1、1 Module4 Rules and Suggestions Unit3 Language in use 一、一、本课教学目标与总体设计本课教学目标与总体设计 教学目标：教学目标： 通过本节复习课，学生能够掌握以下几方面的能力： 1.语言知识目标：语言知识目标：掌握和描述与规则和建议有关的词汇和句型，如 can/cant, must/mustnt, should/shouldnt; Dont do sth, be not allowed to do sth，Its+adj. /n. for sb to do sth.等；根据话题内容，口头及书面表 达如何做一个具有文明素养的中学生， 并针对如
2、何遵守规则提出自己 的建议。 2.语言技能目标：语言技能目标：根据需要预习；查找有关规则和建议的知识，将生 活和学习中的各类规则与英语学科有机融合；能主动复习所学知识， 并不断扩充、描述“规则与建议”这个话题相关的语汇及句型，并能 学以致用，连词成句，连句成文，并学会根据中考英语的评分标准， 恰当地给作文评分，并在此过程中加强话题作文的书写。 3.思维品格与情感态度思维品格与情感态度：通过话题复习和讨论，有目的、有针对性地 带着问题及任务去查找文本信息，培养思维的准确性；通过讨论“做 有文明素养的中学生”该做什么和不该做什么，分析如何更好地、更 全面地提出建议， 培养学生思维的广泛性； 通过分
3、析 rules 这个话题， 从各种 rules 着手，讨论遵守规则的建议，灵活思考句型以及衔接词 的使用，举一反三，把建议的句型结构、衔接词和主题句更好地组织 起来，运用到写作中去，培养学生思维的灵活性；结合听说、写作训 2 练， 培养学生在写话题作文时按照一定文章结构， 思考问题明确清晰, 口头和书面表达条理分明，培养学生思维的逻辑性。通过本节课的复 习，培养学生遵守规则、做文明学生的意识，并 教学重点：教学重点： 1.能够掌握和规则与建议有关的词汇及句型，如情态动词 can/cant, must/mustnt, should/shouldnt;提建议的句型 Dont do sth; be
4、not allowed to do sth; Its+adj./n. for sb to do sth.等；表示衔接的词， 如 First, Then, Also, Whats more, Besides 等。 2.结合范文分析，讨论如何做一个有文明素养的中学生并提出合 理的建议，最后书写成文并加以点评。 教学难点：教学难点： 通过复习 Rules and Suggestions 为话题的知识点，将有关提建议 的句型熟练地应用于写作中；加强做文明素养中学生的情感教育，并 挖掘主题的深刻内涵。 学情分析学情分析 教材分析：教材分析： 教学内容为外研社英语九年级下册 Module 4 Rules
5、and Suggestions Unit3 Language in use. 复习内容主要体现在以下几点：1. 与话题 rules and suggestions 有关的词汇和句型； 2.结合主题句和衔接 词，将提建议的句型运用到作文中并加以评分； 3.挖掘该话题的思 想内涵，从 rules 规则中总结如何做一个具有文明素养的中学生，并 提出合理的建议。 3 学生分析：学生分析： 本班的学生大部分对英语有兴趣，基础也比较扎实，复习课的信 息量较大，教师在上课的时候应多加引导，让学生带着问题去思考、 回答和总结，带着任务去阅读会更加有目的性，并将复习中提到的作 文技巧运用到实际写作中。 教学方法
6、：教学方法： 任务型教学法，合作教学法 教学工具：教学工具： 多媒体投影、白板、视频、图片、课文稿及自编练习 二、教学过程设计二、教学过程设计: Step1: Lead-in (T: teacher/ S: students) T: Good morning, boys and girls！Today Im very happy to give you this lesson. You know, rules are everywhere. We have many rules in our daily life because they are very important. Lets en
7、joy a video first. T: After watching the video, what do you want to say to the students in the video? S1: We cant talk with others in class. S2: We mustnt sleep in class. S3: We shouldnt run after each other after class. Q: Can you use other expressions ? S5: Its not right to sleep when we have less
8、ons. S6: Dont talk to others in class. T: Wow, you are so good! And just as the famous saying goes, nothing can be accomplished without norms or standards. （没有规矩不成方没有规矩不成方 圆圆） 4 设计思路及资源应用分析：设计思路及资源应用分析： 一开始，根据 rules 这个主题引出学生在班级日常生活中违反班 规班纪的视频，让学生根据视频和图片说出一些相关的建议(句型见 红色字体)，开门见山，并能够让学生在听的同时，用已学的情态动 词和
9、提建议的句型进行口语表达，锻炼口语能力。以学生最熟悉的校 园生活视频为导入，吸引学生的注意力，并带着兴趣想复习和整理更 多关于本课主题的内容，为阅读作文、解析作文做好铺垫。 Step2: Look and say Activity 1 T: We need to obey rules in our daily life, such as traffic rules, safety rules, public rules and so on. Can you say something about these two pictures? S1: Its not right to play wit
10、h phones while driving the cars. S2: We mustnt walk at the red light. T: Is there another way of saying this sentence? S3: We are not allowed to walk at the red light. T: Any more? S4: When we go across the street, we must stop at a red light. 5 T: Good job! T: Safety rules are also very important,
11、right? As we know, there is a game called Blue Whale. Have you heard about it? S: Yes. Its really dangerous. T: Whats the game about? Ss: It teaches students to hurt, cut or even kill themselves. T: So its terrible. Do you think so? T: And last week, there was a piece of bad news that a young beauti
12、ful stewardess was killed S: By a taxi driver. T & S: According to the events that we have talked about, its important to learn to protect ourselves. 6 T: Here are some signs of public rules. Whod like to tell me their meanings? S1: No smoking. S2: No climbing. S3: No photos. S4: No painting or writ
13、ing. T: Well done. And here we can use the structure no doing or no + n. Now lets retell these signs by using others expressions. Ss: We cant/mustnt/shouldnt smoke/climb/write/paint. We are not allowed to/Dont smoke/climb/take photos/paint/write. Its not right to smoke/climb/take photos/paint/write.
14、 设计思路及资源应用分析：设计思路及资源应用分析： Look and say 部分，采用看图说句子的复习方式，让学生对应着相应 的图片思考并说出相应的规则和建议， 复习初中阶段出现过的关于规 则、提建议的句型结构，可以训练学生听和说的技能。让学生在听说 的同时再次复习在导入部分出现的句型（见红字部分） ，从而对提建 7 议的句型进行二次巩固。 Step3: Lets analyze Activity 2 Read the composition quickly and answer some questions. 1.Find out the sentences of suggestions.
15、 2.what are the words of connections? 3. What is the topic sentence of the composition? T: We have talked a lot about many different kinds of rules. Lets read a composition about it. Please read it quickly and answer the questions. T: Can we check the answers? Ss: Yes. T: OK. The first question is a
16、bout the sentences of suggestions. Who would like to have a try? S1: We should keep our voice down while talking with friends in public. S2: Its impolite to disturb others. S3: Please wait in line if you want to take a bus or have dinner. T: Next one, please. S3: Dont spit wherever you want. T: Any
17、more? S4: Its really a bad behavior to write or draw pictures on famous buildings. T: Well done. You have found all the suggestions! And what words can 8 we use to put all these suggestions together? S: . (They dont know) T: For example, First. Ss: Second, Third, Finally. T: Can you use other expres
18、sions? If you know, please show me your hand. S5: Next S6: Also S7: Then S8: Whats more S9: Besides . T: We can use on one hand. on the other hand.as well. Do you think so? T: And the topic sentence is quite important if we want to write a good composition. So who can tell me the topic sentence? S10
19、: If we all obey the rules, the world will be better. T: Your answer is a bit close. But think it over and maybe there is a better one. Sit down. Thank you for your answer. T: You, please! S11: How can we be a good tourist? T: Do you agree with him/her? Thank you for your answer. Sit down, 9 please.
20、 T: If we have to give scores to this composition, how many scores can we give? Now lets look at the scoring standards and read the test points together. Ready? Go! Ss: Complete contents, wonderful sentence patterns and advanced words, good structures and linking words, clear and beautiful hand-writ
21、ing. T: Wow, you read so well. Lets clap hands for ourselves And the scores include four parts: seven, seven, four, two. Now, lets go back to the composition. How many scores can you give? Ss: Seven, seven, four, two. . 设计思路及资源应用分析：设计思路及资源应用分析： 结合学生在活动 1 中复习的有关规则和建议的句型， 让学生带着 问题去解读一篇有关规则和文明旅游的作文， 学习
22、如何用形式多样的 连接词将提建议的句型更好地组织起来， 同时也点明主题句的重要性， 如何建构好的主题句点明文章的主要内容。 第二块是根据浙江省金华 市初中英语中考作文阅卷的要求，让学生了解作文评分的标准，在给 范文打分的当堂练习中，从侧面学会去分析如何把握好采分点，并运 用在学生日常的作文书写中，也为了后面写作的环节做好铺垫。 Step4: Lets write Activity 3 Discussion 10 T: After analyzing the model composition, lets practice. Here is a composition for you. Can
23、you read the title together? Ss: Be a student with good manners. T: According to the title and the composition requirements, we should think how to be a student with good manners. Maybe its a little difficult for you. So lets have a discussion. Group A, you should talk about what you can do. Group B
24、, you should talk about what you cant do. When you discuss with your partners, please make some notes and write them down in the box. Ill give you three minutes. OK, lets start. T: Time is up! Which group first? Group A: 1. We should listen carefully in class. 2. We must keep our school clean. 3.We
25、can put up the hands. 4. Its good for us to help each other. 5. Please be polite to others. 11 Group B: 1. Dont say dirty words. 2. We mustnt fight with classmates. 3. We are not allowed to shout in the classroom. 4. Its wrong to be late for school. 5. We shouldnt throw rubbish everywhere. T: Well d
26、one! Maybe there are other suggestions. And you can discuss with your partners after class. Now lets repeat these suggestions by using all the sentence patterns on the blackboards. Ready? Go! 设计思路及资源应用分析：设计思路及资源应用分析： 在设计写作环节时，首先考虑到学生对于这个话题的熟悉度，并 根据学生的实际写作水平，进阶式地从小组分任务按照“能做与不能 做”进行讨论，再将学生讨论之后的建议加以点评和
27、展示，最后进入 到实际写作环节。学生可以根据黑板上提建议的句式结构和衔接词， 结合讨论展示的建议，最后书写成文。 Step5: Lets share Activity 4 12 T: Have you finished? Lets share. Any volunteers? OK. Group 3, the girl please. Thank you very much. T: Read it quickly and tell me if there are any mistakes in the composition. Ss find the mistakes one by one.
28、（详见图片） T: I need one more composition. Yes, the boy please. Can you read it for us? Thank you! 13 T: All of you have done a good job. Clap hands for yourselves. And here is my composition. Lets read it together! T: According to the standards, how many scores can we give? Ss: Twenty! S1: Miss Li, the
29、re is a mistake in the composition. In paragraph one, we not We. 14 T: Yes, thats right. You are so careful. Thanks a lot! 设计思路及资源应用分析：设计思路及资源应用分析： 这一部分是学生作文展示环节。 学生根据在 Step 3 环节中学习的 中考英语作文评分标准，利用多媒体投影设备，对所展示的两篇学生 作文和教师的一篇范文进行句式分析及打分，锻炼学生纠错的能力， 也从另一方面从提高自身的写作水平。其中，在学生朗读和齐读作文 后，教师要给与肯定和鼓励。另外，在分析教师的作文
30、时，有一位细 心的学生发现了一处大小写拼写错误， 教师给予了及时的肯定和表扬, 增加学生对英语学习的兴趣和信心。 Step6: Homework 1.Correct the mistakes in your writing. 2.Judge others writings and help them improve their writings or learn something wonderful from others writing. Step7: Conclusion T: Today，we have talked about rules and suggestions. Lets
31、look at the blackboard again. Read these expressions together. We also need the linking words to put all the suggestions together. T: And tell me, the topic is Rules and Suggestions. Here is a sentence for you and lets read it loudly. T: Class is over. Thank you for your listening. Bye, class! 15 注明
32、：红字体为本节课重点部分。注明：红字体为本节课重点部分。 三、板书设计：三、板书设计： 四、四、教学反思：教学反思： 本节课对教材做了适当的改编，对学情做了深刻的分析，设计课 堂环节时思路很清晰，由易到难，由浅入深，教学任务与文本资料的 16 难易度、学生的英语水平相结合，并参考了考试说明里要求学生掌握 的口语表达和写作的能力，来设计各种活动和问题，环环相扣。学生 对于规则和建议这一话题也比较熟悉， 与他们的校内外生活较为贴近。 本课的重难点要求学生在复习关于规则和建议知识点的过程当中， 除 了复习、巩固相关的语言知识、写作技巧，还要深入思考如何从自身 做起，成为一个有文明素养的中学生，并给身边的同学提出建议，呼 吁大家也做文明之人，共同建设我们的美丽世界。那么我在设计每一 个环节任务的时候就紧紧地围绕着以上的要求， 设计的问题由易到难， 再逐层递进， 这样学生在理解文本、 复习知识点的时候也会由浅入深， 并根据范文和学生自己讨论的结果，结合本节课所复习到的句型等， 创生有思想内涵的作文。 改进之处：上课的过程当中，学生的发言还不够积极和响亮，要 鼓励学生多举手发言，由点到面，更加广一些，并且教师的鼓励语还 可以更丰富一些。课堂上也要多关注不同层次的学生，让他们都能取 得进步。当然，上课的过程中还存在着许多不足，希望大家提出宝贵 意见，使我的教育教学能力得到提高。
