Section B 3a —4 Self check教案评析

Unit 4 Don’t eat in class Teaching Aims and Demands 1. Knowledge Objects Sentence Patterns: Don’t….

You can’t….

You must….

You have to….

We can’t….

We must….

We have to….

2. Ability Objects

Learn to make rules and talk about rules. 3. Moral Object Learn to solve the problems, communicate better with their parents and understand each other. Student Analysis 1. Students are under too much pressure nowadays, and they can’t wait to complain about their pressure. 2. Students have some ability to read for ideas and talk about their thoughts. Teaching Key Point Reading ability, communicative competence and writing ability. Teaching Difficult Points How to train students’ communicative competence．

Teaching Methods 1. Reading directing. 2. Questioning. 3. Pair work. 3. Group work. Teaching Aids

1. A computer.

2. The blackboard. Teaching Procedures Step I. Warming-up and Lead-in Show some signs about traffic rules and library rules. Don’t run.

Turn left. Don’t ride a bike.

Don’t turn right.

Don’t talk.

Don’t listen to music.

Don’t eat or drink.

Don’t take photos.

【设计思路】通过日常生活中简单的交通规则和图书馆规则的标识认读，引导学生带着兴奋进入课堂，从而自然导入家规和校规。

Step II. Free Talk. T: There are so many rules in our daily life. So would you like to talk about your school rules and family rules? S1: Don’t talk in class.

S2: We have to wear school uniforms on school days. S3: ….

S4: ….

S5: ….

S6: ….

T: When the teachers or parents make rules, they often say: Don’t….

You can’t….

You must….

You have to….

When we talk about the rules, we often say: We can’t….

We must….

We have to….

【设计思路】从简单的问题入手，让学生进入课堂，融入课堂，然后教师进行总结归纳，给出重点句型，既强化学生的口语练习，也调动了学生参与课堂的积极性! Step III. Pair work Talk about the rules and write down at least 5 rules. Task 1: Teachers / School Rules Task 2: Parents / Family Rules Task 3: Students / School Rules Task 4: Kids / Family Rules Ask some students to read the rules they wrote. 【设计思路】在给出句型的基础上，让学生结对进行讨论和总结。既强化学生的口语练习，也训练学生的写作能力。

Step IV. The Letters.

T: What do you think of the rules? S: Terrible. T: Molly has the same problem as us. She is unhappy these days. So she wrote a letter to ask for help.

1. Students read the passage fast and answer the question. “How does Molly feel about the rules?

2. Read the letter again and underline the rules for Molly.

3. Read the letters again and complete the sentences with have to/ must, can or can’t.

4. Talk about the rules in Molly’s home and school.

Molly has to….

Molly can’t….

Molly can….

【设计思路】通过不同任务的设置，引导学生进行快读、细读，提高学生对文章的掌握程度和目标语言的运用能力。

Step V. Voice Imitation.

【设计思路】检查学生的课前模音作业，旨在帮助学生通过不断的模音练习提高语音水平。

Step VI. Song Imitation.

Rules, Rules and Rules

Every day I can hear my parents say,

"Do your homework and no TV,

Clean your room and don't make it messy."

Rules, rules, there've got to be rules.

Let me tell you, young child, you just cannot run wild.

Every day I can hear my teacher say,

"Please arrive on time and don't run behind.

If you want to speak, raise your hand."

Rules, rules, there've got to be rules.

Let me tell you, young child, you just cannot run wild.

【设计思路】

通过一首脍炙人口的说唱歌曲，再次调动学生的积极性，让学生通过不断的模仿提高自己的语音语调水平。

Step VII. Groupwork.

Make rules for teachers and parents

School Rules Family Rules ________________________________________________________________________________________________________________________________________________________________ ________________________________

【设计思路】通过目标语言的不断深入，引导学生进入讨论环节，结合实际生活，激发学生讨论的热情。利用报告的形式，鼓励不同程度的学生参与汇报，再一次掀起课堂的高潮。在全体学生参与的同时，也完成了这节课的情感目标教学。

Step VIII. Writing 【设计思路】锻炼学生的写作能力，并加深学生与父母的沟通。

Homework Dear _____, I love you so much. But now, I also have some rules for you.

_________________________________________________ _________________________________________________ _________________________________________________

_________________________________________________

Would you like to listen to me?

Yours,

_____