talk about exploring Beijing. Grasp the new word.

4. Students discuss the questions. Give their

own opinions.

5. Students observe the picture and know about the background of the conversation.

5 Teacher activity 1. Greet the students and get them ready for learning. The teacher plays the flash of the song, I love Tian’anmen

Square of Beijing.

2. The teacher asks the students to report the homework. Let the students read the letters about the experience of their trips. 3. The teacher shows some pictures of places of interest in Beijing. Lead the students to talk about exploring Beijing. Teach the new word explore

by showing the word travel, which has the same meaning.

4. The teacher lets the students discuss the following questions in pairs to lead to the learning of 1a: (1) What do you think of Beijing? (2) What do you know

about Beijing? (3) Do you want to

explore Beijing? 5. The teacher lets the students look at the picture of 1a, and leads to 1a by introducing the background of the conversation.

Presentation (10minutes) 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 watch the flash of 1a to catch the general idea of the dialog.

2. Students check their answers with the teacher. 3. Students watch the flash for the second time, find out the new words and guess their meanings.

4. Students learn and grasp the new words.

5. Students listen to the recording and tick what they hear.

6. Volunteers report the answers. Students check the answers. 1. The teacher plays the flash of 1a. Ask the students to answer the following questions:

(1) Where would Michael

like Darren to go for his vacation? (2) Which city would Kangkang like Darren to explore? 2. The teacher asks two students to give their answers. 3. The teacher plays the flash again. Ask the students to find out the new words, and guess their meanings with the help of the words around. 4.The teacher asks two students to tell the answers. Teach the new word postcard

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 by showing a picture of traveling around. 5.The teacher plays the recording of 1a. Ask the students to tick what they heard in 1b. 6. The teacher asks two students to tell answers to 1b.

6

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. The whole

class work. 7. Pair work.

8. The whole class work. 1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students read the conversation 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 find out the sentences about invitation, suggestion, agreement and request. 6. Volunteers tell their answers.

7. Students read 1a, grasp the notes, and find out the sentences containing adverbial clauses of time. 8. Students check their answers. Learn and grasp the usage of adverbial clauses of time.

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) receive the postcard (2) be busy doing sth. (3) (be) on vacation

5. The teacher asks the students to find out the sentences about 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 the sentences containing adverbial clauses of time in pairs. 8. The teacher asks the students to check their answers. Introduce and explain adverbial clauses of time briefly.

7

Practice (10 minutes) 1. Individual work.

2. The whole class work.

3. The whole class work.

4. The whole class work.

5. The whole class work.

6. Individual work. 7. The whole class work.

8. Individual work.

9. The whole class work.

10. Individual work.

11. The whole class work.

1. Students read the sentences of 1c alone, and number the sentences. 2. Students check the answers with the teacher.

3. Students read the sentences in the right order together.

4. Students retell the conversation.

5. Students read and match the sentences.

6. Students check the answers. 7. Students find

out more similar expressions from 1a.

8. Students look at the pictures of 3, and then make sentences with while or when.

9. Students check the answers.

10. Students skim 4. And know about the word camp

and grasp the phrase work out.

11. Students listen to the recording and choose the best answers.

1. The teacher asks the students to read the sentences of 1c alone and number the sentences. 2. The teacher lets two or three students tell their answers. 3. The teacher lets the students read the sentences in the right order together.

4. The teacher lets the students retell the conversation based on the sentences. 5. The teacher asks the students to read and match the sentences. Finish 2. 6. The teacher lets two students give their answers. 7. The teacher asks the students to find out more similar expressions from 1a and practice with their partners. 8. The teacher asks the students to look at the pictures of 3, and then make sentences with while or when. 9. The teacher lets two students write down their answers on the blackboard. Check the answers. 10. The teacher lets the students skim the questions and choices

in 4. 11. The teacher plays the recording and lets the students choose the best answers.

8

Production (7minutes) 1. The whole class work and group work.

2. The whole class work.

3. Individual work. 1. Students discuss in 1. The teacher offers the groups and finish the situation to the students: passage. One of your friends will

come to your hometown

on vacation. Make up a

plan for your friend, using

the adverbial clauses of

time.

(1) Ask the students to

discuss 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 to

report their plan. 2. Students summarize 2. The teacher shows the Section A with the summary to the students. teacher.

3. Students finish the 3.The teacher assigns homework after class. homework:

(1) Review the summary after 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.

9

Teaching Reflection The 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.

Ⅶ. Blackboard design

Unit 6 Enjoying Cycling

Topic 2 How about exploring Tian’anmen Square?

Section A 1. receive the postcard 2. be busy doing sth. 3. (be) on vacation

4. Darren was having a class while Michael was climbing a mountain. 5. work out

10

Date______________

The third period Section B

Ⅰ. Material analysis 本课通过对天安门广场进行描述，引出方向及方位词，并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。要求学生通过本课的学习活动掌握黑体单词和短语north, east, west, wait和can’t wait to do sth.

Ⅱ. Teaching aims Knowledge aims：

1. 学生能正确掌握/θ/ 和

/s/的发音技巧，连读技巧和句子的语调；拼读并运用黑体单词。

2. 学生能正确掌握方向和方位词的用法，进一步掌握时间状语从句的用法。

Skill aims：

1. 能听懂有关方向、方位的短文或对话，

能使用英语来表达方位和方向。

Emotional aims：

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. 正确掌握方向和方位词用法，继续学习时间状语从句的用法。

Ⅳ. Teaching aids

Computer multimedia projector, the pictures of Tiananmen Square, the map,

the video of the founding ceremony in 1949.

11

Ⅴ. . Teaching procedures

Interaction pattern 1. The whole class work.

2. Pair work.

3. Group work.

4. The whole class work. Introduction

（8 minutes）

Step Student activity 1. Students focus their attention on the teacher.

2. Students act out their

conversations to review the sentences about invitation, suggestion, agreement and request.

3. Students from different

groups make up sentences.

4. Students enjoy the pictures of Tian’anmen

Square. Learn the new words by the leading of the teacher.

Teacher activity 1. Greet the students and get them ready for learning.

2. The teacher asks the students to report their homework. Let the students act out their own conversations.

3. The teacher shows the pictures of 2 in Section A. Let the students make some sentences using while or when. Review the usage of adverbial clauses of time. 4. The teacher shows some pictures of Tian’anmen

Square. Lead to the new lesson.

Teach the new words of places of interest by showing the pictures of them: monument and rostrum.

Teach the new words chairman,

announce and found by showing the video of the founding ceremony in 1949.

Teach the word meaningful by showing a picture of New Year. Teach the new word wait by playing the action: Look at your watch frequently.

At last teach the new words north, east

and west with the help of a map.

12

Presentation (10minutes) 1. The whole class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. Group work.

6. The whole class work.

1. Students look at the picture of 1a and prepare for the learning of 1a.

2. Students watch the flash of 1a to catch the general idea of the conversation.

3. Students check their answers with the teacher. 4. Students watch the flash again, underline

and learn the new words.

5. Students discuss in groups to find out the difficult points and sum up the main points. 6. Students underline the main points in their books and make some notes.

1. The teacher asks the students to look at the picture of 1a and lead to 1a: “Kangkang and

Darren

are talking about the Tian’anmen Square.

Do

you know what they will mention? Let’s watch the

flash and find out the

answer. 2. Teacher plays the flash of 1a. Ask the students to answer the questions:

(1) Which city square is the

largest one in the world? (2) How long is it? (3) How wide is it? (4) Is it quite meaningful

to all Chinese people? 3. The teacher asks three students to give the answers.

4. Teacher plays the flash again. Ask the students to underline the new words in the conversation. Grasp the words of direction, and know about the names of great buildings. 5. 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. 6. The teacher makes a summary to explain the key points and difficult points to the students.

13

Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work. 5. Pair work.

6. Group work.

7. Individual work.

8. The whole class work.

9. The whole

class work. 10. The whole class work. 1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students listen to the recording, and underline the information about Tian’anmen Square.

4. Volunteers tell their answers.

5. Students work in pairs, and introduce Tian’anmen

Square to their partners. 6. Students introduce Tian’anmen Square

and have a competition.

7. Students look at the pictures of 2A, and know about the names of building. 8. Students listen and number the pictures.

9. Students give their answers. 10. Students listen and write down the date of each building.Then check the answers with the teacher. 1. The teacher plays the recording sentence by sentence.

2. The teacher plays the recording without stopping.

3. The teacher plays the recording for the students and asks them to underline the information about Tian’anmen Square after listening.

4. The teacher lets two students give their answers. 5. The teacher asks the students to work in pairs, and complete the table of 1b. Then check the answers.

6. The teacher asks the students from different groups to introduce Tian’anmen Square

and have a competition. 7. The teacher asks the students to look at the pictures and read through the names of

these great buildings. 8. The teacher plays the recording, and asks the students to listen and number the pictures of 2A. 9. The teacher asks two students to give their answers. 10. The teacher plays the recording for another time and asks the students to listen again and write down the date of each building. Check the answers.

14

Practice (10 minutes) 1. The whole class work.

2. Pair 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.

9. The whole class work.

1. Students learn the new words of direction.

2. Students ask and answer. Example: A: Excuse me, where is Beijing? B: It’s in the north of China.

3. Students match the names with the buildings.

4. Students read the words correctly.

5. Students fill in the blanks.

6. Students read the sentences of 3a aloud. 7. Students learn the usage of the prepositions of position (1) in the+方位名词+ of

指在某一范围之内的地区。

(2) to the+方位名词+ of

指互不接壤并互不

管辖的两个地区。

(3) on the +方位名词+

of指相互接壤但互不管辖的两个地区。

8. Students learn

the pronunciation rules of

/θ/ and /s/ of 4a.

9. Students grasp the liaison and intonation of 4b. 1. The teacher draws a picture of directions on the blackboard. Let the students tell the nouns of direction they know. And then teach the new words of direction. 2. The teacher shows a map of China. Let the students ask and answer in pairs to practice the directions.

3. The teacher asks the students to match the names with the buildings on the map of 3a.

4. The teacher lets the students read the direction words and the name of each great building. 5. The teacher guides the students to fill in the blanks with the correct words from 3a.

6. The teacher asks the students to read the sentences aloud. 7. The teacher introduces the usage of the prepositions of position by drawing the graphic expression on the blackboard.

8. The teacher leads the students to learn the pronunciation rules of

/θ/ and /s/ of 4a. 9. The teacher guides the students to grasp the liaison and intonation of 4b.

15

Production (7 minutes) 1. Group work.

2. The whole class work.

3. Individual work. 1. Students write a passage about their own city in groups.

2. Students summarize Section B with the teacher. 3. Students finish their

homework after class.

1. The teacher organizes the students to write a passage about their own city in groups.

(1) Let the students draw a map of their city, including the towns under the jurisdiction of the city and the neighboring cities. Mark places of interest as well. The teacher goes around the classroom and offers help if necessary.

(2) Let the students use nouns of direction and prepositions of position to write a short passage to introduce their cities. (3) Encourage the students to read their passages, and then select the best one.

2. The teacher shows the summary to the students.

3. The teacher assigns homework: (1) Review the summary after class. (2) Ask the students to write a passage to introduce the directions of the great buildings of Tian’anmen Square

based on the pictures of 3a. (3) Prepare some pictures

of Jiuzhaigou after

class.

16

Teaching Reflection The students all like the great buildings of Tian’anmen Square. They express their love to Beijing and our great country. It’s more important than the language knowledge. They can grasp the nouns of direction and prepositions of position better, but it’s still necessary to offer more exercises to them.

Ⅶ. Blackboard design

Unit 6 Enjoying Cycling

Topic 2 How about exploring Tian’anmen Square?

Section B

1. can’t wait to do sth.

2. prepositions of position(方位介词)：

(1) in the+方位名词+ of

指在某一范围之内的地区。

(2) to the+方位名词+ of

指互不接壤并互不管辖的两个地区。

(3) on the+方位名词+ of

指相互接壤但互不管辖的两个地区。

17

Date______________

The forth period Section C

Ⅰ. Material analysis 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。

Ⅱ. Teaching aims Knowledge aims：

1. 学生能正确拼读并运用黑体单词和短语，学会如何叙述旅行经历。

Skill aims：

1. 能听懂读懂有关旅游经历的短文或对话，简单写出自己的旅游经历。

Emotional aims：

1. 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。

Difficult points：

用英语写出自己的旅游经历。

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。

Ⅴ. Teaching aids

Computer multimedia projector, the pictures of Jiuzhaigou, the map.

18

Ⅵ. Teaching procedures

Interaction pattern 1. The whole class work.

2. Group work.

Introduction

（8 minutes）

3. Group work.

4. The whole class work.

5. The whole class work. Step Student activity 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 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.

Teacher activity 1. Greet the students and get 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 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 the learning of 1a.

19

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.

20

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 give the answers. Teach the usage of the adverbial clauses of time further.

21

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. Get to 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.

22

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) Preview Section D

after class.

23

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 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 …

7. can’t help doing sth.

24

Date______________

The fifth period

Section D

Ⅰ. Material analysis 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，学生能学会如何写旅行日记，熟练掌握时间状语从句的用法。

Skill aims：

1. 能读懂旅行日记，

能用英语简单写自己的旅行日记。

Emotional aims：

1. 培养学生积极探索的态度，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。

Ⅳ. Learning strategies

1. 在日常学习中不断开阔视野，扩大知识面，善于积极与他人协作，取长补短，共同完成学习任务。

Ⅴ. Teaching aids

Computer multimedia projector.

25

Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity

26

1. The whole class work.

2. The whole class work.

3. Group work.

Introduction

（8 minutes）

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 get 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 their 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.

27

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 some notes.

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.

28

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. Group 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 give 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 give 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 key words and conjunctions. (2) Member B-F retell one paragraph each. (3) Member A retells the

whole passage to the

whole class.

29

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. Individual work.

7. The whole class work. 1. Students read through Section 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 Section A-C and fill in the blanks of the functions 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 Section 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 Section 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 the students’ diaries.

30

Production (7 minutes) 1. The whole class work.

2. 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.

31

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 1. check out

2. ride to …

3. have fun doing sth.

4. Thank goodness!

32

Date______________

The sixth period (revision)

一、词组、句型

1. go on a vacation/ take/have a vacation

be on vacation 度假

eg. We are on vacation in Beijing. 2. work out

算出；

制定；

完成

work it/them out

Please work out the math problem.

Work the math problem out, please. 3.

in the north of/ in the south of/ in the east of/ in the west of the city

在….北端/南端/东端/西端

in the center of the square 在广场中央

4. wait for + 宾语

He is waiting for the bus in the rain. can’t wait to do sth.

迫不及待去做某事

eg.

I can’t wait to meet my friends. 5.

as soon as

一….就….

Eg. She always begins to cook as soon as she gets home.

He always turns on the TV as soon as he gets home. 6. can’t wait to do sth.

8. prepositions of position(方位词)：

(1) in the+方位名词+ of

指在某一范围之内的地区。

(2) to the+方位名词+ of指互不接壤并互不管辖的两个地区。

(3) on the+方位名词+ of

指相互接壤但互不管辖的两个地区。

7. be full of / be filled with 8.

be surprised at

9. in all directions 10. can’t help doing sth.

11. not … until…

12. as soon as …

二、Exercises

（A）单词的适当形式填空。

1. —How about going _________ (camp) this weekend?

33

—That’s a good idea!

2. When you go to a new place, you should remember the _________ (direct).

3. The Great Wall is an _________(amaze) building. It’s well-known around the world. 4. Tom is looking forward to _________ (receive) his father’s letter, because his father works far away.

5. October 1st, 1949 was a _________(mean) day in the history of China. (B) 根据句意及首字母提示填空。

6. The Monument to the People’s H_________ lies in the center of Tian’anmen Square. 7. Please read the passage _________(仔细), then you’ll understand it. 8. Last week we worked on a farm. What a wonderful _________(经历)! 9. Beijing is in the n_________ of China.

10. The doors of the buildings have the sign “Pull” or “P_________”.

（C）

句型转换。

1. She took care of her mother at home last Monday. (改为同义句) She ____ ____ her mother at home last Monday.

2. The teacher went home after he went over the students’ homework yesterday. (改为同义句) The teacher ____ go home ____ he went over the students’ homework yesterday.

3. Lucy will give a phone call to her friend. Lucy will get off the plane. (用as soon as合并为一句) Lucy will give a phone call to her friend ____ ____ ____ she ____ ____ the plane. 4. It’s about half an hour on foot from school to my home. (改为同义句) My home is about ____ ____ ____ ____ from school.

5. Tony doesn’t know which book he should choose. (改为同义句) Tony doesn’t know which book ____ ____.

三、时间状语从句

（一）比较while, when, as 1.as, when 引导短暂性动作的动词。

例如：Just as / Just when / When I stopped my car, a man came up to me.

我刹车后，有一个人向我走来。 2.当从句的动作发生于主句动作之前，只能用when 引导这个从句，不可用as 或 while。

例如：When you have finished your work, you may have a rest.

干完活后，你可以休息一下。 3.从句表示“随时间推移”连词能用as，不用when 或while。

例如： As the day went on, the weather got worse.日子一天天过去，天气越变越坏。 （二）比较until和till

34

二者的意思是“做某事直至某时”，动词必须是延续性的。否定形式表达的意思是“直至某时才做某事”。动词为延续性或非延续性都可以。正确使用这两个连词的关键之一就在于判断句中的动词该用肯定式还是否定式。

肯定句：I slept until midnight. 我一直睡到半夜时醒了。

Wait till I call you. 等着我叫你。

在肯定句中可用before代替。例如：Let's get in the wheat before the sun sets. 否定句：She didn't arrive until 6 o'clock. 她直到6点才到。

Don't get off the bus until it has stopped. 公共汽车停稳后再下车。

区别：1）until可用于句首，而till通常不用于句首。

例如：Until you told me, I had heard nothing of what happened.

直到你告诉我以前，出了什么事我一点也不知道。

2）until when 疑问句中，until要放在句首。例如：

---Until when are you staying? 你呆到什么时候？

--- Until next Monday. 呆到下周一。

注意：否定句可用另外两种句式表示。

3）表示“一……就……”的结构

hardly/scarcely…when/before, no sooner…than 和as soon as都可以表示“一……就……”的意思。

例如：

I had hardly / scarcely got home when it began to rain. 刚回家，就下起雨来了。

I had no sooner got home than it began to rain.

As soon as I got home, it began to rain.

（三）、练习：在下列各句的空格中填入适当的连词

1．_________ he comes tomorrow, I shall ask where he has been.

2．_________ he was speaking, everybody listened carefully.

3．I saw her just _________ she was getting off the train.

4．Have a good look at that man _________ you pass him.

5．It was already eight o'clock _________ we got there.

6. I was about to go out _________ a visitor came.

7．We'll go to the country at the beginning of June, ______ the summer harvest will start.

8. He learned to speak German _________ he was in Berlin.

9. Henry is in charge of the office ________ Mr. Smith is away.

10. I listen to the recorder _________ I have time.

35

11. He had learned Chinese _________ he came to China. 12. _________ the work was done, we sat down to sum up experience. 13. I haven't seen him _________ he moved to the other side of the town. 14. I waited ________ he came back. 15. It was not ________ he took off his eyeglasses that I recognized him. 16. She likes everything to be in place ________ she starts to work. 17. The thieves ran away _________ they caught sight of the police. 18. They decided to go back home _________ their money ran out. 19. We played outside till sunset, _________ it began to rain。

20. __________ I get to the airport, I will phone you to pick me up. 21. They were about to leave ______ it began to rain. 22. He always stay in bed ______ lunch time.

课后反思：

36