Section Cppt配用优秀教学设计

Unit6 Topic2 SectionC

Ⅰ.Teaching aims Knowledge aims：

1. 学生能正确拼读并运用黑体单词和短语。

2. 学生能学会如何叙述旅行经历。

3. 学生能进一步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。

2. 能使用英语来叙述旅行经历。

3. 能读懂简单叙述旅行经历的短文。

4. 能用英语简单写出自己的旅游经历。

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。

Ⅱ. 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. 继续学习时间状语从句的用法。

Difficult points：

用英语写出自己的旅游经历。

Learning strategies Ⅲ.

Teaching aids

Computer multimedia projector, the pictures of Jiuzhaigou, the map. Ⅳ.Teaching procedures Step Interaction pattern Student activity Teacher activity

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1. The whole class work.

2. Group work.

Introduction

（8 minutes）

3. Group work.

4. The whole class work.

5. The whole class work. 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 of direction 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.

1. Greet the students and make 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 of direction 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 learn 1a.

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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.

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

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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. 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.

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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) Prepare for the learning of Section D after

class.

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.

Ⅴ.. Blackboard design

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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.

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