七下unit 4 第一课时教学设计.doc

Unit 4 Dont eat nin class! Period 1 （1a-2c）一、本课目标与要求（一）教学目标：1.谈论人们在不同场合应当遵守的规则。2.正确使用Dont .与We cant .句式来表达规则。（二）语言功能：通过谈论规则增进相互了解，学会换位思考排遣心理压力，形成较好的纪律观（三）语言结构：1、祈使句，have to相关的一般疑问句2、重点词汇及短语：be on time, arrive late for, keep the rules, break the rules, class /family rules, in class, in the classroom, listen to music, wear a hat, have to, in the hallways, dining hall,3、学习策略与思维技巧：引导、合作、换位(四)跨学科学习：社会知识（五）教学难点：have to短语相关的句式用法（六）学习方式：自主、合作小组学习 （七）情感目标：通过呈现引导与参与规则的谈论，培养学生正确的纪律观导向，注重观察积累累不同场合的规则的英文表达，通过换位思考来感知规则在生活学习中的重要作用，对看到的违规行为进行善意礼貌规劝，在语言学习中渗透思想教育。（八）教学步骤1. 热身（Warm-up） English song. Get the students to sing together the English song “Driving”. This song helps to warm up the students and revise the means of transportation in last unit. Greet the studentsTeacher asks the students how they get to school and introduces his way to get to school (by bike). T: “Sometimes I get up late. I ride my bike very quickly. So I sometimes break the traffic lights.” Get the students to tell the colors of the traffic lights. T: “Traffic lights are important. And rules are important, too.” Teach the saying “No rules, no world.” Teach the phrases “keep/follow the rules, break the rules”. Get the students to think of the possible rules.T: What rules do we have?(school rules, class rules, library rules, family rules, party rules,.)设计意图：创设一个轻松自然的教学氛围，在歌声中相互开始教学。通过歌曲自然引入交通方式，以红绿灯开始今天的话题rules，使学生容易接受所要学的新知识2. 呈现/思考（Presentation） . Show on the screen a teacher in class and two running students. Teach the word phrase “arrive late for class”. T: Can we arrive late for class? Help the students to answer. “No, we cant. We cant arrive late for class.” T: What will the teacher say? (Dont be late for class.). Present in the same way with more pictures. Teach the verb phrases “run in the hallways, eat in the classroom, talk in class, sleep in class, wear a hat, listen to music, dance in the classroom, fight, call nicknames, play sports, smoke” Get the students to learn and talk about the rules using “Dont .” Or “We cant .” sentence structure. Brainstorm the suitable places for some activities.(Where can we eat?)设计意图：正确分类不同场合的规则，为下课时的library rules及Section B的family rules做辅垫，图文结合，深入呈现校规。3.1a活动（Activity 1a） . Read through the school rules on the right in Activity 1a and the picture on the right. Match the rules and the pictures. Check the answers with the class. Underline the verb phrase “arrive late for”, here “arrive=be”. Underline “in the classroom” and “in class”. Explain their differences. Then read and recite the five rules in 1a. 设计意图：在深入呈现基础上进行图片配对，并背诵加以强化.4. 1b活动（Activity 1b） Get the students to look at the picture in 1a more carefully and then listen to Listening Tape Activity 1b. Listen and find out what rules the three persons break. Check the answers with the class.设计意图：以听力形式来考察判断规则的能力.给出对话模板，自由表达，畅所欲言训练口语，碰撞思想火花.5. 竞赛（Competition）Get the students to have a competition. Divide the class into two groups: boys Vs girls. Get the students to watch the pictures. T: These students break the rules. What do you want to say them?Try to use “Dont .” Or “We cant .” sentence structure.设计意图：通过竞赛激励参与欲，活跃课堂气氛,娱乐中学习，快乐中思考，形成自己独立的判断力.6. 2a & 2b活动（Activity 2a & 2b） . Show on the screen a picture of a boy in school clothes. Teach the phrase “wear the school uniform”. Ask the students “Do you have to wear the school uniform at school?” Explain “have to”. Help them to answer. “Yes, we do. We have to wear the uniform at school.” Present in the same way with more pictures and talk about the thing we have to/ must do at school. Get the students to read through the verb phrases in Activity 2a. Listen to Listening Tape Activity 2a and check () the activities Alan and Cindy talk about. Listen to the conversation again and circle “can” or “cant”.设计意图：以听力形式来考察理解，灵活运用can, cant 与have to.7. 小组活动（Groupwork）Show some examples:class rules. Then let the students make some rules for themselves.设计意图：自由表达，畅所欲言,思想提升，点明