Section D板书设计及意图

Unit6 Topic2 SectionD

Ⅰ. Teaching aims Knowledge aims：

1. 学生能正确拼读并运用黑体单词和短语。

2. 学生能学会如何写旅行日记。

3. 学生能熟练掌握时间状语从句的用法。

Skill aims：

1. 能听懂有关旅游经历的短文或对话，并从中获取信息。

2. 能使用英语简单陈述自己旅游与探险的心得与感受。

3. 能读懂旅行日记，并从中获取需要的信息。

4. 能用英语简单写自己的旅行日记。

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、积极探索的态度，树立安全意识，遇事不要惊慌，学会自我保护。

Ⅱ.

The key points and difficult points Key points：

1. 学习有关叙述旅游经历的词汇、短语和句式的表达。

2. 掌握时间状语从句的用法。

Difficult points：

用英语写自己的旅行日记。

Ⅲ. Teaching aids

Computer multimedia projector. Ⅳ.Teaching procedures

Step Interaction pattern Student activity Teacher activity

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1. The whole class work.

2. The whole class work.

3. Group work.

Introduction

（8 minutes）

4. The whole class work. 1. Students focus their attention on the teacher. 2. Students review the nouns of direction by asking and answering.

3. Students have a contest

among groups to review the adverbial

clauses of time.

4. Students report their homework. And then prepare for learning the new lesson.

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

2. The teacher shows the picture of 3a in Section B. Let the students review the nouns of direction by asking and answering.

3. The teacher guides the students to have a contest among groups. In the limited time, the teacher asks the students to discuss in group of four and write sentences of the adverbial clauses of time with before, after, as

until, while, when and as soon as as much as possible. Then ask them to show their results. The group which writes the most and correct sentences is the winner.

4. The teacher lets the students report their homework: Read the story about one of your travel experiences. Then lead to the new lesson: Kangkang, Michael and Darren also have an exciting experience. Michael keeps a diary of the trip in order to remember it forever. Let’s read it now.

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Presentation (10 minutes) 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.

7. The whole class work.

1. Students skim the passage of 1a and find out the new words.

2. Students read 1a quickly and mark the sentences containing adverbial clauses of time.

3. Students check their answers with the teacher. 4. Students read 1a again and find out the difficult points. 5. Students tell the difficult points. Other students help them solve the problems.

6. Students underline the words and phrases and make a note.

7. Students read the Passage, and then sum up the form of the diary. 1. The teacher asks the students to skim the passage of 1a and find out the new words. 2.The teacher asks the students to read 1a quickly and mark the sentences containing adverbial clauses of time.

3. The teacher asks two students to tell their answers. 4. The teacher asks the students to find out the difficult points. 5. The teacher asks the students to tell the difficult points. Ask other students to help them solve the problems.

6. The teacher makes a summary to explain the key points and difficult points to the students: (1) check out

(2) ride to …

(3) have fun doing sth.

(4) Thank goodness!

7. The teacher asks the students to read 1a again

and sum up the form of the diary. The teacher makes a summary.

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Consolidation (10 minutes) 1. The whole

class work.

2. The whole class work.

3. Individual work.

4. The whole

class work.

5. The whole class work.

6. The whole

class work.

7. The whole class work.

1. Students read the passage after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students read 1a and fill in the blanks 4. Students check the

answers with the teacher. 5. Students put the key information in the right order.

6. Students check the answers with the teacher.

7. Students retell the story with the correct conjunctions in groups.

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 fill in the blanks.

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

5. The teacher asks the students to read 1a again and put the key information in the right order.

6. The teacher asks two students to tell their answers.

7. The teacher asks the students to retell the story with the correct conjunctions in groups. (1) Ask the students to make sure of the keys words and conjunctions. (2) Members B-F retell one paragraph each. (3) Member A retells the

whole passage to the

whole class.

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

2. The whole class work.

3. The whole class work.

4. Individual work.

5. The whole class work.

6. The whole class work.

7. The whole class work. 1. Students read through Sections A-C and fill in the blanks of the grammar table with the correct words.

2. Students check the answers with the teacher. 3. Students read through Sections A-C and fill in the blanks of the function s table with the correct words.

4. Students check the answers with the teacher. 5. Students write a dairy about the experience of last weekend.

6. Students report their diaries.

7. Students pay attention to the form of the diary. 1.The teacher asks the students to read through Sections A-C and fill in the blanks of the grammar table with the correct words.

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

3. The teacher asks the students to read through Sections A-C and fill in the blanks of the functions table with the correct words.

4. The teacher asks two students to tell the answers. 5. The teacher asks the students to write a diary about the experience of last weekend. Encourage them to use the adverbial clauses of time and the useful expressions of this topic. (1) Make sure of the content. (2) Write down the key words. (3) Finish the diary. 6. The teacher lets two students report their diaries in class. 7. The teacher makes the summary for their diaries.

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

2. The whole class work and group work.

3. The whole class work. 4. Individual work.

5. The whole class work.

6. The whole class work.

7. The whole class work.

8. Individual work. 1. Students observe the pictures. Understand the general idea of each picture.

2. Students talk about the pictures in groups.

3. Students write more key words. 4. Students write a story based on the pictures and the key words.

5. Students read their productions.

6. Students talk about the last question to learn how to care for themselves.

7. Students summarize Section D with the teacher. 8. Students finish the

homework after class.

1. The teacher organizes the students to describe the outdoor experiences. At first ask them to observe the pictures. 2. The teacher asks the students to talk about the pictures in groups with the following questions. (1) Why was the boy lost? (2) How did he feel when he was lost? (3) Who did he ask for

help? 3. The teacher asks the students to write more key words. 4. The teacher asks the students to write a story based on the pictures and the key words. 5. The teacher asks the students to read their productions. Sum up the passage.

6. The teacher asks the students to talk about the last question: What should we do when we are lost? Tell the students to learn to take care of themselves. 7. The teacher shows the summary to the students.

8. The teacher assigns homework: (1) Review the summary after class. (2) Write a passage about your experiences of getting lost.

(3) Collect the traffic rules

to Prepare for Topic 3.

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Teaching Reflection

The students can write their traveling diaries well with the useful expressions. They can also grasp adverbial clauses of time better now. The teacher should design more exercises for them for consolidation.

Ⅴ.Blackboard design

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

Section D 1. check out

2. ride to …

3. have fun doing sth.

4. Thank goodness!

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