Section A 2d—3c优质教案设计

Unit4 SectionB（2a-2c）

教案

1.0 Teaching analysis教情分析

1.1 Teaching objectives 教学目标 1.1.1 Language goals 语言目标

1.1.1.1 Key Words and Chunks

1.1.1.1.1 For applying: make one’s bed, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict (with sb.), remember, follow the rules, luck, too many rules

1.1.1.1.2 For comprehending: New York, make rules to help us

1.1.1.2 Sentence Structures

1) Get up now and make your bed!

2) Don’t leave the dirty dishes in the kitchen!

3) At school, I have more rules—don’t be noisy, don’t eat in class, …

4) After dinner, I can’t relax either.

5) I must read a book before I can watch TV.

6) But I have to go to bed before10:00.

7) I know how you feel.

8) There are a lot of things you can do.

9) Parents and schools are sometimes strict, but remember, they make rules to help us.

10) We have to follow them.

11) Good luck!

1.1.1.3 Grammar Focus

1) Don’t leave the dirty dishes in the kitchen! (leave，动词，意为“剩下，留下”，结构为leave sth. /sb. +表示地点的介词短语。)

2) After dinner, I can’t relax either. (either, 副词，意为“也”，用于否定句末，用法与表示肯定和陈述的too相似，与前面的句子可用逗号隔开，也可不隔开。)

3) I must read a book before I can watch TV.

But I have to go to bed before 10:00.

(before可作介词，也可作连词。在第一句中为连词，意为“在…之前，在…以前”，连接两个句子表示时间上的先后顺序。在第二个句子中为介词，意为“在…之前”，后接时刻，表示时间的名词，表示地点的名词。)

4) I must read a book before I can watch TV.

But I have to go to bed before 10:00.

(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一般表示现在，也可以表将来：You must finish your homework tomorrow，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可以用于不同时态，有人称和数的变化，有时可与must互换。)

5) Parents and schools are sometimes strict, but remember, they make rules to help us. (strict，形容词，意为“严格的，严厉的”，短语结构为

be strict with sb.in sth.)

1.1.2 Ability goals 能力目标

1.1.2.1 使学生能理解和正确使用本课型中的下列词汇：

dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, remember, follow, luck。并在语言输出过程中正确使用以上这些词。

1.1.2.2 使学生运用读前讨论，快速阅读获取信息，读后模仿等阅读策略，提高阅读兴趣，培养在阅读中快速获取信息的技巧和能力。

1.1.2.3 使学生通过借鉴能够运用目标语言对自己的校规，班规，家规进行有条理的描述。

1.1.3 Emotional goals 情感目标

1.1.3.1 鼓励学生说出自己的烦恼，寻求帮助。

1.1.3.2 引导学生养成良好的生活习惯，学会理解并体谅父母和老师。1.1.3.3 引导学生树立规则意识，并约束自己的行为。

1.2 Important and difficult teaching points 教学重难点

1.2.1 使学生掌握以下重点单词和词块：leave the dirty dishes in the kitchen, either, strict。

1.2.2 通过运用不同的阅读任务略读和精读文章，降低阅读难度，提升阅读兴趣。 1.2.3指导学生模仿阅读内容，谈论自己的家规和感受。

2.1 Fundamental State基本情况

2.0 Student analysis学情分析通过前三个课时的学习，学生基本激活了已有的语言知识，对本单元的话题（talking）

about rules）已经有所感知，学生已经基本掌握了关于各种规则的表达方式，可以对学校，班级和家庭的规则进行表述，并表达自己的看法和感受。本部分内容与学生生活联系紧密，学生易产生共鸣，很有谈论的欲望。但是七年级学生语言能力较弱，而且本课生词较多，因此，学生阅读本篇文章还存在一定难度。

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，可以对学校，班级和家庭的规则进行表述，并就这些规则描述自己的感受。教师应在本节课中丰富日常活动话题下的有关规则制度的语言输入内容，谈论日常生活中的生活习惯，提高学生的阅读能力和提取信息的能力。

2.3 Class data本班实际

本班学生对前三个课时所学基本知识掌握都比较扎实，绝大部分学生对can，can’t, must, have to的用法也能够正确使用；学习动机明确，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课时引导学生谈论校规，班规，家规，内容贴近学生实际，学生愿意讨论，应该有话可说。对于阅读篇目，教师应该使用恰当的阅读策略，引导学生从读前讨论，进入读中的思考，进行有效的思维训练。同时，读后的难句理解分析也应该为学生留足空间。

3.0 Teaching methods教法建议

3.1 situational teaching approach情景教学法3.2 Thematic teaching method主题教学法3.3 Self-directed learning method自主学习法3.4 Task-basic teaching method 任务教学法4.0 教学辅助

a blackboard and some chalk, a computer or an iPad, a projector

5.0 Teaching procedures 教学进程

5.1 Leading-in and warming-up 引入与激趣活动

5.1.1 Be late for the class for 1 minute with intention, then greet Ss and say sorry to them.

5.1.2 Guide Ss to have a free talk about the rules for teachers at school, tell them why the teacher say sorry and how he/she feels when the teacher breaks the school rules.

5.2 Reading Practice阅读训练

5.2.1 Pre-reading-读前导入

5.2.1.1 Free talk about the school rules with the students to review what they learned in the last three periods.

T: What rules do you have at school?

Ss: ....

T: Can you be late for the class?

Ss: No, we can’t.

T: Can you...?

Ss: …

5.2.1.2 Present some pictures to show the rules of the teacher’s family. Then guide Ss to read and learn the new words about the family rules.

Ss will see: 1) make one’s bed

2) leave the dirty dishes in the kitchen

3) be noisy

4) relax on the sofa

5) read a book in the bed

6) do the dishes

7) clean the room

5.2.1.3 Guide Ss to have a free talk in groups and share their ideas with each other about the family rules. And ask some students to make a report about the activities they can do and they can’t do at home, and what they think of these rules.

Since Ss in China have so many family rules, how about Ss in America? Let’s read 2b.

5.2.2 While-reading-读中理解

5.2.2.1 Fast reading. Ask Ss to read the passage and quickly find out the answers to the questions.

1) What is the name of the girl in the picture? And where is she now?

2) Are there many rules in her home?

3) How does she feel about these rules?

Answers: 1) Molly Brown, New York

2) Yes, there are.

3) Terrible.

5.2.2.2 Careful reading 1. Ask Ss to read the first passage carefully, find out the rules for Molly and fill the chart below.

The persons who make the rules

rules

feelings

Mom

(at home)

terrible

Teacher

(at school)

Dad

(after school)

Answers: 1) Get up and make the bed.

2) Don’t leave the dirty dishes in the kitchen!

3) She can’t be late.

4) Don’t be noisy.

5) Don’t eat in class.

6) She can’t play basketball after school because she must do the homework.

7) She can play basketball only on weekends.

8) She must read a book before watching TV.

9) She has to go to bed before 10:00.

5.2.2.3 Careful reading 2. Ask Ss to read the second passage carefully, find out the advice from Dr. Know for Molly.

The advice is: 1) There are a lot of things you can do.

2) Parents and schools are sometimes strict, but they make rules to help us.

5.2.2.4 Work on 2c. Read the letters again and complete the sentences with have to/must, can or can’t. Then ask the students to read out and check the answers.

Answers: 1) can’t, can

2) must/ has to

3) has to/ must, can

4) can’t

5) have/ must

5.2.2.5 Imitating and reading aloud.

Get Ss to listen to the recording and read along with it at the same time.While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader.

5.2.3 Post-reading-读后提升

5.2.3.1 With the help of the rules listed by Ss themselves in the chart, Teacher try to train Ss how to retell the whole passage.

5.2.3.2 Guide Ss to think about the rules to see if they are fair. Ask Ss to raise their hands to show their ideas about the rules.

5.2.3.3 Guide Ss to give suggestions to Molly as Dr. Know. And try to realize there are rules everywhere, and we must follow these rules to make our life work normal.

5.3 New points interpretation 新知感悟（贴标签）

5.3.1 Discovering chunks 语块发现

Get Ss to read the text once again, this time, underline all the useful chunks in it.

1) Don’t leave the dirty clothes in the kitchen!

2) After that, I run to school because I can’t be late.

3) After dinner I can't relax either.

4) But I have to go to bed before 10:00.

5) What can I do?

6) Parents and schools are sometimes strict, but remember, they make rules to help us.

7) At school, Molly can’t be noisy or eat in class.

8) At school, we have more rules, don’t be noisy, don’t eat in class....

9) My dad says I can’t play basketball after school because I must do my homework.

10) I can play only on weekends.

11) I must read a book before I can watch TV.

12) It’s terrible!

13) I know how you feel.

14) People always tell us, “

Don’t do this!” or “You can’t do that!”

15) But think about it, Molly.

16) There are a lot of things you can do.

17) We have to follow them.

18) Good luck!

5.3.2 Analyzing chunks语块分析

5.3.2.1 Don’t leave the dirty dishes in the kitchen! 别把脏碗留在厨房里！

leave 动词，意为“留下；剩下”。结构为leave sth. /sb. +表示地点的介词短语。

Please leave the hands on your desk.

Don’t leave little children alone at home.

leave 动词，还可以作“离开”。leave sp. for sp.离开某地去某地

I leave home to go to school at 7:00 in the morning.

He leaves Chongqing for Chengdu every Friday afternoon.

5.3.2.2 After dinner, I can’t relax either. 晚饭后，我也不能放松。

either, 副词，意为“也”，用于否定句末，用法与表示肯定和陈述的too相似，与前面的句子可用逗号隔开，也可不隔开。

My father can’t speak English, and my mother can’t speak it, either.

He isn’t late for class, we aren’t late，either.

5.3.2.3 I must read a book before I can watch TV. 在我看电视前我必须看书。

But I have to go to bed before 10:00. 但是我不得不10点以前上床睡觉。

before, 可作介词，也可作连词。在第一句中为连词，意为“在…之前，在…以前”，连接两个句子表示时间上的先后顺序。在第二个句子中为介词，意为“在…之前”，后接时刻，表示时间的名词，表示地点的名词。

I must take a shower before I go to bed in my home.

He often takes a walk before breakfast.

5.3.2.4 I must read a book before I can watch TV. 在我看电视前我必须看书。

But I have to go to bed before 10:00. 但是我不得不10点以前上床睡觉。

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一般表示现在或将来，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。

He has to run to the school because he can’t be late.

You must hand in your homework every day.

5.3.2.5 Parents and schools are sometimes strict, but remember, they make rules to help us. 父母和学校有时确实很严格，但是记住他们制定这些规则是用来帮助我们的。

strict，形容词，意为“严格的，严厉的”，短语结构为

be strict with sb. in sth.

My parents are very strict with me in my study.

We must be strict with ourselves.

5.3.3 Using chunks语块运用

Guide Ss to know the meanings of the following sentences and make similar new sentences of their own. And get some Ss to share their original sentences.

5.3.3.1

After that, I run to school because I can’t be late.

【原句翻译】

_______________________________________________________________

【仿写造句】

…because…

________________________________________________________________

5.3.3.2

After dinner, I can’t relax either.

【原句翻译】

______________________________________________________________

【仿写造句】...either.

________________________________________________________________

5.3.3.3

I must read a book before I can watch TV.

【原句翻译】

_______________________________________________________________

【仿写造句】…before… (写两个句子，其中一个before做介词一个before做连词)

________________________________________________________________

5.4 Practice and Consolidation 练习与巩固

1.早饭后，我妈妈总是说，“别把脏碗留在厨房里！”。

______ ______, my mom always says, “ Don’t ______ ______ ______ ______ in the kitchen!”

2.在学校里我们有更多的规则—不能吵闹，不能在教室里吃东西…

At school, I have ______ ______ —Don’t ______ _______ , don’t eat in class, …

3.在我看电视前我必须看书。

I must ______ ______ ______ before I can ______ ______.

4. 父母和学校有时确实很严格，但是记住他们制定这些规则是用来帮助我们的。

Parents and schools are sometimes______ , but remember, they ______ ______ to help us.

5. 但是请仔细想想，Molly。还是有很多事你是可以做的。

But ______ ______ it, Molly. There are ______ ______ ______ _____ you can do.

5.5 Summary

Guide Ss to work in groups and make a summary about:

Q1: What do you learn in this class?

Q2: What problems do you still have?

Q3: How will you work out(解决）the problems?

Get the Group leader (GL) to share their summary.

Put some key points on the Bb to form a clear mind map if possible.

6.0 Homework -课后作业

6.1 Recite the passage in 2b

6.2 Give Ss an opportunity to learn about the school or family rules about students in other countries. T may tell Ss that they can collect some useful information by surfing the Internet, by reading relevant books or talking about this with their group members.

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