探究式教学【教学设计】Unit 4 Section A（人教）.docx

Unit 4 Dont eat in classSection A 绵阳南山中学双语学校 邱靖恩教学模式介绍探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。探究式课堂教学模式的教学环节：创设情境启发思考自主（或小组）探究协作交流总结提高Period 1设计思路说明【创设情境】1. 图片展示一些指示牌，询问学生是否知道这些指示牌的意思。通过图片引入今天的教学内容。2. 询问学生 “Do you know the places that have rules? And what rules do you know?” ，让学生自由交谈。3. 让学生结合学校规章制度讨论 “What can/cant we do at school?”，激发学生的学习兴趣，给学生提高更多口语沟通交流的机会。【启发思考】通过图片的星期让学生学习本课的新生词和新句型，并让学生结合自身情况用指定的“Can you? No, we cant/ Dont”等句型进行讨论，启发学生思考。【自主或小组探究】完成1a, 1b, 1c, 2a, 2b的练习。通过小组合作给学生提供更多口语沟通交流的机会，通过完成练习检测学生是否掌握了相关知识点。且其中1a的练习主要训练书写能力，1b, 2a, 2b主要训练学生听力,1c训练学生的口头表达能力。【协作交流】1. 让学生自由讨论并发言：What other rules do you know in our school? What else do you have to do?2. 让学生四人一组完成自行制作课堂规则，比一比哪个小组做得最好。主要锻炼学生的输出表达能力和创造力。小组任务：Lets make our classs rules!【总结提高】主要包括知识点讲解、小组活动和作业步骤三个部分。通过知识讲解，练习具有针对性的题，小组讨论和汇报以及完成作业，共同达到巩固提高的作用。教材分析本单元主要教会学生用英语谈论学校和家里的规章制度。读懂关于家庭规章的文章，并熟练运用 have to, must, can, cant 完成句子和文章。写出家里和学校里的规章制度，然后谈谈个人感受。培养学生自主学习和主动用英语进行交际的意识。指导学生能够以书信的形式向别人描述自己身边的规章制度。教学目标【知识与能力目标】1. 学生能够掌握本课的重点生词和短语：rule, arrive, hallway, hall, dining, listen, fight, sorry; be on time, listen to.2. 学生能够使用目标语言口头或书面描述规则3. 学生能够学会使用祈使语气，用目标语言表示请求或允许。【过程与方法目标】探究式教学法、直观教学法、情景教学【情感态度价值观目标】通过本单元的学习让学生领悟规矩的重要性，无规矩不成方圆。教学重难点【教学重点】重点掌握祈使语气的用法，包括表示允许的Can及当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。【教学难点】教学难点在于情态动词的用法，以及祈使句与对它的应答。课前准备多媒体设备、电脑教学过程1、 创设情境1. 图片展示一些指示牌，询问学生是否知道这些指示牌的意思。T：Do you know the meanings of the following signs?No talking/ No visitors/ No fire/ No mobile phones/No eating/ No drinking/ Emergency Exit2. 自由交谈Free talk.Have a free talk with the students. Ask students “Do you know the places that have rules? And what rules do you know?” The rules may include: Family rules, school rules, class rules, library rules, dining rulesThen tell students: Living in the society, we have to keep rules, and we cant break rules.3. 讨论：DiscussionWhat can we do at school?What cant we do at school?2、 启发思考1. 学习新生词Learn the new words.Show some new words. First let the Ss learn them in groups, then ask some Ss to read them. If the Ss cant read the word, the teacher will teach. New words: rule, arrive, hallway, listen, outside, fight, talk, draw.2. 学习新句型 Learn the new pattern.Step 1: Teacher take out an apple. Have a talk with the students like this: T: Can I eat an apple in class now? Ss: No, you cant T: Can you eat apples in class now? Ss: No, we cant.Repeat it with a banana, orange for several times.Step 2：Show a card of school rules. T: What are the school rules? Help students to translate some rules in English. For example:Dont arrive late for class.Dont run in the hallways.Dont listen to music in class.Dont fight with others.Dont talk loudly in class.Step 3: Show Ss some pictures, then let Ss talk about them with “Can you? No, we cant/ Dont”Eg. A: Can we be late for class?B: No, we cant. We cant be late for class.Dont be late for class.3、 自主或小组探究1. Work on 1aWhich rules are these students breaking? Write the number of the rule next to the student.1. Focus students attention to the picture in 1a. Ask students:What are the students doing in the picture?Is that good for the team to do that?What do you want to say to them?2. Focus attention on the five rules written under “school rules”. Let students read all the rules aloud.3. Students work individually. Which rules are these students breaking? Write the number of the rule next to the student.2. Work on 1b1. Point to the instructions and names in 1b. Read it to the class. Ask students to listen carefully. Pay attention to what rules these students are breaking.2. Play the recording. Students listen and write the numbers after the names.3. Work on 1cRole play: Student A is a new student. Student B tells Student A about the rules above.A: What are the rules?B: Well, we cant arrive late for class. We must be on time.(学生可以轮流扮演A和B)4. Work on 2a1. Point to the rules in the chart in 2a. Let students read them aloud.2. Play the reading the first time. Students listen and check the activities Alex and Cindy talk about.5. Work on 2bListen again. Can Alan and Cindy do these activities? Circle can or cant above.四、协作交流1. Ask students：What other rules do you know in our school? What else do you have to do? 让学生自由讨论并发言。2. 小组任务：Lets make our classs rules!让学生四人一组完成自行制作课堂规则，比一比哪个小组做得最好。五、总结提高1. Language points: arrive in/at, must, on time, be+adj, listen, wear, bring, 祈使句。2. Ask students to talk about their family rules in pairs and ask them to talk about them in front of the class.For example: I have to get home before 6pm. Dont watch TV too late. Wash my clothes by myself. Finish my homework.3. Homework: Do the other exercises in this part.Period 2设计思路说明【创设情境】通过图片展示一些不好的课堂行为，带领学生复习上节课单词及句型。【启发思考】完成2d的练习，加深学生对文本中提到的规则的理解，训练学生的听、读能力。然后让学生根据课文内容角色扮演，训练学生的表达交际能力。【自主或小组探究】让学生谈论他们在日常生活中（家里、医院、会议室、加油站等地方）遇到的一些规章制度，进行口头上的操练，然后通过完成3a，3b的练习进行书写方面的练习。通过小组合作给学生提供更多口语沟通交流的机会，通过完成练习检测学生是否掌握了相关知识点。【协作交流】完成3c的练习。让学生分小组进行讨论，然后写下他们心中梦想的学校规章制度，最后全班汇报。锻炼学生的写、说的能力。【总结提高】本部分包括语言点讲解和填空练习两部分。语言点主要介绍can 和cant, have to 和must 的区别及用法；填空联系主要是通过上下文和图片提醒，让学生了解Mary在学校能做什么和不能做什么，最后完成填空，达到复习巩固的效果。教学过程1、 创设情境Show pictures of some bad classroom behavior. Review what students learnt in the last class.2、 启发思考Work on 2d:1. Ask students read the conversation and circle the rules mentioned in the text.2. Role play the conversation.三、自主或小组探究1. Ask students work in pairs and talk about the rules at home/ in hospital/meeting room/ gas station.2. Work on 3a: Write the rules for the school library. Dont talk.Dont eat in the library. Dont listen to music in the library. Dont take pictures/photos in the library.(让学生先分小组进行讨论，然后写下他们认为在图书馆不能做的事情，最后全班汇报。)3. Work on 3b：Use the words to make questions about the rules. Then write answers according to your s