初中英語-Unit6Don'teatinclass.SectionB(2a-2c)教學設計學情分析教材分析課后反思

五四制初一下Unit6Don'teatinclassSectionB(2a-2c)KnowledgeAims:Sentences:Don'tleavethedirtydishesinthekitchenIruntoschoolbecauseIcan’tbelate.Words:口頭掌握以下詞匯:dirtykitchenmorenoisyrelaxreadterriblefeelstrictrememberfollowluckUnderstandthephrasesFollowtherulesbestrictwithsb.AbilityAims:Sscanunderstandthepassageswithrules.TheycantalkabouttheirfamilyrulesEmotionAims:Bytalkingaboutfamilyrules,wecanleadtheSstoformgoodlifehabits,andtheycanunderstandtheirparents.ImportantanddifficultpointsThestudentslearntouse“can’t”“haveto”“must”toshowtheirrules.Ifotherpeopleaskyouforhelp,howtogiveadvicetodealwiththeproblemsTeachingapproachandmeans:Task-basedTeachingApproaches.multimediaTeachingproceduresRevisionStep1Whataretheschoolrules?Don’t...1.Don’tarrivelateforclass.2.Don’truninthehallways.3.Don’teatintheclassroom.4.Don’tlistentomusicinclass.5.Don’tfight.can'tWecan'tarrivelateforclass.Wecan'truninthehallways.Wecan'eatintheclassroom.Wecan'tlistentomusicinclass.Wecan'tfight.Step2MainwordsKitchenterribledirtyReadmakethebedrelaxNoisystrictfollowtherulesLearnrememberkeepquietBeforereadingT:Let’ssaythewordsofthetalkabouttherules:TalkTalkabouthomerules…can’t…_________….______________…can…________……_..._must……_________________Don’tdo..._________…h(huán)aveto…________T:Theserulesarestrict,butIthinktheycanhelpyouformgoodhabits,areyouhappy?S:YesNo.WhilereadingStep1FastreadingT:Youhavedifferentanswersaboutthesefamilyrules.Thereisagirl,hernameisMolly，lookatthepictures.T:Isshehappy?S:No.T:Why?T:Readthepassagequicklyandanswerit.S:Becausetherearetoomanyrules.Step2Carefulreading1)T:Rules?Whataretherules?Readagain,underlinethem.2)T:Readagainandfindthem(whichrulesareathome/whichrulesareatschool)?Tips:chunkscanhelpyoutounderstandthemeaningsofthewordspara1Mom's&schoolrulespara1mom'srulesmustgetup&makethebedmom'srulescan'tbelate&benoisy&eatinclasspara1Mom's&schoolrulesdon'tleavethedirtydishesinthekitchenschoolrulescan'tplaybasketballafterschoolcanplayonweekendspara2Dad'srulesmustdohomework&readabook(before)watchTVmustgotobedbefore10:003)T:WhatdoesMollythinkoftherules?Read(feelings)T:NowweknowMollyisnothappy.“WhatcanIdo”shesays，sheisaskingforhelp.Doesshetalktoherparents,talktohergoodfriendsS:No.T:WhodoesMollyaskforhelp?S:Dr.know4)T:Yes,readthesecondletterfromDr.know,howtohelpMolly?Whatadvicedoeshegive?ReadagainandfindouthowDr,KnowhelpsMolly.canplaybasketballonweekendscanwatchTVDr..know'sadvicemakerulestohelpushavetofollowthem5)Fromthetwoletters,weknowwhenwesaysomerules,weoftenuse…h(huán)ave/hasto……must……can……can’t…AfterreadingStep1Retell1.Nowlet’slookatthemindmaps,trytouse“have/hasto”“must”“can/can’t”toretellrulesaboutMollylikethis:TherearetoomanyrulesforMolly.Athome,shehasto…,…,…Atschool….Shethinksit’s…2.Choosetwoofthestudentstoretell.Step2Cooperatetostudy1.T:Welldone,dearstudents!Nowit’stimetocooperatetostudy.Therearemanyrulesatschoolandathome.Inotherplaces,therearealsomanyrules.Forexample:Inthelibrary.InanEnglishtestInabirthdaypartyinanEnglishtest…Yourgroupcanchooseonetotalkaboutit,writeitdown,andgetreadytoreportit.Discusstheseproblemsinyourgroupandwe’llchecktheanswerstoseewhichgroupisthebestoneStep3ReportHomeworkHomework:1.makesentenceswithhaveto/must,canorcan’t.2.Retell2aaboutMolly’sruleswithhaveto/must,canorcan’tandwriteit.(GroupA)(GroupBreaditfreely)學情分析：本課的話題是“rules”，比較貼近學生生活，學生也有話可說。通過上節(jié)課的GrammarFoucs學習，學生已經積累了很多與話題相關的詞和句，再通過本課2b

的學習和表格的填寫、進行了分析和梳理，同時進行了閱讀策略的指導；讓學生思考求助信件的特征和語言和一般文章的不同。并引導學生關注求助信件的主題句Therearetoomanyrules(topicsentence)和求助句WhatcanIdo?，關注給出指導建議的信件中的核心句Parentsandschoolsareverystrict,theymakerulestohelpus.Wehavetofollowthem.將會有利于他們今后的自主學習。大量的語言輸入讓他們有話可說，框架結構的清晰呈現讓學生的說積累了功能句和語言素材。效果分析：Beforereading:思維導圖的使用，有效復習了本單元的重點功能句及話題句。并自然地導入了2b。Whilereading：Step1Fastreading引出本文的主人公Molly以及她的煩惱和尋求幫助。Step2Carefulreading1)Readagain,underlinethemandfindthem(whichrulesareathome/whichrulesareatschool)?mom'srulesmustgetup&makethebedmom'srulescan'tbelate&benoisy&eatinclasspara1Mom's&schoolrulesdon'tleavethedirtydishesinthekitchenschoolrulescan'tplaybasketballafterschoolcanplayonweekendspara2Dad'srulesmustdohomework&readabook(before)watchTVmustgotobedbefore10:00?Whatadvicedoeshegive?ReadagainandfindouthowDr,KnowhelpsMolly.canplaybasketballonweekendscanwatchTVDr..know'sadvicemakerulestohelpushavetofollowthem3）Readagain,findoutthelanguagepoints4）Fromthetwoletters,weknowwhenwesaysomerules,weoftenuseDon’t...can’t.....can......haveto......must.....通過細讀2b,完成mindmap.這為下一步輸出初步奠定了基礎。Afterreading：Step1Retell(summary).Nowlet’slookatthemindmap,trytouse“have/hasto”“must”“can/can’t”toretellrulesaboutMollylikethis:Choosetwoofthestudentstoretell.Step2Workingroup.Yourgroupcanchoose（Inthelibrary.InanEnglishtestAtschoolAthome…）onetotalkaboutit,writeitdown,andgetreadytoreportit.Discusstheseproblemsinyourgroupandwe’llchecktoseewhichgroupisthebestoneStep3Report通過讓學生根據剛才分析的2b篇章結構和語言特點，同時進行了閱讀策略的指導；讓學生思考求助信件的特征和語言和一般文章的不同。并引導學生關注求助信件的主題句Therearetoomanyrules(topicsentence)和求助句WhatcanIdo?，關注給出指導建議的信件中的核心句Parentsandschoolsareverystrict,theymakerulestohelpus.Wehavetofollowthem.將會有利于他們今后的自主學習。大量的語言輸入讓他們有話可說，框架結構的清晰呈現讓學生的口頭表達有內容可說，更是水到渠成。拓展：最后的這個匯報活動是檢查學生當堂學習效果的綜合性活動，要求學生運用“have/hasto”“must”“can/can’t”to這功能句能表達不同場合規(guī)章制度。綜上所述，本節(jié)課所設計的課堂活動都是為了達成教學目標目標服務，活動目的性強，學生的參與度廣，從活動效果來看，基本達成了教學目標。教材分析：五四制初一下Unit6Don'teatinclassSectionB(2a-2c)的焦點是閱讀教學。復習前邊學習的如何談論校規(guī)過度到談論家規(guī)自然會導入2b閱讀文章。閱讀的主體部分為Molly寫給Dr.Know的求助信和Dr.Know給Molly的回信。Dr.Know的回信會幫助學生認識到遵守規(guī)定是一個學生應盡的義務。2b活動讓學生找出Molly有哪些校規(guī)和家規(guī)。2c是一個讀后活動，通過讓學生用情態(tài)動詞填空，旨在鞏固、加強本單元情態(tài)動詞在豐富語境中的運用，同時幫助學生回顧課文內容，加深印象。從語篇輸出的活動設計到填詞，再到復述，小組活動，匯報其他場合的規(guī)章制度，由易到難，循序漸進，符合認知規(guī)律，它拓展了學生的視野，在對學生語言綜合運用能力提出了更高要求。重點和難點：1.理解并掌握課標詞匯remember/follow/luck2.能讀懂難度相當的用can/can’t/haveto/must結構描述規(guī)章制度的短文，并能用這種結構寫其他場合的規(guī)章章制度。測評練習：讀前測評練習Revision就目標語言進行通過圖片形式，練習上節(jié)課的功能語言。BeforereadingT:Let’ssaythewordsofthetalkabouttherules:HowtotalkaboutrulesHowtotalkaboutrules…can’t…_________….______________…can…________……_..._must……_________________Don’tdo..._________…h(huán)aveto…________讀中測評練習WhilereadingStep1FastreadingStep2Carefulreading6)Fromthetwoletters,weknowwhenwesaysomerules,weoftenuse…h(huán)ave/hasto……must……can……can’t…AfterreadingExercise1.Hehastoomany______(rule)inhishouse.2.Shehastolearn______________(dance)afterclass.Mymotheriss___________withme.Studentshavetof___________therules.Youmust____________(clean)yourbedroomeveryday.6.Iknowhim,butIcan’t(記起)hisname.Step1RetellNowlet’slookatthemindmaps,trytouse“have/hasto”“must”“can/can’t”toretellrulesaboutMollylikethis:Choosetwoofthestudentstoretell.para1Mom's&schoolrulespara1mom'srulesmustgetup&makethebedmom'srulescan'tbelate&benoisy&eatinclasspara1Mom's&schoolrulesdon'tleavethedirtydishesinthekitchenschoolrulescan'tplaybasketballafterschoolcanplayonweekendspara2Dad'srulesmustdohomework&readabook(before)watchTVmustgotobedbefore10:00canplaybasketballonweekendscanwatchTVDr..know'sadvicemakerulestohelpushavetofollowthem5)Fromthetwoletters,weknowwhenwesaysomerules,weoftenuse…h(huán)ave/hasto……must……can……can’t…Step2Workingroup.1.T:Welldone,dearstudents!Nowit’stimetocooperatetostudy.Therearemanyrulesatschoolandathome.Inotherplaces,therearealsomanyrules.Forexample:Inthelibrary.InanEnglishtestInabirthdaypartyinanEnglishtest…Yourgroupcanchooseonetotalkaboutit,writeitdown,andgetreadytoreportit.Discusstheseproblemsinyourgroupandwe’llchecktheanswerstoseewhichgroupisthebestoneStep3ReportHomework1.Makesentenceswithhaveto/must,canorcan’t.2.Retell2aaboutMolly’sruleswithhaveto/must,canorcan’tandwriteit.(GroupA)(GroupBreaditfreely)課后反思：一、本節(jié)課的課型是讀寫課。2b的文本條理清晰，框架明顯。如果有效地對2b進行分析處理，再加上2c短語的大量的語言輸入，一定能很好地高效地進行為下一課的學習做好鋪墊。所以本節(jié)課我對2b的處理采用了思維導圖，讓學生對文章的框架一目了然，并能用can、can’t、must、haveto表述rules.再接下來的任務中我又設計了小組活動，以合作學習的方式制訂談論其他場合的規(guī)則，并討論在這樣的場合中，該如何做，為2c的正確填寫積累了功能語言。二、重視對學生學習策略的指導。在教學過程中，我重視對學生學習策略的指導，比如，在閱讀2b時進行了閱讀策略的指導；讓學生思考求助信件的特征和語言和一般文章的不同。并引導學生關注求助信件的主題句Therearetoomanyrules(topicsentence)和求助句WhatcanIdo?，關注給出指導建議的信件中的核心句Parentsandschoolsareverystrict,theymakerulestohelpus.Wehavetofollowthem.將會有利于他們今后的自主學習。三、情感教育的自然滲透。在教學過程中告訴學生制訂規(guī)章制度是必要的，遵守規(guī)章制度是重要的。情感教育的語言運用了本單元教材中的句子：Parentsandschoolsareverystrict,theymaker