人教七下Unit 4 Don’t eat in class.docx

Unit 4 Dont eat in class.家发中学 汪锡才一、设计思路1、指导思想。Dont eat in class.此课是围绕着一位中学生面对学校和家里太多规则来约束自己时感到不开心，从而给心理医生Dr.Know 写的一封求助信和专家的回信为话题展开的。 以阅读为主线，融合听、说、读、写等综合技能。我在这堂课中设计了七项活动，这些活动由浅入深，环环相扣，来实现新课标的理念：“培养学生用英语获取、处理信息、分析和解决问题的能力，特别是思维能力”；同时提高英语学科核心素养：语言能力。英语语言能力是构成英语学科核心素养的基础，是塑造学生文化品格、思维品质和学习能力的依托。英语语言能力的提高有助于学生拓宽文化视野，丰富思维方式，在全球化背景下开展跨文化交流。二、教学准备本课的课件，通过由浅入深、由易到难这样一个循序渐进的教学模式，遵循中学生掌握知识的能力水平。通过设置问题，学生便可由剧中主人公联想到自己进而在本小组内积极讨论，交流沟通。在教具准备方面，准备了一个笑脸和一个哭脸，以及一张学校和家的照片，图片的展示形象生动，学生印象深刻。学生在通过对文章的学习后，自己总结课堂以及家庭规则。最后是一个深入的小组活动， 积极参与，协作完成。三、教学过程Unit 4 Dont eat in class. 2a-2c教学设计课型 Reading教学材料人教版新目标七年级 下册 Unit 4 Dont eat in class.(2a-2c)教学目标知识与技能Language：Enable students to learn some useful expressions.Skill：Train students to grasp the main rules and enable to analyze and summarize the structure and the form of the letters.过程与方法Step1：Warming-upStep2：Lead-inStep3：Extensive readingStep4：Intensive readingStep5：Rules-makingStep6：Summary & Assignment情感态度与价值观Enable the students to have a comprehensive knowledge on Letters Writing.Encourage the students to follow the rules around us and make their own rules.教学思路Giving a comprehensive knowledge on reading and enable the students to have a good understanding of passage analysis ability.教学重点To help the students learn to analyze the writer idea and list the important supporting points while reading.教学难点To encourage the students to learn to be willing to exchange minds and ask for advice when they have pains in daily life.教学方法Task-based language teaching；Student-centered approach；Individual and group work教学过程Step 1 Warming-up教师活动学生活动时间Show two video clips about an American TV sitcom The Goldbergsand ask the students to summarize the conflict of the parents and their son and daughter.Students watch the clips and think about the main conflict between the parents and the son and daughter. And then answer questions individually.(5mins)【设计思路】给学生观看美国热播的一部关于家庭规则的电视剧片段，使学生们更深刻的体会到中美文化差异的共同之处, 便是国有国法，家有家规。可以使学生们快速的联想到本单元主题Rules。 Step 2 Lead-in Ask the students to discuss the topic about the passage we are going to read. And divided them into groups to finish the task. Teacher：When you are unhappy about something， who do you like to talk to， your parents， your teachers or your friends？Can you tell us？The students talk about the question in their group and then to share their opinions to us.5mins【设计思路】通过话题讨论，学生们可以畅所欲言，表达心声，锻炼了学生的英语口语表达能力。且通过同学间的交流，使学生感受到大家都会有不开心的时刻，遇到不顺心的事可以寻求帮助，向他人倾诉。Step 3 Extensive readingTo ask the students to read the letters quickly and circle the rules for Molly. And then the teacher will write the rules for Molly one by one when the students share their answers. Students read the letters quickly and then find the answers individually. In the end, some students will be asked to share their answers with the whole class.5mins【设计思路】通过泛读，让学生独自找出有关Molly的规则，是对学生快速汲取文章主要信息能力的培养。同时，让学生回答问题是以第三人称的方式转述，锻炼了学生的语言输出能力。Step 4 Intensive readingAsk the students to read the passages again and then they will be able to fill the blanks in the chart. The chart is the whole structure of the passage.Students read the passage again and work in pairs to find the appropriate words to fill the blanks，then read the sentences together.10mins【设计思路】通过小组合作并找出恰当的单词或者词组完成整篇文章的脉络结构图，使学生能够清晰地理解全文。且对文章主旨大意有更深刻地理解，学生们也可学习使用思维导图来表达构思。Step 5 Rules-makingGiving students some example posters of rules and then ask them to make their own rules in their groups.Teacher：Now you can make your own rules for our school , our library or your family.Students talk about the rules and then make it with their group members. After that， each group will choose a student to show their posters to the whole class in front of the class.10mins【设计思路】通过制定规则，学生在小组内激烈讨论并自己制定规则，可以锻炼学生的自我管理意识；通过小组合作，可以锻炼学生的团队合作精神。Step 6 Summary & AssignmentMake a summary of the whole passage and ask the students to find the similarities of the two letters. Then give the students assignment.Find the similarities of their own and remember the homework.5mins【设计思路】通过对本文的两封信进行对比，学生可以快速总结书写信件的基本格式以及求助信的常用语。课后作业仿写一封求助信，目的是训练学生将书本知识转化为实