Section Appt配套的板书设计及意图

人教版七年级下册Unit4 Section A(1a-2c)教学设计

Linyi Ceshan Middle School

Zhao Xiaona

Unit 4

Don’t eat in class. Section A (1a--2c)

Teaching aims: 1.

Knowledge aims:

Words and phrases: rule, arrive, hallway, fight, (be) on time, dining hall, listen to…

Sentences:

--What are the rules?

-- Don’t…/ We can’t…

--Can we…?

--We can’t…but we can…

2. Ability aims: (1) Learn to talk about rules. (2)Learn to choose the right activities. (3)Learn to predict before listening. 3. Emotional aims: Know more rules and know the importance of rules. The students should try to follow them.

Teaching steps: Step1. Talk about things they can do at home 1.

Things Students can do at home. 2.

Talk about things they can’t do at school. 【设计意图：通过话题引导及1a的活动，让学生初步熟悉表达规则的句式，导入本课时话题，了解校规的表达方式。】

Step2. Rules Students are breaking 1.

Before Listening (1)

Some students are breaking the rules. What rules are they breaking?

Learn to use “Don’t…” to express the rules. 【设计意图：通过课件展示五条校规，让学生先熟悉人名和校规，降低听力难度。】

2.

While listening (1)

Listen and write the numbers after the names. (2)

Pay attention to the key words. 【设计意图：让学生掌握听力技巧，学会听的过程中注意用关键词捕捉文本信息。】

3.

After Listening (1)

Know more about the school rules. (2)

Use “What are the rules? Don’t…/ We can’t…”to ask and answer rules we should follow. (3)

Make conversations according to the pictures in 1a. 【设计意图：通过句型输入，词组练习，对话练习的方式，熟悉句型，在真实语境中应用目标语言，逐步促进目标语言的内化。】

Step3. Alan and Cindy’s activities 1.

Before Listening Look at the chart and find out the same parts of these activities. Guess the things they can do in their daily life. 【设计意图：引导学生找出共同点，根据生活常识进行预测，降低听力难度。】

2.

While Listening (1)

Listen and check the activities they are talking about. (2)

Listen and circle the things they can do or can’t do. (3)

Repeat one of the sentence after the tape. Feel the difference between can and can’t.

【设计意图：通过跟读模仿语音语调，感受这两个词在句中不同，同时不断内化各项活动内容，为后面的活动做好语言材料准备。】

3.

After Listening

(1)

Talk about the rules in 2a

Can we…?

We can’t… but we can... 【设计意图：引导学生使用can & can’t 做关于规则的对话，将规则内化，从而进一步认识到遵守规则的重要性。】

(2)

Role play Use the sentences to make new conversations. 【设计意图：在真实的语境中应用目标语言，让学生体验主动表达规则时的方式，促进知识结构的构建，并为下面的写作做好铺垫。】

Step5. Emotional aims

Nothing can be accomplished without rules or standards. 【设计意图：引导学生进一步认识规则，并了解其重要性，因此在生活中应积极遵守规则。】

Step6. Tell Cindy about our school rules

Discuss with your group members about our school rules.

Write a letter to Cindy and tell her our school rules. Dear Cindy,

Let me tell you our school rules. The teacher says_______.

So we can’t______. And we can’t_______. We must_______.

I wish you can have a good time!

Linda

Step7. Homework 1.

Try to know more about our school rules. 2.

Make some new rules for our class.

Blackboard design: Unit 4

Don’t eat in class. Section A (1a—2c)

A: What are the rules? B: Don’t…

We can’t…

We must…