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仁爱版英语八年级下册Unit 6 Topic 3《Bicycle riding is good eercise》SectionA教学设计一. 教材分析本课的主题是“Bicycle riding is good exercise”，主要让学生学习与骑自行车相关的词汇和表达方式，以及如何用英语谈论骑自行车的益处。
通过本课的学习，学生将能够更好地用英语描述日常生活中的活动，并能就骑自行车的优点进行简单的交流。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常生活中的一些活动有一定的了解。
但是，对于一些特定的表达方式和短语可能还不够熟悉，需要通过课堂上的学习和操练来掌握。
此外，学生可能对骑自行车的益处了解不多，需要通过教师的引导和讲解来了解。
三. 教学目标1.知识目标：学生能够掌握与骑自行车相关的词汇和表达方式，如“ride a bicycle”、“exercise”、“healthy”等。
2.能力目标：学生能够用英语描述骑自行车的优点，并能就这一话题进行简单的交流。
3.情感目标：学生能够认识到骑自行车的益处，激发他们骑自行车的兴趣。
四. 教学重难点1.重点：学生能够掌握与骑自行车相关的词汇和表达方式。
2.难点：学生能够用英语描述骑自行车的优点，并能就这一话题进行简单的交流。
五. 教学方法采用任务型教学法，通过各种活动和任务，让学生在实践中学习和运用英语。
同时，采用交际法，让学生在真实的语境中进行交流，提高他们的语言运用能力。
六. 教学准备1.教师准备：准备好与骑自行车相关的词汇和表达方式的PPT，以及相关的讲解材料。
2.学生准备：学生需要预习本课的内容，了解骑自行车的基本知识。
七. 教学过程1.导入（5分钟）教师通过提问学生日常生活中喜欢的运动，引导学生说出“ride a bicycle”，并板书。
然后，教师询问学生为什么喜欢骑自行车，引导学生说出骑自行车的优点。
2.呈现（10分钟）教师通过PPT呈现与骑自行车相关的词汇和表达方式，如“exercise”、“healthy”等，并进行讲解和例句展示。
Unit 6 Enjoying CyclingTopic 3 Bicycle riding is good exerciseSection A导学案一．学习目标：1．学习条件状语从句的用法2.了解骑自行车的利弊，注意行车安全；了解如何写事故报告二．学习重点（合作探究）：学习条件状语从句的用法.三．学习过程Ⅰ. 预习自测词组翻译1. 害怕骑自行车_____________.2.更自信一点_____________3.obey the traffic rules _____________4.引起空气污染______________5.一个向左的急转弯___________________6. 减速__________7. 为了避免撞到卡车___________________ 8. run into _____________9. 拨打112急救电话___________________ 10.冲向某人________________11. the opposite direction______________ 12.迷恋，爱上某人_____________13. be crazy about sth.___________________________Ⅱ. 解难答疑1. When I first arrive, I was afraid of riding my bike anywhere.“anywhere” 意为“任何地方，无论何处”,用于表示可能性的疑问句、否定句或肯定句。
如：I looked for my lost keys everywhere yeste rday, but I couldn’t find them anywhere.2. I disagree with you.“disagree with ”意为“不同意某人”，是agree with 的反义短语。
Ⅲ.反馈拓展一）.单项选择：( ) 1. —There’s a sharp turn ____ the right on th at road.—Yes, so she’s afraid _____ riding her bike on it.A .on of B. on, to C. to, on D. to, of( ) 2. —________ ！You walk too fast. —All right. I will.A. Hurry upB. Ne ver mindC. Slow downD. Stand up( ) 3. She looks a ngry today, so I try to avoid ___ with her.A. sayingB. tellingC. talkingD. speaking( ) 4.—I hear Jay Chou will come to Beijing. —Really?__ he comes, I will be very happy because I’m a big fan of him.A. IfB. UntilC. BeforeD. After( )5. —We should love animals.. —A. I agreeB. I don’t think soC. I don’t believe.D. I’m afraid not. 二）．根据汉语完成句子：1.你会习惯于这项艰巨的工作。
Unit 6 T opic 3 Bicycle riding is good exercise.Section BⅠ. Teaching aims1.Learn some new words and phrasescareless , helmet, light-colored , break the rules, get a fine , be in danger2.Learn make some rules using adverbial clause of condition.3.Promote traffic safety consciousnessⅡ. Teaching aidsPPT , a helmetⅣTeaching proceduresStep 1 Introduction1.Greeting and enjoy a video.2.Invite a student to make a report which is about the advantages ofcycling.Step 2 Presentation1.Talk with students about how to ride safely to lead to 1a and learn some new words by showing pictures and a real bicycle helmet.2. David is riding a bike. Ask students to tell him how to stay safe when riding a bike. Have a quick review.3. Ask students one question. “What may happen if we break the traffic rules?”Ask students to watch the flash of 1a and find out the answer. Teach the phrases “break the traffic rules / get a fine / be in danger”4. Set up three tasks. Task 1: Listen to 1a and finish 1b. Task 2: Underline the adverbial clauses of condition. Task 3: Practice 1a with your partner, then make your own conversation according to the key words. Invite some pairs to act it out. Encourage the students to finish different tasks to learn the key points and difficult points in 1a.Step 3 Practice1.Play a game. Divide the students in two teams and have acompetition. Let the students talk about the results of breaking the traffic rules with “If”. Finish 2a.2.Ask students to learn more about the traffic rules and match the twoparts of sentences to make traffic rules. Then check the answers in class. Finish 2b. Encourage the students to sum up the usage of adverbial clauses of condition.3.Ask students to make sentences with “If”.4.Do some exercises on the screen.Step 4 SummaryGuide the students to sum up what they have learned today.Step 5 Homework1.Collect more traffic rules and share them with your classmates.2. Make some rules for our class .You should use the adverbial clause of condition as many as possible .Blackboard DesignUnit 6 Topic 3 Section BBicycle riding is good exercise.careless If you…,you will …helmet may …get a finelight-colored break the traffic rules be in danger。
仁爱版英语八年级下册Unit 6 Topic 3《Bicycle riding is good eercise》SectionB教学设计一. 教材分析本课选自仁爱版英语八年级下册Unit 6 Topic 3《Bicycle riding is good exercise》Section B。
本节课主要讨论骑自行车的好处，以及如何骑自行车。
教材内容丰富，插图清晰，让学生在轻松的氛围中学习英语。
本节课的主要语言点是描述骑自行车的动作和好处，以及如何骑自行车。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常生活中的简单交流已经没有问题。
但是，他们在语言表达方面还需要进一步提高，特别是对于一些复杂的句子结构和词汇的运用。
此外，学生的学习兴趣和动机对于英语学习来说非常重要，因此，在教学过程中，我将尽量使用生动有趣的教学手段，激发学生的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握描述骑自行车的动作和好处的相关词汇和句子结构。
2.能力目标：学生能够在日常生活中运用所学知识进行简单的交流。
3.情感目标：学生能够认识到骑自行车的好处，并在日常生活中尝试骑自行车。
四. 教学重难点1.重点：学生能够掌握描述骑自行车的动作和好处的相关词汇和句子结构。
2.难点：学生能够正确运用所学知识进行简单的交流。
五. 教学方法1.任务型教学法：通过设定具体任务，让学生在完成任务的过程中运用所学知识。
2.情境教学法：通过设定具体情境，让学生在实际情境中学习英语。
3.交际法：通过师生互动，生生互动，让学生在交流中学习英语。
六. 教学准备1.教学课件：制作教学课件，包括图片、文字、动画等。
2.教学道具：准备一些与自行车相关的道具，如图片、模型等。
3.教学资源：收集一些与自行车相关的视频、音频等资源。
七. 教学过程1.导入（5分钟）通过展示一些自行车的图片，引导学生谈论自行车。
例如：“Do you like bicycles? Why?”等问题。
Unit 6 Enjoying CyclingTopic 3 Bicycle riding is good exerciseSection D导学案一.学习目标1．复习条件状语从句；2．了解环法赛车的情况。
二学习重点（合作探究）：1条件状语从句；2.通过了解青海湖自行车巡回赛和环法自行车赛的相关知识，提高学生的听、说、读、写能力。
三、学习过程Ⅰ. 预习自测找出下面短语并掌握。
1.以某人的名字命名_____________________________2.流入，走进_____________3. 青海湖___________4.青海湖自行车巡回比赛_________________________5国际自行车联合会_____________________________6.占地100平方公里_____________________________7.21个计时赛段_______________________8.一两天的休息_______________________9.道路很崎岖_________________________________-10.事故报告单_________________________Ⅱ. 解难答疑1. Twenty-three rivers and stree ts empty into Qinghai Lake.“empty”意为“倒空，排空”，用作动词，如：This river empties into the South Sea.2. It has the highest altitude among all races hosted by the International Cycling Union.“among” 以为“在……之中”，用在三个或三个以上的人或物前，如：I’m the thinnest among my classmates.Ⅲ.反馈拓展一）.根据句意、首字母或汉语提示填空.1. China is in the east of A_______.2. The Tour de France is the most f______ bicycle race in the world.3. They will put on the play on the school s_____.4. I’m worried about the ______（安全）of the c hildren on the bus.5. If you want to be the w ______,you must keep practicing.6. There is no water in the bottle. It’s e_______.7. Pay attention to ______(wear) helmets to protect your heads when riding.二）. 用下面正确的连词填空as soon as, not…until, before, after, because, so that, so…that, as…as, notas…as , when1. The children arrived at the Summer Palace _____ they rode bikes for oneand a half hours.2._____ we got to the Tian’anmen square, the c rowd of people becamelarger.3. The man rode ____ fast _____ he could not stop his bike.4. You must look both ways ______ you cross the road.5. Helen is sad _________ she didn’t pass the exam.6. We should plan very well _____ we can finish our work on time.7. I _____ go to bed _____ my mother comes back tonight.8. Cars cost 100 times ____ much _____ bikes.9. We will go to visit your home _________ we get to Hong Kong.10. The fan is ______ expensive _____ the air conditioning.三）、单项选择。
Unit 6 Enjoying CyclingTopic 3 Bicycle riding is good exerciseSection B导学案一．学习目标：1.继续学习条件状语从句；2.认识常见的交通标志，了解常见的交通规则。
二．学习重点（合作探究）：学习条件状语从句的用法。
三. 学习过程Ⅰ.预习自测:翻译并掌握下列词组及句子1. 戴头盔 ___________________2.穿浅色衣服 ______3. 受处罚_____________________4. 交通局___________5. 警告或提醒某人做某事_________________________________6.自行车上安灯__________________________________7拐错弯 __________________8.骑自行车时我们应该戴头盔。
__________________________________9前面有一个十字路口。
_______________________________________10.如果我们违反了交通规则，我们会受到处罚，甚至会很危险。
__________________________________________________________Ⅱ. 解难答疑1. We should wear bicycle helmets when riding.句中的when riding = when we are riding。
当主句和从句的主语相同时，从句的主语和be动词可省去。
如：I was dancing when singing.2. 条件状语从句：(1) 常由if引导，从句可以放在主句之前也可以放于主句之后。
如：You can have a rest if you are tired. / If you are tired, you can have a rest.(2) 条件状语从句的时态：a. 若主句的动词是一般将来时，从句的谓语动词就用一般现在时，如：I will call you if I have time.b. 在主句中含有can, should, must等情态动词时，从句要用一般现在时，如：We must help the old men if they are in danger.Ⅲ.反馈拓展一）.单项选择：( ) 1. When you ____ the classroom, please turn off the lights.A. leftB. are leavingC. leaveD. leaves（）2. At last, the truck avoide d ____ the tree.A. hitB. to hitC. hittingD. hits( ) 3. Miss Li warns us ____ loudly in the classroom.A. not speakB. not speakingC. not to speakD. don’t( ) 4. In Britain, you must drive on the ____ side of the road.A. right-handB. right handC. le ft handD. left-hand( ) 5. If it ____tomorrow, I ____ not go th ere by bike.A. rained; willB. rains; willC. is going to rain; doD. rains; do二）.if条件状语从句专练：根据汉语意思完成句子：1 .如果我有足够的钱，我将去英国度假。
精品教育资料精品教育资料 1Unit 6 Topic 3 Bicycle riding is SectionBⅠ. 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。
Ⅱ. 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。
Ⅲ. 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。
Ⅵ. Teaching proceduresStep Interactionpattern Student activity Teacher activity精品教育资料 精品教育资料 2Introduction （8 minutes ） 1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. The whole class work. 1. Focus their attention on the teacher. 2. Students report their homework to review the knowledge of Section A. 3. Students discuss in groups on how to prevent the traffic accidents. 4. Students report the results of the discussion. 5. Students observe the picture and prepare for the new lesson. 1. Greet the students andmake them ready forlearning.2. The teacher asks thestudents to report thehomework.(1) Let the studentsretell theadvantages of ridingbikes.(2) Let the studentsreportthe traffic rulestheysearched afterclass.3. The teacher shows thepictures of thetrafficaccidents and offersthefollowing facts:Every year, 700,000people die from thetrafficaccidents all over the world, and 100,000people die from thetraffic accidents inChina. How amazing!Then how toprevent the trafficaccidents? Discuss ingroups and report youropinions.4. The teacher lets thestudents tell theirideas.5. The teacher asks thestudents to look at thepicture of 1a, andleads to the newlesson: Kangkang andMichael are talkingabout the trafficaccident in CaishikouStreet. Let’s watchthe flash of 1a andfind out theiropinions about how toprevent the trafficaccidents.精品教育资料 3Presentation(10minutes)class work. 2. The whole class work. 3. Individual work. 4. The whole class work. 5. Group work. 6. The whole class work. flash and find out the answer to the leading question. 2. Students check the answer. 3. Students watch the flash and underline the new words. 4. Students tell the new words, and then learn and g rasp the new words with the help of the teacher. 5. Students discuss in groups to find out the difficult points and sum up the main points. 6. Students underline in their books and make some notes. flash of 1a. Ask the students to find out the answer to the leading question. 2. The teacher lets two students tell the answer. 3.The teacher plays the flash again and asks the students to underline the new words. 4. The teacher asks two students to tell the new words. Teach the new word careless by showing a paper with many wrong answers. Teach the new word helmet by showing a real helmet to the students. Teach the word light-colored by pointing at a light-colored coat of the students and comparing it with a dark-colored coat. 5. The teacher asks the students to learn in groups to find out the difficult points in the conversation. At last let them sum up the main points of the conversation. 6. The teacher makes asummary to explainthe key points andConsolidati on(10 minutes)class work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. Individualwork.6. The wholeclass work.7. The wholeclass work.8. The wholeclass work.9. Pair work.conversation aftertherecording sentencebysentence.2. Students try tofollowthe speed, payingattention to thepronunciation andintonation.3. Students read 1a,andthen complete thesentences.4. The students checktheanswers.5. Students retell thesentences of 1b.6. Students find outmoresentences aboutexpressingadvice from 1a.7. Volunteers telltheiranswers.8. Students find outthesentences containingadverbial clauses ofcondition.9. Students act out theconversation of 1a.recording sentence bysentence.2. The teacher plays therecording withoutstopping.3. The teacher lets thestudents read 1a, andthen complete thesentences.4. The teacher asks twostudents to tell theanswers.5. The teacher asks thestudents to retell thesentences of 1b.6. The teacher lets thestudents find out moresentencesexpressing advice from1a.(1) We should …(2)Why don’t we/ not …7. The teacher asks thestudents to tell theanswers.8. The teacher asks thestudents to find out thesentencescontaining adverbialclauses of condition. Payattention to the tense ofthem.9. The teacher asks thestudents to act out theconversation of 1a inpairs.精品教育资料 4精品教育资料 5Practice(10minutes)class work. 2. Group work. 3. Individual work. 4. Individual work. 5. The whole class work. 6. The whole class work. 7. Individual work. 8. The whole class work. 9. Group work. the pictures of 2a. Understand them based on the given words. 2. Students use if to discuss the results of breaking the traffic rules. 3. Students report the results of the discussion. 4. Students match the parts of the sentences to make traffic rules. 5. Students read the traffic rules and remember them. 6. Students listen and read these sentences. Pay attention to the stress and understand the focus of each sentence. 7. Students try reading the sentences alone. 8. Students read the sentences correctly. 9. Students work in students to look at the pictures of 2a and understand them based on the given words. 2. The teacher asks the students to use if to discuss the results of breaking the traffic rules. 3. The teacher asks the students to report the results of the discussion. 4. The teacher asks the students to match the parts of the sentences to make traffic rules. 5. The teacher lets the students read the traffic rules and remember them. 6. The teacher plays the recording of 3a for the students and lets the students listen and read these sentences. Ask them to pay attention to the stress and understand the focus of each sentence. 7. The teacher lets the students try reading the sentences alone. Note that they can change the emphasis of a sentence when they change the word that is stressed. 8. The teacher asks the students fromdifferent groups toread the sentences精品教育资料 精品教育资料 6Production(7minutes)1. Group work.2. The whole class work.3. The whole class work.4. The whole class work.5. The whole class work.6. Individual work. 1. Students discuss the slogans for the activity. 2. Students write down the slogans, using adverbial clauses of condition. 3. Students report their results. 4. Students check the slogans with the teacher. 5. Students summarize Section B with the teacher. 6. Students finish the homework after class. 1. The teacher asks the students to discuss in groups. Your school will have a public activity about traffic safety. Discuss the slogans for the activity. 2. The teacher asks the students to write down the slogans with adverbial clauses of condition. 3. The teacher asks the representatives of each group to report their results. 4. The teacher sums u p the activities. The group with the most and correct sentences of adverbial clauses of condition wins. 5. The teacher shows the summary to the students. 6. The teacher assigns homework: (1) Review the summary after class. (2) Ask the students to make at least five sentences with “if ”. Pay attention to the tense. (3) Search the Internet for some information aboutbicycles toprepare for精品教育资料精品教育资料 7 Teaching Reflectio n The students are amazed at the number of the people whodied from the traffic accidents every year. They realize that it’s very important to follow the traffic rules. And theydo very well in making traffic rules. They can understand theusage of adverbial clauses of condition well.Ⅶ. Blackboard designUnit 6 Enjoying CyclingTopic 3 Bicycle riding is good exercise.Section B。
精品教育资料Unit 6 Topic 3 Bicycle riding is SectionDⅠ. Material analysis本节课建议用1课时学完。
主要活动为Section D的1。
本课通过谈论大型国际自行车比赛的话题，巩固本话题的语法，呼应本单元的标题，拓宽学生的视野，丰富他们的知识。
要求学生通过本课的学习活动掌握黑体单词和短语empty, Asia, among, France, mile, central和winner.了解白体词汇stream, altitude ,stage和cyclist，在综合复习Sections A-C的词汇、语法和功能句的基础上，帮助学生树立安全意识,培养学生热爱运动、积极探索的态度。
Ⅱ. Teaching aimsKnowledge aims：1. 学生能正确拼读并运用黑体单词。
2. 学生能熟练掌握条件状语从句的用法。
3. 学生能了解两大国际自行车比赛的相关信息。
Skill aims：1.能谈论自行车比赛。
2.能使用英语简单陈述两大国际自行车比赛的相关信息。
3.能读懂两大国际自行车比赛信息的短文。
4.能用英语制定简单的交通规则。
Emotional aims：1. 具有积极参与课堂上各种英语实践活动的兴趣。
2. 培养学生热爱运动、积极探索的态度，树立安全意识。
Key points：1. 学习有关叙述自行车比赛的词汇、短语和句式的表达。
2. 掌握条件状语从句的用法。
Difficult points：用英语写作如何避免交通事故的发生。
Ⅳ. Learning strategies1. 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。
2. 在日常学习中不断开阔视野，扩大知识面。
Ⅵ. Teaching proceduresStep InteractionpatternStudent activity Teacher activity精品教育资料Introduction （8 minutes）1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.1. Students focustheirattention on theteacher.2. Students read thepassage about thebicycle safety.3. Students knowaboutmore information ofthe bicycle.4. Students reportsomeinformation theycollected aboutcycling races.5. Students watch thevideo and knowaboutthe cycling race.6. Students look atthepictures of 1 andintroduce theevents as much aspossible.1. Greet the students andmake them ready forlearning.2. The teacher asksthestudents to reporttheir homework. Letthem read the passageabout the bicyclesafety. Let them buildthe sense of safety.3. The teacherintroducesmore information aboutthe bicycle: Thebicycle can be used asan environmentalvehicle of transportfor travel. More andmore people usebicycles as fitnessequipment forexercise, bike ridingand traveling. Thecycling race is acompetitive sportwhich includes roadcycling, mountaincycling and so on.We’ll know aboutsomething of thebicycle race today.4. The teacher lets thestudents report someinformation theycollected about cyclingraces.5. The teacher shows thevideo of a cycling raceto lead to the newlesson.6. The teacher asks thestudents to look at thepictures of 1.Encourage the studentswho know somethingabout the two eventsand introduce theevents as much aspossible.Presentation(10minute s)class work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.passage of 1 andmark Q or F.2. Students checktheiranswers with theteacher.3. Students read thepassage again andunderline the newwords.4. Students learn andgrasp the newwords.studentsto skim the passage of1and mark Q for thesentences thatdescribethe Tour of QinghaiLakeand F for the Tour deFrance.(1) The race started in2002.( )(2) Today the racecovers2,000 miles.( )(3) The race began inParis.( )(4) It is the largestbicycle road race inAsia. ( )(5) There are 21 timedstages over threeweeks, with one or twodays to rest.( )2. The teacher asks twostudentsto tell their answers.3. The teacher asks thestudentsto read the passageagainand underline the newwords.4. The teacher asks onestudentto tell the new words.Teach the new words:Asia and France byConsolidati on(10 minutes)class work.2.The wholeclass work.3. Groupwork.4. The wholeclass work.5. The wholeclass work.6. Groupwork.7. The wholeclass work.8. The wholeclass work.passageafter the recordingsentence bysentence.2. Students try tofollowthe speed, payingattention to thepronunciation andintonation.3. Students work ingroups and find outthe difficultpoints.4. Students help eachother to understandthe passage.5. Students underlinethewords, phrases andsentences and make anote.6. Students read andfindout the key words ingroups.7. Students retellthepassage based onthekey words.8. Students evaluaterecording sentence bysentence.2. The teacher plays therecording withoutstopping.3. The teacher asks thestudents to work ingroups and find out thedifficult points.4. The teacher asks thestudents to tell thedifficult points. Askother students to helpthem solve theproblems.5. The teacher makes asummary to explain thekey points anddifficult points tothe students:(1) among all racesamong / between(2) 21 timed stages(3) The roads are verydifficult to rideon.(4) without doing sth.6. The teacher asks thestudents to read thepassage carefully andfind out the key words ingroups.7. The teacher asks onestudent to write downthe key words on theblackboard, and thenlets the students retellthe passage based on thekey words.8. The teacher praisesthestudents who retellPractice(10 inutes)class work.2. The wholeclass work.3. The wholeclass work.4. Individualwork.5. The wholeclass work.6. Groupwork.7. Individualwork.8. The wholeclass work.9. The wholeclass work.throughSections A-C andunderstandthe underlinedparts ineach sentence of thegrammar table.2. Students sum up theusage of adverbialclauses of condition.3. Students grasp theusage of theunderlined phrases.4. Students find outmore phrases in thistopic.5. Students read andunderstand theaccident reportform.6. Students discuss ingroups.7. Students write apassagealone about theaccident.8. Students reporttheirpassages.9. Students evaluateothers’,passage.students to read throughSections A-C andunderstand the underlinedparts in each sentenceof the grammar table.2. The teacher asks twostudents to sum up theusage of adverbialclauses of condition.3. The teacher asks thestudents to read throughSections A-C and payattention to theunderlined phrases inthe functions table.4. The teacher asks thestudents to find outmore phrases in thistopic.5. The teacher asks thestudents to read andunderstand the accidentreport form.6. The teacher asks thestudents to discuss ingroups: How to write apassage based on thecontent of the accidentreport form.7. The teacher asks thestudents to write apassage alone about theaccident. Encourage themto use more usefulexpressions of thistopic.8. The teacher lets twostudents report theirpassages inclass.9. The teacher asks thestudents to evaluateothers’, passages, andthen makes the精品教育资料Production (7 minutes) 1. Group work.2. Group work.3. Individualwork.4. Groupwork.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work.8. Individualwork.1. Students discussingroups.2. Students write thekey words for theirreports.3. Students finishthereports alone.4. Students changetheirreports within thegroup. Learnsomething useful fromtheir group mates andhelp others correctsomething wrong.5. Students readtheirproductions.6. Students evaluatethepassages written byothers and learnsomething useful.7. Students summarizeSection D with theteacher.8. Students finishthehomework afterclass.1. The teacher organizesthestudents to discuss ingroups: How to avoidtraffic accidents. Letthem make sure of thecontent they willmention.2. The teacher asks thestudents to write thekeywords for theirreports.3. The teacher asks thestudents to finish thereports alone based ontheir key words.4. The teacher asks thestudents to changetheirreports within thegroup.Ask them to learnsomething useful fromtheir group mates andhelp others correctsomething wrong.5. The teacher asks thestudents fromdifferentgroups to read theirproductions.6. The teacher asks thestudents to evaluatethe passages, and thenmakes the summary for thewritten work.7. The teacher shows thesummary to thestudents.8. The teacher assignshomework:(1) Review the summaryafter class.(2) Write a passage to精品教育资料TeachingReflectionThe students grasp the knowledge of this topic well after the review of this section. Boys are very interested in thebicycle race. And they can evaluate others’ productionsbetter and learn something useful from them.Ⅶ. Blackboard designUnit 6 Enjoying CyclingTopic 3 Bicycle riding is good exercise.Section D。
