八年级英语下册Unit 6 Topic 2 教案
Section A needs 1 period. Section A需用1课时。The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
receive, postcard, perfect, dialog, camp
2. Learn useful expressions.
I'd like to speak to Michael.
Glad to receive your postcard.
Would you like to come to China for your vacation?
Why not ride our bicycles to explore Beijing?
It would be great fun.
I'm looking forward to meeting him.
3. Learn the usage of adverbial clauses of time.
While you were enjoying your trip, I was busy preparing for my exams.
Before he comes, would you help me make a plan to explore Beijing?
Darren was reading Ren'ai English Post when Michael came in.
4. Satisfaction
Perfect!
5. Introduction
I'd like you to meet him.
Ⅱ. Teaching aids 教具
录音机/打电话场景的图片/香港世纪之窗的图片/颐和园的图片/Section A, 2 中的图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
复习电话用语,并导入新知识。
1. (给学生展示打电话场景的图片,复习电话用语。)
T: Please look at the picture and make a simple dialog on the phone in pairs, then act it out.
2. (设置电话对话: 你很想见自己的笔友,邀请笔友到自己家乡游玩。通过这个对话导入这个Section 的目标语言。)
T: Do you have a good pen pal? Do you look forward to meeting him or her? Would you like to invite him or her to visit your hometown during a vacation? Make a telephone call dialog between you and him or her with your partner according to the information above. The phrases and sentences on the blackboard may help you.
Would you like to come to my hometown for your vacation?
You bet, I'd like to.
Why not ride our bicycles to explore my hometown? (explore+place 考察/探险某地)
It would be great fun.
Perfect!
Good idea! See you.
(对重要的句子和画线生词进行必要的解释,让学生尽量用黑板上的句子组成对话。)
T: Now please act out the dialog in pairs.
(对学生的表演多表扬,少批评,激发他们学英语的兴趣。由此导入1a。)
Step 2 Presentation 第二步 呈现(时间: 7分钟)
呈现1a,完成听力任务。
1. T: Please listen to the dialog between Darren, Kangkang and Michael in 1a. Answer the questions on the blackboard quickly.
(板书)
What did Darren receive?
Would Darren like to come to China for his vacation?
What would they like to do at last?
Is Kangkang looking forward to meeting Darren?
△While you were enjoying your trip, I was busy preparing for my exams.
△Before he comes, would you help me make a plan to explore Beijing?
(对最后两句进行解释,降低学生听的难度,让学生带着问题听,能集中学生的注意力,听完对话让学生抢答问题。)
T: Listen to 1a again and follow it. Pay attention to the pronunciation and intonation.
2. 让学生读1a并找出文中含有时间状语的句子,为学习2做准备
T: Please read 1a and find out the sentences of "adverbial clauses of time".
Step 3 Consolidation 第三步 巩固(时间: 13分钟)
巩固1a并完成1b。
1. T: Read the dialog aloud in 1a, then act it out in pairs.
2. (活动导出1b。)
(展示香港世纪之窗的图片/颐和园图片。)
T: Look at this picture. Is it beautiful?
Ss: Yes, of course.
T: It is the Window of Century in HK/the Summer Palace in Beijing.
T: S1, would you help me plan a trip to HK/Beijing?
S1: Yes, of course.
T: Could you come along with me?
S1: Yes, I'd love to.
T: (指着S1旁边的一名学生。) Should we take him there?
S1: Yes, we should.
(板书并解释。)
Would/Will you help me plan a trip?
Could/Can you come along with me?
Should we take him there?
T: Very good. Thank you. Now, boys and girls, please make dialogs as we did just now in pairs. But you'd better use "would, could or should". Because they will make your partner feel that you are very polite.
(学生热烈地对话。)
T: Now please act out your dialogs.
3. T: Very good. Please do 1b quickly according to the dialogs you did just now.
(几分钟后)
T: Let's check them. The answers are: 1.b, 2.c, 3.a.
T: Please act them out in pairs.
Step 4 Practice 第四步 练习(时间: 10分钟)
练习本课重点语法(时间状语从句),并完成2和3。
1. T: Now, look at the picture. (2中图1) What is Darren doing?
Ss: He is having a class.
T: What is Michael doing?
Ss: He is climbing a mountain.
T: Yes. Darren is having a class while Michael is climbing a mountain. That means:
While Michael is climbing a mountain, Darren is having a class.
T: Look at the picture. (Section A, 2的图5) What was Darren doing when Michael came in?
Ss: He was reading Ren'ai English Post when Michael came in.
T: You are right. In another way we can say: When Michael came in, Darren was reading Ren'ai English Post.
(解释"while/when"的用法和注意事项。)
T: Please look at 2 and the rest pictures and make similar sentences. Then read them out.
2. (完成3。)
T: Boys and girls, we'll have a visit. Do you want to go on a visit to Dalian or go camping in the forest? Which one do you want to choose? Why? Please discuss in groups of four.
(给出目的地,让学生有方向性地探究,引导他们积极地思考。)
T: Now, please give me your answers and reasons.
Group A: We are going to Dalian. There are beautiful beaches…
Group B: We'd like to go camping in the forest. There are many big trees, birds…
…
(学生们的想象力非常丰富。)
T: Good. Now listen to the dialog in 3. What are they talking about? First let's learn the new words.
(板书并教授新单词。)
dialog, camp
T: Before listening, I think it's better to read the questions in 3 carefully.
(在听之前,让学生熟悉一下问题,以降低难度。)
T: Listen to 3 carefully and choose the best answers.
(根据学生的实际情况,可以放1~2遍。)
T: Well. Let's check the answers.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
进一步探究1a。
1. (方案一)
(给学生1a中的关键词,让他们改写1a,写完以后,请几名学生到讲台前汇报,评出最好的,给予表扬。)
T: I will give you some key words of the conversation in 1a. Please rewrite 1a to a passage and
read it out in class.
(合作探究本课重点语法。)
(方案二)(接龙游戏。)
T: Look! S1 is standing.
S1: I am standing while S2 is reading.
S2: I am reading a story book while S3 is talking.
S3: …
…
(学生可以发挥想象,注意使用正确的时态。)
2. Homework:
(编一个打电话的对话,要用到while/when。)
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a 和2a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
mark, face, camel, east, eastern, north
2. Learn useful expressions about directions.
They surveyed the area to make sure their tombs faced south and had mountains at the back.
Qingling is to the east of Yuling.
It's in the southeast of China.
It's on the north of Hubei.
3. Go on learning the usage of adverbial clauses of time.
Did most emperors start to build their tombs when they became emperors?
4. Learn about the tombs of ancient Chinese emperors.
5. Distance
It's about two and a half hours by bike.
Ⅱ. Teaching aids 教具
录音机/一张北京的景点图/十三陵的详图及各景点图片/介绍十三陵的扑克牌
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 15分钟)
复习Section A对话内容导入新课,教授新词。
1. (学生对话,复习could, would, should, will 和can引导的表示请求、许可、建议的句子。)
T: Please make dialogs using "could, would, should, will and can", then act them out.
S1: Could I…?
S2: Yes, …
S3: Would you…?
S4: No, …
…
T: Good!
(教师及时提醒学生,注意使用正确的答语。)
2. (师生对话导出方位词和课文中的重要语句。)
T: Do you like traveling?
Ss: Yes, of course. / No, I don't.
T: Did you visit Beijing?
Ss: Yes, … / No, …
T: Do you know places of interest in Beijing?
Ss: Yes. The Summer Palace, the Great Wall…
T: Yes. Today we will learn something about the Ming Tombs.
(边说边导出课文内容,板书并讲解且教授新单词。)
the Ming Tombs
at the foot of the Tianshou Mountains
northwest of Beijing
the Stone Arch
beginning
the Sacred Way
officials
They surveyed the area to make sure their tombs faced
south and had mountains at the back.
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现1a并完成1b和1c。
1. (呈现1a。)
T: Do you want to know something about the Ming Tombs?
Ss: Yes, of course.
T: OK. Let's listen to 1a and answer the questions on the blackboard.
(板书)
(1) Where are the Ming Tombs?
(2) When did the emperors start to build their tombs?
(3) What place did the emperors choose for their tombs?
(让学生抢答,鼓励学生多说。)
T: Very good. Now read 1a again and finish 1b in pairs.
2. (完成1b。)
T: The answers are:
(1) They are at the foot of the Tianshou Mountains, northwest of Beijing.
(2) When they became emperors.
(3) They made sure the place faced south and had mountains at the back.
T: Do you want to visit the Ming Tombs?
Ss: Yes.
T: Do you want to know them clearly?
Ss: Yes, of course.
T: Now, please look at these cards.
(把事先准备好的介绍十三陵的扑克牌给学生传着看,同时板书新单词和专有名词,并附有相关介绍。如手里拿着Qilin的卡片介绍,然后传给学生。)
T: Look at this card. It's a Qilin. It's a mythical beast.
…
(给学生一定的时间去了解扑克牌上关于明陵的详细信息。)
3. (引入1c。)
T: Now let's look at the pictures in 1c. Do you know what these animals stand for?
S1: I don't know.
S2: I don't know.
S3: …
(多数学生都不知道,也许有个别学生会用汉语说出一些。)
T: OK. Let's read the phrases in 1c together.
(几分钟后)
T: Please listen to 1c and fill in the names of the stone animals.
(根据学生的实际情况,可以放1~3遍。)
(学生完成练习,教师核对答案。)
Step 3 Consolidation 第三步 巩固(时间: 8分钟)
巩固1a。
1. (让学生角色朗读1a,然后用自己的语言简单介绍the Ming Tombs.)
Example:
The Ming Tombs are at the foot of the Tianshou Mountains, northwest of Beijing. They spread over an area of 40 km2...
2. (教师说出神道上的某一种动物名称,学生便立即说出该动物所代表的含义。)
T: Now, please tell me what the animal stand for, Xiezhi.
Ss: It can tell the difference between good and bad. It can keep the bad away.
T: Qilin.
Ss: …
…
Step 4 Practice 第四步 练习(时间: 7分钟)
练习并完成2a和2b。
1. (教师向学生介绍方向介词的区别,为导入2a做准备。)
(板书)
T: Look at the blackboard. Where is A?
Ss: It's in B.
T: Yes. And C is on the west of D. C is very close to D, so we use "on". Or we use "to". E is a little far away from D. So E is to the east of D. Are you clear?
Ss: Yes.
T: Now. Where is F?
Ss: It's to the east of E.
T: Where is D?
Ss: It's on the east of C.
T: Very good.
2. (把十三陵的详细平面分布图挂在黑板上,导出2a。)
T: Look at the map carefully. Use the words of the directions to introduce the Ming Tombs to us.
T: Now, who would like to introduce it to us?
S1: Changling is to the west of Jingling.
S2: …
…
(叫几名学生指着平面图上的各个陵墓的位置用方向词介绍,升华本活动。)
T: Please do 2a quickly. When you finish them, please put up your hands at once.
(表扬前三名学生。)
3. (导入2b。)
T: Now, look at the map in 2a and answer the questions. Where is Dingling?
S1: It's to the southwest of Kangling. It's in the west of the Ming Tombs.
T: Very good. Where is Xianling?
S2: It's to the west of Changling. It's in the middle of the Ming Tombs.
T: Excellent! Where is Zhaoling?
S3: It's to the north of Siling. It's to the south west of Dingling.
…
T: Well done! Please ask and answer in pairs according to the example in 2b. Pay attention to the usage of"in/on/to".
Example:
A: Where is Taiwan/Henan?
B: It's in the southeast of China./It's on the north of Hubei.
Step 5 Project 第五步 综合探究活动(时间: 7分钟)
探究巩固本课语言知识。
1. (教师让学生来当导游,根据所出示的两幅图的方向,向其他学生解说十三陵。)
T: Act as a guide and introduce the Ming Tombs to other students.
2. (让每名学生设计一张十三陵的门票或宣传广告。)
T: Design a ticket or an advertisement for the Ming Tombs.
附录:
3. Homework:
(让学生用"in/on/to"写一篇短文来介绍自己家乡的位置。)
T: Using"in/on/to"to write a passage, introduce the directions of your hometown.
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
tour, space, passage, step, push, direction, notice, out of sight, huge, beside, can't help doing
2. Go on learning adverbial clauses of time.
As they were exploring happily, the crowd of people became larger and larger.
He didn't raise his head until someone called him.
As soon as the three boys saw each other, they all jumped up happily.
3. Advice
Don't push!
4. Greeting
How nice to see you!
Ⅱ. Teaching aids 教具
录音机/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 6分钟)
复习Section B的主要内容并导入1a。
1. (师生互动复习明十三陵的相关内容。)
T: We've learnt a lot about the Ming Tombs in Section B. I'd like you to give me the answers to the questions on the blackboard.
(板书)
Where are the Ming Tombs?
Who could ride horses through the Sacred Way in the old days?
When did the emperors start to build their tombs?
What place did the emperors choose for their tombs?
(教师让学生回答黑板上的问题,检查学生的复习情况。)
T: Don't look at your books. Who can have a try?
S1: …
T: Good! Let's come to the second question. Any volunteers?
S2: …
(教师对学生的回答作出评价。)
…
2. (教师设置悬念,激发学生学习兴趣,引入1a。)
T: Since there are so many interesting things in the Ming Tombs, do you want to visit the Ming Tombs?
Ss: Yes, I'd like to. / …
(教师问S3。)
T: S3, if you were in Beijing, how will you get there?
S3: I'll go there by…
…
(提问三五名学生即可。)
T: Well done! Different students have different ways to go there. Kangkang, Michael and Darren visited the Ming Tombs. Do you want to know how they got there?
Ss: Yes, of course. /…
T: Do you want to know about their experiences?
(教师用幻灯片放映图片或简笔画,简单地描述出康康、迈克尔和丹伦去十三陵旅游的经历。)
T: Boys and girls, look at the pictures. And I will tell you something about the experiences that Kangkang, Michael and Darren traveled the Ming Tombs.
(板书并讲解生词和短语。)
space, crowd, push, direction, step, toe, notice, sight, slowly, huge, sadly, out of sight (看不见,在视野之外)
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现1a,处理1a中的重难点。
1. (教师让学生快速阅读1a,并标出文章下面四幅图的顺序。)
T: Read 1a quickly and number the following pictures.
(学生看完后,请几名学生回答。)
T: Can you tell me the correct order of the pictures?
S1: …
…
2. (教师让学生再读1a,找出含有时间状语从句的句子。)
T: Boys and girls. Read 1a again and find out the sentences with"when","after","as","as soon as","until", and"while".
(学生找出含有时间状语从句的复合句后,教师让学生独立完成1b。)
(几分钟后)
T: Boy and girls, you did a good job! Now please turn to page 38 and complete the short passage in 1b. This time you needn't read 1a.
(当然对于一些基础不太好的学生也可降低要求,可让他/她看着1a完成。)
(教师与学生核对答案,可集体完成也可个别抽查。)
T: Let's check the answers.
3. (师生互动,共同处理课文1a中的重难点,并板书。)
two and a half hours
be full of
park their bikes
take some pictures
out of sight (1)The parking lot was full of tour buses, cars, taxis and bicycles, so they had to look for space to park their bikes.
(2)After they parked their bikes, they walked through the passage into Dingling and were surprised at the wonders.
Step 3 Consolidation 第三步 巩固(时间: 9分钟)
巩固1a中的重点词句,并复述1a,完成1b。
1. (放1a的录音,要求学生跟读,注意语音语调的变化。)
T: Listen to 1a carefully and pay attention to the pronunciation and intonation.
2. (让学生自由朗读课文,并画出文中的关键词,为后面的复述做准备。)
(板书短文的关键词。)
arrived at the Ming Tombs-look for space to park their bikes-walked through the
passage into Dingling-wanted to take some pictures-exploring happily-stepped on
Darren's toes-pushing him in all directions-out of sight-walked toward a huge rock- called him-jumped up happily
3. (为降低复述难度,在学生自由朗读期间,教师可设置下面提示性问题,让学生根据关键词和提示信息复述1a,完成1b。)
(板书提示问题。)
Who went to the Ming Tombs?
How did they get there?
Who was lost during the travel?
What did he do after he was lost?
What happened in the end?
(让学生准备两三分钟。待学生完成后,随意抽查几名学生起来复述,这样有助于检查学生对课文的理解程度,也利于培养学生的口头表达能力和语言组织能力。)
T: Now, time is up! Close your books, please. Look at the questions on the blackboard and
try to retell the story in your own words. Who can have a try?
S1: …
…
(活动结束,教师给出适当的评价,以鼓励为主。)
Step 4 Practice 第四步 练习(时间: 10分钟)
练习并完成2和3。
1. (1) (教师提出几个简单的问题,放2的录音。)
T: Do you like traveling?
Ss: …
T: Do you know Jiuzhaigou?
Ss: …
T: Jiuzhaigou is in Sichuan. It is a beautiful place. I went there with my parents last month. Now, what did we do there? Please listen and give me your answers.
(为降低听力难度,可放两遍录音,先让学生相互讨论答案,然后核对。)
T: Boys and girls, you can discuss with your partner, and then give me your answers.
(2) (教师指导学生,仿照2,谈谈自己的旅行经历。)
T: Now, boys and girls, I know most of us like traveling and I think most of you have been to some very interesting places. Please share your experiences with your partner. Three or four minutes later, report your interesting or exciting trip to us.
(给学生三、四分钟时间做准备,抽出两三名学生讲讲自己的旅行。)
T: Now, stop! Who will share his/her trip with us? Volunteers?
2. T: Boys and girls. We all know that Darren had a wonderful trip with his friends. Now, he is writing to his parents. Please help him to finish 3. Three or four minutes later, report it to us.
T: Time is up. Please report your passage to us. Who will have a try?
(教师给予学生们充分的、肯定的鼓励。)
Step 5 Project 第五步 综合探究活动(时间: 12分钟)
进一步探究本课重点话题。
1. (教师将学生分成小组,每小组四人,小组各成员讨论并决定去哪旅行。)
T: Work in groups of four. Have a discussion with each other and choose a place to visit.
2. (教师让学生自己制作一张旅行路线图。接着填出下面的表格。)
T: Each group should make a simple map of your trip. And then fill out the form.
(板书)
How will we go? When will we go? What will we do there?
3. Homework:
(教师要求学生写出各自的旅行经历,并读给全班学生听。)
T: Write a short story about your travel experiences and report to the class.
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn new word and phrases:
guard, here and there, Thank goodness!
2. Learn useful expressions.
In the old days, common people like us had to get off their horses and walk.
It stands for the peace of the country.
Thank goodness!
We were so excited and happy when we met again.
What a special trip!
3. Review adverbial clauses of time.
After we had lunch, we climbed up the Dragon and Phoenix Gate to take pictures.
While we were having fun exploring, I found Darren was lost.
4. Review how to describe one's travels and learn to write a diary of the trip.
Ⅱ. Teaching aids 教具
录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习时间状语从句并导入1a。
1. (创设情景, 复习时间状语从句。)
T: From the passage in Section C, we know three friends visited the Ming Tombs. And one of them was lost. Do you remember who was lost?
Ss: Darren.
T: Yes, good! Did Kangkang and Michael find him at last?
Ss: Yes.
T: You're quite right. Now suppose you were Michael, think over the questions on the blackboard.
(板书)
How do you feel when you notice Darren was lost?
What will you do after you hear the news?
How do you feel while you are looking for him?
How do you feel as soon as you meet him again?
(让学生思考两分钟,接着发表自己的看法。学生说得好的句子, 教师可将其写在黑板上,并给予评价,加深学生对时间状语从句的理解。)
2. (让学生复述三个男孩的旅游经历。)
T: Now retell the story about the three boys' trip. Let's see who can do best.
3. (导入新课。)
T: Michael wrote a diary of his trip after they arrived home. Do you want to know more about the trip?
Ss: Yes.
T: OK, let's come to 1a on page 39.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现1a,处理新词句并完成1b。
1. (教师指导学生快速阅读,尽可能多地掌握关键信息。)
T: This is Michael's diary of his trip to the Ming Tombs. Please read it to find out when they went to the tombs.
2. (学生认真阅读短文,完成1b。)
T: Read 1a again and finish 1b.
(教师时刻关注学生的阅读情况,并给予帮助。)
(师生共同核对答案。)
T: Please give your answers to the class.
S1: …
(完成1b为下面的改写做初步的准备。)
3. (处理短文中的重难点词句。)
T: If you have difficulties in reading this passage, put up your hands.
(教师鼓励学生自己发现问题,教师做好板书。)
(板书)
Useful expressions:
ride to
two and a half hours
arrive at
get off
here and there
ask…for… Important sentences:
In the old days, common people like us had to get off their horses and walk.
It stands for the peace of the country.
Thank goodness!
What a special trip!
4. (教师让学生参照教材Page 36的图,和学生一起回忆Michael、Darren和Kangkang他们的旅游历程。尽量让学生表达。)
T: Look at the picture on page 36. Let's recall the traveling experience of Michael, Darren and Kangkang. First, where did they arrive?
Ss: They arrived at the Great Palace Gate.
T: Then they rode bikes along the…
Ss: The Sacred Way.
T: What are on both sides of the road?
Ss: There are many stone animals and some officials along the road.
T: Then what happened?
Ss: …
…
Step 3 Consolidation 第三步 巩固(时间: 9分钟)
巩固1a的知识。
1. (听1a的录音,学生跟读,注意语音语调。)
T: Listen to 1a carefully and follow it. Pay attention to the pronunciation and intonation.
2. (根据日志中的时间段,让学生分成4组读1a。)
T: Now, I'd like to divide the whole class into four groups. Each group read one paragraph. Let's begin to read the diary, and see which group can do the best.
GA: ...
GB: ...
GC: ...
GD: ...
(教师采用评价手段激励学生。)
T: GB did a good job. GC did better ...
3. (参照1b,教师给出文中的关键信息,让学生站在康康的角度,讲一个小故事。)
T: Suppose you were Kangkang, please tell a short story about your experience to the class. I'll give you three minutes for preparation.
(板书)
ride to-two and a half hours-arrive at-in the old days-but now-the 7 kilometers' Sacred
Way-have lunch-lose Darren-look for-ask…for-meet again
(教师示范,学生准备三分钟,讲述改过的故事。教师给予评价。)
T: Time is up. Who wants to have a try?
Step 4 Practice 第四步 练习(时间: 12分钟)
练习巩固本话题语言点、语法点,完成2a和2b。
1. (学生两人一组,回忆自己的旅行经历。)
T: Now, boys and girls. Traveling can make us relaxed. I enjoy traveling on my vacation. Do you like traveling?
Ss: …
(教师鼓励学生积极回答。)
T: What place did you visit?
Ss: …
2. T: You can tell your partner about your travels.
(教师给提示语,并板书。)
T: These questions on the blackboard may help you.
(板书)
Do you like traveling?
How many places of interest did you visit?
Who went along with you?
Did you lose your way during your vacation?
What are your feelings after the travel?
3. (学生互相问答两三分钟,参照1a写自己的经历。)
T: Please write a diary about your own travel. You can take the passage in 1a for example.
(让一两名学生描述自己的旅行。)
T: Now, who can have a try?
S1: …
S2: …
…
4. (小组竞赛。让学生自己归纳本话题的重要语法及语言点,并与2a和2b对照,然后学习
2a和2b。)
T: Let's sum up the important grammar and useful expressions of this topic in groups, and see which group gets the best result ...
S1: ...
S2: ...
T: Please read 2a and 2b. If you have any difficulties, please ask me.
Step 5 Project 第五步 综合探究活动(时间: 11分钟)
探究本话题重点活动:迷路。
1. T: We all know that it is easy to get lost in a forest. What are your feelings if you are lost? Will you cry?
Ss: …
(鼓励学生大胆发言。)
2. (让学生四人一组讨论,完成3。)
T: Though we seldom go into a forest and lose our way, it's easy for us to get lost in a strange place. Work in groups of four and talk about your experience of losing your way. The following questions may help you.
(教师板书提示问题。)
Did you lose your way in a strange place?
When and where were you lost?
How did you feel when you were lost?
What did you do at that time?
(每组代表发言,教师板书学生们的感受。)
T: Now, please report your answers to the class. What should we do when we are lost?
(师生共同讨论,对于好的建议,要肯定、表扬。)
3. Homework:
(收集讨论的结果,然后写一篇关于迷路
