1、Unit 4 Dont eat in class. Section AGrammar Focus 3a-3c Analysis of teaching materials The topic of this lesson is school rules. The target is to learn imperative sentences and the modal verbs can and have to. There are three exercises on the textbook.In 3a, students need to use imperative sentences
2、to talk about library rules. In 3b, students need to make questions and give answers using can and have to. In 3c, students need to make up five cool rules for their dream school. Parts of the teaching materials are adapted to suit studentslearning need. To get students more involvedin class, the te
3、acher creates a scenario in which an American exchange student learns the rules of the host school in order to be a good student. Analysis of students The students of Class 10, Grade 7 are aged from 12 to 13. They are curious, active and fond of games and different activities. Before this lesson, th
4、ey have learned some school rules in Section A (1a-2d). Besides, the topic of this lessonfollowing school rules is closely related to their daily life. So they may get interested in it. However, they dont have a whole picture of the forms and structures used to talk about rules. Thus,they need the t
5、eacher to guide them to observe and summarize. The thought of teaching design This is a grammar lesson, which is based on Larsen-Freemans frameworkform, meaning and use, the student-centeredconcept and the task-based teaching approach. The target contents of this lesson are imperative sentences, the
6、 modal verbs “have to” and “can”. To get students involved, they are divided into 6 groups to have a competition. The thought of teaching design are as follows:1.Lead-in: The teacher plays a video in which an American girl-Angela comes to our school as an exchange studentand wants to know how to be
7、a good student here. Then the teacher elicits the topic “following school rules”. 2.Main plot line: There are three parts in this lesson. They are: 1) Angela studies our school rulesstudents tell her some rules; 2) Angela has a test on the school rulesstudents also take the test; 3) Angela is interv
8、iewed by the school reporter on American school ruleswe compare our school rules with Angelas school rules. 3.Experience the target language: Students experience the target language with rich input, including brainstorming, a WeChat conversation, gifs and an online test which guide them to observe a
9、nd learn. 4.Practice: To get students involved and interested, teacher deigns two games named “find your neighbors” and “fruit machine”.5.Cultivation of thinking quality: After watching the video about an interview between Angela and the school reporter, students are guided to compare our school rul
10、es with Angelas school rules with a bubble map, which helps develop their analytical ability. After comparison, studentsneed to design their dream school rules, which helps develop their creative thinking ability. After sharing their writing on the dream school rules, students are asked to vote for
11、their favorite. 本课为一节语法课，以 Larsen-Freeman 的三维语法教学理 念(意义、形式和用法)为理论基础，以“学生为中心”作 为教学理念，以及任务型教学模式而展开设计。本课的目 标学习语法项目为祈使句，情态动词“have to”与“can” 的意义、形式以及用法。为了调动学生积极性，将全班分 为六组，进行爬梯子比赛。具体的设计思路如下：1.引入引入 主题主题: 一位来自美国的名为Angela的交流生想知道如何在 新学校成为一名好学生，从而引出主题“遵守校规” 。2. 主线设计主线设计：本课主要分为三部分：Angela 要学习我们学校 的校规学生告诉其校规；Ange
12、la 入学前要参与校规测试 学生与其共同进行测试；Angela 接受校园小记者采访， 分享美国校规-学生对比中西方校规的异同。 3.感知语言，感知语言， 发现规律：发现规律：通过充分有效的语言输入，学生才能更好地体 验，感知目标语言。本课采用头脑风暴、微信语音对话、 学生 gif 动图、平板电子化校规测试等形式来输入目标语 言，并指引学生通过观察，发现如何表达校规。4.巩固与巩固与 操练：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“水 果机摇摇乐”的活动来练习对话；采用“找邻居”的方式 让学生在小组合作探究中连“卡”成句，并
13、让每组学生都 得到展示。5.发发展思维品质展思维品质：教师引导学生在观看校园小 记者对 Angela 的采访后，以完成 bubble map 的形式引导 学生比较中西方校规的异同，培养学生分析运用的能力； 在对比完之后，学生进行梦想校规的采访与写作，培养学 生创造性思维。写作分享后，利用平板 for class 工具对喜 爱的小组进行实时投票，给予小组即时反馈。 Teaching aims Knowledge aims 1.To understandthe structure of “imperative sentences”; 2.Tounderstand the usage of moda
14、l verbs “have to” and “can”. Ability aims To be able to talk about and write about school rules with target language. Moral and affective aims To know how to be a good student by following school rules Important points 1.Tounderstand and practice the use of“imperative sentence”; 2.To understand and
15、practice the use of modal verbs “have to” and “can” . Difficult points The structure of sentences with “have to” Teaching methods Task-based teaching approach, demonstrative approach Teaching aids Seewo teaching app， whiteboard , video clips, Ipad, worksheet Teaching Procedure Teaching steps Teacher
16、s activities Studentsactivities Design purpose Lead-in Video display(1min) Show a video call on WeChat and introduce Angela, an exchange student from America to our school and she wonders how to be a good student in our school. 1.Ss watch the video and get to know something about Angela. To create a
17、 scenario to arouse Ss interest in this lesson and elicit the topic school rules 2. Ss discuss and tell how to be a good student in our school-by following school rules. Part 1 Angela studies our school rules (The form, meaning and use of imperative sentences and “have to”) Grammar in life 1.Brainst
18、orm (1min) Ask Ss to brainstorm what school rules they have. Ss share their answers. To review the school rules they have learned Grammar in form 2.Observe and learn (3mins) Guide Ss to categorize the school rules into 3 Put the sentences on the screen into 3 boxes. To summarize the form of imperati
19、ve sentences types, type Be，type Do and type Dont. 3.Grammar in use 1)Write the library rules(2mins) Have Ss tell Angela our library rules by finishing 3a on Page 21. 2) Competition(4mins) Have Ss work in a group and take turns to say imperative sentences with given three types. 1) Finish Part 1 on
20、the worksheet. (3a on Page 21) 2) Ss take turns to say sentences within 1 minute. Each student says one sentence each time. The group with the most sentences is the winner. To consolidate the use of imperative sentences used to talk about rules Grammar in life 4.Listening(2mins) Tell Ss that Angela
21、got a WeChat message from her dad. Then ask Ss to listen to their conversation and fill in the blanks. Ss listen to the conversation and fill in the blanks. To elicit sentences with “have to” 5. Look and say(1min) Get Ss look at the picture and ask them some questions: 1) What do you have to do? 2)
22、Do you have to do it every school day? Ss look at the picture and answer the questions together. To get Ssto know how to use “have to” Grammar in form 6. Observe and learn(2mins) Guide Ss to observe the sentences with “have to” and find out the structures of affirmative and negative sentences and ge
23、neral questions. Observe the given sentences and the color words first. Then find out the sentence structures and finish the worksheet. To help Ss summarize the structure of sentences with “have to” Grammar in use 7.Gamefind your neighbors(4mins) Give each group some cards and ask them to put the ca
24、rds into right order to make a correct sentence. Ss work in group to put the cards into right order. To consolidate the learning of the structure with “have to” Part 2 Angela has a test about our school rules. 1.Test on school rules(2mins) Have Ss take out their Ipads and finish the test Ss take the
25、 test on their Ipads. To have Ss get to know the meaning and usage of “can” (The form, meaning and use of modal verbs “can”) of our school rules for Angela. e.g. Can we listen to music in class? A. Yes, I can. B. No, I cant. 2.Observe and learn(2mins) Ask Ss to observe the sentences with “can” or to
26、 find out the usage of it. Observe the given sentences and the words in red first. Then find out some rules about “can” To help Ss summarize the structure of sentences with “can” 3. Grammar in use -pair work(2mins) Get Ss to work in pairs to make conversations with “can” on the fruit machine. The te
27、acher gives a model first. Ss make a conversation with the given words in pairs. To consolidate the acquisition of the key structures with “can” Part 3 Angela has an interview. 1.Comparison (3mins) 1) Play a video and ask Ss to compare Angelas school rules and our school rules; 2) Guide Ss to finish
28、 the mind map. Watch the video and finish the mind map. To enhanceSs listeningskillsand to develop their thinking ability through comparison 2.Group work: interview(4mins) Ask Ss to work in groups to role-play an interview Role-play and talk about their dream school rules. To develop their speaking
29、ability and creative thinking ability to talk about their dream school rules. 3.Writing(5mins) 1) Have Ss to write their dream school rules on the worksheet. 2) Share Ss writings. 1) Write their dream school rules on their worksheet. 2) Present the writing. To consolidate the use of the target sente
30、nce structures 4.Cast a vote(1min) Have Ss vote for their favorite dream school rules. Take out the Ipad and vote for their favorite group. To give feedback to the two groups which present their dream school rules Summary 1) Summarize what we have learned in this lesson.（30 ） ） 2) Todays sentence: Rules help us to be good students.（30 ） ） Homework Design a poster and write down your own dream school rules Blackboard design
