Section D教学目标设计

Unit 6 Enjoying Cycling

Topic Two

How about exploring Tian’anmen Square?

Section D-Grammar and Functions, 1a, 1b, 1c, 2, Project

教学设计思路：

本课主要是复习归纳时间状语从句和方位词的用法。首先通过完成Grammar和

Functions,既检查学生的家庭作业完成情况，又复习本话题的语法和功能句。掌握英语日记的写法也是本课的重点，首先让学生读1a的短文，学习Michael’s的旅游日记并让学生留意英文日记的格式，接着完成1b和

1c 。最后让学生先看图讨论，编故事，展示故事完成Project. Ⅰ. Teaching aims Knowledge aims：

复习时间状语从句。

复习方位词。

Skill aims: （1）能够正确理解含有时间状语从句的句子。

（3）掌握英文日记的写法。

Emotional aims:

培养学生处理类似问题的能力。（如：迷路）

Culture awareness:

Ⅱ. The key points and difficult points Key points: Words and expressions : everywhere, Thank goodness, in the center of , have fun doing sth., be worried about , ask sb. for help .

Sentences:

After we checked our bikes and bags, we rode to Tian’anmen Square.

While we were having fun exploring , I found that Darren was lost.

We were so excited and happy when we met again.

What a special trip !

2.Difficult points：

理解1a中出现的过去时的被动语态。

理解1a中出现的宾语从句。

正确使用when , while , as 引导时间状语从句。

Ⅲ. Learning strategies 坚持写英文日记是一种练习英文写作的好方法。

Ⅳ. Teaching aids

多媒体/图片

V. Teaching procedures Stage 1(3mins)： Revision

Step Teacher activity Student activity Designing purpose

1(Class activity) Check the Ss’

homework to revise adverbial clause of time .

T: Hi, class! How are you feeling today ? T:Me, too. Let’s begin our class with a good spirit, OK? T: First, let’s check the homework. Have you finished yet? T: Great! Mmm, xxx, please show us your answer to No.1. T:...

Revise adverbial clause of 通过检查学生的家庭作time and finish Grammar 业，完成Grammar 和

and Function on page 41. Functions 部分。

Ss: Fine .

Ss: OK!

Ss: Yes.

S1: While, S2:... Remark：Grammar 和Functions 部分既是本课时的一项任务，又是对时间状语从句的复习。对学习出现的错误，要及时予以纠正。

Stage 2（2mins)：Lead-in Step Teacher activity Let the Ss learn how to write an English diary.

T: After revising the grammar, we will learn something new. First, I’d like to ask you a question “Do you know how to write a diary?”. T: Xxx, could you please tell me the form of a diary in Chinese? T:Do you want to know how to write a diary in English? T: The form of an English diary is different from that of a Chinese one ... Student activity Designing purpose 1(Class activity) Learn how to write an 让学生学习英语日记的English diary.

格式。

Ss: Sure.

S1: Of course. First,...

Ss: Yes.

Remark：教师要学生区分汉语和英语日记格式的不同。

Stage 3（8mins)：Reading

Step

Teacher activity Student activity Designing purpose Let the Ss read Michael’s

Read Michael’s

培养合作学习的能diary and find out difficult diary and find out 力，发现难点词、points and the sentences difficult points and 句并解决部分问with adverbial clause of the sentences with 题。

time. adverbial clause of

time. T: We know Michael and

his friends explored

Tian’anmen Square. He

wrote a diary about his

exploring experience.

Let’s

share his diary. As

you are reading, try to find

out the sentences with

adverbial clause of time

and the words or

expressions you can’t

understand. First, discuss

with your group members, Ss: Yes. if necessary, you can ask

1(Group work) for help from other

groups. Are you clear?

T: Stop reading, please. Group One: Which group would like to After we speak out the sentences checked ..., we with adverbial clause of rode ... Square. time. Group 1? After we visited...,

we came ...

Heroes.

...

... Group 4:What does T: Now, let’s deal with the “the first national difficult points .

flag was raised

here,”

T: It’s ... Group Three: T: Anymore? I found that ...

T:It’s ...

Let the Ss read 1a again and finish 1b. T: We have solved the problems. Next, please read 1a again and finish 1b. T:It’s an easy task. I think we should check now. 2( Individual Volunteers! work)

T: Good job! Then show me your order. Who? T: Yes or no?

Read 1a again and 自主学习，完成1bfinish 1b. 的任务。

S1: Darren was lost S2: Looked for... And found him... S3: ...

S4:4-2-5-1-3 Ss: Yes. Remark：学生找出难点词、句之后，先让学生在组内解决，然后组间合作，最后教师点拨。老师要把学生未能解决的问题展示出来，集中解决。对于被动语态和宾语从句只要了解意思即可。

Stage 4（5mins)： Retelling

Encourage the Ss to retell the story in groups according to the key information in 1b.

T: We have almost finished Michael’s diary. I think you know well 1(Group work) about his exploring. Next, let’s have a competition. Two members from each group will work together to retell Michael’s story. For example, Member A says the first sentence, Retell the story according to the key information in 1b.

让学生复述课文，考查学生运用时间状语从句的能力，培养学生的口头表达能力。

Member B says the second sentence, then change, A for the third one and B for the fourth one. Do you know what I mean?

T:Prepare for one minute.

T: Let’s start! Which group begins?

T: Excellent performance! Let’s see if there are any mistakes in their speech. T: So the best group is ...

Ss: Yes .

Group Four:

Member A: After they rode one and a half hours, they ... Member B: First, they explored Tian’anmen

Rostrum. Member A:... Member B:... Group One:...

Remark：在学生复述时，让其他同学作记录：用了几个时间状语从句，有哪几个错误。老师可以把1b的表格用多媒体展示出来，供学生参考。

Stage 5（22mins)：Project Let the Ss talk about the pictures in groups. T:Just now we learned Michael’s story. Do you want to write your own story? T: Great! Look at these pictures. Talk about them 1(Group work) in groups. The questions may help you a lot. T: Now, stop talking, please. Do you understand each picture? T: Fine. Now, it’s your turn to write your own story according to the pictures. Talk about the 看图讨论，为写故pictures in groups. 事作准备。

Ss: Sure.

Ss: Yes.

Encourage the Ss to present their stories. T: Hey, time is up. We can share stories now. Which group wants to be the first volunteer?

T: What a wonderful story! Group 3, can we share your story? 2 (Individual ... work) T: What should you do if you get lost in a new place?

T: You have given so much useful advice. Remember to keep safe when you are going out.

Present their stories.

Group 2 : It ’s a fine day. Wang Gang, Li Fang, Zhou Wei and Wu Bin went to West Hill for a picnic... Group 3: ...

S1: We should ask somebody for help, such as police, students, old people... S2: We shouldn’t be worried. We should stay there...

展示小组成果，既可以检查语言运用情况，也可以让学生获得成就感。

Remark：在写故事前，教师要作出适当的要求，如：尽量多使用时间状语从句和方

位词。为了促使其他组的同学认真听故事，可以让每个组读完故事后，设计几个细节性的小问题，作为加分项目。

Stage 6（5mins)： Summarizing and assigning HMK Step Teacher activity

Student activity

Designing purpose Learn how to 归纳总结本单元的improve their 知识点。

writing.

Ss: We revised the grammar.

Ss: Write an English diary.

Ss: Yes. S1:have fun doing sth. S2: ask sb. for help .... 学习了英语日记的写法，布置学生进行巩固性写作训练。

Summarize their writings.

T: Hi, boys and girls! You did very well in writing the story. Next, we should start to summarize. What did you learn in this period?

1( Class T:Yes, we reviewed activity ) adverbial clause of time and directions. T: Anything new?

T: Then do you know the form of writing it? T: Any important expressions?

Assign the HMK Finish the HMK. T: In this topic, we learned how to write an English diary. So, for 2（Individual today’s diary, I’d like you work) to write an English diary about something happened to you.

Remark：布置写作英语日记，不一定都要写旅游经历，只要学生经历过的事情就行。但要求学生尽量用到本话题的语法：时间状语从句。

V. Teaching procedures VI .

Blackboard design

第四课时(Section D-Grammar and Function, 1a, 1b, 1c, 2, Project) Words and expressions:

Grammar everywhere

时间状语从句

ask sb. For help

when,while ,as ,as soon as , after, before,.. have fun doing sth.

方位词

= find great pleasure (in) in doing sth.

on /in /to+ 方位词+ of +....