1、 1 英语七年级（下）人教版 Go for it U4 Dont eat in class（Section B 2a-2c） Teaching Design Analysis of the teaching material: This is the fourth period of unit 4:Dont eat in class. Go for it Grade 7. This unit is focused on the topic of rules. Rules are everywhere in students life. So it is easy for them to und
2、erstand the theme. As well, they have a lot to talk about rules. So it is easy to organize activities. Also its quite easy to arouse students interests in communicating with each other by using the English learnt in this unit. In the process of learning, students are encouraged to express and share
3、their own ideas on describing what they think of the rules. Students are expected to go on learning the key words and target language learnt in the first period of Section B of this unit. Analysis of the students: Grade Seven is the beginning period of the formal English learning, so teachers should
4、 arouse students interest and enthusiasm of learning English. Seven-graders are active, curious and creative. They are looking forward to expressing things around them in English. So as an English teacher, we should provide more chances for students to practice English in real life and teach them so
5、me useful studying methods to help them to be successful language learners. So I will teach students the following studying method: Make real situations and offer meaningful tasks for students and teach them how to communicate with others. Teaching aims: Knowledge Objectives: a. Students can read an
6、d use new words and phrases: dirty, kitchen, noisy, relax, read, terrible, feel, strict, remember, follow, make ones bed, be noisy, and be strict with sb. follow the rules. b. Students can express their views of rules with new sentence patterns: there are too many rules. 2 Ability Objectives: a. To
7、develop students abilities of reading. b. To train students ability of working in groups to express their opinions. c. To cultivate students ability of discovering and solving problems. Moral Objectives: a. By talking about rules, educate students to regulate their behaviors. b. Learn to understand
8、our school, our parents. They make rules to help us and dont keep your trouble to yourself. Make sure to be a mentally healthy person. Type of lesson: A new lesson Class period: 40minutes Important and key points: a. Master the usage of modal verb “can” and “cant”. b. Learn to talk about different r
9、ules in different places and express their own idea about this. Teaching methods: a. Task-based language teaching approach b. Communicative method c. Real scene method. Learning methods: a. Ss are encouraged to speak freely. b. Ss are leaded to use the target language correctly. Teaching Procedures:
10、 Step 1: Lead-in What T does in class: Have students watch a video about rules. Ask some questions about the video and let them know what we will talk about today. What Ss do in class: watch the video and can say the rules they can see. Purpose of my designing: A good start is half the battle. Stude
11、nts can focus on the 3 new lesson quickly by watching a video. And the video can also motivate them and have them know todays lesson has something with the video. Step 2: Free Talk What T does in class: We have rules in our life, and we need rules, too. Can you talk about the rules you know in many
12、places, such as in your school, at your home and some public places? What Ss do in class: based on the expressions in Section A, Ss can say a lot. Purpose of my designing: first, get more students take part in the class activity. Second, try to recall the words and expressions in SA. Third: pave the
13、 way for the reading part. Step 3: Reading What T does in class: As we talked about the rules just now, rules are everywhere in our life. Sometimes we may feel confused about rules and feel terrible. A girl, called Molly, has many rules in her school and family. And let us see her problems. Task1: G
14、et familiar with the new words and expressions. What T does in class: In Mollys letter, there are some new words and expressions which are new to us. Let some students perform some short plays to let other students guess the words in order to check their previews. What Ss do in class: Most Ss can gu
15、ess the new expressions. Purpose of my designing: first, check the effect of students preview. Second, through the form of interesting interaction, let them deepen the reorganization and understanding of the vocabulary. Task 2: reading-what can we know? What T does in class: Ask Ss to listen to the
16、letter and put an X for things Molly can do and a for things Molly cant do and complete the chart. What Ss do in class: listen and check x or Purpose of my designing: To enrich the reading form, the first task I design is listening. By doing this, students can get an overall understanding of the who
17、le text. Task 3: reading-what can we infer? What T does in class: Read the text again and find answers to the following 4 questions. a. Is Molly Brown happy? Why or why not? b. Who doesnt let Molly leave the dirty dishes in the kitchen? c. Why does she run to school? d. Why cant she play basketball
18、after school? e. What must she do before she watches TV? What Ss do in class: answer the questions based on their understanding. Purpose of my designing: I hope students can get an overall understanding of the text and cultivate their comprehensive ability. Task 4: reading-what can we do? What T doe
19、s in class: a. Read the text carefully and silently to find the specific ideas 读取细节 Mollys Rules 1. I must get up at 6:00 a.m. and make the bed. 2. 3. 4. 5. 6. 7. 8. 9. 10. b. Find modal verbs in these rules. And let students summarize the usage of modal verbs here. Must, can, cant have to/has to. c
20、. Use of lexis. Ask students to fill in the blanks according to the first letter. And let them retell the letter by using must, can, cant have to /has to. 5 What Ss do in class: do the exercises one by one and fully understand the letter. At last, they can retell the letter. Purpose of my designing:
21、 After reading for specific information, students should know something about how to state rules and can express the content of the first letter in their own words. Task 4: Debate What T does in class: There are so many dos and donts in our life. Some students think they are necessary, but some ones
22、 think they are unnecessary. And what do you think of them? You can state your opinions and rebut others opinion. What Ss do in class: after talking so much about rules, Ss may have a lot to say. They may have complains about rules. Many Ss can state their opinions in English. Purpose of my designin
23、g: I hope after reading and speaking so much, students can have an integrated output. Step 4: Problem-solving What T does in class: If you are unhappy what will you do? Who do you like to talk to? Your parents? Your mother? Your teacher? Your friend? Everyone feels unhappy sometimes, but we need to
24、know how to deal with it. Lets see what Molly will do to make herself feel better. What advice does Dr. Know give Molly? Read the second letter and answer the following questions. a. Does Mr. Know feel sorry about Molly? b. What can Molly do if she follows the rules? c. Are the rules good for her? d
25、. What should Molly do? What Ss do in class: Ss read the second letter and find how Dr. Know answers Mollys letter. Purpose of my designing: Everyone feels unhappy sometimes, but we need to know how to deal with it. By reading Dr. Knows letter, students know that they need to talk to someone else. B
26、y doing this, I can pave the way to the next part. Step 5: Conclusions What T does in class: Rules are like the rope of a kite. If there is no rope, the kite 6 will fly away. If there are no rules in life, our life will be in a mess. When we have trouble in our life, we should be positive and try to
27、 talk to someone else. At least, you can talk to Mr. Know. Dont keep your problems to yourself. Watch a video from their parent and teacher. And tell them: Please remember either your parents or your teachers make rules to help us to become better. What Ss do in class: Ss can understand their teache
28、rs and parents. Purpose of my designing: This part pushes the whole class to a higher phase. And ask students to look at something in a different point of view. Give emotional guidance and help them to release their psychological stress. Step 6: Consolidation and homework: Mary has some rules in her
29、 family and school. Can you write a letter back to Mary? And tell her what she can do to treat rules. Dear Dr. Know, Can you help me? Im not happy because there are too many rules at home and school. Every morning, I have to get up at six. At school, I have to wear a school uniform, and I have to ke
30、ep my hair short. After school, I cant play with my friends because I have to do my homework. I never have fun! What can I do? Mary Purpose of my designing: they can not only review what they have learned in class, but also they can have a deeper thinking about rules. Blackboard Design 7 U4 Dont eat in class（Section B 2a-2c）
