Section B教案3

Go for it七年级下册Unit 4 Don’t Eat in Class Section B 2a-2c教学设计

作者：熊耀文 作者单位：南昌市第十六中学 电话：13576292922 一．教材分析

1．

教学内容分析

新目标Go for it教材按照任务型教学的原则设计语言实践活动，以话题为单元，在编排上体现出语言教学的整体性和综合性原则。该单元为七年级下册的第四单元，主题为规则，旨在让学生熟悉规则，遵守规则。其中，Section B 2a-2c部分为阅读课部分，是两封信，一封是Molly写给Dr. Know的，关于她的家庭规则以及她的感受与诉求，另一封是Dr. Know的回信，表达了他的看法及提出了建议。

2. 学生分析

七年级学生对本课话题非常熟悉，且都有体会。之前三个课时的学习为学生打下了一定的基础，可以较为轻松的表述规则，理解规则，同时，对于绝大多数学生来说，如何进行深度阅读，提升思维品质，可能需要教师做出一定的引导。

3. 教学目标

经过本节课的学习，学生能够：

1）

learn some new words and expressions; 2）

find out Molly’s problem;

3）

infer the attitude of Molly towards rules from the text; 4）

analyze the causes of parent’s making family rules;

5）

list some advice to help Molly and talk about your opinions on rules; 6）

work with partners in harmony to collect ideas; 7）

develop the ability to think critically and creatively and learn to adapt to the current life. 4. 教学重难点

1）重点：表达规则；提出诉求；分析原因；提出建议；

2）难点：培养高阶思维，提升思维品质；

二．教学过程

Step one: warming-up T: What rules are they? 设计意图：复习巩固如何表述规则，并处理生词，引出“家庭规则”这一话题；

Step two: pre-reading T：1) Do you have any rules in your family? What do you think of them? 2) If you are unhappy, who do you want to ask for help? And why? 设计意图：读前任务，从学生角度创设问题，既贴近学生，又贴近阅读文本，让学生有话可说的同时，很好地过渡到后面的内容；

Step three: while-reading 1)

Read for main idea: Read Molly’s letter in silence, then answer：

①

Who’s Molly writing to?

②

What’s Molly writing about?

③

Why is Molly writing this letter? How do you know? ④

What does Molly think of her rules? How do you know? 设计意图：快速阅读，找到文章的主旨大意；

2)

Read for details: Read Molly’s letter again, then find how many family and school rules there are? Family rules

School rules 3)

Complete the sentences with have to/must, can or can’t in 2c. 设计意图：细读文章，找到文章中所出现的规则，注意句子结构；

4)

Discuss in group: Choose one of Molly’s rules, then discuss with your partner: Do you think it is fair or unfair? Why? 设计意图：延续规则话题，探讨规则，培养思辨能力；

5)

Read for critical thinking: Please read Dr.Know’s letter first, then:

①

What does Dr.Know say about her rules? ②

As Dr. Know says, why do parents make rules?

③

What’s Dr.Know’s advice(建议)? ④

Do you think his advice can make Molly happy? 设计意图：阅读第二封回信，理解大意，并进行批判性阅读，对于Dr. Know提出的建议学生是否认同；

Step four: post reading If you were Molly, you would talk with your parents directly, what do you want to say?

Please write some words in the paper, and share with us! 设计意图：培养学生创造性思维能力，及小组合作学习能力；

Step five: homework Go home, and talk with your parents on family rules. Hope everybody be happy! 设计意图：评价所学，学以致用；

三．教学反思

1. 导入时间太长，后续活动时间不足；

2. 搭设“脚手架”不够，学生在读后环节，提出的建议并不理想；

3. 少了些生生互动，有个别同学并未融入小组；

4. 关于高阶思维能力的培养，教师仍应从多维度出发，设计更加合理、有效的活动任务。