人教新目标 (Go for it) 版七年级下册Section A教案
展开人教版英语七年级Unit 4 Don’t eat in class. (Listening and Speaking)教学设计
教材：人教版
学科：英语
年级：七年级
课题：Unit 4 Don’t eat in class. (Listening and Speaking)
课型：听说课
一、目标确定的依据
1. 课程标准相关要求
三级目标对学生的要求：
（1）听：能听懂学习活动中连续的指令和问题，并作出适当反应；能听有关熟
悉话题的语段。
（2）说：能在课堂活动中用简短的英语进行交际；能就熟悉的话题进行简单的
交流，能在教师的指导下进行简单的角色表演。
2. 教材分析：
本节课型是听说课型。通过教室外墙壁张贴校规、探讨Dave家规和列举其他规则的形式呈现书面语体的规章制度，再通过听说活动将学生引入谈论规章制度的情景中，让学生体会、学习不同语体中目标语言的表达，促进学生语言实际运用的能力。遵守规则一直是比较热门的话题，选取本课内容，也是想通过听说及各项活动引导学生遵守规则，努力做一个心智健康的人。在具体教学中，我对教材内容进行了整合，以保持课堂的完整性；其次，我对教材做了适当的修改和扩充，使内容更贴近生活，让学生有更多的发挥空间。
3. 学情分析
七年级学生通过课外读物、网络与电视，跟外面的接触面比较广，他们思维活跃，对未知领域有强烈的求知欲望；通过对所学知识进行很好的预习，对英语有较强烈的兴趣。在英语听说的学习中，学生通过听前预测和听关键词句的方法去获取口语交际信息的能力还有待加强。学生在日常生活中经常接触到各种规则，对本节课的学习有了认知的前提，而且各种各样的规则的信息能够激发学生们的好奇心，产生了解他们的欲望，有利于本节课的听说教学和学生发散性思维及逻辑性思维的培养，有助于学生批判创新能力的提高。
Learning Objectives
1. Structures to talk about rules :
Don’t +动原+... 主+ must +动原+...
主+can/can't +动原+ ... 主+ have/has to+动原 +...
No+名词/动名词
2. Know the rules, keep the rules, and become a better person.
Teaching Procedures
Step I. Lead in
Watch a video
T: What’s the video about?
Ss: It’s about the rules.
T: Our topic of this class is about the rules. Can you tell me your school rules?
Ss: ....
（设计意图：通过视频引导学生发散思维，明确本课主题，激发学生的学习欲望。）
Step II. Presentation
1) School rues
Look and say
T: What are these students doing?
Ss: ...
T: Which rules are they breaking?
Ss: ...
（设计意图：分析图片中的人物活动并引出学校规则。激发学生兴趣，锻炼学生的口语表达能力，得出讨论规则的句子结构：Don’t +动原+...和主+ must +动原+...）
Listen
T: What rules are these students breaking?
When we break the rules, what shoud we say?
（设计意图：检验学生通过听前预测和听关键词句的方法获取信息的能力。）
Let’s talk.
T: Cindy is new to this school. She is asking about the school rules.
1. listen to music in the classroom or hallways |
2. listen to music outside or in the music room |
3. eat in the classroom |
4. eat in the dining hall |
5. wear a hat in class |
6. fight with classmates |
Students play Cindy’s role.
Cindy: Can we listen to music in the classroom or hallways?
S1: No, we can’t. We can’t listen to music in the classroom or hallways.
S1: Can we listen to music outside or in the music room?
S2: ...
...
（设计意图：学生通过角色扮演，探讨Cindy的校规。锻炼学生语言实际运用的
能力，得出讨论规则的句子结构：主+can/can't +动原+ ...）
2）Family rules
Look and say
T: Do you have rules at home?
Ss: ...
T: We call these rulesas family rules. What are your family rules?
Ss: ...
T: Look at Dave's family rules. Match the pictures with the rules.
Ss: ...(Checke the answers.)
T: Now, guess what are the family rules for Dave?
Rules | When |
go out see friends do his homework practice the guitar do the dishes watch TV help his mom make breakfast clean his home | on school nights on school days every Saturday before dinner after school in the evening every morning after dinner |
Tips:
— Can he ...? — Yes, he can. / No, he can’t. — If he can, when? | — Does he have to ...? — S: Yes, he does. / No, he doesn’t. — If he does, when? |
（设计意图：以图片和听力材料为语言输入内容，让学生对Dave的家规进行预
测，使学生在家规表达上思维更加发散些。）
Listen
Complete Dave’s family rules.
Emily: Hi, Dave. Do you want to watch the basketball game in the park this evening?
Dave: I’d love to but I 1_____ go out on school nights.
Emily: Oh, that’s too bad.
Dave: Yeah, I have so many rules…
Emily: Really?
Dave: Yeah, I 2_____ see my friends on school days and I 3_______ do my homework after school.
Emily: What other rules do you have?
Dave: Mmm... I 4_____ practice the guitar before dinner and then I 5_______ do the dishes after dinner. And I 6_____ watch TV in the evening.
Emily: Oh. Well, I have to help my mom make dinner sometimes.
Dave: Me, too. I 7_______ help my mom make breakfast every morning. And I 8_____ clean my room every Saturday.
Emily: Wow, you do have a lot of rules!
（设计意图：以听力材料为语言输入和句型承载内容，让学生通过观察自己梳理
出来表达规则常用的句型：主+ have/has to+动原 +...，为后面的输出做好更加扎
实的铺垫。）
Practice
Write down your family rules.
I can’t... I have to/must...
| rules check the smartphone (看手机) practice playing ping-pong help my father sweep the floor ... | when on school nights on weekends every morning after dinner ... |
（设计意图：锻炼学生写的能力，检测学生对所学内容的掌握程度，同时也是期
待他们有所创新和生成性的环节。）
3）Other rules
Talk about many other rules in our daily life. Then look at some signs of the rules, and match the pictures with the rules
.
（设计意图：说出日常生活中的一些常见规则，培养学生的观察力和发散思维，得出讨论规则的句子结构：No+名词/动名词。）
Step III Role-play
In our daily life, some students break the rules, but rules are rules. How can we talk
with them?
Tip(提示)： - Hi! ×××, I think you can't/must/have to...（persuasion 劝说） - I'm sorry, but ... - You know our school/family/... rules: ...! (warning 警告) - Yes. Then what can I do? - You can ...（advice 建议) |
（设计意图：在展示环节中，给学生创设真实的情境，让学生体会目标语言的表
达，促进学生语言实际运用的能力。）
Step IV Summary
. Talk about school rules, family rules and many other rules.
. Master the structures to talk about rules.
. Rules can help us develop good habits, learn useful skills and be safe.
（设计意图：帮助学生构建本节课的思维导图，通过视频引导学生发散思维，升
华主题。）
Step V Homework
1. Find more rules about other places.
2. Make a rule list about a kind of place.
（设计意图：基于本课规则的句子结构搜索更多场所的规则，并书面列举出一种
场合的规则。）
Step VI Blackboard Design
Rules
School Family Other
Don’t do sth.
Sb. must do sth.
Sb. can/can’t do sth.
Sb. Have/has to do sth.
No+n./doing
No rules, no order.
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