Section D优秀教学实录

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

教学内容分析及课时分配建议：

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。最后为了拓展学生的视野，学习环青海湖自行车赛和环法自行车赛。通过学习本话题，可以增强学生的安全意识，激励学生热爱自行车运动，倡导“绿色出行，低碳出行”的理念。本话题建议用5个课时来完成：

第一课时：Section A—1a,1b,1c,1d,2 第二课时：Section A—3a,3b

Section B—1a,1b,2a,2b 第三课时：Section B—3a,3b

Section C—1a,1b,1c 第四课时：Section C—2,3

Section D—2 第五课时：Section D—Grammar and Functions,1,Project

第五课时（Section D—Grammar and Functions,1,Project）

教学设计思路：

本课主要是归纳复习条件状语从句及了解两个国际性的自行车赛事——环青海湖自行车赛和环法自行车赛。首先引导学生归纳复习，完成Grammar 和Functions。

然后通过赛事Logo导入到1，教学部分新词。紧着让学生快速阅读，完成短文后的句子判断，初步了解短文内容。随后让学生再读短文，找出难点，先在组内解决，然后集体解决。为了加强学生印象，还设置了填表复述课文。最后完成Project完成本课时。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

empty,Asia,among,France,mile,central,winner （2）复习归纳if引导的条件状语从句

2. Skill aims:

（1）

能够正确运用if引导的条件状语从句。

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(2）

能够说出与交通相关的规则，提出避免交通事故的建议。

(3)

能够描述交通事故的过程。

3.

Emotional aims:

加强学生的交通安全意识。

4.

Culture awareness: Ⅱ. The key points and difficult points 1. Key points:

（1）归纳总结if引导的条件状语从句。

（2）了解环青海湖和环法自行车赛事。

2. Difficult points：

(1) 条件状语从句中时态的转换。如：if 从句部分用一般时态代替将来时态。

(2) 了解环法自行车赛的赛制。

(3) 短文中涉及的一些地方名称的正确发音。

Ⅲ. Learning strategies 1. 利用课文插图来帮助学习新知识。

2. 合理利用网络资源查找相关信息帮助学习。如：环法自行车赛，环青海湖自行车赛等。

3. 结合地理知识来学习新知识。

Ⅳ. Teaching aids 多媒体课件/图片

V Teaching procedures

Stage 1(5mins)：Revision Designing Step Teacher activity Student activity purpose

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Greet the Ss and let them Summarize the grammar 引导学生归纳总summarize the grammar and functions of this topic.

结if 引导的条and functions of this topic.

T: Good morning , boys

and girls ! Ss: Good morning , Mr.... 件状语从句和本话题的功能句。完成 Grammar和 Functions 。

T: What kind of adverbial

1 (Class activity)

clause have you learned in

this topic?

Ss: The adverbial clause of condition. T: What do you usually

use to start an adverbial

clause of condition ? T: ...

Ss: If , in case of

Ss: ...

Remark：归纳总结时，老师只要作适当的引导，主要由学生完成。

Stage 2（5mins)：Getting students ready for reading & lead in Designing Step Teacher activity Student activity purpose: Show some pictures to Learn the new words and 通过展示国际自teach the new words and learn about the Tour of 行车联盟，环青learn about the Tour of Qinghai Lake

and Tour de 海湖和环法自行Qinghai Lake

and Tour de France.

France. 1(Class activity) T: We have revised what

we learned in this topic .

Next, let’s learn something

new . Look at the logo, who

can tell us what it stands

汇，并初步了解这两大赛事。

车赛的Logo 来学习部分新词

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for ? S1: It’s about cycling. T: Yes. You can see “ Tour

of Qinghai Lake”. Do you

know Qinghai Lake? T: Where is it ? Ss: 青海湖。

Ss: It’s in Qinghai . T:Right. It’s the biggest

salt-water lake in China.

Many rivers and streams

empty 2002,an into it. From

international

cycling race is held around

it . The race is called

“Tour of Qinghai

Lake”.Can you say it in

Chinese now? T: Better to say “环青海湖Ss: 青海湖自行车赛。

about this

Ss: ... 自行车赛”. T: How picture?(shows the logo) T: It’s “

Tour de France”

or “

Tour of France”

.

France is a country in

Europe . Its capital is

Paris. So what’s it in

Chinese?

Ss: 法国。

T: Then what can we call

the race ? Ss: 环法自行车赛。

T: Great . Both of the races

are hosted by International

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cycling Union. (shows the

logo of it )

Remark：学生对于自行车赛事可能比较陌生，主要以老师介绍为主。为了增加学生印象，可以适当增添视频资料。

Stage 3（4mins): Reading Designing Step Teacher activity Student activity purpose Let the Ss read 1 and mark Read 1 and mark Q or F for 培养学生快速阅Q or F for the sentences the sentences below the 读的能力，并且below the passage. passage. 判断句子分属哪一个赛事。

T: Just now, we learned

something about the two

international cycling races.

Do you want to know more

about them ?

T: Then read the passage Ss: Yes. quickly . While reading,

1(Individual work) you should judge which

race the sentences belong

to .Mark Q for Tour of

Qinghai Lake and F for

Tour de France.

Are you

clear ? Ss: Clear. T:Stop please.Let’s check .

Sentence One, Q or F? T: ...

S1: Q S2: ...

Remark：这个环节是培养学生的泛读能力，不要花多少时间，完成句子判断即可。

Stage 4（10mins)：Post-reading

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Designing Step Teacher activity Student activity purpose Let the Ss read 1 again and Read 1 again and find out 让学生再读1，找find out difficult points. difficult points. 出难点并通过合作互助的方式来解决部分难点。

T: Good job . I know there

are still some words you

don’t know. Now, please

read the passage again ,find

them out and discuss with

your group members .If your

group can’t solve some of

1 (Group work)

the problems ,write them

down on a piece of paper .

We will solve them together.

T: Do you have any

problems ?

T: ... Group One: What ‘s the difference between “among”and “between” ? Group Two : ... Remark：在这个环节，主要是处理一些词汇问题，可以让学生对着词汇表去自学。也可以通过构成法学习。如：winner , central 。老师也要把这些难点提出来进行核实。几个地方名词，老师确保学生会读知其意。

Stage 5（3mins)：

Completing the table to retell 1

Designing Step

1(Class activity )

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Teacher activity

Present a table Student activity

purpose

and Complete the table and 让学生完成表格进行课文内容复述。

encourage the Ss to fill in the retell the passage.

table to retell the passage.

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T: We have solved your

problems .Next, I will check

how much you know about

the races. Look ，I have

prepared a table . Let’s

complete the table

.Are you

ready ? Ss: Ready . T: Where is The Tour of

Qinghai Lake hosted ? T: Then Tour de France ? T:...

Remark：本课涉及两个赛事，可以通过完成表格的方式来进行短文复述，降低复述的难度，让学生有信心完成复述。

Stage 6（15mins)：

Finishing Project Designing Step Teacher activity

Student activity

purpose Let the Ss talk about the Talk about the traffic 培养学生的口头traffic rules they know and rules they know and

表达能力，让学encourage them to make a make a list . list .

生了解更多交通安全知识。

Ss: Qinghai

province. Ss: France. Ss: ... T: In this topic ,we have

learned 1(Group work)

rules .Now , work in groups

to make a list about them .

You can list as many as you

can. You may begin the rules

with “Don’t”“,You should” ,

many traffic

“You shouldn’t”

,“You

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must” ,“Never” and so on.

T: Time is up ,everyone .

Let’s check how many rules

you have listed . Group

Three , are you ready ?

Group Three : Yeah . We have ten rules. No.1 : You should wear a helmet when riding.

No.2: You shouldn’t make phone call when riding. No.3: ... Group Two: ... Group Four : ... Let the Ss discuss how to Discuss how to avoid 培养学生的书面avoid traffic accidents and traffic accidents and write 表达能力。进一write a report. a report. 步加强学生的安全意识。

T: Wonderful . You know a

lot of traffic rules . I hope

you will obey these rules in

your daily life. We know

2( Group work) traffic accidents happen

almost every day in our daily

life . Then what should we do

to avoid them ? Now ,

discuss in groups and write a

report. You have five minutes

to prepare.

T: Can we share the report

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now ? Ss: Yes.

T: Fine . I need volunteers !

Hands up,please.

Group Two: Traffic accidents happen every day in our daily life.If you are a driver , you should ... Group One : ... Group Three: ...

Remark：Project部分的第一个步骤，如果学生没有这样的经历可以省略不做。在做第二个步骤之前，可以展示一些安全标识。

Stage7（3mins)：

Summarizing and assigning HMK

Designing Step

Teacher activity

Encourage the Ss Student activity

purpose

to Summarize what they 培养学生归纳总have learned today. 结的能力。

summarize the key points

T:You have done very well .

Up to now, I’m sure you have

got much knowledge about

cycling, traffic rules ,haven’t

you ? 1（Class activity) T: Let me see . If you are a

bicycle rider , what should you

have ?

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Ss: Yes.

S1: A helmet , light-colored clothes, a light,

reflectors,and so on.

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T: Yes . Why do more and

more people like riding now ?

S2: Because riding ... S3: What’s more, riding can ... S4: ... T: If a cyclist wants to be the

winner in the Tour de France,

what should he do ? T: ...

Assign the HMK. T: For today’s HMK, I’d like 2 (Class activity)

you to write down the report on your exercise book . Remark：可以让学生把Project部分的报告誊写到家庭作业本上，这样保证每个学生都能动手写一写，以便加深印象。

VI. Blackboard design

第五课时（Section D—Grammar and Functions,1,Project）

Words and expressions

Grammar

Tour of Qinghai Lake

条件状语从句：if , in case of Tour de France

提出建议: should/shouldn’t ,.. stream

赞同与反对: agree/disagree empty into Asia among

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S5: He should ...

Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

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win+ner=winner center +al= central lend...to...

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