英语人教版八年级上册unit 4 Dont eat in class..doc

Unit 4 Dont eat in class. Section A (1a- 2d) 教学设计 寺家庄镇中陈新菊Teaching objectives： Knowledge objectives 1. Review the rules and phrases we learned at the beginning of this term：rule, arrive, hallway, dinning, hall, fight，sorry、listen to music in class /eat in the dining hall/arrive late for class/eat in class/must be on time。2Master the sentence structures “允许can+v原” “不允许 cant+v原 ”表禁止“ Dont+ v原 =No+ n.=No+ ving =Mustnt.” “必须 must+ v原”。 Ability objectives： 1. To improve the students ability of listening/speaking /reading /and writing2. To help students form their own learning methods. Moral objectives： Get students to form rules consciousness and improve interests in English and experience the fun of learning English Teaching keys：Master the words and sentence structures “Dont do 、cant do” and so on.Teaching difficulty: Use English rules freely in the communicative English . Teaching methods and Learning methods scene teaching method / communicative teaching method Analysis method /exploration method /Teaching aids: Multimedia pictures Teaching process:Step 1 Revision (1分钟)I will ask and answer with the students with the modal verb can” and review the words we have learn : rule, arrive, hallway, dinning, hall, fight，sorry、listen to music in class /eat in the dining hall/arrive late for class/eat in class/must be on time Design idea:Get students to review “can” and words we have learned ,and lay the foundation for the class .Step 2 Leading in - brain storming (2分钟)Get students to play a game “Answer race” and guess the rule signs. “Dont eat .=No food. Dont smoke=No smoking. Dont take photos.=No photos. Dont jump down.=No jumping down. Dont talk on the phone. =No phone. Dont climb up. = No climbing . Dont fire. =No fire. Dont talk. =No talking. Design idea: Through the game, get students to apperceive the rules in English .At the same time itll attract the interests and lead in the class.Step3 Presentation-Two processes of “Learning and Summarizing”（15分钟）Part one “looklistensum up”Firstly, lean by looking at the pictures in 1a .In this step , get students to match rules with the imperative sentences “Dont do and the modal verb “Must do” by looking at the pictures. Design idea: Get students to apperceive the imperative sentence “Dont do and the modal verb “Must do” in rules by looking at the pictures. Secondly learn the rules by listening again.In this step, Ill get students to finish listening exercise below. lead students examine the keys and tell them while listening they should write the key words quickly .If they are too long, write the only one letter of them . Listen and fill in the blanks Ms. Clark: Hey, Peter, You know the rules. in the hallways.Peter: , Mr. Clark.Ms. Clark: Amy , in the classroom. You in the dining hall.Amy: Oh, sorry, Mr. Smith.Ms. Clark: Hey, Mike, listen to music in class. Mike!Boy: He cant hear you , Mr. Smith. Design idea: By listening ,get students to understand rules deeply again and learn the listening methods. Thirdly learn the rules by summarizing.In this step, I have students read and observe the rules in class, then fill in the blanks. 1.Dont arrive late for class. You must be on time. 2.Dont run in the hallways. 3.Dont eat in the classroom. You must eat in the dining hall. 4.Dont listen to music in class. 5.Dont fight with the classmates.上面五句话都是正式表达有一个共同特点：都含有英文 ”这个句式在英文称为 “祈使句的否定句式” 英文规则正式的表达特点：常用“祈使句的否定句式” 表中文“禁止” Eg : 禁止迟到！的英文表 . 那么Dont +动词 形式表 回想学过的知识禁止还可以用 和 表达?But its hard for them to sum up “cant” in rules, so with this question we go to the next process of “Learning and Summary” to learn structure:“cant” in rules . Design idea: After listening and looking, get students to sum up sentence structures “Dont do/No doing/No n./mustnt do /must do”, and to learn the rules from perception to understanding. In this step Id like they can gradually learn from analysis to exploration ,and form their own learning methods. Part Two “speak-listensum up”Firstly, learn “cant” in rules by speaking. Because students have learned modal verb “can” in Unit One .so I will ask and answer with students about some school rules pictures and review the words we have learnt like: “ rule, arrive, hallway, dinning, hall, fight，sorry、phrases：listen to music in class /eat in the dining hall/arrive late for class/eat in class/must be on time/eat outside/listen to music outside”. Then get them to work in pairs to practice six conversations like “ Can we arrive late in class? No, we cant .We must be on time.” When they practice speaking , remind them to pay attention to the different pronunciations of “can/cant” , it lays the foundation for the listening exercises about the Library Rules. Design idea: Get student to apperceive “cant” in rules、review the words we have learnt and remind them to pay attention to the different pronunciations of “can/cant” . It will lay the foundation for the listening exercises about the Library Rules.Secondly, learn rules by listening to 2a in the book. The listening exercises are the rules whether they should do or not in different places. So Before listening, remind them of the different places, and pay attention to “can/cant” Design idea: Through listening, get students to apperceive the rules and learn the listening methods again.Thirdly, learn rules by summary Get students to read the conversation , then fill in the blanks below . And get them to learn “cant / can” in the library rules by summary.A: Can we eat in library? No ,we cant.A: Can we write and draw on the book of the library ? No , we cant.情态动词can 在此处在含义是表“能力-能、会”吗？ Can在此处在含义是“ ”？翻译：Can we eat in class?我们允许课上吃东西吗？翻译：No , we cant eat in class.不，我们不允许（禁止）在课上吃东西。Design idea: Get students from perception to understanding . And they consolidate their own learning methods.Step4 Practice-two parts of“Practice and consolidate”and“Practice and improve” Part one -Practice and consolidateAct and show the conversation in front of the class. In the first step ,I divide my students into ten groups .I get the each group of the students to chose one piece of rules including school rules/library rules /meeting rules /social rules and so on .They can use the sentences structures we have learned in this class like this or some more about rules. Then act it and show in front of the class.A :Dont listen to music in class!B:Sorry.A:What is the rule you are breaking now ?B We cant fight with classmates （Dont fight !)A:Ok, dont do like this again .B:sorry.Design idea: Because Its not hard for them and the passage is interesting. It can improve students interests in English and experience the fun of learning English .Through this step students break though difficulty-use the rules freely in the communicative English . Part Two Practice and improve Get the students read 2d in the book ,then finish the exercise .Get them find out the rules in the passage and translate : “We have to wear school uniform ./ We have to be quiet in class.” to apperceive structure “have to do” and lay the foundation for the next period. Then students read following the tape , and role play with his desk mates.Design idea:To improve themselves through the harder dialogue and passage which is closer the their actual life .In this step, students will know more new words and review all the structures of this class.And They can apperceive the structure “have to do” in