英语人教版七年级下册Unit4 sectionB 3a-3c.doc

Unit 4 Dont eat in class. SectionB3a-3c Reading and WritingTeaching aims :1. 掌握can，cant，have to， must的用法,从口头上、笔头上帮助学生巩固内化 情态动词的用法。2. 通过对2b阅读文章内容和结构的复习，让学生能分清文章的结构，并能用这 样的结构来描述自己实际生活中的家规、校规或其它的规则。3. 通过仿写，让学生了解并熟悉如何正确描述自己的家规、校规，并作出评价。 同时能熟练表达他人的家规、校规，并作出评价。4. 能对他人的求助信给予合理的建议和回复。Emotional aims:1. 让学生通过对规则的学校，理解学校和家长。2. 学生心中有困惑或烦恼时，应找适当的途径释放，做一个心理健康向上的人。Step 1. Lead in(1) Listen to the tape and answer the two questions:Question 1 : There are two many _ in Anns family.Question 2 : What are the rules? (The students write the key letters or words.) 1 2 3 4(设计意图：由一段Mp3听力及图片，让学生回忆前面已学的的规则表达，并将学生引入本节的话题和目标。听完看完后，要求学生能够完成相应的任务，不仅复习了前面所学的规则，而且带出本节课所要运用的重点句型。)(2) T:Do you have too many rules at your home/ school? Ss: Yes. T: Lets talk about your family/ school rules .First, fill in the chart.I must/have toI cant I canAt homeAt school(设计意图：让学生根据自己的实际情况完成表格中的规则，再次复习must /have to / cant / can 的用法， 为下一步的汇报工作做好准备，为后面的写作做好材料铺垫，让学生利用表格内容有话可写，同时也节省了二次思考的时间。)(3) Ask the students to make reports like this: There are too many rules. At home, I cant I have to / must I can. At school, I cant I have to / must I can. (设计意图：让学生把表格中的规则，用口头表达的方式表现出来，巩固了must /have to / cant / can 的正确用法，同时也锻炼了学生口头输出语言的能力。) Step 2 Presentation(1) T: Whats this? (show a picture)Ss: Its hair. T: Is her hair long?Ss: No. T: Yes. Her hair is short. She cant have long hair. We can also say she has to keep her hair short. T: Can you have long hair？ S1: No, I cant. I cant have long hair. I have to /must keep my hair short. (write down “keep my hair short, keep+adj.”)(2) T: What can she do?Ss: She can play the violin. T: Yes, She can play the violin. And she can play it very well. Why? Because she learns to play the violin every weekend. (write down “learn to do sth.”)T: Do you have to learn to do something on weekends?Ss: Yes.T: What do you have to learn?S1: I have to learn to S2: I have to learn to (设计意图：通过图片呈现新单词，形象具体，学生容易理解和接受；同时让学生用新单词和词组口头造句，加强学生理解新词和创新运用的能力。)Step 3 Review 3a1.T: Do you remember the girl? (show the picture in 2b) She is Molly Brown. Is she happy or unhappy? Why is she unhappy?Find the topic sentence.topic sentence (中心句)What are the rules?Feeling2.Present the structure of the letter.(设计意图：复习上一课时阅读2b的内容和结构，为本节课描述规则的写作做内容和结构上的准备，让学生做到内容心中有数，表达结构清晰，有层次有条理。)Step 4.Pairwork.1. T:We talked about our family /school rules just now. Lets talk about the rules with the questions in the chart.Do you have too many rules? What are the rules?Do you like the rules?How do you feel?2.T: Do you have too many rules at home or school? S1:Yes, I do. T: what are the rules? S1:I must/have to/cant. T: Do you like the rules? How do you feel? S1:(设计意图：让学生参与讨论，表达自己真实的看法，对下面的写作任务中的表达你对规则的看法做好铺垫。老师可以借此引导学生正确的看待规则。)4.T: I think many of you have too many rules at home or school like Molly. And I think you are unhappy about the rules. When Molly is unhappy,she writes a letter to Dr.Know. When you are unhappy, who do you like to talk to? Ask some students to answer.(to talk to parents/classmates/friends/teachers and so on) You can also write a letter to them.(设计意图：根据阅读2b的内容及结构，将话题转移到学生身上，规则这个话题贴近学生的实际生活，学生们个个应该有话说，让学生通过小组讨论并记录的方式做好材料准备，下一步的写作才会有的放矢。) Step 5 Writing 1T: write a letter to somebody and talk about your family or school rules. The chart can help you.Do you have too many rules? What are the rules?Do you like the rules?How do you feel?Beginning (开头)Dear _,There _ at my _.书信格式Main part (主体)I must _. I have to _.I cant_. _.Ending (结尾)Its _. Im _. What _?Yours,_(设计意图：初次写作，先给学生提供一个模板，空出自己需要表达的内容，并强调写作的结构，利用上一步讨论的表格结果做内容支撑，让大多数学生容易接受，能够准确顺利地完成任务。)2Check the compositions each other.(设计意图：让学生自己合作互改写作，复习巩固了本节课写作的结构表达和must /have to / cant / can 的正确用法，也提高了学生的改错能力。)3. 3a. Zhao Pei also has too many rules . She writes a letter to Dr. Know . Complete Zhao Peis letter to Dr. Know using have to / must, cant or can.4.If you are John, your parents make many rules for you, and you are not happy. Please email your best friend Alan and tell him about your rules and feelings according to the tips. (1)每天6点起床 （2）叠被子和帮助妈妈做早餐 （3）放学按时回家 （4）完成作业前不准看电视 （5）不能在有课的晚上出去 （6）周末打扫房间(设计意图：这一步只给了内容的汉语提示，检测学生本节课是否完全地理解了描述规则的结构和内容表达，能否独立准确的运用所学的知识和结构来表达。)5. 作修改及评价：（1）写作评价表姓名：初评总得分：修改后总得分：类别初评各项得分 修改后各项得分书信格式 （1分）Must/ have to/ cant / can +V原 （4分）结构完整（开头、主体、结尾） （3分）单词的正确拼写及标点 （1分）书写干净整齐 （1分）(设计意图：给出学生写作修改及评价表，让学生互改写作时有据可依，同时意识到在考试的写作中需要注意什么才能得高分，比如：除了文章的内容结构表达正确，书写还要规范干净，对提高写作全面的能力有帮助。)（2） show your results(成果展示)(设计意图：让学生展示自己修改后的写作结果，让他们从修改中得到成功的乐趣和自信。从而培养学生在平时的写作中养成检查的好习惯。)Step 6 Discussion.1. If you are Johns friend Alan, what can you say to John? Four students work in a pair and talk about it .Then ask two students to make reports.2.If you are unhappy about something, what can you do? Talk about it. (write a letter/ an email to sb ; listen to music to relax ; play sports with friends; talk to sb ; ) Learn to do something to relax yourself.(设计意图：在完成了写作之后，引导学生讨论所遇到的烦恼，并找出积极有效的解决办法。教学生遇到困难，学会想办法克服，并理解父母，达到了本节课的情感教育目标。)Step 7 DebateAre the too many rules good or bad for us? Why?Nothing can be accomplished without norms or standards.没有规矩，不成方圆。Step 8 HomeworkWrite a letter to your parents about the rules at home. Let them know