Unit6 Topic3 SectionBUnit6 Topic3 SectionB 精品教案精品教案. Material analysis. Material analysis本节课建议用 1 课时上完。主要活动为 Section B 的 1a 和2a。本课通过 Kangkang 和 Michael 谈论一起后果严重的交通事故，进而继续讨论交通安全方面的话题，从而了解基本的交通规则，通过 2a, 2b 和 3b 的学习活动，继续深入学习 if引导的条件状语从句的用法。培养学生遵守交通规则，树立安全意识。. Teaching aims. Teaching aimsKnowledge aims：1. 学生能用英语简单地表述交通规则。2. 学生能掌握条件状语从句的用法。3. 学生能通过单词的重读判断句子表意的重点。Skill aims：1. 能听懂有关交通规则和交通安全的材料，并从中获取信息来补全短文或对话。2. 能简单地用英语表达交通规则。3. 能理解有关交通规则和交通安全等方面的叙述，并从中获取需要的信息。4. 能用英语制定简单的交通规则。Emotional aims：1 1 / 1919学会遵守交通规则，树立安全意识。. The key points and difficult points. The key points and difficult pointsKey points：1. 谈论交通规则。2. 进一步掌握条件状语从句的用法。Difficult points：写出关于遵守交通规则的短文。. Learning strategies. Learning strategies通过单词的重读判断句子表意的重点。. Teaching aids. Teaching aidsComputer multimedia projector, a helmet. Teaching procedures. Teaching proceduresInteractStepionpatternStudentactivityTeacher activity2 2 / 19191.The 1. Focus their 1.Greetthewholeattentionstudents andclassonthe makethemreadyforwork.teacher.learning.2.The 2.Students 2.Theteacherwholereport theirasks theclasshomeworkto studentstowork.reviewreport thethe knowledge homework.of(1)LettheSection A.studentsretellthe advantages ofriding bikes.(2)Letthestudents report3.Groupthe traffic ruleswork.3.Students theydiscuss insearchedaftergroups on how class.to3.Theteacherpreventthe shows thetrafficpictures of theaccidents.3 3 / 1919trafficaccidentsand1.The 1.Students 1.Theteacherwholewatch theplays the flashclassflash and findof 1a. Ask thework.out thestudentstoanswer to thefindouttheleadinganswer to thequestion.leading2.Thequestion.whole2.Students 2.Theteacherclasscheck thelets twowork.answer.students tell theanswer.3.Students3.watch the3.TheteacherIndividuflashand plays the flashalunderline the againandaskswork.new words.thestudentsto4.Students underline the4.The tellthe new new words.wholewords,and 4.Theteacher classthen learn and asks two studentswork.grasp the new4 4 / 1919to tell the newwords with the words. Teach the1.The 1.Students 1.Theteacherwholeread theplays theclassconversationrecordingwork.after thesentence byrecordingsentence.sentence by2.The sentence.2.Theteacherwhole2.Students plays theclasstry to follow recordingwork.thespeed, withoutpayingstopping.attentiontothe3.The pronunciation 3.Theteacherwholeandlets the studentsclassintonation.read 1a, and thenwork.3.Students completetheread1a,and sentences.4.The thencomplete 4.Theteacherwholetheasks twoclasssentences.students to tellwork.4.The thestudents5 5 / 1919answers.5.checkthe 5.Theteacher1.The 1.Students 1.Theteacherwholelook at the asks the studentsclasspicturesof 2a. tolookatthework.Understandpicturesof 2a andthem based on understandthemthegiven basedon the given2.Group words.words.work.2.Students 2.Theteacheruseifto asks the studentsdiscussthe touseifto3.resultsof discusstheIndividubreakingthe resultsofaltraffic rules. breakingthework.3.Students traffic rules.reportthe 3.Theteacher4.results of the asks the studentsIndividudiscussion.toreportthealresultsofthework.4.Students discussion.matchthe 4.Theteacherpartsofthe asks the students5.The sentencesto tomatchthewholemake6 6 /traffic1919partsoftheclassrules.sentences to make1.Group 1.Students 1.Theteacherwork.discussthe asks theslogansforthe studentstoactivity.discuss ingroups.Yourschool willhaveapublicactivity2.Theabouttrafficwhole2.Students safety.classwrite down the Discussthework.slogans,slogans forusingthe activity.adverbial2.Theteacher3.The clausesof asks thewholecondition.students to writeclassdown thework.3.Students sloganswithreporttheir adverbialresults.clausesof4.Thecondition.whole3.Theteacherclass4.7 7Students/ 1919asks thework.check therepresentativesThe students are amazed at the number of thepeople who diedfrom the traffic accidentsTeaching every year. They realize that it s veryReflecti important to followthe traffic rules. Andonthey do very well in making traffic rules.They can understand the usage of adverbialclauses of condition well. Blackboard designUnit 6 Enjoying CyclingTopic 3 Bicycle riding is good exercise.Section B1. when riding = when we are riding2. get a fine3. make a wrong turnUnit6 Topic3 SectionBUnit6 Topic3 SectionB 精品教案精品教案. Material analysis. Material analysis本节课建议用 1 课时上完。主要活动为 Section B 的 1a 和2a。8 8 / 1919本课通过 Kangkang 和 Michael 谈论一起后果严重的交通事故，进而继续讨论交通安全方面的话题，从而了解基本的交通规则，通过 2a, 2b 和 3b 的学习活动，继续深入学习 if引导的条件状语从句的用法。培养学生遵守交通规则，树立安全意识。. Teaching aims. Teaching aimsKnowledge aims：1. 学生能用英语简单地表述交通规则。2. 学生能掌握条件状语从句的用法。3. 学生能通过单词的重读判断句子表意的重点。Skill aims：1. 能听懂有关交通规则和交通安全的材料，并从中获取信息来补全短文或对话。2. 能简单地用英语表达交通规则。3. 能理解有关交通规则和交通安全等方面的叙述，并从中获取需要的信息。4. 能用英语制定简单的交通规则。Emotional aims：学会遵守交通规则，树立安全意识。. The key points and difficult points. The key points and difficult pointsKey points：1. 谈论交通规则。9 9 / 19192. 进一步掌握条件状语从句的用法。Difficult points：写出关于遵守交通规则的短文。. Learning strategies. Learning strategies通过单词的重读判断句子表意的重点。. Teaching aids. Teaching aidsComputer multimedia projector, a helmet. Teaching procedures. Teaching proceduresInteractStepionpatternStudentactivityTeacher activity1010 / 19191.The 1. Focus their 1.Greetthewholeattentionstudents andclassonthe makethemreadyforwork.teacher.learning.2.The 2.Students 2.Theteacherwholereport theirasks theclasshomeworkto studentstowork.reviewreport thethe knowledge homework.of(1)LettheSection A.studentsretellthe advantages ofriding bikes.(2)Letthestudents report3.Groupthe traffic ruleswork.3.Students theydiscuss insearchedaftergroups on how class.to3.Theteacherpreventthe shows thetrafficpictures of theaccidents.1111 / 1919trafficaccidentsand1.The 1.Students 2.Theteacherwholewatch theplays the flashclassflash and findof 1a. Ask thework.out thestudentstoanswer to thefindouttheleadinganswer to thequestion.leading2.Thequestion.whole2.Students 2.Theteacherclasscheck thelets twowork.answer.students tell theanswer.3.Students3.watch the3.TheteacherIndividuflashand plays the flashalunderline the againandaskswork.new words.thestudentsto4.Students underline the4.The tellthe new new words.wholewords,and 4.Theteacher classthen learn and asks two studentswork.grasp the new1212 / 1919to tell the newwords with the words. Teach the1.The 1.Students 1.Theteacherwholeread theplays theclassconversationrecordingwork.after thesentence byrecordingsentence.sentence by2.The sentence.2.Theteacherwhole2.Students plays theclasstry to follow recordingwork.thespeed, withoutpayingstopping.attentiontothe3.The pronunciation 3.Theteacherwholeandlets the studentsclassintonation.read 1a, and thenwork.3.Students completetheread1a,and sentences.4.The thencomplete 4.Theteacherwholetheasks twoclasssentences.students to tellwork.4.The thestudents1313 / 1919answers.5.checkthe 5.Theteacher1.The 1.Students 1.Theteacherwholelook at the asks the studentsclasspicturesof 2a. tolookatthework.Understandpicturesof 2a andthem based on understandthemthegiven basedon the given2.Group words.words.work.2.Students 2.Theteacheruseifto asks the studentsdiscussthe touseifto3.resultsof discusstheIndividubreakingthe resultsofaltraffic rules. breakingthework.3.Students traffic rules.reportthe 3.Theteacher4.results of the asks the studentsIndividudiscussion.toreportthealresultsofthework.4.Students discussion.matchthe 4.Theteacherpartsofthe asks the students5.The sentencesto tomatchthewholemake1414 /traffic1919partsoftheclassrules.sentences to make1.Group 1.Students 1.Theteacherwork.discussthe asks theslogansforthe studentstoactivity.discuss ingroups.Yourschool willhaveapublicactivity2.Theabouttrafficwhole2.Students safety.classwrite down the Discussthework.slogans,slogans forusingthe activity.adverbial2.Theteacher3.The clausesof asks thewholecondition.students to writeclassdown thework.3.Students sloganswithreporttheir adverbialresults.clausesof4.Thecondition.whole3.Theteacherclass4.1515Students/ 1919asks thework.check therepresentativesThe students are amazed at the number of thepeople who diedfrom the traffic accidentsTeaching every year. They realize that it s veryReflecti important to followthe traffic rules. Andonthey do very well in making traffic rules.They can understand the usage of adverbialclauses of condition well. Blackboard designUnit 6 Enjoying CyclingTopic 3 Bicycle riding is good exercise.Section B1. when riding = when we are riding2. get a fine3. make a wrong turn附赠材料优秀的教学是练出来的优秀的教学是练出来的在上一堂课里,你已经学会了区分高效教学法和低效教学法之间的区别。现在 ,我们还要继续巩固这一概念。在1616 / 1919高效教学法和低效教学法之间 ,是否存在一个灰色的中间地带呢?是的,这个灰色地带确实存在。如果能带领那些还不够高效的教师们进人这一中间地带,那也是很大的进步。当然,本课的主要目的是发掘出教师的最大潜力 ,以最终实现高效教学。如果能成功做到这一点 ,那么你最终会发现学生的表现有了显著的提高。显而易见,教师能力的优劣会直接影响到学生的表现。教师越优秀,学生的表现就越好。课程：首先,我们回顾一下上一节课所学的如何区分高效和低效教学上一节课 ,我已经要求你总结出自身存在的弱项 ,并且在课后进行针对性的练习。今天,请你仔细思考,在下面列举的教学情景中高效和低效的教师将如何做出不同的应对措施。1717 / 1919高效教学与低效教学实践一个学生在课堂上一直和其他学生聊天。他这个举动非常明显,必须及时制止。面对这个情形时,低效的教师会如何应对?高效的教师又会如何应对?一个学生在课堂上不断发出声响 ,这个声音越来越吵 ,并且影响到了班级里的其他学生。低效的教师会如何应对 ?高效的教师又会如何应对一个学生总是没有完成课后布置的家庭作业。对这个学生低效的教师会如何应对?高效的教师又会如何应对?一个学生总是随便讲话。教师在讲课的时候她讲话,同学们在做课堂练习的时候她讲话 ,午餐之前大家都应该安静等待的时候她也在讲话,在类似的其他场合她也经常随便讲话。面对这个情形低效的教师会如何应对 ?高效的教师又会如何应对?学校准备开展一个新的教学项目 ,大家都不清楚这个项1818 / 1919目效果如何。为了顺利实施该项目 ,部分教师将被挑选出来进行培训培训过程很可能十分艰苦。面对新项目的挑战 ,低效的教师会如何应对?高效的教师又会如何应对?当你回答完这些问题时 ,你一定会明白 :高效的教师一定是个冷静、专业、细心的教师。你愿意做这样的教师吗 ?如果愿意,那么就拿出你的实际行动来吧!实践：将你今天的感悟记录下来 ,这样可以让你意识到 ,自己之前的处理方式哪些是低效的手段 ,哪些是高效的手段。在这之后,你的教学技能将会变得更加丰富。1919 / 1919