【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.TeachingaimsKnowl

edgeaims：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.Wouldyo

uliketocometoChinaforyourvacation?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.ThekeypointsanddifficultpointsKeypoints：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。Difficultpoi

nts：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.TeachingaidsComputermultimediapr

ojector,theflashofthesong,IloveTian’anmenSquareofBeijing,apostcard.Ⅵ.TeachingproceduresStepInteractionp

atternStudentactivityTeacheractivityIntroduction（8minutes）1.Thewholeclasswork.2.Thewholeclasswork.3.T

hewholeclasswork.4.Pairwork.5.Thewholeclasswork.1.Focustheirattentionontheteacher.2.Studentsreadthelettersabouttheexperienceoftheirtrip.3.Stud

entstalkaboutexploringBeijing.Graspthenewword.4.Studentsdiscussthequestions.Giveouttheirownopinions.5.Studentsobservethepictureandknowabouttheb

ackgroundoftheconversation.1.Greetthestudentsandmakethemreadyforlearning.Theteacherplaystheflashofthesong,IloveTian’anmenS

quareofBeijing.2.Theteacherasksthestudentstoreportthehomework.Letthestudentsreadthelettersabouttheexperienceoftheirtrip.3.Theteachershowssom

epicturesofplacesofinterestinBeijing.LeadthestudentstotalkaboutexploringBeijing.Teachthenewwordexplorebyshowingthewordtravel,whichhas

thesamemeaning.4.Theteacherletsthestudentsdiscussthefollowingquestionsinpairstoleadthelearningof1a:(1)Whatdoyouthin

kofBeijing?(2)WhatdoyouknowaboutBeijing?(3)DoyouwanttoexploreBeijing?5.Theteacherletsthestudentslookatthepictureof1a,

andleadsto1abyintroducingthebackgroundoftheconversation.Presentation(10minutes)1.Thewholeclasswork.2.Thewho

leclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Thewholeclasswork.6.Thewholeclasswork.1.Studentswatchtheflashof1atocatchthegeneralideaofthe

dialogue.2.Studentschecktheiranswerswiththeteacher.3.Studentswatchtheflashforthesecondtime,findoutthenewwor

dsandguesstheirmeanings.4.Studentslearnandgraspthenewwords.5.Studentslistentotherecordingandtickwhattheyhear.6.Volunteersrepor

ttheanswers.Studentschecktheanswers.1.Theteacherplaystheflashof1a.Askthestudentstoanswerthefollowingquestions:(1)WherewouldMichaellikeDarre

ntogoforhisvacation?(2)WhichcitywouldKangkanglikeDarrentoexplore?2.Theteacheraskstwostudentstotelltheiranswers.3.Theteacherp

laystheflashagain.Askthestudentstofindoutthenewwords,andguesstheirmeaningswiththehelpofthewordsaround.4.Theteacheraskstwo

studentstotelltheanswers.Teachthenewwordpostcardbyshowingapostcardtothestudents.Teachthenewwordreceivebyshowingasituationofgettingalet

ter.Andteachthewordvacationbyshowingapictureoftravelingaround.5.Theteacherplaystherecordingof1a.Askthestudentstotickwhattheyhearin1b.6.Theteac

heraskstwostudentstotellanswersto1b.Consolidation(10minutes)1.Thewholeclasswork.2.Thewholeclasswork.3.Groupwork.4.Thewholeclasswork.5.Thewholec

lasswork.6.Thewholeclasswork.7.Thewholeclassworkandpairwork.8.Thewholeclasswork.1.Studentsreadtheconversationaftertherecordingsentencebysente

nce.2.Studentstrytofollowthespeed,payingattentiontothepronunciationandintonation.3.Studentsreadtheconversationbythemselvesanddiscussing

roupstofindoutthedifficultpointsandsumupthemainpoints.4.Studentsunderlineintheirbooksandmakesomenotes.5.St

udentsfindoutthesentencesaboutinvitation,suggestion,agreementandrequest.6.Volunteerstelltheiranswers.7.Studentsread1a,graspthenotes,and

findoutthesentencescontainingadverbialclausesoftime.8.Studentschecktheiranswers.Learnandgrasptheusageofadverbia

lclausesoftime.1.Theteacherplaystherecordingsentencebysentence.2.Theteacherplaystherecordingwithoutstopping.3.Theteacherletsthestudentsr

ead1a,andthenasksthemtolearningroupstofindoutthedifficultpoints.Atlastletthemsumupthemainpointsoftheconversation.4.Thetea

chermakesasummarytoexplainthekeypointsanddifficultpointstothestudents:(1)receivethepostcard(2)bebusydoingsth.(3)(be)onvacation5.Theteacherasksthe

studentstofindoutthesentencesaboutinvitation,suggestion,agreementandrequest.6.Theteacherletstwostudentstellthe

iranswers.7.Theteacherasksthestudentstoread1aandfindoutthesentencescontainingadverbialclausesoftimeinpairs.8.Theteacherasksthestudentst

ochecktheiranswers.Introduceandexplainadverbialclausesoftimebriefly.Practice(10minutes)1.Individualwork.2.Thewholeclasswork.3.Th

ewholeclasswork.4.Thewholeclasswork.5.Thewholeclasswork.6.Individualwork.7.Thewholeclasswork.8.Individualwor

k.9.Thewholeclasswork.10.Individualwork.11.Thewholeclasswork.1.Studentsreadthesentencesof1calone,andnum

berthesentences.2.Studentschecktheanswerswiththeteacher.3.Studentsreadthesentencesintherightordertogether.4.Studentsretelltheconversation

.5.Studentsreadandmatchthesentences.6.Studentschecktheanswers.7.Studentsfindoutmoresimilarexpressionsfrom1a.8.St

udentslookatthepicturesof3,andthenmakesentenceswithwhileorwhen.9.Studentschecktheanswers.10.Studentsski

m4.Andknowaboutthewordcampandgraspthephraseworkout.11.Studentslistentotherecordingandchoosethebestanswers.1.Theteacherasksthestudentstoreadthesent

encesof1caloneandnumberthesentences.2.Theteacherletstwoorthreestudentstelltheiranswers.3.Theteacherletsthestudentsreadthesenten

cesintherightordertogether.4.Theteacherletsthestudentsretelltheconversationbasedonthesentences.5.Theteacherasksthestudentstore

adandmatchthesentences.Finish2.6.Theteacherletstwostudentstelltheiranswers.7.Theteacherasksthestudents

tofindoutmoresimilarexpressionsfrom1aandpracticewiththeirpartners.8.Theteacherasksthestudentstolookatthepicturesof3,an

dthenmakesentenceswithwhileorwhen.9.Theteacherletstwostudentswritedowntheiranswersontheblackboard.Checktheanswer

s.10.Theteacherletsthestudentsskimthequestionsandchoicesin4.11.Theteacherplaystherecordingandletsthestudentschooseth

ebestanswers.Production(7minutes)1.Thewholeclassworkandgroupwork.2.Thewholeclasswork.3.Individualwork.1.Studentsdiscussingroupsandfinishthepassage

.2.StudentssummarizeSectionAwiththeteacher.3.Studentsfinishthehomeworkafterclass.1.Theteacheroffersthesituationto

thestudents:Oneofyourfriendswillcometoyourhometownonvacation.Makeupaplanforyourfriend,usingtheadverbialclausesoftimeasmuchaspossible.(1)Askthestud

entstodiscussthecontentoftheplaningroups.(2)Askthemtowritedownthekeywords.(3)Askthemtofinishthepassage.(4)Choosearepresentative

fromeachgrouptoreporttheirplan.2.Theteachershowsthesummarytothestudents.3.Theteacherassignshomework:(1)Reviewthesummaryafterclass.(2)

Askthestudentstowriteaconversationaboutmakingatelephonecall,usingthewordswhile/when.(3)PreviewSectionB.Payattentiontotheexpress

ionsofdirection.TeachingReflectionThestudentslikeBeijingverymuch.TheyareinterestedinexploringBeijing.Theycangraspthesentencesaboutinvitation

,suggestion,agreementandrequestwell.Andtheyunderstandtheusageofadverbialclauseoftimeeasily.Ⅶ.BlackboarddesignUnit6E

njoyingCyclingTopic2HowaboutexploringTian’anmenSquare?SectionA1.receivethepostcard2.bebusydoingsth.3.(be)onvacation4

.DarrenwashavingaclasswhileMichaelwasclimbingamountain.5.workout