新人教版七年級(jí)英語(yǔ)下冊(cè)《nit4DonteatinclassSectionA2d-3c》教案27

Unit4Don’teatinclass.SectionAGrammarFocus3a-3cAnalysisofThetopicofthislessonisschoolrules.Thetargetistolearnteachingmaterialsimperativesentencesandthemodalverbscanandhaveto.Therearethreeexercisesonthetextbook.In3a,studentsneedtouseimperativesentencestotalkaboutlibraryrules.In3b,studentsneedtomakequestionsandgiveanswersusingcanandhaveto.In3c,studentsneedtomakeupfivecoolrulesfortheirdreamschool.Partsoftheteachingmaterialsareadaptedtosuitstudents’learningneed.Togetstudentsmoreinvolvedinclass,theteachercreatesascenarioinwhichanAmericanexchangestudentlearnstherulesofthehostschoolinordertobeagoodstudent.AnalysisofThestudentsofClass10,Grade7areagedfrom12to13.studentsTheyarecurious,activeandfondofgamesanddifferentactivities.Beforethislesson,theyhavelearnedsomeschoolrulesinSectionA(1a-2d).Besides,thetopicofthislesson—followingschoolrulesiscloselyrelatedtotheirdailylife.Sotheymaygetinterestedinit.However,theydon’thaveawholepictureoftheformsandstructuresusedtotalkaboutrules.Thus,theyneedtheteachertoguidethemtoobserveandsummarize.ThethoughtofThisisagrammarlesson,whichisbasedonteachingdesignLarsen-Freeman’sframework—form,meaninganduse,thestudent-centeredconceptandthetask-basedteachingapproach.Thetargetcontentsofthislessonareimperativesentences,themodalverbs“haveto”and“can”.Togetstudentsinvolved,theyaredividedinto6groupstohaveacompetition.Thethoughtofteachingdesignareasfollows:1.Lead-in:TheteacherplaysavideoinwhichanAmericangirlAngelacomestoourschoolasanexchangestudentandwantstoknowhowtobeagoodstudenthere.Thentheteacherelicitsthetopic“followingschoolrules”.2.Mainplotline:Therearethreepartsinthislesson.Theyare:1)Angelastudiesourschoolrules—studentstellhersomerules;2)Angelahasatestontheschoolrules—studentsalsotakethetest;3)AngelaisinterviewedbytheschoolreporteronAmericanschoolrules—wecompareourschoolruleswithAngela’sschoolrules.3.Experiencethetargetlanguage:Studentsexperiencethetargetlanguagewithrichinput,includingbrainstorming,aWeChatconversation,gifsandanonlinetestwhichguidethemtoobserveandlearn.4.Practice:Togetstudentsinvolvedandinterested,teacherdeignstwogamesnamed“findyourneighborsand”“fruitmachine”.5.Cultivationofthinkingquality:AfterwatchingthevideoaboutaninterviewbetweenAngelaandtheschoolreporter,studentsareguidedtocompareourschoolruleswithAngela’sschoolruleswithabubblemap,whichhelpsdeveloptheiranalyticalability.Aftercomparison,studentsneedtodesigntheirdreamschoolrules,whichhelpsdeveloptheircreativethinkingability.Aftersharingtheirwritingonthedreamschoolrules,studentsareaskedtovotefortheirfavorite.本課為一節(jié)語(yǔ)法課，以Larsen-Freeman的三維語(yǔ)法教課理念(意義、形式和用法)為理論基礎(chǔ)，以“學(xué)生為中心”作為教課理念，以及任務(wù)型教課模式而睜開(kāi)設(shè)計(jì)。本課的目標(biāo)學(xué)習(xí)語(yǔ)法項(xiàng)目為祈使句，神態(tài)動(dòng)詞“haveto”與“can”的意義、形式以及用法。為了調(diào)換學(xué)生踴躍性，將全班分為六組，進(jìn)行爬梯子競(jìng)賽。詳細(xì)的設(shè)計(jì)思路以下：1.引入主題:一位來(lái)自美國(guó)的名為Angela的溝通生想知道怎樣在新學(xué)校成為一名勤學(xué)生，進(jìn)而引出主題“恪守校規(guī)”。2.主線設(shè)計(jì)：本課主要分為三部分：Angela要學(xué)習(xí)我們學(xué)校的校規(guī)—學(xué)生告訴其校規(guī)；Angela入學(xué)前要參加校規(guī)測(cè)試—學(xué)生與其共同進(jìn)行測(cè)試；Angela接受校園小記者采訪，分享美國(guó)校規(guī)學(xué)生對(duì)照中西方校規(guī)的異同。3.感知語(yǔ)言，發(fā)現(xiàn)規(guī)律：經(jīng)過(guò)充分有效的語(yǔ)言輸入，學(xué)生才能更好地體驗(yàn)，感知目口號(hào)言。本課采納腦筋風(fēng)暴、微信語(yǔ)音對(duì)話、學(xué)生gif動(dòng)圖、平板電子化校規(guī)測(cè)試等形式來(lái)輸入目口號(hào)言，并引導(dǎo)學(xué)生經(jīng)過(guò)察看，發(fā)現(xiàn)怎樣表達(dá)校規(guī)。4.穩(wěn)固與演練：為調(diào)換每一位學(xué)生的踴躍性，并表現(xiàn)目口號(hào)言的實(shí)用性，打破了過(guò)去簡(jiǎn)單的pairwork演練方式，設(shè)計(jì)了“水果機(jī)搖搖樂(lè)”的活動(dòng)來(lái)練習(xí)對(duì)話；采納“找街坊”的方式讓學(xué)生在小組合作研究中連“卡”成句，并讓每組學(xué)生都獲得展現(xiàn)。5.發(fā)展思想質(zhì)量：教師引導(dǎo)學(xué)生在觀看校園小記者對(duì)Angela的采訪后，以達(dá)成bubblemap的形式引導(dǎo)學(xué)生比較中西方校規(guī)的異同，培育學(xué)生剖析運(yùn)用的能力；在對(duì)照完以后，學(xué)生進(jìn)行夢(mèng)想校規(guī)的采訪與寫作，培育學(xué)生創(chuàng)建性思想。寫作分享后，利用平板forclass工具對(duì)喜愛(ài)的小組進(jìn)行及時(shí)投票，賜予小組即時(shí)反應(yīng)。Teachingaims

Knowledge1.Tounderstandthestructureofaims“imperativesentences;”2.Tounderstandtheusageofmodalverbs“haveto”and“can”.AbilityTobeabletotalkaboutandwriteaboutaimsschoolruleswithtargetlanguage.MoralandToknowhowtobeagoodstudentbyaffectiveaimsfollowingschoolrulesImportantpoints1.Tounderstandandpracticetheuseof“imperativesentence”;2.Tounderstandandpracticetheuseofmodalverbs“haveto”and“can”.DifficultpointsThestructureofsentenceswith“haveto”TeachingmethodsTask-basedteachingapproach,demonstrativeapproachTeachingaidsSeewoteachingapp，whiteboard,videoclips,Ipad,worksheetTeachingProcedureTeachingstepsTeachers’activitiesStudents’activitiesDesignpurposeLead-inVideodisplay(1min)ShowavideocallonWeChatandintroduceAngela,anexchangestudentfromAmericatoourschoolandshewondershowtobeagoodstudentinourschool.

1.SswatchthevideoandgettoknowsomethingaboutAngela.Ssdiscussandtellhowtobeagoodstudentinourschoolbyfollowingschoolrules.

TocreateascenariotoarouseSs’interestinthislessonandelicitthetopic——schoolrulesPart1Angelastudiesourschoolrules(Theform,meaninganduseofimperativesentencesand“haveto”)

Grammarinlife1.Brainstorm(1min)AskSstobrainstormwhatschoolrulestheyhave.Grammarinform2.Observeandlearn(3mins)GuideSstocategorize

Sssharetheiranswers.Putthesentencesonthescreeninto3boxes.

ToreviewtheschoolrulestheyhavelearnedTosummarizetheformofimperativesentencestheschoolrulesinto3types,typeBe，typeDoandtypeDon’t.3.Grammarinuse1)Writethelibraryrules(2mins)HaveSstellAngelaourlibraryrulesbyfinishing3aonPage21.2)Competition(4mins)HaveSsworkinagroupandtaketurnstosayimperativesentenceswithgiventhreetypes.Grammarinlife4.Listening(2mins)TellSsthatAngelagotaWeChatmessagefromherdad.ThenaskSstolistentotheirconversationandfillintheblanks.

1)FinishPart1onToconsolidatethetheworksheet.(3auseofimperativeonPage21)sentencesusedtotalkaboutrulesSstaketurnstosaysentenceswithin1minute.Eachstudentsaysonesentenceeachtime.Thegroupwiththemostsentencesisthewinner.SslistentotheToelicitsentencesconversationandfillwith“haveto”intheblanks.5.Lookandsay(1min)SslookattheTogetSstoknowGetSslookatthepicturepictureandanswerhowtouse“haveandaskthemsomethequestionsto”questions:together.1)Whatdoyouhavetodo?2)Doyouhavetodoiteveryschoolday?GrammarinformObservethegivenTohelpSs6.Observeandsentencesandthesummarizethelearn(2mins)colorwordsfirst.structureofGuideSstoobservetheThenfindoutthesentenceswithsentenceswith“havesentenceto”structures“haveto”andfindouttheandfinishthestructuresofaffirmativeworksheet.andnegativesentencesandgeneralquestions.GrammarinuseSsworkingrouptoToconsolidatethe7.Game—findyourputthecardsintolearningoftheneighbors(4mins)rightorder.structurewithGiveeachgroupsome“haveto”cardsandaskthemtoputthecardsintorightordertomakeacorrectsentence.Part21.TestonschoolSstakethetestonTohaveSsgettoAngelahasatestrules(2mins)theirIpads.knowthemeaningaboutourschoolHaveSstakeouttheirandusageofrules.Ipadsandfinishthetest“”can(Theform,ofourschoolrulesformeaningandAngela.useofmodalverbs“can)”musicinclass?A.Yes,Ican.B.No,Ican’t.2.ObserveandObservethegivenTohelpSslearn(2mins)sentencesandthesummarizetheAskSstoobservethewordsinredfirst.structureofsentenceswith“can”Thenorfindoutsomesentenceswithtofindouttheusageofit.rulesabout“can”“can”3.GrammarinuseSsmakeaToconsolidatethe--pairwork(2mins)conversationwithacquisitionoftheGetSstoworkinpairstothegivenwordsinkeystructuresmakeconversationswithpairs.with“can”“canon”thefruitmachine.Theteachergivesamodelfirst.Part31.ComparisonWatchthevideoandToenhanceSs’Angelahasan(3mins)finishthemindmap.listeningskillsandinterview.1)PlayavideoandasktodeveloptheirSstocompareAngela’sthinkingabilityschoolrulesandourthroughschoolrules;comparison2)Gu