Unit 6 Enjoy Cycling Topic 3 Bicycle riding is good exercise Section D 教学设计（表格式）

课题 仁爱版八下英语 Unit 6 Enjoy Cycling Topic 3 Bicycle riding is good exercise Section D教学设计
一、Teaching Objectives Knowledge Objectives Students will be able to accurately master the core vocabulary related to bicycle riding, such as “passenger” (n. 乘客), “understand” (v. 理解), “case” (n. 情况；事例), “in case of” (prep. 万一；如果), “get hurt” (phr. 受伤). They can not only recognize their parts of speech, meanings, correct spellings but also use them appropriately in contexts. Ability Objectives Through diversified listening training activities, significantly improve students’ ability to capture key information, enabling them to accurately understand complex dialogues and short passages about daily communication, safety explanations, and fault handling in bicycle riding. For instance, they can precisely grasp the difficulties described by cyclists during the ride and the corresponding targeted suggestions given by others. Emotional Objectives Prompt students to deeply recognize the extreme importance of bicycle riding safety for personal life and health, firmly establish a strong awareness of consciously and strictly obeying traffic rules and riding in a civilized and standardized manner, and integrate the safety concept into daily behavior habits. Cultural Awareness Objectives Lead students to widely understand the unique bicycle riding cultures in different countries and regions. For example, behind the well-known “Bicycle Kingdom” of the Netherlands is its complete and advanced infrastructure construction in Denmark and the social concepts behind it. Greatly broaden students’ international horizons, cultivate their inclusive and appreciative attitudes towards diverse cultures, and help them deeply understand the unique manifestations of cultural differences in the field of cycling. 二、Teaching Key and Difficult Points Teaching Key Points Conduct in-depth explanations and repeated practice of key words, phrases, and sentence patterns to ensure that students can accurately and fluently use English knowledge related to bicycle riding in various situations such as actual communication and written expression, achieving effective knowledge output. Teaching Difficult Points In the process of oral expression and writing, help students skillfully and flexibly use the learned knowledge, effectively avoid Chinese English expression errors, carefully construct sentences with rigorous logic, authentic language, and accurately describe complex scene changes and delicate personal feelings during riding. 三、Teaching Methods Situational Teaching Method Task-based Teaching Method Cooperative Learning Method 四、Teaching Procedures Lead-in (5 minutes) Play a dynamic clip video of international bicycle races. The video shows the exciting scenes of top riders from all over the world speeding on different terrains. There are thrilling mountain cross-country races and fast-paced urban road races. At the same time, it intersperses and shows the unique scenery along the way, the enthusiastic cheers of the audience, and the busy figures of the event support team. After playing the video, ask students: “What amazing things did you see in the video And what do you think are the key factors for a successful and safe cycling race ” Guide students to actively share their observations and thoughts in English, and skillfully introduce the in-depth learning of comprehensive knowledge about bicycle riding in this class. New Knowledge Teaching (15 minutes) Vocabulary Teaching Combine the freeze-frame pictures of the wonderful moments in the video. The teacher holds new word cards. For example, when showing “passenger”, point to the staff in the support vehicle behind the riders and explain: “Look, those people in the support vehicle are passengers. They don't drive but travel with the riders. It's a noun. For example, The passenger beside the cyclist is his coach.” Use the same intuitive and vivid method to teach words like “understand” and “case”, especially emphasizing special usages. For example, “understand” is followed by a gerund as an object. Give an example: “We need to understand following the traffic rules is crucial for our safety.” Organize an interesting word quiz competition. The teacher quickly flashes word cards, and students raise their hands to answer quickly, saying the pronunciation, part of speech, meaning, and an example sentence of the word. Those who answer correctly will receive small sticker rewards to stimulate students’ competitive awareness and strengthen their word memory. Phrase and Sentence Pattern Teaching The teacher plays the video again and pauses precisely when corresponding scenes appear to explain key phrases. For example, when the rider slows down in the rain, explain “slow down”: “See, the cyclist slows down in the rain. It means to reduce the speed. We should also slow down when the road is wet.” Let students repeat the phrase, follow the example sentence, and practice making sentences with their deskmates. The teacher patrols and guides, correcting errors in time. For sentence patterns, the teacher demonstrates in the form of a dialogue. For example: A: I'm going to ride my bike to school tomorrow. B: That's great! Remember to wear a helmet when cycling. Students work in groups to imitate and practice. The teacher circulates to listen and encourages students to boldly innovate dialogue situations and content, giving suggestions on grammar and expression when appropriate. Reading Training (10 minutes) Pre-reading: Guide students to carefully observe the title of the reading article “Expert Tips for Safe and Enjoyable Cycling” and its accompanying picture, such as a detailed annotated bicycle riding route map with various terrain markings, traffic hubs, and rest stops. Ask: “Based on the title and the picture, what kind of tips do you anticipate reading in the article And where do you think these tips will be most useful ” Organize groups to have lively discussions, and each group selects a representative to share their predicted content, cultivating students’ ability to predict the direction and key points of reading. While-reading: Assign tasks for students to read the article silently with questions. The question design combines details and depth, such as “How does the author suggest cyclists handle sudden changes in weather ” “What are the common mistakes cyclists make at intersections and how to avoid them ” Students circle new words, guess their meanings using context and word formation, mark key information with different colored pens, such as important rules, practical suggestions, and data cases, and complete carefully designed detail comprehension and inference judgment exercises. The teacher patrols and gives individual targeted guidance. Post-reading: Groups have in-depth discussions to summarize the writing ideas of the article and jointly draw a detailed mind map with branches such as “Pre-ride Preparations”, “On-ride Safety Measures”, “Post-ride Maintenance”. Select representatives to speak confidently, elaborating on the aspects from which the author gives professional advice around the entire process of bicycle riding, exercising students’ abilities to summarize and express orally. The teacher comments and supplements at the appropriate time. Listening Training (5 minutes) Pose an inspiring question: “What challenges do amateur cyclists usually face and how can they overcome them according to the conversation ” Let students listen to the listening material of Section D with the question. In the first listening, let students relax and listen for the general idea. They can close their eyes and listen quietly, imagining the scene of the listening in their minds. In the second listening, require students to quickly record key information while listening, such as the problem “chain falling off” and the solution “fix it with a spare link”. After listening, quickly exchange answers with their deskmates and complement each other. The teacher guides students to compare the differences in the records of different groups and summarize the techniques for efficiently recording information. Play the listening again. Students read after the dialogue, imitating the pronunciation, intonation, and stress. Pay special attention to liaison, weak forms, and stress. After reading twice, divide students into groups to perform the dialogue vividly to display their learning results. The teacher evaluates from multiple aspects such as pronunciation, intonation, expression, and movement, and focuses on praising the outstanding groups to set an example. Group Work (5 minutes) Divide students into reasonable groups, with 4 - 6 people in each group. Based on factors such as students’ personalities and abilities, clearly define the division of labor. The information collector gathers cycling safety data, environmental protection knowledge popularization, anecdotes, and inspiring stories through books, the Internet, and on-site observations. The writer carefully writes the poster text in English based on the materials, highlighting the theme and paying attention to the accuracy and appeal of language expression. The artist uses painting and layout software to design the layout of the poster and draw exquisite pictures, focusing on color matching and visual impact. The reporter repeatedly practices explaining the highlights of the poster clearly, fluently, and passionately in English. Each group designs and makes unique bicycle riding promotional posters based on the knowledge learned in this class and closely combined with real life. The content covers riding safety tips (such as wearing reflective gear for night riding and dealing with bad weather), environmental protection publicity (listing specific data to compare the energy consumption and pollution emissions of cars and bicycles), and showing riding fun (such as happy riding moments of different age groups and recommended cycling 打卡 spots). Use the learned English knowledge to write the poster text, rehearse the introduction process repeatedly, and group members give suggestions for improvement to each other, giving full play to the team's wisdom and showing creativity and comprehensive qualities. Achievement Display (2 minutes) Each group selects a representative to display the bicycle riding promotional poster made by the group to the whole class confidently. Explain the design inspiration source, core content points, and profound implication transmission of the poster in English clearly, fluently, and vividly. For example: “This part of our poster was inspired by a real accident we witnessed. It vividly shows the importance of checking your brakes before every ride. As you can see, we used a shocking image of a crashed bike to grab attention, and the words below say 'Safety first, always check your brakes!'” Other groups evaluate and score from multiple aspects such as content richness, creativity novelty, and English expression accuracy. The teacher summarizes the highlights and deficiencies and gives specific improvement suggestions to promote students’ mutual learning and common progress. Classroom Summary (3 minutes) The teacher leads students to comprehensively review the key knowledge of this class: new words, phrases, and sentence patterns, especially the key points of bicycle riding safety and dealing with emergencies. Consolidate memory through interesting quizzes and knowledge chains. For example, the teacher says the word “passenger”, and students quickly say its meaning and example sentence, and then use the last word to start saying the next key knowledge. Summarize the valuable experience in the group cooperation process, praise the active and outstanding groups and individuals, display their excellent results, and encourage other students to learn from them. Emphasize the crucial role of teamwork in knowledge learning and ability cultivation. Once again, emphasize the profound significance of obeying traffic rules, paying attention to riding safety, and practicing environmental protection bine real-life cases to give brief warnings and advocacies, allowing students to firmly remember these concepts in their hearts.