资源简介

课时教学设计
课题 Unit 4 Don’t eat in class. Section B 2a-2c
教学内容分析 What 本文是一篇阅读文章，在第一封信由Molly写给Dr. Know，信中介绍了Molly的家规，并且表达了Molly自身对于这些家规的感受。字里行间渗透着Molly对家规的不理解和抱怨。并且Molly能够主动向Dr. Know寻求建议和帮助。第二封信是Dr. Know写给Molly的一封回信，信中Dr. Know对Molly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Molly和Dr. Know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。 How 本文以两封信件的形式展开。第一封是Molly写给Dr. Know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Molly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. Know给出了一封回信，信中以can+祈使句为主要结构为Molly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(2)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 to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 of this class, you will be able to 1.summarize Molly’s family rules using modal verbs, such as can,must,have to,etc； 2. express your opinions about family rules ; 3. make your own family rules.
学习重点难点 教学重点 利用思维导图总结Molly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 Group competition will be employed to encourage students to participate in the class and then the evaluation between teachers and students and among students themselves will be included throughout the class. In the end, when students are giving an oral presentation, the following form could be used to evaluate students’ performance. ItemsDo they use different modal verbs, such as can, can’t, must,have to, etc. Peppa Pig BadgeDo they give opinions on different family rules Peppa Pig BadgeAre their family rules reasonable/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 introduces Ss the task for this class-write family rules into a letter.学生活动1 Ss understand the task for this lesson.活动意图说明： To lead in the topic and introduce Ss the task for this lesson.环节二：(1st reading)教师活动2 T asks Ss to read the first letter quickly and answer the two questions. Who does Molly write to Why is Molly unhappy 学生活动2 Ss read the first letter and answer the two questions in Task 1 in the handout. 活动意图说明 T get Ss understand sender and receiver of the letter and lead Ss to the next activity.环节三：(2nd reading)教的活动3 T asks Ss to read the first letter and summarize Molly’s family rules with a mindmap 学的活动3 Ss read the first letter quickly and finish Task 2 in the handout. 活动意图说明 To help Ss summarize Molly’s family rules, draw their attention to modal verbs and organize their thoughts.环节四：(Read to Discuss)教的活动4 T asks Ss to answer the question. What does Molly think of these rules And then discuss with partners. Can you give any suggestions to Molly to make her feel better 学的活动4 Ss find Molly’s feelings of these rules and make suggestions to Molly to help her feel better.活动意图说明 To help Ss get Molly’s feelings of these rules and prepare Ss to share their feelings.环节五（3rd reading）教的活动5 T gets Ss to read the second letter and find out the suggestions given by Dr. Know. And then T asks Ss to share their feelings of these rules.学的活动5 Ss read the second letter and find out the suggestions given by Dr.Know. And then Ss discuss and share their feelings of these rules.活动意图说明 To help Ss get Dr. Know’s suggestions and share their feelings of these rules.环节六（Discuss and share）教的活动6 T asks Ss to discuss the following questions. What family rules do you have How do you feel about these rules 学的活动6 Ss discuss and share their family rules and their feelings.活动意图说明 To transfer what Ss have learned, practice their oral skills and develop partnerships.环节七（Discuss and share）教的活动7 T asks Ss to form a “family” and make family rules together in groups. T then asks Ss to share the family rules they make with the whole class.学的活动7 Ss take roles to discuss in groups and make their family rules and then share with the whole class.. 活动意图说明 To make a final product for this lesson, consolidate the use of modal verbs and boost their teamwork spirit.
板书设计 Unit 4 Section B Don’t eat in class (
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mportant
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ecessary
Useful
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作业与拓展学习设计 Finish making the family rules and put them into 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。

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