Section B教学设计(第二课时)

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Unit 6 Enjoying Cycling Topic 2 How about exploring Tian’anmen Square? 教学内容分析及课时分配建议：

本话题围绕孩子们游览天安门广场而展开。主要内容包含：Michael邀请Darren来中国度假，孩子们游览天安门广场和描述游览过程及发生的事情。通过描述游览过程和写游览日记来引入时间状语从句。通过介绍天安门广场来学习方位的表达。学生通过学习本话题可以更好地了解天安门广场并培养他们的爱国主义精神。本话题建议用5个课时来完成：

第一课时：Section A-1a, 1b, 1c, 2，4 第二课时：Section A-3，Section B-3a,3b，1a,1b,2 第三课时：Section C-1a, 1b, 1c 第四课时：Section B-4a, 4b, Section C-2, 3 第五课时：Section D-Grammar and Functions, 1a, 1b, 1c, 2, Project

第一课时 (Section A-1a, 1b, 1c, 2, 4)

教学设计思路：

本课主要初步学习时间状语从句和要求、建议、邀请及其应答。时间状语从句往往会和进行时态连用，所以本课以复习进行时态开始。在展示图片复习的过程中，处理一些相关的新词汇，为后面的听读扫除障碍。然后通过介绍照片，导入到时间状语从句的学习。解决了词汇和语法以后，再通过听1a来完成1b和预做1c。

让学生再读1a，完成1c并核对答案.通过完成1a 和 1c，学生基本了解了课文，接下来就开始解决1a中的重难点，顺便处理任务2。 4是独立的听力任务，最后单独处理。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）初步学习由when/while引导的时间状语从句。

（2）对邀请/请求/建议做出合理的应答。

2.

Skill aims: （1）能够正确运用when/while描述事件发生的时间顺序。

（2）能够正确地发出邀请和提出请求。

（3）能够听懂有关旅游计划的短文。

3.

Emotional aims:

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培养学生的爱国主义精神。

4.

Culture awareness:

Ⅱ. The key points and difficult points 1.

Key points: （1）Words and expressions : receive, postcard, vacation, explore, camp, seaside, on vacation,

work out, be busy doing/with sth. , look forward to doing sth. （2）Sentences:

While you were enjoying your trip to Mount Tai, I was busy preparing for

my exams .

I’d like you to meet him with me when he arrives

Would you help me make a plan to explore Tian’anmen Square before he comes?

How about exploring Tian’anmen Square?

2.Difficult points：

（1）while和

when引导的时间状语从句中时态的正确运用。

（2）理解时间状语从句中一般现在时表示将来的用法。

Ⅲ. Learning strategies （1）通过图片来预测听力内容，并善于利用关键词来解决听力任务。如：1b的听力任务。

（2）利用构词法、同义词或反义词来学习新词汇。如：postcard, seaside, vacation等。

Ⅳ. Teaching aids 录音机/多媒体/实物教具/图片

V Teaching procedures

Stage 1(5mins)：

Revision

Step Teacher activity Student activity Designing purpose Show some pictures to revise Revise past and present 复习现在进行时和过去past and present continuous continuous 1(Class activity)

tense and learn some new words. learn some new words. T: Good morning, class!

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tense and 进行时，为学习时间状语从句做准备，并学习部分新词汇。

Ss: Good morning, Mr....

U6T2P1 T: Look at this picture, what are Ss: They are having a they doing now? math class. T: You are right. Can you work

out this math problem? Ss: Yes. T: You are so smart! Look! What

are they doing?

Ss: They are having a picnic near the sea. T: Not exactly. .They are

camping. You can see some

tents. They are camping near the

seaside. T: What’s this?

Ss: It’s a.... T: It’s

a postcard. I received it

on my birthday.

T: Were you having an English

class at this time yesterday? T: What were you doing then?

Ss: No, we weren’t. Ss: We were having a T: Xxx, what were you doing at Chinese lesson. 9 o’clock last night? S1: I was doing my T: Good boy! How about you, homework. xxx? S2: I was doing my T: Were you all doing homework homework, too. at 9 o’clock last night? T: Oh, my god! Poor kids!

T: Do you know the place?

Ss: Yes, we were.

It’s Tian’anmen T: Yes. I explored it during my Ss: summer vacation. It’s huge and Square. magnificent!

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U6T2P1 Remark：利用实物，图片或者构词法来学习新词汇效果更好。

Stage 2（7mins):Lead in

Step Teacher activity Student activity Designing purpose: 通过介绍游览北京的照片来导入到时间状语从句。

Show some pictures to introduce Learn the new grammar. the trip to Beijing. Lead to the new grammar: adverbial clause of time. T: Look! Where was I? T: Right. I took this photo when

Ss: On the Great Wall.

I was exploring the Great Wall.

T: How about this one? T: You are right. It’s the Bird’s Nest. It’s a pity that I didn’t go into it. Because while I was visiting it, they were holding a match in it.

1(Class activity)

T: And this one? T: when I got there, the soldiers were raising the national flag. T: Please look at these sentences, what can you find out?

T: Wonderful! What else?

T: So it is. We call it adverbial clause of time and we’ll learn more about it during the

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Ss: 鸟巢。

Ss: Tian’anmen Square.

S1: We can see 进行时态。

S2: I can see there is “when”

or “while”

in each sentence.

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Remark：除了介绍图片，也可以通过讲故事来导入到时间状语从句。教师在介绍时最好把含有时间状语从句的句子展示出来，以便学生观察归纳新时态。教师在这个课时只要稍微讲解即可，不要求深求精。

Stage 3（3mins)：Listening

Step 1(Individual work)

Teacher activity

Let the Ss listen to 1a and do 1b.

Student activity

Listen to 1a and do 1b.

Designing purpose: 通过听来整体感知1a，并完成1b.

T: We have learned the new

words and new grammar, next,

you will listen to a long

conversation. Try to finish 1b

while listening. Now go through

1b quickly before listening.

T: Have you got the answers? Ss: Yes.

Ss: Yes.

T: Xxx, shall we share your S1:1-2-4-5 answers? T: Do you agree with him?

Ss: Yes. Remark：听前让学生快速浏览1b的图片和文字，带着问题听，以便明确目标。如果学生能力不错，让学生再听1a时完成1c,但1c的结果要让学生读了1a之后再给出。

Stage 4（15mins)：Post- listening Step Teacher activity

Student activity

Designing purpose 培养学生快速阅读获取信息的能力。

Let the Ss read 1a quickly and Read 1a and do 1c. number the sentences.

T: You have listened to 1a once,

1(Individual work)

next, please read 1a quickly, you

will finish the task in 1c after

reading. You’d

better read the

sentences in 1c before you start

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U6T2P1 reading .You have 3 minutes. T: Have you finished reading?

Ss: Yes. T: What should be the right

order? Xxx, what’s your idea? T: Is he right, xxx?

S1: 3-2-5-1-4 S2: I don’t think so. I think it’s 3-2-4-1-5. T: Hey! Which one do think is Ss: S2. right? T: I agree with you. S2 is correct.

Let the Ss read 1a again, find out Read 1a again and find 培养合作学习，自主学习adverbial clause of time and other out adverbial clause of 的能力。

key points, and then make a time and other key report in groups. points. T: Up to now, you have got the

main idea of 1a, next, I’d like you

to work in groups to find out the

adverbial clause of time and

difficult points. You have 5

minutes and then report. 2(Group work)

T: Which group would be the first

to report?

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Group 2: We find two sentences.

1. While you were enjoying your trip to Mount Tai, I was busy preparing for my exams. 2.I’d like you to meet him with me when he arrives. Important expressions

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are: be busy doing T: Very good. Which group will sth. ,on vacation, ... be the second?

Group 4: We find another sentence. It’s “Would you help me make a plan to explore Beijing before he comes. And the useful expressions are: look forward to doing sth. , How about doing sth. ? , make a plan to do sth. ... Group 1: T: I think you have got the most We think ... important points of this section. Remark：把学生从1a中找出来的重要的短语，时间状语从句要展示出来，以便分析学习。要解释一般现在时在时间状语从句中用表将来的用法。

Stage 5（5mins)：Finishing Task 2 Let the Ss read and match the Read and match the 学习本单元的功能句：邀sentences in 2. sentences in 2. 请/请求/建议及其应答语。

T: Hey! Boys and girls. Look at

these sentences in 2. Discuss in

groups and then find proper

1(Group work)

responses to each sentence.

T: OK, time to check. Group 4,

what’s your responses to Sentence

One? T: Do you agree?

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U6T2P1 T: It’s right. Then, Group 1, how

about Sentence Two? T: Yes or No?

Group 4 : A,C,E,F T: I agree with you.

The last Ss: Yes. one, which group? T: Do you think so?

Group 1: A,D,E,F T: Now, let’s go through 1a, try to S1: I think C is also Ok. find more similar expressions. T: Who wants to try?

T: Who else?

T: Some more?

Group 3: A,B,C,E,F

Ss: Yes.

S1: Would you like to come to China for your vacation? S2: Would you help me make a plan to T: Oh, I’m very glad you did so explore ...comes? well. S3: How about exploring Square?

Tian’anmen Remark：在任务2之前，教师可以给出一些句子来热身，完成任务2之后，还可以让学生自己说一些类似的句子。

Stage 6（5mins)：Finishing Task 4 1(Individual work )

Let the Ss listen to 4 and choose Listen to 4 and choose 培养学生的听力技能，完

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U6T2P1 the correct answers. the correct answers. 成任务4。

T: Diana and Lily are talking

about their coming holidays. You

will listen to their conversations

and choose the correct answers.

Before listening, you should read

the questions and answers first.

You will listen twice.

T: Now, let’s

check the answers.

No.1, volunteers? T: Right? T: No.2? Who? T: Yes? T: Ok. Last one? T: Right.

S1: B. Ss: Right. S2: C Ss: Yes! S3: C

Remark：在进行听力任务之前，要让学生读问题及答题，养成带着问题听的习惯。

Stage 7（5mins)：Summarizing and assigning HMK Step Teacher activity Student activity Designing purpose Encourage the Ss to summarize Summarize the important

归纳总结本课重点知the important points together. points together. 识，反馈学生的掌握情况。

T: We have finished this section,

let’s go over the lesson, and see

how much you have learned

1（Class activity)

today .You have several minutes

to prepare. T: Who would like to begin?

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S1: This is ...

This is ...speaking. , be busy doing sth. =be busy with

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sth. ,... S2: prepare for ..., on vacation, would like (sb.) to do sth. , ... S3: look forward to doing sth. , make a plan to ... , ... S4: ...

T: What’s the most important

grammar in this section?

Ss: Adverbial clause of time. T: What do we usually use to

make such a sentence?

Assign the HMK T: Today, we have learned the adverbial clause of time. For 2（Individual work)

today’s homework, you have to finish Task Three on page 36. We will check tomorrow.

Remark：除了让学生完成任务3，还可以让学生多写一含有时间状语从句的句子。形式越多越好，不能局限于任务3的示例。

VI. Blackboard design

第一课时(Section A-1a, 1b, 1c,2，4)

Words and expressions:

Sentences:

Grammar work out

Would like to come... Vacation?

时间状语从句

camp

Would you help me...comes?

when

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Ss: When, while, before... Finish the HMK after the 通过看图写话来巩固时class.

间状语从句的用法。

U6T2P1 seaside

How about exploring ... Square ?

while postcard

before receive explore vacation be busy doing look forward to doing

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