Unit 6 Topic 2 How about exploring Tian’anmen Square SectionA
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Section A 的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、热爱祖国的态度。
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
Step Interaction pattern Student activity Teacher activity
1. The whole class work. 2. The whole class work. 3. The whole class work. 4. Pair work. 5. The whole class work. 1. Focus their attention on the teacher. 2. Students read the letters about the experience of their trip. 3. Students talk about exploring Beijing. Grasp the new word. 4. Students discuss the questions. Give out their own opinions. 5. Students observe the picture and know about the background of the conversation. Introduction （8 minutes） 1. Greet the students and make 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 trip. 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 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.
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 1. The teacher plays the flash of 1a to catch the flash of 1a. Ask the general idea of the students to answer the dialogue. following questions: 2. Students check their (1) Where would Michael answers with the like Darren to go for his teacher. vacation? 3. Students watch the flash for the second time, find out the new words and guess their meanings. 4. Students learn and (2) Which city would Kangkang like Darren to explore? 2. The teacher asks two students to tell their answers. grasp the new words. 3. The teacher plays the 5. Students listen to the flash again. Ask the recording and tick students to find out the what they hear. new words, and guess 6. Volunteers report the their meanings with the Presentation (10minutes) answers. Students check the answers. 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 word vacation by showing a picture of traveling around. 5.The teacher plays the recording of 1a. Ask the students to tick what they hear in 1b. 6. The teacher asks two students to tell answers to 1b.
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. The whole class work and pair work. 8. The whole class work. Consolidation (10 minutes) 1. Students read the 1. The teacher plays the conversation after the recording sentence by recording sentence by sentence. sentence. 2. The teacher plays the 2. Students try to follow recording without the speed, paying stopping. attention to the 3. The teacher lets the students 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 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. make some notes. (3) (be) on vacation 5. Students find out the 5. The teacher asks the students sentences about to find out the sentences invitation, suggestion, about invitation, suggestion, agreement and request. agreement and request. 6. Volunteers tell their 6. The teacher lets two students answers. tell their answers. 7. Students read 1a, grasp 7. The teacher asks the students the notes, and find out the to read 1a and find out the sentences containing sentences containing adverbial adverbial clauses of time. clauses of time in pairs. 8. Students check their 8. The teacher asks the students answers. Learn and grasp to check their answers. the usage of adverbial Introduce and explain clauses of time. adverbial clauses of time briefly.
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. Practice (10 minutes) 10. Individual work. 11. The whole class work. 1. Students read the 1. The teacher asks the sentences of 1c alone, students to read the and number the sentences of 1c alone and sentences. number the sentences. 2. Students check the 2. The teacher lets two or answers with the teacher. three students tell their 3. Students read the answers. 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. 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 tell their answers. 8. Students look at the 7. The teacher asks the pictures of 3, and then students to find out more make sentences with similar expressions from 1a while or when. and practice with their 9. Students check the partners. answers. 8. The teacher asks the 10. Students skim 4. And students to look at the know about the word camp pictures of 3, and then and grasp the phrase make sentences with work out. while or when. 11. Students listen to the 9. The teacher lets two recording and choose students write down their the best answers. 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.
1. The whole 1. Students discuss in 1. The teacher offers the class work and groups and finish the situation to the students: group work. passage. One of your friends will 2. The whole 2. Students summarize come to your hometown class work. Section A with the on vacation. Make up a 3. Individual teacher. plan for your friend, using work. 3. Students finish the the adverbial clauses of homework after class. time as much as possible. (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. Production (7minutes) 2. The teacher shows the summary to the students. 3.The teacher assigns 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. 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