七下Unit4 Section B(2a-2c)教学设计.doc

郑州市经开区基于标准的教学设计中学英语基于标准的教学设计教材版本人民教育出版社2013版七年级下册 单元名称Unit4 Dont eat in class.课型阅读课单位郑州经济技术开发区第二中学 设计者姬海娜 Unit4 Dont eat in class.Reading（Section B 2a-2c）【设计者】郑州经济技术开发区第二中学 姬海娜【教材】Go for it！七年级英语下册（人民教育出版社）【课程标准】（学习目标依据一） 1. 能根据不同的阅读目的运用简单的阅读策略获取信息。 2. 能正确地朗读课文，读懂简单的个人信件等应用文体材料。 3. 能在小组活动中积极与他人合作，互相帮助，共同完成学习任务。【学习内容】（学习目标依据二）本节课属于阅读课，阅读语篇为两封信，一封是莫莉给万事通博士的来信，第二封是万事通博士给莫莉的回信，从莫莉的家规和万事通博士的建议让学生明白父母制定家规的初衷和遵守家规的重要性，是can/cant/have to/must的灵活运用。【学情分析】（学习目标依据三）对于七年级第二学期的学生来说，他们能简单地表达自我；能从简单的文章中找出细节信息，理解文章大意和作者观点；他们对英语的学习兴趣浓厚，动机强烈；有较强的表现欲望和团队合作意识，对亲子关系也很感兴趣。但他们课堂上的自主学习能力不足，阅读能力存在一定的差异，需要在教师的指导和帮助下进行有效阅读。【学习目标】1. 通过听和细读课文，学生能获取文章大意。2. 通过朗读课文，学生能找出文章细节信息、明确作者观点，并能用can/cant/have to/must表述家规。3. 通过小组讨论及情景剧创作，学生能学会如何处理生活中遇到的烦恼并理解父母制定家规的初衷，意识到遵守家规的重要性。【学习重难点】1. 学习重点：运用阅读策略，获取文章大意，提取细节信息，明确作者观点。2. 学习难点：根据文章内容进行小组讨论和情景剧创作。【学习评价】1通过Step 1，实现学习目标1 的达成。2通过Step 2、Step 3、Step 5，实现学习目标2的达成。3. 通过Step 4和Step 6，实现学习目标3 的达成。【学习过程】教学环节教师活动学生活动课堂评价评价方式评价标准Before Reading：Step 1围绕话题情景导学抓住主旨整体把握1:Leading-inPictures：Whos he and who are they? The family rules for Obamas two daughters.2:Listening and getting the main ideaT: I have a young friend. Her name is Molly. She also comes from America. Like Malia and Sasha, she also has rules at home. But does she like the rules? Lets listen to the first letter in 2b and find out sentences that tell how Molly feels about her family rules. OK, lets listen! Ss answer according to the pictures.Ss guess whether Molly likes the family rules and then listen. After listening, students answer the question : How does Molly feel about her family rules?Ss: There are too many rules. Rules, rules, rules! Its terrible. What can I do, Dr. Know?交流性评价表现性评价1. 能使用已有知识，回答图片相关问题。2. 能找出表明中心思想的句子，做到声音响亮、发音标准、感情充沛。While Reading：Step 2朗读课文提取细节Careful reading to underline the family rules for Molly. Ss: Read the first letter aloud and underline the family rules for Molly.表现性评价能辨别并画出莫莉的家规。After Reading：Step 3小组合作叙写家规Work in groups of six and write down Mollys family rules on a big piece of paper according to the sentences you underlined just now.Family Rules for Molly1. Molly can .2. Molly cant .3. Molly must / has to.Ss: Work in groups of six and write down the family rules on the paper.交流性评价表现性评价小组合作能以小组为单位写出莫莉的家规，做到语法准确、语义正确。After Reading：Step 4讨论问题深化理解T: Facing with so many strict rules at home, Molly feels terrible. So she asks Dr. Know for help. If we meet with problems and we are unhappy in our life like Molly, except for asking an expert for help, what kind of other ways can you think of to solve the problems and be happy again? You may use good friend, families, diary,etc.Discuss in groups of six, then some students speak out their opinions.交流性评价表现性评价小组合作能积极思考并用正确的语言回答讨论的核心问题。While Reading：Step 5朗读课文明确观点T: Read the second letter aloud, which is Dr. Knows reply to Molly, and underline one or two sentences that are helpful to you, then share with us.Is Dr. Know for or against the family rules?Underline the sentences they think are helpful and share with the class.Ss: Dr. Know is for the family rules.表现性评价能根据对文章的理解找出对自己有启发意义的句子并明确作者的观点。After Reading：Step 6Groupwork说演结合巩固提高T: Work in groups of six. Each group is to make a play according to the two letters. We have three scenes.Scene 1: At home, Mollys mother, father and MollyScene 2: Dr. Know and MollyScene 3: Deep communication between Molly and her parentsMake a play in groups of six and show the play to the whole class.交流性评价表现性评价小组合作能通过小组合作，根据文章内容演出生动、形象的情景剧。Step 7Homework1. Suppose you were a parent, make 3-5 family rules for your child like this, “You can / cant / have to / must.”2. Write a letter to Dr. Know to talk about your family rules and how you feel about them.The students only need to finish one of them.Blackboard Design:Unit 4 Dont eat in class.Se