Section B 3a —4 Self check教学活动设计方案

Unit4 SectionB（3a-Self Check）名师教案

1.0教情分析

1.1 Teaching objectives-教学目标

1.1.1 Language targets 语言目标

1.1.1.1 Key Words and Chunks

1.1.1.1.1 For applying: keep, hair, learn, wear a school uniform, keep…short, learn to play the piano, be strict with me, get food for Grandpa 1.1.1.1.2 For comprehending: want sb. to do sth., it’s best to…, arrive late for…

1.1.1.2 Sentence Structures 1) At school, I have to wear a school uniform and I must keep my hair short. 2) After school, I can’t play with my friends or watch TV because I must do my homework. 3) I can’t relax on weekends either because I have to learn to play the piano. 4) Then I have to go to the kitchen to get food for Grandpa. 5) I never arrive late to the kitchen because I have to get there before the cat gets up. 6) I listen to him because I don’t want the cat to get me. 7) My grandpa is strict with me, but I think it’s best to follow the rules! 1.1.1.3 Grammar Focus 1)Can you help me?

After school, I can’t play with my friends or watch TV because I must do my homework. ( can ,情态动词，没有人称和数的变化。一句中表示表示请求，在第二句中表示许在第可。第一句是can的一般疑问句，第二句是can’t, can 的否定句，变否定句时，连词and变or。) 2) At school, I have to wear a school uniform and I must keep my hair short. Then I have to go to the kitchen to get food for Grandpa. (must 与have to：must 表示“必须”，通常表示说话人的主观看法，语气比较强烈；must一般只表示现在，没有人称和数的变化；have to表示“不得不，必须”，通常强调客观需要，由于外界原因造成的不得已；have to可以用于不同是时态，有人称和数的变化，有时可与must 互换。) 1.1.2

Ability goals 能力目标

1.1.2.1 引导学生全面浏览性复习，通过口头问答，笔头填空和仿写句子总结归纳所有学

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过的有关校规，班规，家规的表达方式，并掌握情态动词can, can’t, must, have to 的用法。

1.1.2.2 学会与同伴商讨交流，达到共同完善与提高。

1.1.2.3培养学生发散思维，通过写作练习帮助学生建构话题表达的文本结构框架体系。

1.1.3

Emotional goals 情感目标

1.1.3.1 培养学生小组合作意识。

1.1.3.2 鼓励学生积极交流，互相借鉴，取长补短。

1.1.3.3培养和增强学生遵守班规，校规，家规的自觉性。

1.2 Important and difficult teaching points 教学重难点

1.2.1 准确使用目标语言:祈使句，一般现在时，情态动词的使用将描述家规寻求帮助的内容进行语段写作表达。

1.2.2 引导学生正确认识各类规则，学会理解和正确释放自己心中的不愉快。

1.2.3 鼓励学生通过访谈、讨论、辩论以及上网查询资料，了解英美国家学生的校规，家规，并对这些规则有正确的理解和认识。

2.0 Student analysis学情分析

2.1 Fundamental State基本情况

本节课是本单元最后一个课型，主要是对本单元知识的总结和知识运用能力的提升。学生通过前面几节课的学习，对本单元的topic，functions，target language已经有了清楚的认识，对祈使句，一般现在时，情态动词的使用进行了许多的练习，对规则描述从陌生变得熟悉，为本节课的开放性写作作好了铺垫，搭建了足够的语言支架。本节课的另外一个任务就是对本单元话题做总结和系统复习，并通过写作来提升。

2.2 Knowledge Reserve知识储备

学生经过前段时间的学***部分学生已经基本学会了用

“can, can’t, must, have to”等表达强化描述规则的词汇和句子，也学习了学校和家庭的规则篇章表述，完全可以独立对学校，班级和家庭的规则进行篇章表述，并就这些规则描述自己的感受。教师应在本节课中让学生在听说读的基础上进行简单的语言输出，重点在写作上训练发展学生的书面表达能力。

2.3 Class data本班实际

本班学生英语基础知识和基本语法掌握比较扎实，对本单元情态动词can, can’t, must, have to和祈使句描述家规寻求帮助已经非常熟练，学生们具备了讨论校规，班规，家规

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的语言能力；本班的学生参与小组讨论，在小组内部发表见解也比较积极主动。但是学生在全班进行写作展示和对别人的作品进行评价方面还不够积极。因此，在课堂设计中应加入展示激励措施，增加展示评比的环节，鼓励学生积极主动参与课堂展示。

3.0 Teaching methods教法建议

3.1 Self-directed learning method自主学习法

3.2 Discussion method讨论法

3.3 Exercise method练习法

3.4 Communicative approach交际法

3.5 Thematic teaching method主题教学法

4.0 教学辅助

blackboard and chalk, PPT, a computer, a projector 5.0 Teaching procedures 教学进程

5.1

Reviewing and Summarizing 复习与总结

5.1.1 Review some rules by asking some students to talk about their rules.

If students can’t talk about their own rules, they can look at the rules on PPT to decide which they can do and which they can’t do.

5.1.2 Provide Ss with a comprehensive review of key vocabulary and functions presented in this unit about family rules. Show the pictures of the family rules on PPT.

1. I have to help my mom make breakfast every morning.

2. I must do my homework after school.

3. Don’t watch TV late at night.

4. Don’t eat in bed.

5. Clean the bedroom on Saturdays.

6. Don’t get up late on Sundays.

7. Don’t talk loudly at night.

…

Ask Ss what they think of these rules. 5.1.2.1 Self Check 1

Teach Ss to read and translate the phrases in the box and make sure they’ve known these phrases well. Then give Ss 2 mins to fill in the blanks.

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Work in groups to check their answers. T checks the answers and get Ss to read them until Ss can read them well. 5.1.2.2 Self Check 2 Make the sentences with the words and phrases given. Use the modal words can, can’t, have to, must to help Ss. Give Ss 3 mins to finish making these sentences.

Work in groups to check their answers. 5.2 Discussing and Expressing--讨论与表达

5.2.1 Activity 3a Prepare Ss for the writing practice by giving them opportunity to complete Zhao Pei’s letter by using have to/ must, can or can’t.

Work in groups to check their answers. T checks the answers and gets Ss to read them aloud. 5.2.2 Discuss the learning tips: How can we write a letter to ask for help? Ask Ss to find out the structure and sentences about the letter.

1) Salutation: Dear ______, 2) Paragraph: Main idea—Can you help me? I’m not happy because there are too many rules at home. raise your question to let the reader know your problem first

Supporting sentences

(details: What are they?)—I have to/must…

I can’t…

Final sentence—I never have fun. What can I do? (ask for help?) 3) Closing: …

5.2.3 Activity 3b Prepare Ss for the writing practice by listing his/ her own family rules. 5.3 Writing and Improving 写作与完善

5.3.1话题剖析

本单元的话题是“谈论规则”，以及由此涉及到祈使句和情态动词的使用，以及对各种规则的看法和感受。该话题取材于日常课堂教学，与学生日常学习生活联系紧密，学生有话可说，有话想说。在考试中常见考点为祈使句和情态动词考查，也可见对校规的描述和看法写作，但更多的是就出现的问题给出建议。

5.3.2 写作任务

最近，学校发现学生们状态较差，因此特地开设了“知心姐姐”信箱，意在了解学生每天

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的生活，解决学生的烦恼。这位“知心姐姐”来自美国，只能用英语进行交流。假如你叫Andy, 是一名走读生，每天回家，既要遵守学校的规章制度，又要听从父母的教诲，压力巨大。你打算写一封信，向“知心姐姐”寻求帮助，词数：60词左右。

要点可以包括：

1.

在校需遵守的规则

2. 在家需遵守的规则

3. 自己对这些规则的感想和看法。

4. 在文中用到can, can’t, must, have to 等情态动词

Dear Sister, Can you help me?

___________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours’

Andy 5.3.3 写作指导

1) 人称：第一人称

2) 时态：一般现在时

3) 结构设计：

(1) 总领下文：对现在有很多规则限制的生活的感受及原因。

(2) 中间段：模仿教材P23，P24关于在校和在家的规则介绍和自己相关的家规和校规,并阐述让你不高兴的原因。

(3) 信件的结束语。

5.3.4 表达储备

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自己最近的感受及原因：

1) I have a lot of troubles.

2) I am not happy because there are too many rules.

3) I am very sad, I think I can’t keep on like this, because…

4) I don’t like my daily life because...

5) I think I will be mad because…

介绍和自己相关的家规和校规,并阐述让你不高兴的原因。

1) I have to/must…

2) I can’t…

3) I study all day and I have no time to…

4) I have too much homework to do, and I can’t…

5) At home, I can’t watch TV because…

6) I nearly have no time to play sports with my friends because…

7) When I am at home, I …

8) I can’t …either.

信件的结束语: 1) This is my daily life, it’s terrible.

2) I have a terrible life. What can I do?

3) I never have fun. Can you give me some advice? 5.3.5 范文实例

Dear Sister,

Can you help me? I go to school from Monday to Friday. But I am not happy because there are too many rules at school and home. I think I will be mad.

Every morning, I have to get up early and make my bed. I must have a quick breakfast and run to school because I can’t be late. At school, I have more rules. I can’t be noisy. I can’t eat in class. I have to wear the school uniform. I can’t listen to music in class and I can’t run in the hallways. After school, I can’t play with my friends because I have too much homework to do. But I can play with them on weekends. When I am at home, I have to do the dishes after dinner. And I must practice the piano after I finish my homework. I can’t watch TV on school nights and I have to go to bed before 10:00.

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This is my daily life. There are rules everywhere. It’s terrible. I never have fun. What can I do? Yours’

Andy 6.0

Homework 课后作业

Write a new composition of your own.

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