人教版英语七年级下册Unit 4 Don't eat in class单元教案

/Unit4Don’teatinclassⅠ.AnalysisoftheTeachingMaterial1.StatusandFunctionInthisunitstudentslearntotalkaboutschoolandfamilyrules.Suchatopicissofamiliartostudentsthattheymustbeactiveinalltheactivitiesinclass.Itishelpfultoraiselearninginterestandusefultoimprovestudents’listening,speaking,readingandwritingskills.(1)Thefirstperiodintroducessomenegativeimperativesfirst.Thenstudentsareprovidedwithmuchlisteningandoralpracticeusingthetargetlanguage“Whataretherules?〞(2)Inthesecondperiodstudentsdomuchlisteningandoralpracticeusingthewords“can〞and“can’t〞.Afterthisclass,studentsknowmoreaboutwhattheycanorcan’tdoatschool.(3)Thethirdperiodprovidesstudentswithmuchoralpracticeusingthephrase“haveto〞.Andthegameinthelastpartisusefultoraiselearninginterest.ItisusefultoimprovespokenEnglish.(4)Inthefourthperiodstudentslearntotalkaboutwhattheydoordon’thavetodoathome.(5)Inthefifthperiodstudentslearntowritealettertotalkabouttheirfamilyrules.Andtheyalsolearntotalkaboutsomecommonsigns.Alltheactivitiesaredesignedtoimprovestudents’readingandwritingskills.(6)Theselfcheckinthelastperiodisdesignedtogivestudentsmorereinforcedpractice,especiallywritingpractice.Inthisway,studentsbetterunderstandhowtoapplywhattheyhavelearnedintheirdailylife.2.TeachingAimsandDemands(1)KnowledgeObjectsInthisunitstudentslearntotalkaboutrules.Makestudentslearnandgraspimperativesandtheusageofthewords“can〞and“haveto〞.(2)AbilityObjectsTrainstudents’listening,speaking,readingandwritingskills.Trainstudents’integratingskills.(3)MoralObjectAsstudents,wemustobeyschoolrules.3.TeachingKeyPointsLearnthekeyvocabularyandthetargetlanguage.Learntheimperativesandthewords“can〞and“haveto〞.4.TeachingDifficultiesTrainstudents’listening,speaking,readingandwritingskills.Learntowritealetter.5.StudyingWaysTeachstudentshowtotalkaboutrulesindailylife.Ⅱ.TeachingGuidance1.LanguageFunction:Talkaboutrules.2.TargetLanguages:Don’teatinclass!Canwewearhats?No,wecan’t.Wedon’thavetowearaschooluniform.3.StructuresImperatives.Canforpermission.Modalhaveto.4.KeyVocabularyinclass,classroom,hallway,gym,arrive,hate,goout,practice,inside,outside,uniform,sportsshoes,fight,can,can’t,haveto5.LearningStrategies:Scanning.Deducing.Ⅲ.Periods:fiveperiods.Period1(SectionA:1a-2d)Step1RevisionReviewsomekeywordsandlanguagepointslearnedinUnit3Step2PresentionPointtothepicturesonebyoneandteachstudentstosay,Don’tarrivelateforclass.Don’truninthehallways.Don’teatintheclassrooms.Don’tlistentomusicintheclassrooms.Don’tfight.Writetherulesontheblackboard.Readandhavestudentsrepeatseveraltimes.Studentsopentheirbooks.Pointoutthelistofschoolrules.Inviteadifferentstudenttoreadeachruletotheclass.Step3Callstudents’attentiontothepicture.Say,Eachofthesestudentsisbreakingoneoftheserules.Writethenumberoftheruleeachstudentisbreakingintheboxnexttohimorher.Pointoutthesampleanswer.Studentsdotheactivityindividually.Checktheanswers.Answers:1.boylookingathiswatch2.boyrunninginthehallway3.girleatinganapple4.boywithheadphones5.boyssittingatdesks,fightingStep41bAskstudentstoreadthefiverulesinactivity1aoncemore.Pointtothethreenames.Say,Youaretolistentoaconversation.Threestudentsarebreakingtherules.Listenandwritethenumberoftherulesnexttothenameofthestudentwhoisbreakingtherules.Playtherecordingforthefirsttime.Studentsonlylisten.Playtherecordingagain.Thisstudentslistenandfillinthenumberoftheruleaftereachname.Correcttheanswers.AnswersPeter:2Nicki:3Joseph:4Step51cInviteapairofstudentstoreadthesampleconversationtotheclass.Writeitontheblackboard.Putstudentsintopairs.Say,StudentAisanexchangestudent.Heorshedoesn’tknowtherulesintheschool.StudentBtellshimorherabouttherulesin1a.Getstudentstoworkinpairs.Astheyareworking,movearoundtheroomofferinghelpasneeded.Getsomepairsofstudentstopresenttheirconversationtotheclass.(Thisactivityprovidesoralpracticeusingthetargetlanguage.)Step6SummaryInthisclasswe’vemainlylearnedtotalkaboutschoolrules.Asstudents,wemustobeyschoolrules.Step7HomeworkWritedowntherulesinactivity1awithoutlookingatbooks.Step8BlackboardDesignUnit4Don’teatinclass.Don’tarrivelateforclass.Don’truninthehallways.Don’teatintheclassrooms.Don’tlistentomusicintheclassrooms.Don’tfight.Reflectionafterclass：本局部的单元主题是呈现书面语体的规章制度,再通过听说活动导入到口头谈论规章制度的情景中,让学生体会、学习不同语体在目标语言的表达。关于语言的得体性。就“规章制度〞话题而言,英语表现出较强的语体差异——书面语及口语、正式及非正式场合中语言的使用是不完全相同的。具体来说,书面语及命令式的正式口语中人们多使用祈使句,而大多数口语交流中,人们那么会有意回避祈使句结构,较多地使用相应的情态动词。这一点英语和汉语的语言文化有所差异。因此在英语语言中,不合时宜或生硬的使用祈使句,即便不被视为没有礼貌或缺乏教养,也会被认为不够友善。因此在上课时,应把语言的运用得体性放在重要位置。在学习过程中可以结合学生自己班里或学校里的规章制度进行教学。Period2(sectionA:GrammarFocus,3a,3b,3c)Step1RevisionT:Hello.Whatdayisittoday?What’stheweatherliketoday?T:Itisagooddaytoday.Canweplayping-pongoutside?Canwerunoutside/inthehallways?Canwefightintheclassrooms?Canweeatanappleinadininghall?Doyoulikemovies？Doyouwanttogotoamovie?Todaywearegoingtowatchashortplayaboutrules.Itismadebyourclassmates.Whenyouarewatchingtheplay,youshouldtorememberwhatrulestheyarebreaking.Usethesentencelike:Don’t…S1:Don’tarrivelateforschool.S2:Don’ttalkinclass.S3:Don’tlistentomusicinclass.Step2PresentationT:Excuseme.Whattimedoestheschoolbegininthemorning?S:Itbeginsat…T:Yes,soIhavetoarriveatschoolat….Whataboutyou?Whattimedoyouhavetoarriveatschoolinthemorning?S:Ihavetoarriveatschoolat…T:Asstudents,whatdoyouhavetodointheschool?S:Wecan’tlistento…eatinclass.fight.…T:Whatcanyoudoathome?S:Icanplaycomputer/watchTV/sleep/talk/…athome.Step3Task1:tellthereasonT:Wheredoyouliketostay,athomeoratschool?NowI’llgiveyou2minutestoprepareforit.S:Atschool,Ican…..Idon’thaveto….Athome,Ican’t….Ihaveto…Step4AskandanswerDoyouhavetogetupat6:00? CanyouwatchTVonweekdays? Doyouhavetowashyourclothes? Canyougooutatnight? T:Now,lookatthelist.Thesearefamilyrules.Pleaseaskandanswerwithyourpartnerandfillinthelist.ThenIwillasksomeofyoutoreportthislist.Step53aT:Asyouknow,wehavesevenclassesinaday.WhatcanyoudoinanEnglishclass?S:WecanspeakEnglish/learnEnglishsongs/…T:Whatcanyoudointhepaintingclass?S:Wecandrawsomepictures..T:Whatdoyouhavetobringforthepaintingclass?S:Wehavetobringourcolorpencils.T:WhatcanyoudointhePEclass?Orwecansay,whatcanyoudoingymclass?Step6Task2:DesignyouridealschoolT:Asyouarestudents,youhavetoobeytherules.Nowifyouhavethechancetobeaheadmaster,whatkindofschooldoyouwanttomake?Pleasetellustherulesofyouridealschool.Youcanworkwithyourgroup,askandanswerlike:A:Canthestudents….?B:Yes,theycan./No,theycan’t.Report:Inourschool,thestudentscan…Theycan’t….Theyhaveto….Theydon’thaveto….Doyoulikeourschool?Step7Homework:1)Copynewwords.2)DesignyouridealschoolandwritedowntherulesStep8BlackboarddesignUnit4Don’teatinclass.Whatdoyouhavetodointheschool/athome?don’tyouhaveto…Ihaveto…don’thaveto..Whatcanyoudointheschool/athome?Ican….Ican’t… Reflectionafterclass：让学生自己阅读GrammarFocus中的句子,发现并找出祈使句的肯定句式及否认句式的结构；区分情态动词can,must,haveto的句型结构及用法区别。在整个教学环节中应让学生多进行有针对性的练习操练。Period3(sectionB:1a-2c)Step1Warming-upandrevisionSingsomeEnglishsongs.Greettheclassasusual.T:Goodmorning/afternoon!Howareyou?What’sthedatetoday?Whatdayisittoday?What’stheweatherliketoday?Areyouhappy?Learnthesong“Ifyou’rehappy.〞T:I’mveryhappytoday,doyouknow?Pleaseguess!Step2ReadingPresentthephotosofEmilyandDaveonPage74(Theyarelaughing)andask:T:Areyouhappy?Why?RevisePart1inSectionB.ThenshowthephotoofZhaoPeiin3a.Ask:Isshehappy?LetSsreadtheletterandfindouttheanswers.Afterthat,askSsmakealistaboutherrules.T:Whatcanyoudoatyourhouseandwhatcan’tyoudoinyourhouse?(GetdifferentanswersfromSs.)Step3ClassSurvey1.Makealistoftherulesatyourhouses.T:OK!Therearesomanyrulesinyourhouses!Nowmakealistoftherulesatyourhouses.YoucanuseZhaoPei'slistofrulesasamodel.GivetheSssomeminutestowrite.Andthenhavesomestudentsreadtheirliststotheclass.Makelanguagecorrectionsasneeded.2.MakeasurveyFirst,pointoutthesamplequestionandanswerinthepictureinthebook.Asktwostudentstoreadittotheclass.Step4Task2MaketherulesforschoollibraryT:AsyouareSs,youhavetoobeymanyrules.Nowifyourheadmasterasksyoutohelphimmakearuleforyourschoollibrary,canyouhelphim?Whatkindofrulesdoyouwanttomake?Pleasetellustherules.Workingroups.Thenmakeareport.T:YouareallgoodSs.IhopeyoucanbeSsbothathomeandatschool.Beagoodstudent.Step5HomeworkDotheexercisesintheexercisebooks.Reflectionafterclass：快速阅读,找家规。这是本节活动的重点,阅读任务的重点在于信息的筛选和别离。因此在让学生阅读时将两封书信分开阅读,别离成两项小任务。这样做的好处在于学生能多感官接受相关信息,有助于对所别离出的信息进行反思及在判断,提高准确性。同时,抄写对所属练习英文书写及知识记忆也有好处。Period4(SectionB:3a-selfcheck)Step1Warming-upandrevision1.Greetings.2.EnjoyEnglishsongs.3.T:Areyouhappy?AsksomeSstosaytherulesintheirhouse.Step2LookandpracticeT:Mostofushavemanyrulesinourhouse.WhatabouttheJonesfamily?Aretheretoomanyrulesinhishouse?Lookatthepicturesandaskandanswerinpairslikethis:S1:Doyouhaveto….?S2:Yes,Ido./No,Idon’t.Sspracticeinpairsandactout.ThenshowalistandletSsmakethelist.Step3WriteT:Jonesisveryunhappy.HewantstowritealettertoDrKnowabouttherulesinhishouse.ImagineyouareJones,doit!Ssdothisjob.Thenshowsomeandenjoytheirideas.Step4ExplanationRevisethewholeunit,andexplainsomeimportantphasesinclass.AndsolvetheproblemstheSshave.Step5ExercisesDosomeexercisesinclassandchecktheanswers.Step6Homework1.FinishtheexercisesinBook1-2.2.Writealettertoyourpenpalandtellher/himtherulesofyourschooloryourfamily.Reflectionafterclass：转述人称讲故事对学生来说是很好的锻炼。对于一般学生,可要求只转换人称讲出故事,如：Themouse’snameisTimmy.Hemustgetupearlyeverymorningat6:30a.m.,…;而对于根底好的学生,可以要求他们只看提示的短语大致讲出小老鼠的故事。目的在于让学生知晓这个道理：Wehavetofollowtherulesbecauseweneedrules.Period5Exercises1、介词填空：1