Section Appt配套教案和课堂实录

八年级下册教案设计

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

Section A Ⅰ. Material analysis

本节课为该话题的第一节课，建议用1-2课时上完。主要活动为1a和3。

本话题以游览天安门广场为话题展开故事情节，先是邀请，接着是游览，从而对天安门广场进行描述，并引出方向及方位词。通过谈论天安门各个建筑物的位置关系来练习方向和方位介词。本话题还以日记形式叙述了旅行的感受，培养学生热爱旅游、积极探索、热爱祖国的态度。

while, when, before, after, as, until 和as soon as引导的时间状语从句是本话题的语法重点。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，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. 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. 能用英语制订旅游计划。

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。

Unit6. Topic2. Section A 1

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 aids

Computer multimedia projector, the flash of the song, I love Tian’anmen Square of Beijing, a postcard. Ⅵ. Teaching procedures

Interaction pattern 1. The whole class work.

2. The whole class work.

3. The whole class work.

Introduction

（8 minutes）

4. Pair work.

5. The whole class work.

Step Student activity 1. Focus their attention on the teacher.

2. Students read the letters about the experience of their trips.

3. Students talk about exploring Beijing. Grasp the new word.

4. Students discuss the questions. Give their

own opinions.

5. 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 flash of the song, I love Tian’anmen

Square of Beijing.

2. The teacher asks the students to report the homework. Let the students read the letters about 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 discuss the following questions in pairs to lead to the learning of 1a: (1) What do you think of Beijing? (2) What do you know

about Beijing? (3) Do you want to

explore Beijing? 5. The teacher lets the students look at the picture of 1a, and leads to 1a by introducing the background of the conversation.

Unit6. Topic2. Section A 2

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 flash of 1a to catch the general idea of the dialog.

2. Students check their answers with the teacher. 3. Students watch the flash for the second time, find out the new words and guess their meanings.

4. Students learn and grasp the new words.

5. Students listen to the recording and tick what they hear.

6. Volunteers report the answers. Students check the answers. 1. The teacher plays the flash of 1a. Ask the students to answer the following questions:

(1) Where would Michael

like Darren to go for his vacation? (2) Which city would Kangkang like Darren to explore? 2. The teacher asks two students to give their answers. 3. The teacher plays the flash again. Ask the students to find out the new words, and guess their meanings with the help of the words around. 4.The teacher asks two students to tell the answers. Teach the new word postcard

by showing a postcard to the students. Teach the new word receive

by showing a situation of getting a letter. And teach the new word vacation by showing a picture of traveling around. 5.The teacher plays the recording of 1a. Ask the students to tick what they heard in 1b. 6. The teacher asks two students to tell answers to 1b. Unit6. Topic2. Section A 3

Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. The whole class work.

6. The whole

class work. 7. Pair work.

8. The whole class work. 1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students read the conversation 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 find out the sentences about invitation, suggestion, agreement and request. 6. Volunteers tell their answers.

7. Students read 1a, grasp the notes, and find out the sentences containing adverbial clauses of time. 8. Students check their answers. Learn and grasp the usage of adverbial clauses of time.

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) receive the postcard (2) be busy doing sth. (3) (be) on vacation

5. The teacher asks the students to find out the sentences about invitation, suggestion, agreement and request.

6. The teacher lets two students give their answers. 7. The teacher asks the students to read 1a and find out the sentences containing adverbial clauses of time in pairs. 8. The teacher asks the students to check their answers. Introduce and explain adverbial clauses of time briefly. Unit6. Topic2. Section A 4

Practice (10 minutes) 1. Individual work.

2. The whole class work.

3. The whole class work.

4. The whole class work.

5. The whole class work.

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

8. Individual work.

9. The whole class work.

10. Individual work.

11. The whole class work.

1. Students read the sentences of 1c alone, and number the sentences. 2. Students check the answers with the teacher.

3. Students read the sentences in the right order together.

4. Students retell the conversation.

5. Students read and match the sentences.

6. Students check the answers. 7. Students find

out more similar expressions from 1a.

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

9. Students check the answers.

10. Students skim 4. And know about the word camp

and grasp the phrase work out.

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

1. The teacher asks the students to read the sentences of 1c alone and number the sentences. 2. The teacher lets two or three students tell their answers. 3. The teacher lets the students read the sentences in the right order together.

4. The teacher lets the students retell the conversation based on the sentences. 5. The teacher asks the students to read and match the sentences. Finish 2. 6. The teacher lets two students give their answers. 7. The teacher asks the students to find out more similar expressions from 1a and practice with their partners. 8. The teacher asks the students to look at the pictures of 3, and then make sentences with while or when. 9. The teacher lets two students write down their answers on the blackboard. Check the answers. 10. The teacher lets the students skim the questions and choices

in 4. 11. The teacher plays the recording and lets the students choose the best answers.

Unit6. Topic2. Section A 5

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

2. The whole class work.

3. Individual work. 1. Students discuss in 1. The teacher offers the groups and finish the situation to the students: passage. 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.

(4) Choose a representative

from each group to

report their plan. 2. Students summarize 2. The teacher shows the Section A with the summary to the students. teacher.

3. Students finish the 3.The teacher assigns homework after class. 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. Unit6. Topic2. Section A 6

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. work out

Unit6. Topic2. Section A 7