英语七年级下册Section B教案

这是一份英语七年级下册Section B教案，共5页。

课题
Unit 4 Dn’t eat in class. Sectin B 2a-2c
课型
新授课□ √ 章/单元复习课□ 专题复习课□
习题/试卷讲评课□ 学科实践活动课□ 其他□
教学内容分析
What?
本文是一篇阅读文章，在第一封信由Mlly写给Dr. Knw，信中介绍了Mlly的家规，并且表达了Mlly自身对于这些家规的感受。字里行间渗透着Mlly对家规的不理解和抱怨。并且Mlly能够主动向Dr. Knw寻求建议和帮助。第二封信是Dr. Knw写给Mlly的一封回信，信中Dr. Knw对Mlly的境遇表示理解并且给出了合理化建议。文中大量使用了情态动词以及表示活动的短语和表达。
Why?
文本通过Mlly和Dr. Knw的往来书信，使用情态动词和表示活动的短语介绍家规并突出渗透做一个好孩子的教育，如理解父母；还有心理健康教育，如果心中有困惑和烦恼应和积极主动父母沟通，解决问题。最后让学生意识到家规有助于创造出和谐幸福的家庭，并让自己成为一个更优秀的人。
Hw?
本文以两封信件的形式展开。第一封是Mlly写给Dr. Knw的求助信。信中以祈使句和情态动词+祈使句为基本结构介绍了Mlly的家规，并且发表了自己对于家规的看法和意见。作为回应，Dr. Knw给出了一封回信，信中以can+祈使句为主要结构为Mlly提出了合理化建议。两封信的重点还是情态动词在语境中的理解和使用。
学习者分析
本节课授课对象为初一(8)班。学生英语学习热情较高，与授课教师关系融洽，有学好英语的良好愿望。学生在之前的学习中已经接触过校规，并且能够运用can和can’t介绍校规；但很少审视家规在自己成长过程中的重要作用。学生接触过can, must,have t等情态动词但是不能够在语境下熟练运用，也不能够拓展使用较为丰富的语言表达自己对于家规的看法；而且个别同学对家长的严格要求存在不理解和抱怨情绪。
学习目标确定
基于以上的文本分析和学习者情况分析，本节课的课时目标为
By the end f this class, yu will be able t
1.summarize Mlly’s family rules using mdal verbs, such as can,must,have t,etc；
2. express yur pinins abut family rules ;
3. make yur wn family rules.
学习重点难点
教学重点
利用思维导图总结Mlly的家规；
利用情态动词+动词短语结构介绍自己的家规。
教学难点
用更丰富的语言描述学生自己对于规则的看法；
2) 增进学生对于家规的理解认同并自觉遵守家规。
学习评价设计
Grup cmpetitin will be emplyed t encurage students t participate in the class and then the evaluatin between teachers and students and amng students themselves will be included thrughut the class. In the end, when students are giving an ral presentatin, the fllwing frm culd be used t evaluate students’ perfrmance.
Items
D they use different mdal verbs, such as can, can’t, must,have t, etc.?
Peppa Pig Badge
D they give pinins n different family rules?
Peppa Pig Badge
Are their family rules reasnable/useful/helpful?
Peppa Pig Badge
6.学习活动设计
教师活动
学生活动
环节一：（Lead-in）
教师活动1
T intrduces Ss the task fr this class-write family rules int a letter.
学生活动1
Ss understand the task fr this lessn.
活动意图说明：
T lead in the tpic and intrduce Ss the task fr this lessn.
环节二：(1st reading)
教师活动2
T asks Ss t read the first letter quickly and answer the tw questins.
Wh des Mlly write t?
Why is Mlly unhappy?
学生活动2
Ss read the first letter and answer the tw questins in Task 1 in the handut.
活动意图说明
T get Ss understand sender and receiver f the letter and lead Ss t the next activity.
环节三：(2nd reading)
教的活动3
T asks Ss t read the first letter and summarize Mlly’s family rules with a mindmap
学的活动3
Ss read the first letter quickly and finish Task 2 in the handut.
活动意图说明
T help Ss summarize Mlly’s family rules, draw their attentin t mdal verbs and rganize their thughts.
环节四：(Read t Discuss)
教的活动4
T asks Ss t answer the questin.
What des Mlly think f these rules?
And then discuss with partners.
Can yu give any suggestins t Mlly t make her feel better?
学的活动4
Ss find Mlly’s feelings f these rules and make suggestins t Mlly t help her feel better.
活动意图说明
T help Ss get Mlly’s feelings f these rules and prepare Ss t share their feelings.
环节五（3rd reading）
教的活动5
T gets Ss t read the secnd letter and find ut the suggestins given by Dr. Knw.
And then T asks Ss t share their feelings f these rules.
学的活动5
Ss read the secnd letter and find ut the suggestins given by Dr.Knw.
And then Ss discuss and share their feelings f these rules.
活动意图说明
T help Ss get Dr. Knw’s suggestins and share their feelings f these rules.
环节六（Discuss and share）
教的活动6
T asks Ss t discuss the fllwing questins.
What family rules d yu have?
Hw d yu feel abut these rules?
学的活动6
Ss discuss and share their family rules and their feelings.
活动意图说明
T transfer what Ss have learned, practice their ral skills and develp partnerships.
环节七（Discuss and share）
教的活动7
T asks Ss t frm a “family” and make family rules tgether in grups.
T then asks Ss t share the family rules they make with the whle class.
学的活动7
Ss take rles t discuss in grups and make their family rules and then share with the whle class.
. 活动意图说明
T make a final prduct fr this lessn, cnslidate the use f mdal verbs and bst their teamwrk spirit.
板书设计
Unit 4 Sectin B Dn’t eat in class
Imprtant
Necessary
Useful
…

作业与拓展学习设计
Finish making the family rules and put them int a letter.
特色学习资源分析、技术手段应用说明（结合教学特色和实际撰写）
本节课的设计注意从学生的学习和生活的实际出发，通过主题任务引领，谈论身边话题，学生不会产生陌生感和距离感；此外思维导图的使用帮助学生有效整理了零碎思维，使学生思维结构显性化、结构化；巧设问题串，引领学生由浅入深，提升学生思维水平。