Section B优秀教学设计

Unit 6 Enjoying Cycling Topic 3 Bicycle riding is good exercise.

Section B

咸丰县民族中学

李小平

一、教材分析

这是八年级下册第六单元第三课题的第二课时，本话题围绕自行车而展开。主要内容包括：孩子们由一次交通事故展开讨论,引出语法项目“条件状语从句”和话题“骑自行车”。通过图片展示自行车交通事故，引出避免交通事故的一些建议，不遵守交通规则可能带来的危害及制定合理的骑行规则。在学习了骑自行车有很多好处的基础上，进一步围绕该中心话题展开讨论和学习骑自行车应该注意的交通规则，学生在学会交际用语的同时，增长了许多交通规则方面的知识。并且树立了日常生活中遵守交通规则的情感意识，增强学生的安全意识，并能给朋友和家人在出行安全方面提供合理的建议。

二、教学设计思路：

1、本课主要学习提出建议，制定规则及条件状语从句。首先通过Section A-3a 来复习时间状语从句，。并就自行车引起的事故过渡导入到本课，骑自行车应当注意些什么？然后通过与学生讨论骑行设备来学习新词汇，这样听1a就没有障碍了。随后让学生读1a, 找出本课的主要内容：条件状语从句和提出建议。操练条件状语从句是本课的重头戏，所以把2a，2b都设置成Pair Work ，让学生口头上能够流利地运用条件状语从句。最后还布置学生制定校规班规进一步巩固条件状语从句和提出建议。

2、利用电教媒体创设真实的教学情景，使学生在真实的语境中感知英语，这样可以拓展学生学习英语和使用英语的渠道，同时也极大地提高了学生学英语的兴趣。

三、教学目标

1、知识目标：

培养学生英语口语的表达能力。进一步熟悉“建议”的英语表达方式。学习情态动词should及if 引导的条件状语从句的用法。

2、能力目标：

（1）能够提出合理的建议。

（2）能够运用条件状语从句制定规则。

（3）能够听懂与交通相关的话题。

3、情感目标：

（1）通过学习语言知识，培养学生加强交通安全意识。

（2）激励学生热爱自行车运动，倡导“绿色出行，低碳出行”的理念

四，教学重难点：

1. Key points: （1）学习if引导的条件状语从句。

（2）提出建议。

2. Difficult points：

正确运用条件状语从句中主句与从句的时态。一般现在时态表达将来的含义

五、教法学法设计

教法：

启发式，情境教学法

学法：讨论、猜测、练习、竞赛、应用。

六、教具准备

多媒体课件，图片

七、教学过程：

复习Section A的重点话题，并导入1a。

1. 出示多媒体课件，(复习Section A中呈现的骑自行车的好处。) T: We’ve learnt lots of advantages in riding bicycles in Section A. Let’s review it. 让学生思考片刻，随意抽查几名学生，说出骑自行车的好处，对说得又多又准的学生给予奖励。

S1: It saves money and energy. It doesn’t cause air pollution. S2: …

…

2. 通过Section A中3a交通事故图，引出预防交通事故的建议。

T: Very good! You did a good job. Now it’s time to check your homework. I want to see how many suggestions you made. S1, can you try? S1: We should…

T: How about you, S2? S2: …

T: I’m very happy you have made so many good suggestions. And I think there may be more suggestions. Do you want to know? Let’s learn 1a. You’ll get them.

Step 2

Presentation

呈现1a并讲解。

1.

T: (用多媒体出示头盔的图片。)What’s this? Ss: It’s a helmet. T: What do we use it for? Ss: We use it to…

protect our heads。)

(用同样的方法学习light-colored clothes。) T: Traffic accidents are really terrible. We should also know more about the traffic rules. If we don’t obey them, what will happen? Can you guess? S1: Cause traffic accidents. S2: Lose our lives. S3: Get hurt. …

学生可能会用中文说出要被罚款，及时教学fine。

T: Yes. We’ll also get a fine. helmet, light-colored, fine 2.布置听力任务，让学生带着任务听录音，降低听力难度并使其注意力高度集中

T: Now, boys and girls, please look at the blackboard. Listen to 1a carefully and find the answers to the questions. Are you ready? Let’s begin. 用多媒体展示问题

Why did the bike accident happen? What’s Kangkang’s suggestion? Does Michael agree with Kangkang? Listen again and complete the

sentences ,let students finish 1b.and then check the answers.

3.让学生读1a，找出条件状语从句并标出疑难点。

T: Now let’s read 1a and find out the adverbial clauses of condition and difficulties. Step 3

Consolidation

1.

Listen to 1a，完成1b。

T: Listen and follow the tape. 让学生进行人机对话

两人一组，根据黑板上的关键词，不看课本，自由操练1a。

T: Work in pairs, look at the key words on the blackboard and practice the dialog. 时刻关注学生动态，及时帮助有困难的同学，保证每位同学积极参与。

bicycle accident—terrible—careless—bike lights—light-colored clothes—break—traffic rules—fine 几分钟后，选几组学生看关键词, 自由表演对话。

T: Time is up. Come to the front and act out the dialog. Be brave! Don’t be shy. Which pair wants to have a try? …

T: Well done! You did a very good job! T: Boys and girls, when we ride our bikes, we should obey the traffic rules. If we break the

traffic rules, it will be dangerous and we will get a fine.

Step 4

Practice

完成2a和2b

1

T: I hope all of you will obey the traffic rules. If everyone obeys the traffic rules, the road will be safer. Do you think so?

S1: Yes, of course. T: If you ride at night, what should you do? S1: I should have lights on the bicycle or wear light-colored clothes. T: If you ride on the street, what should you wear? S2: If I ride on the street, I should wear a bicycle helmet.

Please look at these pictures, discuss the results of breaking the traffic rules using “if”

in groups and then I’ll choose some students to report.

尽可能地给出多种假设或条件，让同学们试着用条件状语从句来说句子。然后总结条件状语从句的用法，提醒学生条件状语从句中动词的时态。最后让学生独立完成2a；

2.

指导学生讨论2b，要求学生完成2b。让学生根据2b的内容制定交通规则，进一步巩固条件状语从句和提出建议。并鼓励学生为班级制定校规班规

了解left-hand。

Step 5

Project

综合探究本课重点话题。

1.和全班同学一起复习所学的交通规则，并将其准确归类，看哪些行为是可行的，哪些是不可行的，列成表格。\ T: Boys and girls, let’s review the traffic rules together, OK? Ss: OK. T: First let’s find out what we should do and what we shouldn’t do. What we should do obey the traffic lights obey the traffic signs drive/walk…on the right-hand side of the road …

What we shouldn’t do rush on the street park in the wrong places …

…

2.将学生分成小组，每组4人，各小组推选一名组长，组长负责监督各组员完成调查表，并核对大家在平常的生活中是否遵守交通规则。

T: Work in groups of four. Look at the chart and check if you obey the traffic rules in your daily life. 让组长向全班汇报各组员遵守交通规则的情况，并作示范。

Example:

S1: Always obey the traffic rules.

S2: Sometimes obey the traffic rules.

S3: Never obey the traffic rules.

…

3. Homework: Please make at least five sentences using “if”. Pay attention to the tense. 板书

第二课时（Section B—1a,1b,2a,2b）

Words and expressions

Grammar

careless

The adverbial clause of condition(条件状语从句）

rider

helmet

light colored

...

get a fine

on the left-hand side of

If.... , .....

If we ride at night, ....

Giving advice( 提出建议)

We should /must/....

You should/must/may...