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
项目进度计划表范例计划下载计划下载计划下载课程教学计划下载
，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
Introduction
（8 minutes）
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.
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.
Presentation
(10minutes)
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
flash of 1a to catch the general idea of the
dialogue.
2. Students check their
answers with the
teacher.
3. Students watch the
flash for the second
time, find out the new
words and guess their
meanings.
4. Students learn and
grasp the new words.
5. Students listen to the
recording and tick
what they hear.
6. Volunteers report the
answers. Students
check the answers.
1. The teacher plays the
flash of 1a. Ask the
students to answer the
following questions:
(1) Where would Michael
like Darren to go for his vacation?
(2) Which city would
Kangkang like Darren to explore?
2. The teacher asks two
students to tell their
answers.
3. The teacher plays the
flash again. Ask the
students to find out the
new words, and guess
their meanings with the
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.
Consolidation
(10 minutes)
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.
1. Students read the
conversation after the
recording sentence by
sentence.
2. Students try to follow the speed, paying
attention to the
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
make some notes.
5. Students find out the
sentences about
invitation, suggestion,
agreement and request.
6. Volunteers tell their
answers.
7. Students read 1a, grasp the notes, and find out the sentences containing
adverbial clauses of time.
8. Students check their
answers. Learn and grasp the usage of adverbial
clauses of time.
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 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.
(3) (be) on vacation
5. The teacher asks the students to find out the sentences
about 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 the
sentences containing adverbial clauses of time in pairs.
8. The teacher asks the students to check their answers.
Introduce and explain
adverbial clauses of time
briefly.
Practice
(10 minutes)
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.
10. Individual
work.
11. The whole
class work.
1. Students read the
sentences of 1c alone,
and number the
sentences.
2. Students check the
answers with the teacher.
3. Students read the
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.
8. Students look at the
pictures of 3, and then make sentences with
while or when.
9. Students check the
answers.
10. Students skim 4. And
know about the word camp and grasp the phrase work out.
11. Students listen to the
recording and choose the best answers.
1. The teacher asks the
students to read the
sentences of 1c alone and
number the sentences.
2. The teacher lets two or
three students tell their
answers.
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.
7. The teacher asks the
students to find out more similar expressions from 1a and practice with their partners.
8. The teacher asks the
students to look at the
pictures of 3, and then
make sentences with
while or when.
9. The teacher lets two
students write down their 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.
Production
(7minutes)
1. The whole
class work and group work.
2. The whole
class work.
3. Individual
work.
1. Students discuss in
groups and finish the
passage.
2. Students summarize
Section A with the
teacher.
3. Students finish the homework after class.
1. The teacher offers the
situation to the students:
One of your friends will
come to your hometown
on vacation. Make up a
plan for your friend, using
the adverbial clauses of
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.
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
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