人教版七年级英语下册《nit12DonteatinclassSectionB》教案15

1、TheTeachingPlanofGoforIt(Grade7)Unit4Donteatinclass.SectionB2a-2cBackground：Part1AnalysisoftheteachingmaterialA.TeachingContentInthisunit,studentslearntotalkaboutrules.Theyaredemandedtounderstandandusemodelverbs,haveto,mustandcancorrectly.MyteachingcontentisthesecondpartreadingcomprehensionfromSecti

2、onB.ComparedwithSectionA,itstilltalksaboutfamilyrulesandschoolrulesandenhancestheusageofmodelverbs.Forthispart,thearticlemainlytalksaboutMollysfamilyrulesandschoolrulesandDr.Knowshelpfuladvice.Studentsaresupposedtousethereadingstrategy,readingthefirstsentenceandunderliningkeyinformationtohaveabetter

3、understandingofthewholearticle,whicharehelpfulforthefollowingwritingpractice.B.TeachingAimsAccordingtothenewcurriculumstandard,owingtomypersonalcomprehensionofthislesson,Idrawupthefollowingasteachingaims:LanguagelearningaimsStudentsareexpectedtounderstandthewordslikeunhappy,dirty.Studentsarerequired

4、tousethewordsandphrasescorrectlyliketerrible,strict,makeonesbed.AbilityaimsStudentsareabletouserelativereadingstrategytounderstandthearticlestrategically,likereadingthefirstsentence,underliningthekeyinformation.Studentsareencouragedtounderstandandusethemodelverbstoexpresstheirfeelingsonkindsofrules.

5、AffectionaimsLearntounderstandtheteachersandparents,trytorespectothersthoughts.Learntoaskothersforhelpwhenfacingproblems,liketalkingtoothers.CultureAwarenessStudentshaveabetterunderstandingofdifferentrulesathomeandabroadandtrytounderstand,followtherules.C.TeachingkeypointsanddifficultiesToapplydiffe

6、rentreadingstrategiesinthereadingtasks.Tousethemodelverbs,can,must,havetoincertainsituationsproperly.Part2Teachingmethods&LearningstrategiesUsethenewlanguageinacooperativewaytofosterasenseofcooperation.Mastersomelearningstrategies,suchashowtogetbackgroundinformation.Enoughinputisrequiredtogetbetterp

7、repared.Part3AnalysisofthestudentsThestudentsinGrade7havelearnedsomemodelverbsbeforetoexpresstheirfeelings,anditnotsdifficultforthemtounderstandthereadingpassagebyguessingthenewwordsinthecontext.Andtheyareeagertolearnmoreandareinterestedineverything.ButstudentsinGrade7lackofrelativereadingstrategies

8、,therefore,itsnecessarytostarttoapplyrelativereadingstrategiesinthereadingtasks.Part4Teachingproceduresanalysis.GreetingTeachersactivitiesStudentsactivitiesGreetthestudents.UsethepreviousAskstudentstoanswertheknowledgetoanswerthefollowingquestions:questions.Whatsyourname?Howstheweather?Howareyou?Des

9、ignintention(s)经过发问，激活学生已有知识，让学生在轻松欢乐的环境下开始讲堂学习。与此同时，经过真切的对话认识学生的学习希望和已有的知识贮备。.Pre-reading:LookandtalkTeachersactivitiesStudentsactivitiesLeadstudentstolookattheStudentsexpresstheirthemepicturecarefullyandtrytoideasaboutwhattheypredict:knowfromthethemeWhyisMollyunhappy?picturewiththepreviousWhatcans

10、hedo?knowledge.Whodoessheliketotalkto?.While-reading:Fast-readingTeachersactivitiesStudentsactivitiesLeadstudentstoreadthepassageStudentsreadthepassagewiththequestions:withthequestionsandfindWhyisMollyunhappy?outtheanswersbyDoesshetalktoanyone?underliningkeywordsorWhodoesshetalkto?phrases.Howdoesshe

11、talktoDr.Know?.While-reading:Finish2bTeachersactivitiesStudentsactivitiesRequirestudentstoreadthefirstStudentsreadthepassageletteragainandunderlinetherulesagainandunderlinetheforMolly.rulesforMolly.Designintention(s)经过指引学生仔细察看主题图片，自由讨论看法的方式，为学生铺垫文章背景知识，减少学生对长篇文章的阅读忧虑，也为阅读部分做好铺垫。Designintention(s)经过指

12、引学生带着问题阅读文章，迅速找到文章有关信息，同时指引学生关注问题的重点词,以此培育学生“展望-考证-自我修正”的阅读策略。Designintention(s)指引学生关注细节，经过勾勒标明重点词更快找到答案。.While-reading:Fillinthechart.（2c）TeachersactivitiesStudentsactivitiesDesignintention(s)RequirestudentstothinktheAnswerthefollowingfollowingquestions：questionsandtrytouseWhatkindofrulesarethey?mo

13、delverbs,haveto/must,Whomakestherules?canorcanttofinishtheWhataretherules?chart.Afterthat,leadstudentstofinishthechartwithhaveto/must,canorcant.让学生经过运用文章有效信息完成表格，全面认识文章的构造，并在教师的指引下，学会分类整理有效信息.以此帮助学生更好梳理文章脉络，降低输出难度。最后再次运用本单元所学神态动词填空，学致使用。.While-reading:DiscussionTeachersactivitiesStudentsactivitiesDe

14、signintention(s)LeadstudentstobeDr.KnowThinkofsomegoodideasto经过合作学习的方式，一方面检andthinkofsomegoodideastohelpMolly,afterthat,find测学生对文章内容的掌握，另一helpMolly.Afterthat,readtheoutsentencesthatcanreally方面指引学生深度学习。让学生letterfromrealDr.KnowandhelpMollyfeelbetterfrom以课文文本为载体，读之，思之findoutsentencesthatcanDr.Knowslett

15、er.与议之。在教课过程中，浸透德reallyhelpMollyfeelbetter.语目标，学会站在他人的角度去思虑，理解老师与父亲母亲。.After-reading:Role-playTeachersactivitiesStudentsactivitiesLeadstudentstodorole-play.Studentsusetheinformationinthepassagetodorole-play.Designintention(s)这是一个开放性的输出活动，指引学生在理解阅读资料的基础上试试运用所学的语言实现对话输出。在过程中指引孩子运用肢体语言和神态动词来表达自己的感情。Homework：（13min）TeachersactivitiesStudentsac