初中英语-Unit6Don'teatinclass.SectionB(2a-2c)教学设计学情分析教材分析课后反思

五四制初一下Unit6Don'teatinclassSectionB(2a-2c)KnowledgeAims:Sentences:Don'tleavethedirtydishesinthekitchenIruntoschoolbecauseIcan’tbelate.Words:口头掌握以下词汇:dirtykitchenmorenoisyrelaxreadterriblefeelstrictrememberfollowluckUnderstandthephrasesFollowtherulesbestrictwithsb.AbilityAims:Sscanunderstandthepassageswithrules.TheycantalkabouttheirfamilyrulesEmotionAims:Bytalkingaboutfamilyrules,wecanleadtheSstoformgoodlifehabits,andtheycanunderstandtheirparents.ImportantanddifficultpointsThestudentslearntouse“can’t”“haveto”“must”toshowtheirrules.Ifotherpeopleaskyouforhelp,howtogiveadvicetodealwiththeproblemsTeachingapproachandmeans:Task-basedTeachingApproaches.multimediaTeachingproceduresRevisionStep1Whataretheschoolrules?Don’t...1.Don’tarrivelateforclass.2.Don’truninthehallways.3.Don’teatintheclassroom.4.Don’tlistentomusicinclass.5.Don’tfight.can'tWecan'tarrivelateforclass.Wecan'truninthehallways.Wecan'eatintheclassroom.Wecan'tlistentomusicinclass.Wecan'tfight.Step2MainwordsKitchenterribledirtyReadmakethebedrelaxNoisystrictfollowtherulesLearnrememberkeepquietBeforereadingT:Let’ssaythewordsofthetalkabouttherules:TalkTalkabouthomerules…can’t…_________….______________…can…________……_..._must……_________________Don’tdo..._________…haveto…________T:Theserulesarestrict,butIthinktheycanhelpyouformgoodhabits,areyouhappy?S:YesNo.WhilereadingStep1FastreadingT:Youhavedifferentanswersaboutthesefamilyrules.Thereisagirl,hernameisMolly，lookatthepictures.T:Isshehappy?S:No.T:Why?T:Readthepassagequicklyandanswerit.S:Becausetherearetoomanyrules.Step2Carefulreading1)T:Rules?Whataretherules?Readagain,underlinethem.2)T:Readagainandfindthem(whichrulesareathome/whichrulesareatschool)?Tips:chunkscanhelpyoutounderstandthemeaningsofthewordspara1Mom's&schoolrulespara1mom'srulesmustgetup&makethebedmom'srulescan'tbelate&benoisy&eatinclasspara1Mom's&schoolrulesdon'tleavethedirtydishesinthekitchenschoolrulescan'tplaybasketballafterschoolcanplayonweekendspara2Dad'srulesmustdohomework&readabook(before)watchTVmustgotobedbefore10:003)T:WhatdoesMollythinkoftherules?Read(feelings)T:NowweknowMollyisnothappy.“WhatcanIdo”shesays，sheisaskingforhelp.Doesshetalktoherparents,talktohergoodfriendsS:No.T:WhodoesMollyaskforhelp?S:Dr.know4)T:Yes,readthesecondletterfromDr.know,howtohelpMolly?Whatadvicedoeshegive?ReadagainandfindouthowDr,KnowhelpsMolly.canplaybasketballonweekendscanwatchTVDr..know'sadvicemakerulestohelpushavetofollowthem5)Fromthetwoletters,weknowwhenwesaysomerules,weoftenuse…have/hasto……must……can……can’t…AfterreadingStep1Retell1.Nowlet’slookatthemindmaps,trytouse“have/hasto”“must”“can/can’t”toretellrulesaboutMollylikethis:TherearetoomanyrulesforMolly.Athome,shehasto…,…,…Atschool….Shethinksit’s…2.Choosetwoofthestudentstoretell.Step2Cooperatetostudy1.T:Welldone,dearstudents!Nowit’stimetocooperatetostudy.Therearemanyrulesatschoolandathome.Inotherplaces,therearealsomanyrules.Forexample:Inthelibrary.InanEnglishtestInabirthdaypartyinanEnglishtest…Yourgroupcanchooseonetotalkaboutit,writeitdown,andgetreadytoreportit.Discusstheseproblemsinyourgroupandwe’llchecktheanswerstoseewhichgroupisthebestoneStep3ReportHomeworkHomework:1.makesentenceswithhaveto/must,canorcan’t.2.Retell2aaboutMolly’sruleswithhaveto/must,canorcan’tandwriteit.(GroupA)(GroupBreaditfreely)学情分析：本课的话题是“rules”，比较贴近学生生活，学生也有话可说。通过上节课的GrammarFoucs学习，学生已经积累了很多与话题相关的词和句，再通过本课2b

的学习和表格的填写、进行了分析和梳理，同时进行了阅读策略的指导；让学生思考求助信件的特征和语言和一般文章的不同。并引导学生关注求助信件的主题句Therearetoomanyrules(topicsentence)和求助句WhatcanIdo?，关注给出指导建议的信件中的核心句Parentsandschoolsareverystrict,theymakerulestohelpus.Wehavetofollowthem.将会有利于他们今后的自主学习。大量的语言输入让他们有话可说，框架结构的清晰呈现让学生的说积累了功能句和语言素材。效果分析：Beforereading:思维导图的使用，有效复习了本单元的重点功能句及话题句。并自然地导入了2b。Whilereading：Step1Fastreading引出本文的主人公Molly以及她的烦恼和寻求帮助。Step2Carefulreading1)Readagain,underlinethemandfindthem(whichrulesareathome/whichrulesareatschool)?mom'srulesmustgetup&makethebedmom'srulescan'tbelate&benoisy&eatinclasspara1Mom's&schoolrulesdon'tleavethedirtydishesinthekitchenschoolrulescan'tplaybasketballafterschoolcanplayonweekendspara2Dad'srulesmustdohomework&readabook(before)watchTVmustgotobedbefore10:00?Whatadvicedoeshegive?ReadagainandfindouthowDr,KnowhelpsMolly.canplaybasketballonweekendscanwatchTVDr..know'sadvicemakerulestohelpushavetofollowthem3）Readagain,findoutthelanguagepoints4）Fromthetwoletters,weknowwhenwesaysomerules,weoftenuseDon’t...can’t.....can......haveto......must.....通过细读2b,完成mindmap.这为下一步输出初步奠定了基础。Afterreading：Step1Retell(summary).Nowlet’slookatthemindmap,trytouse“have/hasto”“must”“can/can’t”toretellrulesaboutMollylikethis:Choosetwoofthestudentstoretell.Step2Workingroup.Yourgroupcanchoose（Inthelibrary.InanEnglishtestAtschoolAthome…）onetotalkaboutit,writeitdown,andgetreadytoreportit.Discusstheseproblemsinyourgroupandwe’llchecktoseewhichgroupisthebestoneStep3Report通过让学生根据刚才分析的2b篇章结构和语言特点，同时进行了阅读策略的指导；让学生思考求助信件的特征和语言和一般文章的不同。并引导学生关注求助信件的主题句Therearetoomanyrules(topicsentence)和求助句WhatcanIdo?，关注给出指导建议的信件中的核心句Parentsandschoolsareverystrict,theymakerulestohelpus.Wehavetofollowthem.将会有利于他们今后的自主学习。大量的语言输入让他们有话可说，框架结构的清晰呈现让学生的口头表达有内容可说，更是水到渠成。拓展：最后的这个汇报活动是检查学生当堂学习效果的综合性活动，要求学生运用“have/hasto”“must”“can/can’t”to这功能句能表达不同场合规章制度。综上所述，本节课所设计的课堂活动都是为了达成教学目标目标服务，活动目的性强，学生的参与度广，从活动效果来看，基本达成了教学目标。教材分析：五四制初一下Unit6Don'teatinclassSectionB(2a-2c)的焦点是阅读教学。复习前边学习的如何谈论校规过度到谈论家规自然会导入2b阅读文章。阅读的主体部分为Molly写给Dr.Know的求助信和Dr.Know给Molly的回信。Dr.Know的回信会帮助学生认识到遵守规定是一个学生应尽的义务。2b活动让学生找出Molly有哪些校规和家规。2c是一个读后活动，通过让学生用情态动词填空，旨在巩固、加强本单元情态动词在丰富语境中的运用，同时帮助学生回顾课文内容，加深印象。从语篇输出的活动设计到填词，再到复述，小组活动，汇报其他场合的规章制度，由易到难，循序渐进，符合认知规律，它拓展了学生的视野，在对学生语言综合运用能力提出了更高要求。重点和难点：1.理解并掌握课标词汇remember/follow/luck2.能读懂难度相当的用can/can’t/haveto/must结构描述规章制度的短文，并能用这种结构写其他场合的规章章制度。测评练习：读前测评练习Revision就目标语言进行通过图片形式，练习上节课的功能语言。BeforereadingT:Let’ssaythewordsofthetalkabouttherules:HowtotalkaboutrulesHowtotalkaboutrules…can’t…_________….______________…can…________……_..._must……_________________Don’tdo..._________…haveto…________读中测评练习WhilereadingStep1FastreadingStep2Carefulreading6)Fromthetwoletters,weknowwhenwesaysomerules,weoftenuse…have/hasto……must……can……can’t…AfterreadingExercise1.Hehastoomany______(rule)inhishouse.2.Shehastolearn______________(dance)afterclass.Mymotheriss___________withme.Studentshavetof___________therules.Youmust____________(clean)yourbedroomeveryday.6.Iknowhim,butIcan’t(记起)hisname.Step1RetellNowlet’slookatthemindmaps,trytouse“have/hasto”“must”“can/can’t”toretellrulesaboutMollylikethis:Choosetwoofthestudentstoretell.para1Mom's&schoolrulespara1mom'srulesmustgetup&makethebedmom'srulescan'tbelate&benoisy&eatinclasspara1Mom's&schoolrulesdon'tleavethedirtydishesinthekitchenschoolrulescan'tplaybasketballafterschoolcanplayonweekendspara2Dad'srulesmustdohomework&readabook(before)watchTVmustgotobedbefore10:00canplaybasketballonweekendscanwatchTVDr..know'sadvicemakerulestohelpushavetofollowthem5)Fromthetwoletters,weknowwhenwesaysomerules,weoftenuse…have/hasto……must……can……can’t…Step2Workingroup.1.T:Welldone,dearstudents!Nowit’stimetocooperatetostudy.Therearemanyrulesatschoolandathome.Inotherplaces,therearealsomanyrules.Forexample:Inthelibrary.InanEnglishtestInabirthdaypartyinanEnglishtest…Yourgroupcanchooseonetotalkaboutit,writeitdown,andgetreadytoreportit.Discusstheseproblemsinyourgroupandwe’llchecktheanswerstoseewhichgroupisthebestoneStep3ReportHomework1.Makesentenceswithhaveto/must,canorcan’t.2.Retell2aaboutMolly’sruleswithhaveto/must,canorcan’tandwriteit.(GroupA)(GroupBreaditfreely)课后反思：一、本节课的课型是读写课。2b的文本条理清晰，框架明显。如果有效地对2b进行分析处理，再加上2c短语的大量的语言输入，一定能很好地高效地进行为下一课的学习做好铺垫。所以本节课我对2b的处理采用了思维导图，让学生对文章的框架一目了然，并能用can、can’t、must、haveto表述rules.再接下来的任务中我又设计了小组活动，以合作学习的方式制订谈论其他场合的规则，并讨论在这样的场合中，该如何做，为2c的正确填写积累了功能语言。二、重视对学生学习策略的指导。在教学过程中，我重视对学生学习策略的指导，比如，在阅读2b时进行了阅读策略的指导；让学生思考求助信件的特征和语言和一般文章的不同。并引导学生关注求助信件的主题句Therearetoomanyrules(topicsentence)和求助句WhatcanIdo?，关注给出指导建议的信件中的核心句Parentsandschoolsareverystrict,theymakerulestohelpus.Wehavetofollowthem.将会有利于他们今后的自主学习。三、情感教育的自然渗透。在教学过程中告诉学生制订规章制度是必要的，遵守规章制度是重要的。情感教育的语言运用了本单元教材中的句子：Parentsandschoolsareverystrict,theymaker