人教版（七下）Unit 4 Don’t eat in class.-Section A 1a—2c-教案、教学设计-部级优课-(配套课件编号：002b3).docx

1、 1 Unit 4 Dont eat in class. Prior knowledge: (教学背景分析教学背景分析) Analysis of the teaching materials (教学内容分析教学内容分析)： This lesson is the first period of unit4 . The topic is about rules. In this period, students will learn how to express some school rules and class rules by using the following structures

2、: 1. Imperatives 2. Can for permission 3. Modal verbs have to, must, can . Students have learnt “ can for permission “ in Unit 1 and some students know the modal verb “should” . In hence, the difficulties will be “imperatives” and “modal verbs have to, must”. And it is necessary to expand the way of

3、 expressing rules- “We should do”. Analysis of students （学生学情分析） ：（学生学情分析） ： 1. Most students are interested in English in Class 9. There are more than 15 students who can get high marks in English tests and about 10 students oral English is rather good. More than 20 students can follow the teachers

4、 in class but they arent good at English. And there are about 6 students in Class 9 who cant follow the teaching steps in English classes. So , on one hand , I need to concentrate on teaching the basics . On the other hand, I will expand some language knowledge. 2. Most students have mastered the st

5、ructure “Can for permission” in Unit1. 3.Most students have previewed this lesson before class . The theoretical basis and thought of teaching design: (教学理论指导依据和教学设计思路教学理论指导依据和教学设计思路) The theoretical basis This lesson is a Listening and Speaking Course. With the teaching concept “Students as the cen

6、ter, fully mobilize the initiative of students learning“, I use task-based teaching approach in the whole class, which can let students understand each teaching step and each learning task clearly. Meanwhile, immediately entering teaching approach is also used in these teaching stages - lead-in , pr

7、esentation , drills and linguistic performance. Immediately entering teaching approach includes establishing the valid teaching scenario, immediately entering into the study, the training of thinking development and group cooperative learning. Whats more, I try using educational resources with the n

8、ew media technology to help students learn during the stages of sharing students writing and casting a vote. 我的教学理论指导依据：我的教学理论指导依据： 该课为一节听说课，本着以“学生为中心，充分调动和发挥学生学习主动性”“学生为中心，充分调动和发挥学生学习主动性”的教学理念，整节课中运用了任 务型教学模式，旨在让学生明确每一个学习环节和学习任务。同时在该节课的课题引入、语言知识的呈现、目标语 言的操练与总结、目标语言的运用环节穿插运用了“随即进入式”教学模式：即进行情景创设、随即进入

9、学习、思 维发展训练和小组协作学习。另外,在本节课中的学生写作展示与小组投票环节还使用了新媒体技术下的教育资源来 为学生们学习服务。 The thought of teaching design The topic of this lesson is about school rules and class rules so I divide the students into three groups. Each group is supposed to be a class, which lays the foundation of task6, task7 and task8. Ther

10、e will be a competition among the groups/classes to mobilize students enthusiasm to learn. The thoughts of teaching design are following. 1. Lead-in By showing a picture of a beautiful and clean classroom to set a background and a picture of this classroom with a girl eating in it to lead in the top

11、ic. 2. Apperceive language - Presentation and input By inputting enough sentences, let students apperceive how to express the rules. a) Show the students own photos to present the class rules, it is close to Ss life and it can arouse Ss interest to talk about the rules. b) Play a video with rap whic

12、h is also about class rules. It expands the language knowledge and stirs the enthusiasm of students learning. 3.Drilling and practice To mobilize the initiative of students learning and reflect the practicability of language , let students play a game 2 called “quick response” and act the scene play

13、s to practice the target language, instead of only pair work . 4. Listening To train students ability of listening, ask students to do listening exercises 1b and 2b on text books. Present another two ways of expressing rues“We cant do”and “We should do 5. Find out the rules -Make a conclusion about

14、ways of expressing rules To exert the initiative of students autonomous learning and develop students thinking ability , let students discuss “How to express the rules”, then finish the mind-map named tree-map. The tree-map not only visualizes the language knowledge but also induces aesthetic feelin

15、g, which impresses students deeply. 6. Use language -Output the target language Language comes from life and is used in life . So I contact campus life and plan these activities. Imagine there will be a Advanced Class Campaign in our school next month. Ask students to prepare for it. First, discuss

16、and make class rules and the slogan of their class to make their class be better. Then, finish the speech draft. Next, the teacher shows some students writing. Finally, ask students to give speeches to win the Advanced Class. 7. The results of the competition a)Ask students to get online For Class a

17、nd to vote for the best class which will may be the Advanced Class according to the speeches by using pads. This way of voting is orderly and timesaving. b) Check the marks of each class. 7. Make a conclusion Make a conclusion of this lesson by presenting a mind-map which visualizes the language kno

18、wledge clearly . 8. Homework Ask students to make a mind-map of this lesson instead of doing some exercises. This homework can make students review what they have learnt well. Meanwhile, it develops students abilities of thinking. 我的教学设计思路：我的教学设计思路： 本节课学习的内容为班规和校规，为充分调动学生学习的积极性，将全班分为 3 个组-假设为 3 个小班级

19、来 进行小班级之间的竞争，也为后面 Task6、Task7 和 Task8 学习环节做了铺垫。具体设计思路如下： 1. 1. 引入课题：引入课题： 通过 PPT 呈现一张干净而又美丽的教室照片来创设课题学习的语言环境，而后呈现一位女孩正在这间教室里吃东西 的照片来引入课题。2.2.感知语言感知语言-语言的呈现和输入：语言的呈现和输入：通过一定量的语言呈现和输入让学生充分感知如何表达班规 和校规。a)用本班部分学生违反班规的照片来逐步呈现本节课的目标语言，这种方式贴近学生生活，能很快激起学 生的学习兴趣。b)通过播放一段学生们喜爱的 rap 形式的视频来呈现其他一些班规的表达，有效地拓展了语言知

20、识， 并使学生保持学习班规的热情。3.3.目标语言的操练：目标语言的操练：为调动每一位学生的积极性，并体现目标语言的实用性，突破 了以往简单的 pair work 操练方式，设计了“快速反应游戏”和“情景小剧表演”两个活动。4.4.听力训练：听力训练：播放课 本的两个听力练习，训练学生的听力能力同时从课本听力材料中提取 “We cant do”,拓展“ We should do” 这两种表达 rules 的方式。5.5.总结发现语言的规律总结发现语言的规律-总结总结 rulesrules 的表达方式的表达方式 ：为了充分发挥学生自主学习的能动发挥学生自主学习的能动 性，培养学生的思维能力性，培

21、养学生的思维能力，让学生先小组讨论，再自行归纳总结。并完成学生学案中的思维导图。该思维导图为树。该思维导图为树 状图（状图（TreeTree- -mapmap） ，这不仅使归纳出的知识内容形象化，而且） ，这不仅使归纳出的知识内容形象化，而且具有一定的美感，具有一定的美感，从而让学生对所学内容印象深刻。6.6. 运用所学语言运用所学语言-目标语言的输出：目标语言的输出：语言来源于生活，运用于生活。联系校园生活设计了以下活动：假设下个月学校 将进行“校先进班级”评选，让学生先通过讨论为自己的小班级制定一些班规、设计出班规口号来让班级变得更好， 然后完成演讲稿上的写作内容，再用 pad 上传一部分

22、学生的写作在全班分享。最后，演练竞选“校先进班级”的竞 选演讲。7.7.学生课堂竞争得分结果学生课堂竞争得分结果：a).让学生们使用 pads 登录 For class 对 3 个小班级的演讲情况进行投票和查 看结果，该投票方式能使班级里井然有序又省时高效。b).总结 3 个小班级的得分情况。8 8. .课堂总结：用一张思维导课堂总结：用一张思维导 图归纳和总结本节课的内容，形象而又清晰明了图归纳和总结本节课的内容，形象而又清晰明了。9 9. .家庭作业：家庭作业：让学生对本节课所学的内容制作一张思维导图而不 是传统的做练习的作业模式。这能让学生既有效地复习和巩固了所学知识，也训练了思维能力。

23、 Teaching aims (教学目标教学目标) Knowledge aim: Key words and phrases: rules, arrive late, hallway, dining hall, listen to, fight, wear a hat , uniform , outside Structures: 1. Imperatives (Dont & Do) 2. Can for permission 3. Modal verbs have to, must, can, should Target language: 1. Dont arrive late for c

24、lass. 2. We must be on time. 3 3. Eat in the dining hall. 4. We cant wear a hat in the classroom. 5. We have to wear uniforms at school. Ability aim: Enable the students to talk about school rules and class rules in different ways of expressing rules. Moral aims：By discussing and making class rules

25、for their class, students will realize how important it is to keep rules. This will help to inspire the students to love their class more and do better in the future. Important points &difficulties (重点难点重点难点): Important points: Help Ss master the imperative sentence. How to use “must” and “have to”

26、Difficult points: Master different ways of expressing the rules . Make some rules for the class with the help of mind-map by using the target language. Teaching process (教学过程教学过程) 教学阶段教学阶段 教学目的教学目的 教学内容和教师活动教学内容和教师活动 学生活动学生活动 时时 间间 Lead-in By showing a picture of a beautiful and clean classroom to s

27、et a background of class rules and school rules. The teacher shows a picture of beautiful and clean classroom with a girl eating in it. Ask students if they can do that. Then lead to the title. Lead in the topic “rules”. Watch the picture and answer the question “Can we eat in the classroom or in cl

28、ass? 2 min Task 1 Presentation 1 1.By showing the students own photos to present the class rules, it is close to Ss life and it can arouse Ss interest to talk about the rules . 2. It expands the language knowledge by playing a video which is also about class rules. 1. Present the new words and phras

29、es with pictures . 2. Present rules with “We must ” “We have to ”and the imperative sentences. 3. Play a short video to present some other rules. 4. Present the other rules from the video and the key words of expressing the rules in the sentences. 1. Watch and talk about the pictures. 2.Read the new

30、 words and sentences aloud and try to memorize them. 3. Read the rules group by group. 4. Watch the video and take some notes. Then, tell the teacher what they have gotten. 5. Pay attention to the keys words of expressing the rules in the sentences. 8 Min 4 Task 2 Practice 1.To check if Ss can say t

31、he rules in 1a well by “quick response” 2. By acting the scene plays which is about some Ss who break rules in class, it can make Ss realize the importance of keeping class rules . 1. Play a game called “quick response” to see if the students can say the phrases and sentences. 2. Ask students to act

32、 the scene plays. 1. Speak out the sentences as quickly as possible when the pictures appear. 2. Act the scene plays group by group. 7 Min Task 3 Listening To train students ability of listening. To lead to the structure of “Can for permission” 1. Ask the students to listen and finish 1b and 2b. 2.

33、Ask students to answer the questions. 1. Listen carefully and finish the exercise 1b & 2b. 2. Answer the questions. 5 min Task 4 Presentation 2 1.To present the another two ways of expressing rules. 2. By discussing and making a conclusion about the ways of expressing rules themselves. its better th

34、an the teacher show answers to Ss directly. 3. The tree-map will impress Ss a lot and let Ss know the ways of expressing rules clearly. 1. Present “We cant do” and expand “We should do”to express the rules. 2. Ask students to discuss “How to express the rules” and “How many ways to express the rules

35、 “. Then ask students to finish the tree-map on the sheet. 3. Ask two students to retell the ways of expressing rules in front of the class. 4. Present the tree-map with the ways of expressing rules. 1. Learn another two ways of expressing the rules. 2. Discuss the ways of expressing the rules. 3. F

36、inish the tree-map. 4. Two students retell the ways of expressing rules in front of the class. 4 min Task 5 Group work & Task 6 writing 1.By discussing and making class rules, Ss can use the target language in this class. 2.To let Ss understand the importance of keeping rules and love their class. 3

37、.To develop the Ss ability of writing and share the good writing. 1. Ask the students to discuss and make class rules and the slogan of their class to win the Advanced Class in groups by using the target language! 2. Ask students to share their rules in the same group, then write down their perfect

38、rules for their class ! 3.Show some students writing. 1. Discuss and make class rules and the slogan of their class to win the Advanced Class in groups. 2. Share the rules and write down the rules with the help of the tree- map. 3. Finish the writing. 8 min Task 7 Campaign speech To develop the Ss o

39、ral English and ability of speech. 1. Ask students to share their slogans. 2. Choose one student from each “class” to give a speech to win the Advanced Class . 1. First, share the slogans of their “classes”. 2. Then, give a speech to win the Advanced Class. 6 min 5 Task 8 Cast a vote To make the vot

40、e be orderly and timesaving by getting online For Class to cast a vote. To inspire the students to keep rules and do better in the future. 1. Ask students to cast a vote by getting online For Class with pads according the campaign speeches. 2. Check the marks of each class. 3. Ask students to read t

41、he slogans to inspire them to keep rules. 1.The students use pads to get online For Class and vote for the best class which will be the Advanced Class. 2. Read the slogans that the students make themselves loudly. 3 min Task 9 Make a conclusion To let Ss go over the target language of this lesson we

42、ll by presenting a mind-map . Make a conclusion about the new words, phrases and ways of expressing rules in this class by showing a mind-map. Go over what they have learnt in this class. 2 min Homework To make Ss consolidate the target language well. To develop the Ss ability of thinking. Make your

43、 own mind-map of Unit4 Section A! Make a mind-map of this lesson and hand it in next day. Teaching reflection （教学反思）（教学反思） In this class, every student takes an active part in learning and all activities. The interaction between the teacher and students is good and the atmosphere of the class is liv

44、ely. More than 95% students can say the target language very well and nearly 90% students can use these structures (1.Imperatives “Dont & Do” 2.Can for permission 3. Modal verbs have to, must, can) to express rules. Some students can use these language structures to make many good rules for their class in their writing. However, it is a pity that there is no more time to share more students writing and give more students chances to give their speeches. And I need give more chances to these students whose English is not very good to perform.