Unit2NoRulesNoOrderSectionB1a~2c（课件）人教版英语七年级下册

读写课人教版七年级下册英语NoRules，NoOrderU2-4ReadingSectionB1a-2c目录ONTENTS1教学任务分析2教学目标设置3学生情况分析5教学过程设计6教学评价与作业布置4教学重难点分析人教版初中英语七年级下册Unit2NoRules，NoOrderReadingSectionB添加标题一、教学内容解析一、教学任务分析通过本课时学习，学生能够：提取和梳理主人公要遵守的主要规则，从Dr.Know的回信中，总结遵守规则的原因以及规则对人人成长的重要性。（学习理解）根据Alice的倾诉，说出自己对规则的看法并学会守规矩。（学习理解）分析回信的结构并运用到写作中。（应用实践）有效地回复Eric的倾诉并进行回复和修改。（迁移创新）二、教学目标三、学生情况分析学生已经接触过祈使句和情态动词的语法结构，这有助于他们理解阅读材料中的句子，也为写作打下了基础。学生可能在理解复杂句子结构和长篇文章时遇到困难。在教学中多提供一些阅读策略，提高他们的阅读理解能力。还可以通过以读促写的方式，总结归纳学生组织文章结构和逻辑顺序。四、教学重难点分析有效地回复Eric的倾诉并进行回复重点难点通过阅读，从what,why,how三个方面梳理有关rules的苦恼。Let’sreview.canhavetomustcan’tmustn’tcanhavetomustcan’tmustn’tcanhavetomustcan’tmustn’tTelltherulesandfollowtherules.A:Don'truninthehallways.B:Youmustwalkinthehallways.五、教学过程Let’swatchandanswer.WhatrulesdoesRyanhave?He___________________togotoschool.He______________________________whileteacheristeaching.________tillheeatsdinnerandfinisheshishomework.hastowakeupearlymustlistenandkeepquietNoTVLet’slookandtelltherules.WhatrulesdoesAlicehaveonweekdays?canhavetomustcan’tmustn’tI___________________________.havetomakemybedcan’tbelateforschoolmustn’tusephoneshavetoweartheuniform设计意图：学生在读前扫清阅读中可能出现的语言障碍，同时

复习所学的校规。Let’sreadandanswerthequestions.WhatdoesAlicedotoaskforhelp?WhyisAliceunhappy?WhodoesAliceaskforhelp?DoesDrKnowthinkAliceisright?Therearetoomanyrulesinherlife.DrKnow.ShewritesalettertoDrKnow.No,hedoesn’t.Let’sreadfordetails.ReadthelettersagainandcompleteAlice’snotesaboutherproblem.1cHomeruleshaveto______________before______________haveto___________becauseI___________forschoolhaveto______________and_______________beforeIcanplaybasketballcan’t_____________withmyfriendsonweekdaysSchoolrulesmustn’tuse_____________inclassmustonlywear____________makethebedbreakfasthurrytoschoolcan’tbelatefinishhomeworkpractisethepianohangoutthephonetheuniformLet’sreadandthink.HowdoesAlicefeel?Why?Ithinksheishelpless.Ithinksheisoverwhelmed.Ithinksheisbored.Ithinksheis....Let’sthink.Aliceisinbadmood(坏情绪).HowdoesDrKnowgiveadvice?Let’sreadfordetails.ReadDrKnow’sreplyandcompleteAlice’snotesaboutherproblems.rulesreasonsadviceYoumustn’tbelateforclassThatshowsrespectforyourclassandteacher.understandruleshelpmetobecomea_____________Youcan’tuseyourphoneinclass.Youneedtofocusonlearning.Youhavetoweartheuniform.Itbuildsschoolspirit.betterpersonthinkaboutthethingsI________candounderstandruleshelptomake___________theworldbetter[ˈfəʊkəs]集中[bɪld]建造思考[ədˈvaɪs]建议[ˌʌndəˈstænd]理解1cLet’sthink.

AfterreadingDrKnow’sletter,whatwillAlicedo?Shewillbreaktherules.Shewillunderstandwhysheshouldfollowtherulesandmakeherselffeelbetter.Shewillhangoutwithfriendsonweekdays.Shewillbeunhappy.设计意图：在读中，从整体阅读到分段阅读过渡，让学生对关键信息逐步掌握，达到理解。在读后，使用情绪脸谱，让学生感知主人公的感受，从感受出发深入了解作者意图。2aCompletethelettertoDrKnowusingcan,haveto/must,orcan't/mustn't.havetohavetocan’tcan’tcan’tcan’tmustcanaskforhelptellyourproblem[ʌnˈtaɪdi]不整洁的tellrulesintimeordertellyourfeelingsaskforhelpagain设计意图：通过练习，帮助学生从文本走向自我，为后续的写作做好铺垫。帮助学生在比较中培养思维品质。并学会使用原因来表达和支撑自己的观点。WriteareplytoEricasDrKnow.Givehimsomeadvice.Let’swrite.2cDearEric,Iknowitcanbedifficulttofollowmanyrules.Butrulescanbegoodforus.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________BestDrKnowimportancereasonsadviceimportance设计意图：从逻辑框架出发，写出主要内容，再根据分析的结果，

整理成表达观点的回信，帮助学生逐步完成写作。Let’sreadandrevise.DearEric,Iknowitcanbedifficulttofollowmanyrules.Butrulescanbegoodforus.Youhavetocleanyourroomeverydaybecauseit’sourdutytosharehousework.Youcan’twearyourownclothes.Itisgoodtobuildschoolspirittoweartheuniform.Youcan’trelaxatweekends.Doyourememberyourmusicaldream?Youwanttobeamusician.Don’tgiveup!Homework基础作业：总结本单元所学的校规、班规。提升作业：写一封信给好朋友诉说自己对于规则的苦恼。六、