Section A教学设计思路

Unit 6 Enjoying Cycling Topic 2 How about exploring Tian’anmen Square?

Section A

兰考县三义寨乡第三初中

樊瑞雪

Ⅰ. Material analysis

本节课为该话题的第一节课，用1-2课时。主要活动为1a和3。

Section A以Darren到中国来旅游为主线，讨论有关旅游的话题。以描写旅行的感受和经历，培养学生热爱旅游、积极探索、热爱祖国的态度。

while, when引导的时间状语从句是本节课的语法重点。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，谈论考查游览计划，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. 学生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. 学会用英语制订旅游计划。

Emotional aims：

1.

培养学生热爱旅游、积极探索、热爱祖国的精神。

2.

培养学生开阔视野，积极进取的精神。

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。

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 procedures

Interaction pattern 1. The whole class work.

2. The whole class work.

3. The whole Introduction class work. （8minutes）

4. The whole class work.

Step

Student activity 1. Focus their attention on the teacher.

2.Students in pairs make a conversation about experience of their trips.

3. Students talk about exploring Beijing.

4. Students observe the picture and know about the background of the conversation. Teacher activity 1. Greet the students and get them ready for learning. The teacher plays the song,

I love Tian’anmen

Square of Beijing.

2. The teacher asks the students to act out the conversationabout 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 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 1. The teacher plays the flash of 1a to catch flash of 1a. Ask the the general idea of students to answer the the following questions:

dialog. (1) Where would

Michael like Darren

to go for his

vacation?

(2) Which city would

Kangkang like

Darren to explore? 2. Students check 2. The teacher asks two their answers with students to give their the teacher. answers. 3. Students watch the 3. The teacher plays the flash for the second flash again. Ask the time, find out the students to find out new words and

the new words, and guess their guess their meanings

meanings. 4.The teacher asks

two students to tell the 4. Students learn and answers. Teach the new grasp the new word postcard

by words. showing a postcard to

the students. Teach the

new word receive

by

showing a situation of

getting a letter. And 5. Students listen to teach the new word the recording and tick vacation by showing a what they hear. picture of traveling

5.The teacher plays the

recording of 1a. Ask

the students to tick 6. Volunteers report what they heard in 1b. the answers. 6. The teacher asks two Students check the students to tell answers. answers to 1b.

Consolidation (10 minutes) 1. The whole

class work.

2. Group work.

3. The whole

class work.

4. Pair work.

5. The whole class work.

6. Individual work.

7. The whole class work.

8. The whole class work.

1. Students read the 1. The teacher plays the conversation after recording sentence by the recording sentence. sentence by 2. The teacher lets the sentence. students read 1a, and then 2. Students read the asks them to learn in groups conversation by to find out the difficult themselves and points. At last let them sum discuss in groups to

up the main points of the find out the difficult conversation. points and sum up

the main points. 3. The teacher makes a 3. Students underline summary to explain the in their books and key points and difficult make some notes. points to the students: 4. Students read 1a, (1)receive the postcard grasp the notes, and find (2) be busy doing sth. out the sentences (3) (be) on vacation containing

adverbial

.4 The teacher asks the causes of time. students to read 1a and find 5. Students check their out the sentences containing answers. Learn and adverbial clauses of time in grasp the usage of pairs. adverbial clauses of 5 5

The teacher asks the time.

students check their

answers.Introduce and explain 6. Students read the adverbial clauses of

time sentences of 1c briefly alone,and number the

6. The teacher asks the sentences. students to read the 7. Students check the sentences of 1c alone answers with the and number the teacher. sentences.

7. The teacher lets two or

three students tell their 8. Students retell the answers. conversation. 8. The teacher lets the

students retell the conversation based on the sentences.

1. The whole class work.

2. Individual 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 and match the sentences.

2. Students check the answers.

7. Students find

out more similar expressions from 1a.

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

5. Students check the answers.

6. Students skim 4. And know about the word camp and grasp the phrase work out.

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

Practice (10 minutes)

1.

The teacher asks the students to read and match the sentences.

Do 2.

2. The teacher lets two students give their answers. 3. The teacher asks the students to find out more similar expressions from 1a and practice with their partners.

4. The teacher asks the students to look at the pictures of 3, and then make sentences with while or when.

5. The teacher lets two students write down their answers on the blackboard. Check the answers. 6. The teacher lets the students skim the questions and choices

in 4. 7. The teacher plays the recording and lets the students choose the best answers.

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

2. The whole class work.

3. Individual work. 1. Students discuss in groups and finish the passage.

2.Students summarize Section A with the teacher.

3. Students finish the homework after class.

1. The teacher offers the situation to the students: 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. 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 conversation

about making a telephone call, using the words

while/ when. (3) Preview Section B.

Pay attention to the

expressions of direction. 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.Darren was reading when Michael came in 6. work out