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。
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。
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
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. Pair work.5. The wholeclass work. 1. Focus their attentionon the teacher.2. Students read theletters about theexperience of theirtrip.3. Students talk aboutexploring Beijing.Grasp the new word.4. Students discuss thequestions. Give outtheir own opinions.5. Students observe thepicture and knowabout the backgroundof the conversation. 1. Greet the students andmake them ready forlearning. The teacherplays the flash of thesong, I love Tian’anmenSquare of Beijing.2. The teacher asks thestudents to report thehomework. Let thestudents read the lettersabout the experience oftheir trip.3. The teacher shows somepictures of places ofinterest in Beijing. Leadthe students to talk about exploring Beijing. Teach the new word explore by showing the word travel, which has the samemeaning. 4. The teacher lets thestudents discuss thefollowing questions inpairs to lead the learningof 1a:(1) What do you think ofBeijing (2) What do you know about Beijing (3) Do you want to explore Beijing 5. The teacher lets thestudents look at thepicture of 1a, and leads to1a by introducing thebackground of theconversation.
Presentation(10minutes) 1. The wholeclass work.2. The whole class work.3. The whole class work.4. The whole class work.5. The whole
class work.6. The wholeclass work. 1. Students watch theflash of 1a to catch the general idea of thedialogue.2. Students check theiranswers with theteacher.3. Students watch theflash for the secondtime, find out the newwords and guess theirmeanings.4. Students learn andgrasp the new words.5. Students listen to therecording and tickwhat they hear.6. Volunteers report theanswers. Studentscheck the answers. 1. The teacher plays theflash of 1a. Ask thestudents to answer thefollowing questions: (1) Where would Michael like Darren to go for his vacation (2) Which city wouldKangkang like Darren to explore 2. The teacher asks twostudents to tell theiranswers.3. The teacher plays theflash again. Ask thestudents to find out thenew words, and guesstheir meanings with thehelp of the words around.4.The teacher asks twostudents to tell the answers. Teach the new wordpostcard 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 byshowing a picture oftraveling around.5.The teacher plays therecording of 1a. Ask the students to tick what they hear in 1b. 6. The teacher asks twostudents to tell answers to1b.
Consolidation(10 minutes) 1. The whole class work.2. The whole class work.3. Group work.4. The whole class work.5. The wholeclass work.6. The whole class work.7. The wholeclass work andpair work.8. The wholeclass work. 1. Students read theconversation after therecording sentence bysentence.2. Students try to follow the speed, payingattention to thepronunciation andintonation.3. Students read theconversation bythemselves anddiscuss in groups to find out the difficultpoints and sum up themain points.4. Students underlinein their books andmake some notes.5. Students find out thesentences aboutinvitation, suggestion,agreement and request.6. Volunteers tell theiranswers. 7. Students read 1a, grasp the notes, and find out the sentences containingadverbial clauses of time.8. Students check theiranswers. Learn and grasp the usage of adverbialclauses of time. 1. The teacher plays therecording sentence bysentence.2. The teacher plays therecording withoutstopping.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 asummary 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 sentencesabout invitation, suggestion, agreement and request. 6. The teacher lets two students tell their answers.7. The teacher asks the students to read 1a and find out thesentences containing adverbial clauses of time in pairs.8. The teacher asks the students to check their answers.Introduce and explainadverbial clauses of timebriefly.
Practice(10 minutes) 1. Individualwork.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. Individualwork.7. The wholeclass work.8. Individualwork.9. The wholeclass work.10. Individualwork.11. The wholeclass work. 1. Students read thesentences of 1c alone,and number thesentences.2. Students check theanswers with the teacher.3. Students read thesentences in the rightorder together. 4. Students retell theconversation.5. Students read andmatch the sentences.6. Students check theanswers.7. Students find outmore similarexpressions from 1a.8. Students look at thepictures of 3, and then make sentences withwhile or when.9. Students check theanswers.10. Students skim 4. Andknow about the word camp and grasp the phrase work out.11. Students listen to therecording and choose the best answers. 1. The teacher asks thestudents to read thesentences of 1c alone andnumber the sentences.2. The teacher lets two orthree students tell theiranswers.3. The teacher lets the students read the sentences in theright order together. 4. The teacher lets the students retell the conversationbased on the sentences.5. The teacher asks the students to read and match thesentences. Finish 2.6. The teacher lets two students tell their answers.7. The teacher asks thestudents to find out more similar expressions from 1a and practice with their partners.8. The teacher asks thestudents to look at thepictures of 3, and thenmake sentences withwhile or when.9. The teacher lets twostudents write down their answers on the blackboard. Check the answers.10. The teacher lets thestudents skim thequestions and choices in 4.11. The teacher plays therecording and lets thestudents choose the bestanswers.
Production(7minutes) 1. The wholeclass work and group work.2. The wholeclass work.3. Individualwork. 1. Students discuss ingroups and finish thepassage.2. Students summarizeSection A with theteacher.3. Students finish the homework after class. 1. The teacher offers thesituation to the students:One of your friends willcome to your hometownon vacation. Make up aplan for your friend, usingthe adverbial clauses oftime as much as possible.(1) Ask the students todiscuss 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 toreport their plan.2. The teacher shows thesummary to the students.3.The teacher assignshomework:(1) Review the summaryafter 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 A1. receive the postcard2. be busy doing sth.3. (be) on vacation 4. Darren was having a class while Michael was climbing a mountain.5. work out八年级下册教案设计
Unit 6 Enjoying Cycling
Topic 2 How about exploring Tian’anmen Square
Section C
Ⅰ. Material analysis
本节课建议用1课时学完。主要活动为Section C 的1a和3。
本课通过叙述Kangkang, Michael和 Darren的旅行经历，进一步学习时间状语从句的用法。要求学生通过本课的学习活动掌握黑体单词和短语bicycle, be full of, tour, space, push, direction, step, beside, experience和can’t help doing sth., 理解白体词汇crowd, slowly 和sadly。学会叙述旅行经历的同时，培养学生热爱旅游、积极探索、热爱祖国的态度。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能正确拼读并运用黑体单词和短语。
2. 学生能学会如何叙述旅行经历。
3. 学生能进一步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。
2. 能使用英语来叙述旅行经历。
3. 能读懂简单叙述旅行经历的短文。
4. 能用英语简单写出自己的旅游经历。
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。
Ⅲ. 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. 继续学习时间状语从句的用法。
Difficult points：
用英语写出自己的旅游经历。
Ⅳ. Learning strategies
1. 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。
2. 在日常学习中不断开阔视野，扩大知识面。
Ⅴ. Teaching aids
Computer multimedia projector, the pictures of Jiuzhaigou, the map.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The wholeclass work.2. Group work.3. Group work.4. The wholeclass work.5. The wholeclass work. 1. Students focus theirattention on theteacher.2. Students have areading competition.3. Students read thepassages written afterclass to review thenouns of directionand the prepositionsof position.4. Students look at thepictures in 1b andguess what thepassage is about.5. Students skim thepassage and check theguess. 1. Greet the students andmake them ready forlearning. 2. The teacher asks thestudents to read thesentences and paysattention to the liaisonand intonation. Then letthem have a readingcompetition.(1) I was reading a bookwhile Jane was singing.(2) Lily was writing a letter when John came in.(3) By the way, how far is it from here to the center of Beijing City (4) In the south of thesquare, we can see amonument. 3. The teacher asks thestudents to report theirhomework. Let thestudents read the passageswritten after class tointroduce the directions ofthe great buildings ofTian’anmen Square andreview the nouns ofdirection and theprepositions of position.4. The teacher lets thestudents look at thepictures in 1b and guesswhat the passage is about. 5. The teacher lets thestudents skim the passage and check the guess. Lead to learn 1a.
Presentation(10 minutes) 1. The wholeclass work.2. The whole class work.3. The whole class work.4. The whole class work.5. The whole
class work.6. The wholeclass work. 1. Students read 1aquickly and numberthe pictures in 1b.2. Students check theiranswers with theteacher.3. Students read 1a again and underline the new words.4. Students learn andgrasp the new words.5. Students read thepassage again, andmark T or F.6. Students checktheir answers with the teacher. 1. The teacher asks thestudents to read 1aquickly and number thepictures in 1b.2. The teacher asks twostudents to tell theanswers.3. The teacher lets thestudents read 1a again andunderline the new words.4. The teacher asks two studentsto tell the answers. And then teach the new words and phrases. Teach be full of by showing a fullbottle. Teach bicycle and tour by showing a picture of traveling on a bike. Teach space by letting a student sit down in the chair, and then stand up to show the space. Teach push and step by playing the actions. Teach direction by pointing at the directions. Teach beside by sitting beside a student. Teach slowly and sadly by adding -ly behind slow and sad.5. The teacher lets thestudents read the passageagain, and mark T or F.6. The teacher asks threestudents to tell theanswers.
Consolidation(10 minutes) 1. The whole class work.2. The whole class work.3. Group work.4. The whole class work.5. Pair work.6. The wholeclass work.7. Individualwork.8. The wholeclass work. 1. Students read thepassage after therecording sentence by sentence.2. Students try to followthe speed, payingattention to thepronunciation andintonation.3. Students read thepassage 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 work in pairs and write down the key words for each picture of 1b. 6. Students retell the story based on the pictures and the key words.7. Students find out thesentences of adverbial clauses of time in 1a. 8. Students check theanswers. And grasp the usage of the adverbial clauses of time further. 1. The teacher plays therecording sentence bysentence.2. The teacher plays therecording withoutstopping.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 asummary to explain the keypoints and difficult points tothe students:(1) be full of / be filled with(2) be surprised at (3) in all directions(4) step on (5) not … until…(6) as soon as …5. The teacher asks the students to work in pairs, and write down the key words for each picture of 1b. 6. The teacher asks the students to retell the story based on the pictures and the key words.7. The teacher asks the students to find out the sentences of adverbial clauses of time in 1a. 8. The teacher asks two students to tell the answers. Teach the usage of the adverbial clauses of time further.
Practice(10 minutes) 1. The wholeclass work.2. Individualwork.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work.8. The wholeclass work. 1. Students read theconjunctions in the boxof 2.2. Students read the passage and fill in the blankswith the conjunctions.3. Students check theanswers with the teacher.4. Students enjoy thepictures of Jiuzhaigou.Know something about it.5. Students skim thepassage of 3 to know thegeneral meanings. Andthen answer thequestions.6. Students check theanswers with the teacher.7. Students learn the newwords and phrases.8. Students observe theform of the e-mail toprepare for the writingtask. 1. The teacher lets the students read the conjunctions in the box of 2 to grasp theirdifferent meanings.2. The teacher lets the students read the passage and fill in the blanks with theconjunctions.3. The teacher asks twostudents to tell the answers. 4. The teacher shows somebeautiful pictures ofJiuzhaigou. Introduce thembriefly. 5. The teacher lets the students skim the passage of 3 to know the general meanings. And let them answer the following questions:(1) Where is Jiuzhaigou (2) What’s it famous for 6. The teacher asks twostudents to tell the answers. 7. The teacher asks thestudents to read the passage again and find out thedifficult points. Teach thenew word experience andthe phrase can’t help doingsth. Ask the students tomake sentences with them.8. The teacher asks thestudents to observe the form of the e-mail to prepare for the writing task.
Production(7 minutes) 1. The wholeclass work andgroup work.2. The wholeclass work.3. Individualwork. 1. Students help Darrenreply to Bill. 2. Students summarizeSection C with theteacher.3. Students finish the homework after class. 1. The teacher organizes the students to finish 3. (1) Let the students discuss the e-mail content based on 1a.(2) Let the students write down the key words for each paragraph.(3) Let the students write the passage alone based on the key words. Ask two students from different groups to write down the passage on the blackboard.(4) Check the e-mail with the students. Make a summary.2. The teacher shows thesummary of this sectionto the students.3. The teacher assignshomework:(1) Review the summaryafter class.(2) Ask the students to write a short story about one of their travel experiences and report it to the class.(3) Prepare for the learning of Section D after class.
Teaching Reflection The students are very interested in the three boys’ traveling experience. They can take an active part in all the activities. They also like the beautiful scenes of Jiuzhaigou. The teacher may offer more places of interest to them to widen their horizon.
Ⅶ. Blackboard design
Unit 6 Enjoying Cycling Topic 2 How about exploring Tian’anmen Square Section C1. be full of / be filled with2. be surprised at 3. in all directions4. step on 5. not … until…6. as soon as …7. can’t help doing sth.八年级下册教案设计
Unit 6 Enjoying Cycling
Topic 2 How about exploring Tian’anmen Square
Section B
Ⅰ. Material analysis
本节课建议用1-2课时学完。主要活动为Section B 的1a和3a。
本课通过对天安门广场进行描述，引出方向及方位词，并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。要求学生通过本课的学习活动掌握黑体单词和短语north, east, west, wait和can’t wait to do sth., 理解白体词汇, 学会如何用英语表达方向。同时培养学生的热爱旅游、积极探索、热爱祖国的态度。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能正确掌握/θ/ 和 /s/的发音技巧，连读技巧和句子的语调；拼读并运用黑体单词。
2. 学生能正确掌握方向和方位词的用法。
3. 学生能进一步掌握时间状语从句的用法。
Skill aims：
1. 能听懂有关方向、方位的短文或对话。
2. 能使用英语来表达方位和方向。
3. 能读懂简单介绍事物方位的短文。
4. 能用英语简单介绍事物的方位。
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。
Ⅲ. The key points and difficult points
Key points：
1. 正确区分/θ/ 和 /s/的发音，掌握连读的技巧和英语语调常识。
2. 正确掌握方向和方位词用法。
3. 了解天安门广场的相关信息和建筑物的名称。
4. 继续学习时间状语从句的用法。
Difficult points：
掌握方向和方位词的用法。
Ⅳ. Learning strategies
1. 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。
2. 学会借助关键词进行信息的归纳。
Ⅴ. Teaching aids
Computer multimedia projector, the pictures of Tiananmen Square, the map,
the video of the founding ceremony in 1949.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The wholeclass work.2. Pair work.3. Group work.4. The wholeclass work. 1. Students focus theirattention on the teacher.2. Students act out their conversations toreview the sentencesabout invitation,suggestion, agreementand request. 3. Students from different groups make up sentences. 4. Students enjoy thepictures of Tian’anmenSquare. Learn the newwords by the leadingof the teacher. 1. Greet the students andmake them ready forlearning. 2. The teacher asks thestudents to report theirhomework. Let thestudents act out their ownconversations. 3. The teacher shows thepictures of 2 in Section A. Let the students makesome sentences usingwhile or when. Reviewthe usage of adverbialclauses of time.4. The teacher shows somepictures of Tian’anmenSquare. Lead to the newlesson. Teach the new words ofplaces of interest byshowing the pictures ofthem: monument androstrum. Teach the new wordschairman, announce andfound by showing thevideo of the foundingceremony in 1949. Teach the word meaningful by showing a picture of New Year. Teach the new word wait by playing the action: Look at yourwatch frequently. At last teach the new words north, east and west with the help of a map.
Presentation(10minutes) 1. The wholeclass work.2. The whole class work.3. The whole class work.4. The whole class work.5. Group work.6. The wholeclass work. 1. Students look at thepicture of 1a andprepare for thelearning of 1a.2. Students watch theflash of 1a to catch the general idea of theconversation. 3. Students check theiranswers with theteacher.4. Students watch theflash again, underline and grasp the new words.5. Students discuss ingroups to find out thedifficult points andsum up the mainpoints.6. Students underline in their books andmake some notes. 1. The teacher asks thestudents to look at thepicture of 1a and lead to1a: “Kangkang and Darren are talking about theTian’anmen Square. Doyou know what they willmention Let’s watch theflash and find out the answer.2. Teacher plays the flash of1a. Ask the students toanswer the questions: (1) Which city square is the largest one in the world (2) How long is it (3) How wide is it (4) Is it quite meaningful to all Chinese people 3. The teacher asks threestudents to tell the answers.4. Teacher plays the flashagain. Ask the students tounderline the new words in the conversation. Grasp the words of direction, and know about thenames of great buildings.5. The teacher lets the studentsread 1a, and then asks them tolearn in groups to find out thedifficult points. At last letthem sum up the main points.6. The teacher makes asummary to explain the key points and difficult points to the students.
Consolidation(10 minutes) 1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work.5. Pair work.6. Group work.7. Individualwork.8. The wholeclass work.9. The whole class work.10. The wholeclass work. 1. Students read theconversation after therecording sentence bysentence.2. Students try to followthe speed, payingattention to thepronunciation andintonation.3. Students listen to therecording, and underline the information about Tian’anmen Square.4. Volunteers tell theiranswers. 5. Students work inpairs, and introduce Tian’anmen Square to their partners.6. Students introduceTian’anmen Square and have a competition.7. Students look at thepictures of 2A, andknow about the names of building.8. Students listen andnumber the pictures. 9. Students tell theiranswers.10. Students listen andwrite down the date of each building.Then check the answerswith the teacher. 1. The teacher plays therecording sentence bysentence.2. The teacher plays therecording withoutstopping.3. The teacher plays therecording for the studentsand asks them to underlinethe information aboutTian’anmen Square afterlistening. 4. The teacher lets two students tell their answers.5. The teacher asks the studentsto work in pairs, andcomplete the table of 1b.Then check the answers. 6. The teacher asks the students from different groups to introduce Tian’anmen Square and have a competition.7. The teacher asks the students to look at the pictures and read through the names of these great buildings.8. The teacher plays therecording, and asks thestudents to listen and number the pictures of 2A.9. The teacher asks two students to tell their answers.10. The teacher plays therecording for another time and asks the students to listen again and write down the date of each building. Check the answers.
Practice(10 minutes) 1. The wholeclass work.2. Pair work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work.8. The wholeclass work.9. The wholeclass work. 1. Students learn the newwords of direction.2. Students ask and answer. Example:A: Excuse me, where isBeijing B: It’s in the north of China.3. Students match the names with the buildings.4. Students read the words correctly.5. Students fill in the blanks.6. Students read thesentences of 3a aloud.7. Students learn the usageof the prepositions ofposition(1) in the+方位名词+ of 指在某一范围之内的地区。(2) to the+方位名词+ of 指互不接壤并互不管辖的两个地区。(3) on the +方位名词+ of指相互接壤但互不管辖的两个地区。8. Students learn thepronunciation rules of /θ/ and /s/ of 4a.9. Students grasp theliaison and intonationof 4b. 1. The teacher draws a picture of directions on theblackboard. Let the students tell the nouns of direction they know. And then teach the new words of direction.2. The teacher shows a map of China. Let the students ask and answer in pairs topractice the directions. 3. The teacher asks the students to match the names with the buildings on the map of 3a. 4. The teacher lets the students read the direction words and the name of each great building.5. The teacher guides the students to fill in the blanks with the correct words from 3a. 6. The teacher asks the students to read the sentences aloud.7. The teacher introduces the usage of the prepositions of position by drawing the graphic expression on the blackboard.8. The teacher leads thestudents to learn thepronunciation rules of /θ/ and /s/ of 4a.9. The teacher guides thestudents to grasp theliaison and intonation of 4b.
Production(7 minutes) 1. The wholeclass work andgroup work.2. The wholeclass work.3. Individualwork. 1. Students write apassage about theirown city in groups. 2. Students summarizeSection B with theteacher.3. Students finish their homework after class. 1. The teacher organizes the students to write a passage about their own city in groups. (1) Let the students draw a map of their city, including the towns under the jurisdiction of the city and the neighboring cities. Mark places of interest as well. The teacher goes around the classroom and offers help if necessary. (2) Let the students use nouns of direction and prepositions of position to write a short passage to introduce their cities.(3) Encourage the students to read their passages, and then select the best one. 2. The teacher shows thesummary to the students.3. The teacher assignshomework:(1) Review the summaryafter class.(2) Ask the students to write a passage to introduce the directions of the great buildings of Tian’anmen Square, based on the pictures of 3a.(3) Prepare some pictures of Jiuzhaigou for learning Section C after class.
Teaching Reflection The students all like the great buildings of Tian’anmen Square. They express their love to Beijing and our great country. It’s more important than the language knowledge. They can grasp the nouns of direction and prepositions of position better, but it’s still necessary to offer more exercises to them.
Ⅶ. Blackboard design
Unit 6 Enjoying Cycling Topic 2 How about exploring Tian’anmen Square Section B1. can’t wait to do sth.2. prepositions of position(方位介词)： (1) in the+方位名词+ of 指在某一范围之内的地区。(2) to the+方位名词+ of 指互不接壤并互不管辖的两个地区。(3) on the+方位名词+ of 指相互接壤但互不管辖的两个地区。八年级下册教案设计
Unit 6 Enjoying Cycling
Topic 2 How about exploring Tian’anmen Square
Section D
Ⅰ. Material analysis
本节课建议用1课时学完。主要活动为Section D 的1a。
本课通过阅读 Michael的旅行日记，复习时间状语从句的用法。要求学生通过本课的学习活动掌握黑体单词和短语have fun doing sth., everywhere和Thank goodness. 学会写旅行日记的同时，培养学生热爱旅游、积极探索的态度，并向学生渗透迷路的应对策略，让学生树立安全意识，遇事不要惊慌，学会保护自己。
Ⅱ. 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。
Ⅲ. 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。
Ⅳ. Learning strategies
1. 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。
2. 在日常学习中不断开阔视野，扩大知识面。
3. 善于分组活动，在小组内积极与他人协作，取长补短，共同完成学习任务。
Ⅴ. Teaching aids
Computer multimedia projector.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The wholeclass work.2. The wholeclass work.3. Group work.4. The wholeclass work. 1. Students focus theirattention on theteacher.2. Students review thenouns of direction by asking and answering.3. Students have a contest among groups toreview the adverbial clauses of time.4. Students report theirhomework. And thenprepare for learningthe new lesson. 1. Greet the students andmake them ready forlearning. 2. The teacher shows thepicture of 3a in Section B. Let the students review the nouns of direction by asking and answering.3. The teacher guides thestudents to have a contest among groups. In thelimited time, the teacherasks the students todiscuss in group of fourand write sentences of the adverbial clauses of time with before, after, as until, while, when and assoon as as much aspossible. Then ask themto show their results. Thegroup which writes themost 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 newlesson: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.
Presentation(10 minutes) 1. The wholeclass work.2.The whole class work.3.The whole class work.4.The whole class work.5. The whole
class work.6. The wholeclass work.7. The wholeclass work. 1. Students skim thepassage of 1a and findout the new words.2. Students read 1aquickly and mark thesentences containingadverbial clauses oftime. 3. Students check theiranswers with theteacher.4. Students read 1a againand find out thedifficult points.5. Students tell thedifficult points. Otherstudents help themsolve the problems.6. Students underline thewords and phrases andmake a note. 7. Students read thePassage, and then sumup the form of thediary. 1. The teacher asks thestudents to skim thepassage of 1a and find outthe new words.2.The teacher asks thestudents to read 1aquickly and mark thesentences containingadverbial clauses of time. 3. The teacher asks twostudents to tell theiranswers.4. The teacher asks thestudents to find out thedifficult points.5. The teacher asks thestudents to tell thedifficult points. Ask otherstudents to help themsolve the problems. 6. The teacher makes asummary 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 thestudents to read 1a again and sum up the form ofthe diary. The teachermakes a summary.
Consolidation(10 minutes) 1. The whole class work.2. The wholeclass work.3. Individualwork. 4. The whole class work.5. The wholeclass work.6. The whole class work.7. The wholeclass work. 1. Students read thepassage after therecording sentence bysentence.2. Students try to followthe speed, payingattention to thepronunciation andintonation.3. Students read 1a andfill in the blanks4. Students check the answers with theteacher.5. Students put the keyinformation in theright order.6. Students check theanswers with theteacher.7. Students retell thestory with the correctconjunctions ingroups. 1. The teacher plays therecording sentence bysentence.2. The teacher plays therecording withoutstopping.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 thecorrect conjunctions ingroups.(1) Ask the students to makesure of the keys words and conjunctions.(2) Members B-F retell oneparagraph each.(3) Member A retells the whole passage to the whole class.
Practice(10 minutes) 1. The wholeclass work.2. The wholeclass work. 3. The wholeclass work.4. Individualwork.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work. 1. Students read throughSections A-C and fill inthe blanks of thegrammar table with thecorrect words. 2. Students check theanswers with theteacher.3. Students read throughSections A-C and fill in the blanks of the function s table with the correctwords. 4. Students check theanswers with theteacher.5. Students write a dairy about the experience of last weekend.6. Students report theirdiaries.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 thecorrect words. 2. The teacher asks twostudents to tell the answers. 3. The teacher asks thestudents to read throughSections A-C and fill in theblanks of the functions table with the correct words. 4. The teacher asks twostudents to tell theanswers.5. The teacher asks thestudents to write a diaryabout 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 twostudents report their diaries in class.7. The teacher makes thesummary for their diaries.
Production(7 minutes) 1. The wholeclass work.2. The wholeclass work andgroup work.3. The wholeclass work.4. Individualwork.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work.8. Individualwork. 1. Students observe thepictures. Understandthe general idea ofeach picture.2. Students talk about thepictures in groups.3. Students write morekey words.4. Students write a storybased on the picturesand the key words.5. Students read theirproductions.6. Students talk about the last question to learnhow to care forthemselves.7. Students summarizeSection D with theteacher.8. Students finish the homework after class. 1. The teacher organizesthe students to describethe outdoor experiences.At first ask them toobserve the pictures.2. The teacher asks thestudents to talk about thepictures in groups withthe 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 thestudents to write a storybased on the pictures andthe key words.5. The teacher asks thestudents to read theirproductions. Sum up thepassage. 6. The teacher asks thestudents to talk about thelast question: What should we do when we are lost Tell the students to learn to take care of themselves.7. The teacher shows thesummary to the students.8. The teacher assignshomework:(1) Review the summaryafter class.(2) Write a passage aboutyour experiences ofgetting lost. (3) Collect the traffic rules to Prepare for Topic 3.
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.
Ⅶ. Blackboard design
Unit 6 Enjoying Cycling Topic 2 How about exploring Tian’anmen Square Section D1. check out 2. ride to …3. have fun doing sth. 4. Thank goodness!
