unit4Don’t eat in class第一课时教学设计.doc

芝田一中“新基础教育”研究教学设计学校巩义市芝田镇第一初级中学设计者王欢授课日期2018.3.7课题Unit 4. Dont eat in class. (Section A 1a-2c)课型新授课教学目标(1) 通过口头练习和思考，能初步掌握祈使句，能运用目标语言谈论校规。(2) 通过听力练习，能够在听的过程中做到有目的地获取有效信息。(3) 通过情境创设训练，能够运用4-5句话较详细地描述校规、家规等不同场合规则。重点难点能够正确地使用can、cant、Dont型祈使句来表达各种规则。教材分析本课是本单元的第一课时，话题取材于日常课堂规则。1a利用他们已有的经验进行学习建构。2a-2c重点学习在口语交际中如何运用情态动词谈论学校规章制度，教材内容是谈论自己学校的校规，通过听说活动导入到口头讨论规章制度的情境中，让学生体会、学习不同语体中目标语言的表达，本课时在整个单元中起着话题导入的作用。本单元内容贴近学生日常生活，所含功能句都是学校生活中的规则，因此课堂任务侧重培养学生的语言实践能力。学情分析学生已经掌握了情态动词can的用法，为本课祈使句和情态动词must的引入打下了一定的基础。同时学生之前已经学过校园及家庭生活的一些日常安排的词汇，为本课开展校园及家庭规则的描述积累了词汇。部分同学对于情态动词后用原形动词的语法规则还不够深入，需要通过语法总结强调这一语法现象。对于词汇、动词短语运用的灵活性、丰富性，部分学生还有欠缺，可以在课前引入复习一些旧知，发挥学生优势，引导学习自主学习和语言实践，渗透学法指导并引导学生逐步养成良好的英语学习习惯。学生应该能够理解祈使句和陈述句、疑问句的区别及特点，并能在日常生活中见到祈使句时能够理解其中的含义，并能够简单地表达与自己息息相关的一些规则。教学过程设计教学环节教师活动学生活动设计意图和活动目标.Warming-upT greets SsT let Ss preview1a-2cSs greet T.Ss preview1a-2c为课堂的导入打下基础。. Lead-in 1. Show some signs2. Present the taskT Show some signs to Ss. T presents the question “What is the meaning of this sign? ”. Ss think about their meaning. Ss try to say out their answers.以指示标志导入本节课，让学生更容易理解祈使句和功能。了解学生关于这一话题的语言储备。 以任务驱动接下来的学习活动。 Task cycle Task1. Show some pictures about school rules(1) Think about and answer(2) Show some pictures, lead Ss to talk about and make their conversations(3)Talk about pictures .(4)Show the same pictures and say out the rules. (5)Show more pictures and talk about. T presents two questions “What can we do at school or in the classroom? What cant we do? ” T leads Ss to talk about one picture. T Shows the example.A:Can we be late for class?B: No, we cant. We cant be late for class.A:So, dont be late for class. T has Ss to make their conversations and practice with their partners. T guides Ss to talk about the rules in these pictures. T has Ss talk about these pictures using . conversations and rules. Ss think about and answer. Ss think about and try to answer. . Ss practice new sentences according to the example and show. Ss talk about these pictures and show their conversations. Ss talk about the rules in these pictures and show. Ss try to prepare and show. 学生根据已有知识回答，回忆旧知。学生根据目标句型练习谈论规则，为进一步引出祈使句打基础机械训练核心语言。学生在小组里谈论规则照片，进一步掌握用疑问句、祈使句来谈论规则。通过学生活动，强化学生对祈使句的记忆和理解。由谈论规则转换到说出规则，由疑问句到祈使句Task 2 Do the listening (2a-2b)(1)Before listening(2)While listening(3)Lead Ss to check the answers.(4) Listen and imitate T lead Ss to look at the picture and predict what they will listen. T show the listening skills. T lead Ss to listen 2a. T lead Ss to listen 2b. Lead Ss to check the answers. T has Ss listen and imitate . Ss look at the picture and predict that. Ss review the listening skills. Listen and check the activities Alan and Cindy talk about in 2a. Listen again and find out if Alan and Cindy can do these activities and circle “can” or “cant” above. Ss Check the answers. Ss listen and imitate听音获取有关学校规则的信息。进一步了解学生对本单元有关校规祈使句的掌握。学生在听力过程中练习听力巩固听力技巧，提高对can，cant dont句型的敏感度模仿正音IV.Task 3 Talk about the rules in different places.l T shows some places and has Ss talk about the rules.l Sum up and assign homework.l Ss works in groupsl Sum up and get to know homework.总结本课所学，布