Section B第二课时教学设计

Don’t eat in class教学设计

学科（版本）

学校

设计者

教学目标

郫都区犀浦外国语学校

马雪

人教版初中英语Go for it! 年级

七年级

Unit4 Don’t eat in class Section B 2a-2c 1、知识与技能： 1）学生能通过阅读掌握Molly的校规、家规并能运用在自己的生活中

2）学生能了解求助信和回信的特征和语言

3）学生能复习巩固情态动词在具体语境中的得体运用

2、情感态度：

1）学生能学会将心中的烦恼倾诉出来，这样有助于身心健康

2）学生能用得体的语言去安慰他人

3、文化意识：

1)学生能了解中美国家规则的异同，建立跨文化交际意识

2）学生能了解国外学生通常会通过写求助信给心理医生诉说烦恼

4、学习策略：

1）学生能通过练习歌谣感知语音重弱读和节奏

2）学生能通过图片预测文章内容

3）学生能运用找关键词和寻读的阅读策略进行阅读

章节

教学环节

Warm-up &lead-in 活动设计

Step 1. Greetings. T:self-introduction I bring you some sweets, do you want them? But, can you eat in class? If you do well in this English class, you can eat them after class. I will divide you into four groups. The winner will have these sweets. Are you ready for our class? Step 2. Warm- up. T: follow me. Clap your hands. Chant rules rules rules Step 3. Lead-in.(2a) T: We have to follow so many rules in our home and school. Are you happy? Ss:No.

活动目标

通过歌谣形式制造轻松，活跃，自由的课堂气氛，让学生积极主动的投入到英语学习中来，也为下一步找出规则做好铺垫。

完成2a, 导入阅读课文

T:When you are unhappy, who do you like to talk

Do you want to talk to your parents? Teachers?

Friends?

Ss:...

T: Do you know who is she?

(In the US, many schools have a Dr.Know...) Do

you know who is Dr. Know?

S:心理医生

T： Dr. Know can keep your secrets. They will not 引入心理医生，了解西方文化

to? tell what you say to your parents or teachers. So do you want to talk to Dr.Know? S:...

Pre-reading

While-reading (阅读第一封信)

Step 4. Pre-reading T： Look at the picture. Is she happy? Can you guess who she wants to talk to? Step 5.While-reading （阅读文章包括两封信件，教师让学生分开阅读，先读第一封）

T： What’s her name? Where is she from? Why is she unhappy? Where can you find the answer? Step 6. Fast reading T： How many kinds of rules can you find? What are they? S： Family rules and school rules(粘贴两类) Step 7. Careful reading T: Molly thinks there are too many rules. What are these rules? Underline them. S: underline the rules Step 8. check the answers Ask students to check the answers one by one and ask is this a family rule or a school rule? (教师在黑板上粘贴规则并分类）

Step 9.Group work Students work in a group.(学生把教师事先准备预测阅读课文

阅读策略指导：

找关键词

关注文章开头结尾和段首句

。

通过小组活动巩固规则及新学短语，通过问题引入新词，并复习旧知

好的规则条反面朝上) Students read a rule loudly

at a time one by one and other students tell who 运用教具使对话情景更加真实

让学生自由选择角色扮演，提高趣组为单位，轮流阅读每条规则，并粘在相应的说话人味性和积极性，有助朗读感情培养

之后) After that, students choose a role to play.

says the rule, then stick to the chart.(学生小2

阅读第二封信

2c Post-reading Stand up and read.(学生任意选择自己想扮演的角色起立大声朗读) 之后问问题引入新单词strict, 并补充一些学校规则复习巩固

Step 10. retell Molly’s Day 给学生一分钟时间准备，学生根据图片复述Molly的一天，请个人进行展示

T: How does Molly feel? Can you help her? Can you guess what Dr.Know tell her?(通过提问引入回信并引导学生预测回信内容) Step11.Read the reply letter 1)

T or F 2)

Listen and repeat 3)

How does Dr. Know help Molly?

Step 12. Complete the sentences

Step13. Write to yourself (1)知识小结

(2)情感升华

(3)布置作业

.

巩固新学短语，并复习日常活动表达

正误判断使学生进一步理解回信内容

跟读模仿培养语音语调

让学生试着分析Dr.Know 是如何帮助Molly的，帮助学生提高知识概括与分析能力

巩固情态动词用法

让学生把所学知识落到笔头上，为以后的写作打下基础

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