Section D教学设计

U6T3P4 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

第四课时（Section C—2, 3

Section D—2）

教学设计思路：

本课是一节写作课。一篇是有关骑自行车，以此为主；另一篇是根据事故报告单改写故事，以此为辅。在本课中，把写作分成写前，写中和写后三个部分。首先让学生看图复习条件状语从句和提建议并快速完成Section C-2的词汇练习，接着便转入写前的词汇、句子准备环节。接着让学生独立写作，进入写中环节。待学生写完以后，先在组内互评，然后择优在班内展示。完成了Section C-3 的主要写作任务后，转入Section D-2的改写任务。因为在Section A-3a已经进行过类似的写作，完成该任务相对比较容易，故老师只要展示一篇范文供学生参考即可。最后总结写作的步骤，布置家庭作业完成本课。

本课主要

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

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U6T3P4

motorcycle,cyclist,broken,look out （2）继续学习if引导的条件状语从句

2. Skill aims:

（1）能够根据交通事故报告单写出具体的事故过程。

(2）能够结合生活实际情况，提出合理的交通安全建议。

3.

Emotional aims: 加强交通安全意识。

4.

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

（1）正确地运用if引导的条件状语从句。

（2）采用各种方法提出合理的建议。

2. Difficult points：

(1)展开联想，把生硬的事故报告单变成生动的短文。

(2)把零散的信息有机整合成一篇观点明确，条理清楚的文章。

(3)使用恰当的连接词连接句子。

Ⅲ. Learning strategies 1. 综合利用所学知识，经过加工整理后变成自己的知识。

2. 善于汲取他人的观点，意见，并合理地运用到自己的文章中。

Ⅳ. Teaching aids 多媒体课件/图片/小黑板

V. Teaching procedures

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Stage 1(3mins)：Revision

U6T3P4 Step Teacher activity Student activity Designing purpose Present some pictures and Revise the adverbial clause 通过看图作评价let the Ss make evaluations of condition and giving 来复习“提出建about them. girls.

T: How are you today ?

know how to give advice ?

advice.

Ss:Fine ,thank you. And you ?

Ss: Yes. We can use 议”和“条件状语从句”。

T: Good morning, boys and Ss: Good morning , Mr... T: I’m fine,too. Do you

T: Fine . Next, I will show “should ,must,don’t ,..”to you some pictures . Try to give advice.

give advice when you see

the pictures.You can say

1 (Group work)

your sentence like this

“You should/shouldn’t ... .

If you..., you will/may ... .”

Now ,let ’s try picture One.

S1: You shouldn’t cross the street when there are too many vehicles .If you do it, you may get hurt .

S2: ... S3: ... S4: ...

Remark：学生表述有误时，老师要做好记录并在本环节结束时统一纠正，不要中途打断学生的表述。老师可以让学生把列举出来的建议记下来，为写作任务3积累素材。

Stage 2（3mins)：Finishing Section C -2

Step Teacher activity Student activity Designing purpose

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U6T3P4 Let the Ss finish Section Finish Section C-2. C-2.

考查学生词汇运用能力。

T:You did very well in

revising the adverbial

clause of condition and

giving advice. Then look at

the words and sentences

in Section C-2 ,and

complete the sentences with

the correct forms of the

given words.

T:Now ,let’s check the

answers.

1(Individual work)

S1:It is good for the environment because... S2: S3:

Remark：老师可以利用核对答案的机会，鼓励学生运用构词法记忆单词。如：care-careful,carefully,careless,carelessly。

Stage3（4mins) Pre- writing Designing purpose Step Teacher activity Student activity

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U6T3P4 Show the pictures in 3 and Discuss what bicycle riders 培养学生养成写let the Ss discuss what should or shouldn’t do. bicycle riders should do or

shouldn’t do. T:Great. You

have

作前进行材料收集的习惯。为完成Section C-3 的写作任务做准备。

completed the sentences

correctly. Now ,let’s read

them together. One,two, three, start!

Ss: ... T:What are these sentences

about? Ss: They are about cycling. T:We have learned much

about cycling. Can you tell

me what bicycle riders

should do or shouldn’t do ? 1(Class activity) Ss: Sure. T:Great. Next, I’ll show you

some pictures. Try to say

“

Bicycle riders should

/shouldn’t ...”

Are you

clear ? T:Let’s pictures)

T: This one ?

T: ... begin!

(show Ss: Clear.

Ss: Bicycle riders should wear a helmet . Ss: Bicycle riders shouldn’t T: Do you know why I make a call . showed so many pictures ? Ss: ... T: Yes . All the pictures are

about cycling. Because we Ss:To revise . will write a passage about cycling

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today. Every

U6T3P4 time ,before writing your passage , you should do the same : collecting related words or expressions.

Remark：老师要多准备类似于3的图片让学生判断，并把该图所表示的行为或物品的词或词组写在图片下方，作为写作的参考词汇。

Stage 4（10mins)：While-writing Step Teacher activity Student activity Designing purpose Let the Ss write a passage

Write a passage

about 让学生独立完成about cycling. T:We are going to write a passage about cycling. You 1( Individual work)

can introduce the advantages, disadvantages and some cycling. 组词成句，组句成篇的能力。进行Section C-3的写作任务。

knowledge about traffic rules. You can start your writing now.

Remark：在学生进行写作任务时，老师要四处走动，要适时提供必要的帮助。

Stage 5（10mins)：

Post writing

Step

Teacher activity

Student activity

Designing purpose

Let the Ss share their writings Share their writings with 让学生交流展示1（Group work) with their group members and their group members and 自己的成果，一方then choose

the best one to then present the best 面可以使学生有present

to the class .

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writing to the class . 相互学习的机会，

U6T3P4 T: Attention, please ! It’s time

to share your writing with

your group members

另一方面也使学生获得成就感。完成Section C-3 的写作任务。

now .Each group should

choose the best writing to

present to the whole class .Go

ahead ,please .

T: Have you chosen the best

writing yet ? Ss: Yes. T: Which group is the bravest

one ? T: All right . Please do it .

Group One: Let us try ! Group One: Bicycle riding is good exercise . It ...

Group Two: ....

Group Three: ...

Remark：在学生交流作品时，老师要学生作记录，如：语法是否有错误，词语搭配是否正确，篇章结构是否合理，条理是否清楚等等。

Stage6（12mins)：

Finishing Section D-2 Designing purpose Step Teacher activity Student activity Let the Ss read the accident Read the accident report 培养学生的想象report and ask them to and write a passage 力，完成Section write a passage according 1(Individual work)

according to the D- 2 的写作任务。

to the information in the information in the form.

form.

T: I’m very happy I heard

so

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many excellent

U6T3P4 passages . I hope you will

do better in the future.

Now , please think about a

situation :What will

happen if a bicycle rider or

a cyclist hit a motorcycle ?

(shows a picture of a

motorcycle , cyclist)

Ss: Maybe both of them will get hurt .

T:I agree with you and

maybe the motorcycle and

the bike will be

broken ,too . Like the

chalk .( drops a chalk to

the desk ). Do you think

so ? Ss: Yes . T: Actually , this situation

happens often in our daily

life .Please turn to page 50,

there is an accident report

form . Read the report and

change it into a story . You

can turn back to page 44 ,

the story in Section A-3a

may give you some help .

You have ten minutes to

finish the writing .

T: Have you finished your

writing ? T: Now, look at the screen , I have prepared a possible version for you . Please

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Ss: Yes.

U6T3P4 compare yours with mine and correct yours if necessary .

Remark：因为本课有2篇写作，时间比较紧张，老师可以把范文通过大屏幕或小黑板展示出来供学生参考。

Stage7（3mins)：

Summarizing and assigning HMK

Designing purpose

Step

Teacher activity

Student activity

Let the Ss summarize how to Summarize how to write 总结本课的写作write a passage .

a passage .

流程，为以后的写作提供经验。

T：We have written two

passages today . What did we do

before writing ? Ss: Collecting words .

T: Right . Collecting words and

expressions is the first step of

writing a passage . What should

1（Class activity) we do then?

Ss: Making sentences with the words and expressions . T: Great . Passages are

consisted of sentences . During

making sentences , we should

pay attention to

Ss: ... grammar ,spelling and so on .

T: ...

Assign the HMK. 2 (Class activity)

T: For today’s HMK, I’d like you to copy today’s writing on your homework book .

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Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

U6T3P4 Remark：因为只有部分学生展示了课堂上写的作文，老师只能了解到部分学生的写作情况，要了解整体情况，需要所有学生把所写的文章规规矩矩的誊写到家庭作业本上，这样老师才能进行综合评估。

VI. Blackboard design

第四课时（Section C—2,3

Section D—2）

Words and expressions

Grammar

motor+cycle=motorcycle

条件状语从句：if, cycle-cyclist

提出建议：should,shouldn’t,must,... break-broken

look out=watch out

...

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