【文档说明】Unit 6 Topic 2《How about exploring Tian' anmen Square》（SectionA》word教案-八年级下册英语【仁爱版】.doc，共(8)页，51.500 KB，由小喜鸽上传

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Unit6Topic2SectionA参考教案Ⅰ.Materialanalysis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SectionA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assoonas引导的时间状语从句是本话题的语法重点。在SectionA

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.Teachingaims

Knowledgeaims：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’dliketospeaktoMichael.Gladtoreceiveyourpostcard.WouldyouliketocometoChinafo

ryourvacation?I’mlookingforwardtomeetinghim.Thatwouldbeveryinteresting.3.学生能简单地掌握时间状语从句的用法。Skillaims：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。Emotionalaims：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.Thekeypointsan

ddifficultpointsKeypoints：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。Difficultpoints：掌握when和while引导的时间状语从句的用法。Ⅳ.Learningstrategies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.TeachingaidsComputermultimediaprojector,theflashofthesong,IloveTian’anmenSquareofBeijing,apostcard.Ⅵ.Teac

hingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction（8minutes）1.Thewholeclasswork.2.Thewholeclasswork.3.Thew

holeclasswork.4.Pairwork.5.Thewholeclasswork.1.Focustheirattentionontheteacher.2.Studentsreadthelettersa

bouttheexperienceoftheirtrip.3.StudentstalkaboutexploringBeijing.Graspthenewword.4.Studentsdiscussthequestions.Giveo

uttheirownopinions.5.Studentsobservethepictureandknowaboutthebackgroundoftheconversation.1.Greetthestudentsandmakethemreadyforlearnin

g.Theteacherplaystheflashofthesong,IloveTian’anmenSquareofBeijing.2.Theteacherasksthestudentstoreportthehomework.Letthestudentsreadthelettersaboutt

heexperienceoftheirtrip.3.TheteachershowssomepicturesofplacesofinterestinBeijing.Leadthestudentstotalkaboutexplori

ngBeijing.Teachthenewwordexplorebyshowingthewordtravel,whichhasthesamemeaning.4.Theteacherletsthestudentsdiscussthefol

lowingquestionsinpairstoleadthelearningof1a:(1)WhatdoyouthinkofBeijing?(2)WhatdoyouknowaboutBeijing?(3)DoyouwanttoexploreBeijing?5.Theteacher

letsthestudentslookatthepictureof1a,andleadsto1abyintroducingthebackgroundoftheconversation.Presentation(10minu

tes)1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Thewholeclasswork.6.Thewhole

classwork.1.Studentswatchtheflashof1atocatchthegeneralideaofthedialogue.2.Studentschecktheiranswerswiththeteacher.3.Studentswatchtheflashforthesecon

dtime,findoutthenewwordsandguesstheirmeanings.4.Studentslearnandgraspthenewwords.5.Studentslistentotherecordingandtickwhattheyhear.

6.Volunteersreporttheanswers.Studentschecktheanswers.1.Theteacherplaystheflashof1a.Askthestudentstoanswerthefollowingquestions:(1)Whe

rewouldMichaellikeDarrentogoforhisvacation?(2)WhichcitywouldKangkanglikeDarrentoexplore?2.Theteacheraskstwostudentstotelltheiranswers

.3.Theteacherplaystheflashagain.Askthestudentstofindoutthenewwords,andguesstheirmeaningswiththehelpofthewordsaround.4.Theteach

eraskstwostudentstotelltheanswers.Teachthenewwordpostcardbyshowingapostcardtothestudents.Teachtheneww

ordreceivebyshowingasituationofgettingaletter.Andteachthewordvacationbyshowingapictureoftravelingaround.5.Theteacherplaystherecordingof1a.As

kthestudentstotickwhattheyhearin1b.6.Theteacheraskstwostudentstotellanswersto1b.Consolidation(10minutes)1.Thewholeclasswork.2.

Thewholeclasswork.3.Groupwork.4.Thewholeclasswork.5.Thewholeclasswork.6.Thewholeclasswork.7.Thewholeclassw

orkandpairwork.8.Thewholeclasswork.1.Studentsreadtheconversationaftertherecordingsentencebysentence.2.Studentstryto

followthespeed,payingattentiontothepronunciationandintonation.3.Studentsreadtheconversationbythemselvesanddi

scussingroupstofindoutthedifficultpointsandsumupthemainpoints.4.Studentsunderlineintheirbooksandmakesomenote

s.5.Studentsfindoutthesentencesaboutinvitation,suggestion,agreementandrequest.6.Volunteerstelltheiranswers.7

.Studentsread1a,graspthenotes,andfindoutthesentencescontainingadverbialclausesoftime.8.Studentschecktheiranswers.Learnandgrasptheusageo

fadverbialclausesoftime.1.Theteacherplaystherecordingsentencebysentence.2.Theteacherplaystherecordingwithoutstopping.3.Theteacherletsthestud

entsread1a,andthenasksthemtolearningroupstofindoutthedifficultpoints.Atlastletthemsumupthemainpointsoftheconversation.4.Theteachermakes

asummarytoexplainthekeypointsanddifficultpointstothestudents:(1)receivethepostcard(2)bebusydoingsth.

(3)(be)onvacation5.Theteacherasksthestudentstofindoutthesentencesaboutinvitation,suggestion,agreementandrequest.6.Theteacherletstw

ostudentstelltheiranswers.7.Theteacherasksthestudentstoread1aandfindoutthesentencescontainingadverbialclausesoftimeinpairs.8.Theteacherasksthestuden

tstochecktheiranswers.Introduceandexplainadverbialclausesoftimebriefly.Practice(10minutes)1.Individualwork.2.Thewholeclasswork.3.Thew

holeclasswork.4.Thewholeclasswork.5.Thewholeclasswork.6.Individualwork.7.Thewholeclasswork.8.Individ

ualwork.9.Thewholeclasswork.10.Individualwork.11.Thewholeclasswork.1.Studentsreadthesentencesof1calone,andnumberthese

ntences.2.Studentschecktheanswerswiththeteacher.3.Studentsreadthesentencesintherightordertogether.4.Studentsretelltheconvers

ation.5.Studentsreadandmatchthesentences.6.Studentschecktheanswers.7.Studentsfindoutmoresimilarexpressionsfrom1a.8.Studentslook

atthepicturesof3,andthenmakesentenceswithwhileorwhen.9.Studentschecktheanswers.10.Studentsskim4.Andknowaboutthewordcampandgraspthephrasewor

kout.11.Studentslistentotherecordingandchoosethebestanswers.1.Theteacherasksthestudentstoreadthesentencesof1caloneandnumberthesentences.2.Theteache

rletstwoorthreestudentstelltheiranswers.3.Theteacherletsthestudentsreadthesentencesintherightordertogether.4.Theteacherletsthestudentsretellthe

conversationbasedonthesentences.5.Theteacherasksthestudentstoreadandmatchthesentences.Finish2.6.Theteacherletstwostudentstelltheiranswers.7.Theteac

herasksthestudentstofindoutmoresimilarexpressionsfrom1aandpracticewiththeirpartners.8.Theteacherasksthestudentstolook

atthepicturesof3,andthenmakesentenceswithwhileorwhen.9.Theteacherletstwostudentswritedowntheiranswersontheblackboard.Checkthea

nswers.10.Theteacherletsthestudentsskimthequestionsandchoicesin4.11.Theteacherplaystherecordingandletsthestudentschoosethebestanswers.Pr

oduction(7minutes)1.Thewholeclassworkandgroupwork.2.Thewholeclasswork.3.Individualwork.1.Studentsdiscussingroupsandfinishthepassage.2.Studentssummari

zeSectionAwiththeteacher.3.Studentsfinishthehomeworkafterclass.1.Theteacheroffersthesituationtothestudents:On

eofyourfriendswillcometoyourhometownonvacation.Makeupaplanforyourfriend,usingtheadverbialclausesoftim

easmuchaspossible.(1)Askthestudentstodiscussthecontentoftheplaningroups.(2)Askthemtowritedownthekeywords.(3)A

skthemtofinishthepassage.(4)Choosearepresentativefromeachgrouptoreporttheirplan.2.Theteachershowsthesummarytothestudents.3.Theteacherassign

shomework:(1)Reviewthesummaryafterclass.(2)Askthestudentstowriteaconversationaboutmakingatelephonecall,usingthewords

while/when.(3)PreviewSectionB.Payattentiontotheexpressionsofdirection.TeachingReflectionThestudentslikeBeijingverymuch.Theyare

interestedinexploringBeijing.Theycangraspthesentencesaboutinvitation,suggestion,agreementandrequestwell.Andtheyunderstandtheusageofadverbialclauseo

ftimeeasily.Ⅶ.BlackboarddesignUnit6EnjoyingCyclingTopic2HowaboutexploringTian’anmenSquare?SectionA1.receivethepostcard2.bebusy

doingsth.3.(be)onvacation4.DarrenwashavingaclasswhileMichaelwasclimbingamountain.5.workout