七下Unit4教案 新版.docx
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七下Unit4教案新版
TheplanforGrade1(B)Unit4
ByYinJuan
2013-3-18
官渡区金马中学双向细目表与教材二度开发
年级初三科目英语章节第三单元
内容:
Don’eatinclass.设计教师尹娟备课时间:
2013.3.18
要求
内容
考查知识点
要求层次
检测
形式
教师
措施
二度开发
掌握
理解
知道
学会
第1课时
1.词汇:
rule,arrive,beontime,hall,dining,listen,listento,fight,inclass,inthehallways,intheclassrooms,outside,wear
2.Talkaboutrulesatschool.
√
√
听写
单词教学渗透在语境中
口语训练,自编对话
第2课时
1.词汇:
important,bring,uniform,quiet,sorryhave/hastodo,
2.学习“can”表许可的用法。
3.句型:
Canstudentswearhatsinschool?
Yes,theycan./No,theycan’t.
√
√
√
听写
用正确的词填空
轮换角色朗读、表演对话
自己总结情态动词的用法
第3课时
1.词汇:
out,goout,practice,dish,dothedishes,before
2.掌握“have/hasto”的表达方式及提问和问答。
√
√
听写,句型转换
指导学生掌握一些听力技巧
运用听力信息自编对话
第4课时
1.阅读Molly写给Dr.Know的求助信和Dr.Know给Molly的回信并完成相应练习
2.模仿2b写一封自己关于家规、校规的看法的求助信
√
√
单项选择
限时快速阅读;写作准备,先讨论后列提纲
对比比较信件和一般文章的特别之处
英语七年级上Unit4教材分析
一、教学目标
1.知识目标
1).让学生识记下列的单词和短语
rule,sneaker,inclass,inthehallways,intheclassrooms,have/hastodo,forgymclass,onschoolnights,DrKnow,takemydogforawalk,beinbed,byteno’clock,washmyclothes,helpmymommakedinner,notalking,turnoffthelights,wastewater,talkloudly.
2).让学生掌握下面的句型
Canweeatinschool?
Wecaneatinthecafeteria,butwecan’teatintheclassroom.
Canstudentswearhatsinschool?
Yes,theycan./No,theycan’t.
2.能力目标
1).复习,巩固“祈使句”的用法。
(肯定,否定形式)
2).学习“can”表许可的用法。
3).掌握“have/hasto”的表达方式及提问和问答。
3.情感目标
能用英语表达和制定某些规则。
二、教学重难点
1.“can”表请求,许可的用法是本单元的重点。
2.情感动词“haveto”有第三人称单数的变化形式“hasto”,还有时态的变化, 如:
“Doyouhaveto…?
/Doeshehaveto…?
”。
3.肯定祈使句是省略掉主语的原形动词开头;否定祈使句则是在肯定祈使句前加上“don’t”。
官渡区金马中学课堂教学设计方案
(1)
年级初一科目英语章节第四单元内容Don’teatinclass设计教师尹娟
备课时间:
2013.3.18
课题
Unit4Don’teatinclass.
教学目标
SectionA1a-2c
Talkabouttherules
教学重点
1.情态动词“can”表请求,许可的用法
2.熟悉祈使句结构
教学难点
情态动词“can”表请求,许可的用法
易错点
1.肯定祈使句是省略掉主语的原形动词开头;否定祈使句则是在肯定祈使句前加上“don’t”。
2.inclass表示“在课堂上”;intheclassroom表示“在教室里”
易考点
情态动词“can”表请求,许可的用法
教
学
过
程
集体备课:
Step1:
Warmingupandrevision
TeacheraskSstodothisactionsaftergointotheclassroom:
Pleasestandup/sitdown.
Closethedoor,please.
Lookatmeandlistentome.
Don’topenyourbooks.
Don’ttalk.
Let’sbeginourclass.
GetSstodotheactionsaccordingtoteacher’sorder.
Step2Presentation
HaveSscovertheschoolrulesinthepictureandthelistofschoolrules.ElicitfromSstheanswerstothefollowingquestions:
T:
Areanyschoolrulesbeingbrokeninthepicture?
Elicit:
“Yes”.
T:
Whatschoolrulesarebeingbroken?
Elicit:
“Don’truninthehallways,don’tarrivelateforclass,don’tlistentothemusicinclassorinthehallways,don’teatintheclassroomorinclass,don’tfight.”
Step3Whiletask
1aFocusattentiononthefiveruleswrittenunder"SchoolRules".Readthelisttotheclass.Thenreadthelistagain,usingsimpleexplanationsoractingoutsomerulestomakeclearthemeaningofeachone.Forexample,pointtoyourwatch:
Classstartsat7:
30.Don'tarrivelateforclass.7:
40islate.7:
50islate.Ifyoucometoclassat7:
40,youarebreakingtherules.7:
30isnotlate.Don'tarrivelateforclass.Repeat.Don'tarrivelateforclass.
Pointoutthestudentsinthepictureandtheboxesnexttothem.Say,Eachofthesestudentsisbreakingoneoftheserules.Writethenumberoftheruleeachstudentisbreakingintheboxnexttohimorher.Pointoutthesampleanswer.
Checktheanswers.
1bPointtothefiverulesinactivityla.Askadifferentstudenttoreadeachruletotheclass.Pointtothepicture.Askdifferentstudentstosaytherulesthatthestudentsarebreakinginthepicture.Say,Thisconversationtellsaboutthreestudents.Thestudentsarebreakingrules.Pointoutthedirectionlineandthespaceaftereachname.Say,Writethenumberoftherulenexttothenameofthestudentwhoisbreakingthatrule.
Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Astheylistentotherecordingthistime,studentsfillinthenumberoftheruleaftereachname.
Correcttheanswers.
1cPointouttheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.Say,Nowworkwithapartner.StudentAisfromanothercountry.Heorshedoesn'tknowtherulesofthisschool.StudentBtellshimorhertherulesfromactivityla.
Asthepairstalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
Askseveralpairstopresentoneormoreoftheirconversationstotheclass.Say,Nowlet'stalkabouttherulesofourschool.StudentBisfromanothercountry.StudentAtellshimorherabouttherulesofourschool.Again,movearoundtheroommonitoringprogressandofferinghelpasneeded.
2aPointtothepictureinactivity2a.Askstudentstotellwhattheyaredoing.(They'retalking.)
Say,Listentotheirconversation.They'retalkingaboutschoolrules.
Playtherecordingthefirsttime.Studentsonlylisten.Say,Nowlistenagain.Thistime,putacheckmarknexttotheactivitiesthey'retalkingabout.Pointoutthesampleanswer.Playtherecordingasecondtime.Studentsputcheckmarksnexttotheactivitiestheyhear.
Correcttheanswers.
2bPointoutthelistofcanandcan'tinthechartinactivity2a.Say,Nowlistentotherecordingagain.Thistime,circlecanorcan'ttoshowwhichthingsAlexandChristinacanandcan'tdoattheirschool.Pointoutthesampleanswerfornumber1.Playtherecordingandhavestudentscircletheanswers.
Correcttheanswers.
2cPointoutthesampleconversationandhaveapairstudentsreadittotheclass.Say,Nowworkwithapartner.StudentAisAlanandstudentBisCindy.AlantellsCindyabouttherulesatyourschoolChangerolessothatbothofyoupracticebothparts.Asstudentsworkinpairs,movearoundtheroommonitoringprogressandofferingassistance,ifneeded.Asksomepairstopresenttheirconversationstotheclass.
Step4Exercise
教师个人备课:
练习
反馈
汉译英
对不起,我上课迟到了。
I’m________,I____________class.
别在走廊里跑,看看墙上的校规。
____runinthe____.________theschool____onthewall.
我家规则太多,我从不快乐。
Ihave________rulesathome.I____have____fun.
你必须去少年宫学钢琴吗?
____you________gotothechildren’sPalace____learnthepiano?
学法
指导
短语会比独立地逐个学习单词来得经济,且更加符合词汇运用的本质特征。
教会学生按照单词-短语-词块-句子-篇章的顺序来完成记忆,才能达到事半功倍的效果。
教学
反思
官渡区金马中学课堂教学设计方案
(2)
年级初一科目英语章节第四单元内容Don’teatinclass设计教师尹娟
备课时间:
2013.3.18
课题
Unit4Don’teatinclass.
教学目标
SectionA2d-3c
掌握“have/hasto”的表达方式及提问和问答。
教学重点
haveto有三单形式“hasto”,表示“必须”;还有时态的变化。
教学难点
情感动词“haveto”有第三人称单数的变化形式“hasto”,还有时态的变化, 如:
“Doyouhaveto…?
/Doeshehaveto…?
”。
易错点
情感动词“haveto”有第三人称单数的变化形式“hasto”,还有时态的变化,
易考点
“have/hasto”的表达方式及提问和问答。
教
学
过
程
集体备课:
Step1Warmingupofrevision
T:
Whataretherulesatyourschool?
GetSstoexpresstherulesbyusingtheword“can”.Theteacherleadin“eatinthecafeteriaoutside”.
Step2Presentation
1.T:
Johnisanexchangestudent.Shedoesn’tknowtherules.Let’sreadtheirconversation,whatactivitiesthey’retalkingabout?
2.Rickarole.In2d,youmaywishSstocreateandrole-playtheirownconversations.Followthisprocedure:
1)HaveSswritefourschoolrulesonpiecesofpaper.
2)HaveSsworkinpairs,andplacetheirschoolrulesfacedowninapileontheirdesk.
3)TellSstheywillcreateconversationsdrawingfourrulesfromthepileontheirdesks.
4)Modeltheconversationontheboard.
5)HaveSspracticetheirconversationseveraltimesandtheninviteoneortwopairsofSstodemonstratetheirconversationinfrontoftheclass.
Step3Practice
3aCallattentiontothethreepictures.ThentalkaboutWhatcanSsdoorcan’tdointhesefourpictures.Afterthat,askstudentstowritedowntherulesofeachpicture.Finally,checktheanswers.
3bAskSstocompletetheexercisebytheirown.Then,checktheanswers.
3cDreamSchoolPresentation.WhenSsareworkingingroupstocreaterulesforadreamschool,havethemalsodescribeotheraspectsoftheirdreamschool,suchasitslocation,theclasses,theteachers,thefacilities(swimmingpool,tenniscourts,cinema,etc.),thedinninghallandthefood,after-schoolactivities,andtypesofclassmates(celebritiesorfamouspeople).EncourageSstogiveadescriptionoftheirdreamschoolaspartoftheirpresentationaboutschoolrules.
Step4.Exercise
教师个人备课:
练习
反馈
选择题
1.Theclassbeginsatten.Don’t____.
A.lateB.arrivelateC.arriveslate
2.____youeatinclass?
No,I____.
A.Can,can’tB.Don’t,doC.No,don’t
3.Ihavetobe____bed____ten.
A.at,atB.in,toC.in,by
4.Wecan’tgoout____schoolnights.
A.inB.onC.at
5.____listentomusicinclass.
A.Don’tB.can’tC.No
学法
指导
语言探究与学习:
让学生找出对话中所有的情态动词并划线,与同伴核实自己的判断并讨论这些情态动词的意思。
教学
反思
官渡区金马中学课堂教学设计方案(3)
年级初一科目英语章节第四单元内容Don’teatinclass设计教师尹娟
备课时间:
2013.3.18
课题
Unit4Don’teatinclass.
教学目标
SectionB1a-1d
通过听力训练继续深化学习SectionA所学句型,进一步扩充词汇,强调写的能力培养。
教学重点
通过听力训练继续深化学习SectionA所学句型,进一步扩充词汇,强调写的能力培养。
教学难点
TalkabouttherulesinDave’shome
易错点
情感动词“haveto”有第三人称单数的变化形式“hasto”,还有时态的变化,
易考点
情感动词“haveto”有第三人称单数的变化形式“hasto”,还有时态的变化
教
学
过
程
集体备课:
Step1:
Presentation
ChallengeSsbyhavingthemworkwithapartnertoguesstherulesthatmightapplytoeachpicture.Followthisprocedure:
1.Pointoutthelistofrules.Sayeachruleandaskstudentstorepeat.
2.Thenaskstudentstomatcheachrulewithoneofthepictures.Say,Writetheletterofeachpictureontheblanklineinfrontofoneoftherules.Pointoutthesampleanswer.
3.Checktheanswer