Section B 1a—1d教学实录

Unit4 Don’t eat in class Section B (1a-1e) Teaching Aims

1 Knowledge Objects (1) Function: Talk about rules (2) Key Vocabulary: out ,go out, dish, do the dishes (3) Target Language: There are too many rules. (4) Structure: Imperatives(Don’t--) Can for permissions. Modal verbs“have to”,must 2 Ability Objects The students can make some rules in English. 3 Moral Objects

The students can talk about the rules and follow the rules. Teaching Key Points: Talk about the rules Teaching Difficult Points: Some point about the imperative sentence. Teaching Procedures Step 1 Warming up Show the students the survey results Who makes the family?

1 My parents

2 My father

3 My mother

23% 17% 27%

4 My 13% parents and I

5 My grandparent8% s

6 My sister and I

7 Nobody

How many rules are there in your family? 0 1----2 3--4 five

Do you accept the rules? Yes 100% No

12% 6% 48% 34% 2% 10% Ask the students each question,then show them the results of the survey. During the process,students will listen to the result carefully because they all want to know which kind their answers belong to.The teacher guides the students to care about the topic of this class”Family rules”

Step2 Presentation

Present the new phrases“practice the guitar”“go out”“wash the dishes”.In order to make students grasp the phrases fluently,teacher should show the pictures several times. For the first time ,show the pictures with the phrases. For the second time,just show the pictures.For the third time,just let the students think and say.

As for the other five phrases,teacher should show the pictures and phrases to let the students read together and recite,then flash them to consolidate,In this way, students can get them easily while listening. Step3

Pre-listening Show the structure “I can/I can’t----,I have to/must”,let the students talk about their family rules. Step 4 Listening 1 Listen and answer

“Can Dave watch the basketball game with Emily that evening?”Students can get the answers easily,then continue to ask “Why? What does Emily think of Dave’s family rules? What does Dave think of his family rules?”Teacher guide the students to think deeply by asking questions, and gradually understand what Emily thinks of Dave’s family rules and what Dave thinks of his family rules. 2 Listen and write

Then play the tape again for the students and complete Dave’s eight rules,then put the rules on the tree.At the same time ,let the students say

out Dave’s family rules.“Dave can’t go out, he has to do his homework”

must can’t Go

out

Hasto

On school nights

Then listen for the third time,let the students get the time of each rule.Number the rules,and write the numbers on the tree. Then students look at the tree and talk about Dave’s family rules. Step4 Post-listening In groups, talk about your opinion about Dave’s family rules. E.

g: S1 :I think it’s too strict for Dave to help mom to make breakfast because studying is tiring, he has too much homework,so he has no time to help mom. In this step different students show different opinions,so we can train and improve their thinking characters At the same time,let the students analyze the reasons for the rules.

1 Share responsibility: （分担责任）

2 self –regulation（自我约束）

Step5 Practice

Play a short video about family rules,then in groups talk about your group members family rules and what they think of their family rules.

Now students can understand some rules are reasonable,family rules are strict,but they’re good for them. T: If we all obey the rules, we will be a useful people.(Point at the tree on the Bb),just like the tree full of fruit. Homework 1 Do you have family rule? 2 What are they? 3 What do you think of them? 根据以上几个问题，写一写你自己的家规.

The design of the blackbloard

Unit 4 Don’t eat in class

教学反思：