Section B教学目标

Unit6 Topic3 SectionB 教学设计

Ⅰ. Material analysis

主要活动为Section B 的1a和2a。

本课通过Kangkang和Michael 谈论一起后果严重的交通事故，进而继续讨论交通安全方面的话题，从而了解基本的交通规则，通过2a的学习活动，继续深入学习if引导的条件状语从句的用法。培养学生遵守交通规则，树立安全意识。

Ⅱ. Teaching aims Knowledge aims：

1. 学生能用英语简单地表述交通规则。

2. 学生能掌握条件状语从句的用法。

3. 学生能通过单词的重读判断句子表意的重点。

Skill aims：

1. 能听懂有关交通规则和交通安全的材料，并从中获取信息来补全短文或对话。

2. 能简单地用英语表达交通规则。

3. 能理解有关交通规则和交通安全等方面的叙述，并从中获取需要的信息。

4. 能用英语制定简单的交通规则。

Emotional aims：

学会遵守交通规则，树立安全意识。

Ⅲ. The key points and difficult points Key points：

1. 谈论交通规则。

2. 进一步掌握条件状语从句的用法。

Difficult points：

写出关于遵守交通规则的短文。

Ⅳ. Learning strategies 通过单词的重读判断句子表意的重点。

Ⅴ. Teaching aids Computer, pictures, song, video.

Ⅵ. Teaching procedures

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Interaction pattern 1. The whole class work. 2. The whole class work.

3. Group work.

Introduction

（8

minutes）

4. The whole class work. 5. The whole class work.

Step Student activity 1. Focus their attention on the teacher. 2. Students report their homework to review the knowledge of Section A.

3. Students discuss in groups on how to prevent the traffic accidents.

4. Students report the results of the discussion. 5. Students observe the picture and prepare for the new lesson.

Teacher activity 1. Greet the students and make them ready for learning.

2. The teacher asks the students to report the homework. 3. The teacher shows the pictures of the traffic accidents. Are riding bicycles always safe? What should we do when we ride a bike? Discuss in groups and report your opinions. 4. The teacher lets the students tell their ideas. 5. The teacher asks the students to look at the picture of 1a, and leads to the new lesson: Kangkang and Michael are talking about the traffic accident in Caishikou Street.

Let’s listen to the recording of 1a and find out their opinions about what we should do to stay safe when riding bicycles.

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Presentation (10minutes) 1. The whole class work.

2. The whole

class work.

3. Individual work.

4. The whole

class work.

5. Group work.

6. The whole

class work.

1. Students watch the flash and find out the

answer to the leading question.

2. Students check the answer.

3. Students watch the flash and underline the new words.

4. Students tell the new words, and then learn and grasp the new words with the help of the teacher.

5. Students discuss in groups to find out the difficult points and sum up the main points.

6. Students underline in their books and make some notes.

1.

Read the conversation of 1a. Ask the students to find out the answer to the leading question.

2. The teacher lets two students tell the answer.

3.The teacher asks the students to underline the new words. 4. The teacher asks two students to tell the new words. Teach the new word careless by showing a paper with many wrong answers.

Teach the new word helmet

by showing a picture to the students. Teach the word light-colored by pointing at a light-colored shirt and comparing it with the word--- dark-colored.

5. The teacher asks the students to learn in groups to find out the difficult points in the conversation. At last let them sum up the main points of the conversation.

6. The teacher makes a summary to explain the key points and difficult points to the students. (1) when riding = when we are riding (2) if clause

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1. The whole

class work.

2. The whole

class work.

3. The whole class work.

4. Individual

work.

Consolidation 5. The whole (10 minutes) class work.

6. The whole class work. 7. The whole class work.

8. Pair work.

1. Students try to follow the speed, paying attention to the pronunciation and intonation. 2. Students read 1a, and then complete the sentences. 3. The students check the answers.

4. Students retell the sentences of 1b.

5. Students find out more sentences about expressing advice from 1a.

6. Volunteers tell their answers. 7. Students find out the sentences containing adverbial clauses of condition.

8. Students act out the conversation of 1a. 1. The teacher plays the recording without stopping.

2. The teacher lets the students read 1a, and then complete the sentences.

3. The teacher asks two students to tell the answers.

4. The teacher asks the students to retell the sentences of 1b.

5. The teacher lets the students find out more sentences expressing advice from 1a.

We should do sth. …

6. The teacher asks the students to tell the answers.

7. The teacher asks the students to find out the sentences containing adverbial clauses of condition. Pay attention to the tense of them.

8. The teacher asks the students to act out the conversation of 1a in pairs.

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Practice (10 minutes) 1. The whole class work.

2. Group work.

3. Individual work.

4. Individual work.

5. The whole class work.

1. Students

look

at

1. The teacher asks the the pictures of 2a. students to look at the Understand them based pictures of 2a and on the given words. understand them based on 2. Students use if

to the given words. discuss the results of 2. The teacher asks the breaking the traffic students to use if

to discuss rules. the results of breaking the 3. Students report the traffic rules. results of the 3. The teacher asks the discussion.

students to report the

results of the discussion.

4. Students match the 4. The teacher asks the parts of the sentences students to match the two to make traffic rules. parts of the sentences to

make traffic rules. 5. Students read the 5. The teacher lets the traffic rules and students read the traffic remember them. rules and remember them.

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Production (7minutes) 1. Group work.

2. The whole class work.

3. The whole class work.

4. The whole class work.

5. The whole class work.

6. Individual work. 1. Students discuss the slogans for the activity.

2. Students write down the slogans, using adverbial clauses of condition.

3. Students report their results.

4. Students check the slogans with the teacher.

5. Students summarize Section B with the teacher. 6. Students finish the homework after class.

1. The teacher asks the students to discuss in groups. Your school will have a public activity about traffic safety. Discuss the slogans for the activity. 2. The teacher asks the students to write down the slogans with adverbial clauses of condition.

3. The teacher asks the representatives of each group to report their results.

4. The teacher sums up the activities. The group with the most and correct sentences of adverbial clauses of condition wins.

5. The teacher shows the summary to the students.

6. The teacher assigns homework: (1) Review the summary after class. (2) Learn more about the adverbial clauses of conditions and make more sentences.

(3)Talk about it：How should we stay safe on the roads?

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Teaching Reflection The students are amazed at the pictures of the people who died from the traffic accidents. They realize that it’s very important to follow the traffic rules. And they do very well in making traffic rules. They can understand the usage of adverbial clauses of condition.

Ⅶ. Blackboard design

Unit 6 Enjoying Cycling

Topic 3 Bicycle riding is good exercise. Section B 1.

careless 2. when riding = when we are riding

3. if clause

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