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年级 七下 备课时间 3月 4 日 授课时间 月 日
课题 GFI 7B Unit 4 Don’t eat in class. Section A 1a-1c 总节次
学情教材分析 学情分析： 学生已经学习了基本的英语字母、发音和一些简单的日常用语。在本单元之前，他们可能已经接触过一些关于规则和礼仪的英语表达，如“Please be quiet.”和“Thank you.”等。学生需要扩展与课堂规则相关的词汇，如“eat”、“drink”、“in class”等；提高对英语指令和日常对话的听力理解能力；学会用英语表达基本的课堂规则和要求；了解不同文化中课堂规则的不同，培养跨文化交际意识。同时，对于某些学生来说，记忆新词汇可能是一个挑战。在听力材料中区分不同的人物和指令可能有一定难度。对于英语口语不太流利的学生来说，进行对话练习可能需要更多的练习和支持。 教材分析： 人教版英语七年级下册Unit 4 "Don't eat in class." 的主题是关于课堂规则，具体到Section A 1a-1c，这部分内容主要围绕课堂行为规范展开，包括词汇学习、听力理解和对话练习。1a列出了六个与课堂规则相关的单词和短语：eat, drink, copy, listen, ask, talk。这些词汇都是学生在日常生活中可能会遇到的，也是他们需要掌握的基本词汇。1b是一段关于课堂规则的对话录音，涉及到一些基本的课堂行为，如吃东西、喝水、抄写、听讲等。学生需要根据所听到的内容，将图片与相应的描述匹配起来。在播放录音之前，教师可以先让学生浏览一遍图片，预测可能听到的内容。播放录音后，可以让学生重复听，以检查他们的理解。1c提供了一个简短的对话示例，展示了两个学生在课堂上遵守规则的场景。学生需要两人一组，根据给定的情境完成对话，并表演出来。教师可以先与学生一起朗读对话，然后让学生分组练习。在练习过程中，教师可以提供指导和反馈，帮助学生改进发音和语调。
核心素养目标 通过本节的学习，学生能够： 认识、理解并正确使用与课堂规则相关的词汇和表达；听懂关于课堂规则和行为的英语指令和对话；用英语清晰地表达课堂规则，进行简单的对话；在不同的情境下正确地使用恰当的祈使句来表达禁止的行为。 了解中外文化中课堂规则的不同，认识到文化差异，并尊重其他文化的课堂规则和习俗。增强跨文化交流意识：培养在不同文化背景下的适应能力和沟通技巧。 在听力练习中，逻辑地推断出对话的含义和信息；在对话练习中，有条理地组织语言，清晰地表达自己的观点；在角色扮演和情景对话中，创造性地使用语言，展现个性。 独立地预习和复习新学的词汇和句型；在小组活动中，与他人合作，共同完成任务，并从同伴那里学习，互相帮助，共同进步。
重点 重点单词： rule, arrive, hallway, hall, dining, listen, fight, sorry 重点短语： be on time (按时), dining hall (餐厅), listen to (听), don't eat in class (不要在教室里吃东西), don't drink in class (不要在教室里喝东西), don't copy others' homework (不要抄别人的作业), listen to the teacher carefully (认真听老师讲课), ask questions (提问), talk about your ideas (谈论你的想法), break the rules (违规), follow the rules (遵守规则) 重点句型： What are the rules / what rules do we/ you have Don’t arrive late for class. We can’t arrive late for class. We must be on time for class. Don’t run in the hallways. Don’t eat in the classroom. You must eat in the dining hall. Don’t listen to music in class. Don’t fight. 其他重点：
难点 祈使句的用法对于学生来说可能较为抽象，尤其是如何区分肯定祈使句和否定祈使句，以及如何正确使用它们。 学生在进行口语表达时可能会因为感到紧张或不自信，尤其是在使用英语进行对话时，从而拒绝表达。 学生可能对不同文化中的课堂规则缺乏了解，难以认识到文化差异。
板 书 设 计 教学准备 老师准备： 学生准备：
教 学 过 程 教学内容 教师活动 学生活动
Step One Warm-Up Pronunciation 根据所给音标拼读单词，并猜测词义。 【语言能力】 [4minutes] Lead-in 词汇学习：rule, arrive, hallway, hall, dining, listen, fight及相关短语be on time等。为下面的学习搭好学习支架。 【语言能力】 【文化意识】 [5minutes] Present the phonetic symbols of the key words in this part to the students and let them pronounce the words with their phonetic knowledge from last term either by calling some students to do so or giving the chances to the volunteers. Show new words using physical objects, pictures, or situational simulation. Show the last word “rule” by using many pictures and ask the students what they are about. Ask another questions: Which place has the most rules T: Yeah! Now let’s see what rules they school has. Try to pronounce the words when being called or volunteer to do so if one thinks one can do so. Guess the meaning of each word after pronouncing the word right. Observe and guess the words and phrases, and volunteer to say the words or phrases out. Think about the teacher’s question and say out the answer “pete to answer the question: “The school”
把一切知识教给一切人。——夸美纽斯
教 学 过 程 教学内容 教师活动 学生活动
Step Two Presentation 1a: 句型练习：祈使句的肯定形式、否定形式。由词过度到句的学习，为学生们的自我输出做基础铺垫。 【语言能力】 [6minutes] Step Three Practice 1b: 听力理解：关于课堂规则的对话。 1c: 口语练习：角色扮演和情景对话。 【语言能力】 【文化意识】 【思维品质】 【学习能力】 [6minutes] Explain the active and negative form and usage of imperative sentences by providing example sentences and situational dialogues, and let the students practice using imperative sentences. Circle out each of the students in 1a who break the school rules and create a question chain: What is the boy/girl doing Can you run in the hallways So, please don’t run in the hallways. ... After the question chain, make a summary: what are these students doing Good. Then who are breaking the rules and what rules are they breaking Let’s listen and find it out. Play the listening material and let the students listen to it twice. In the listening process, guide the students to pay attention to the key information. After listening, ask questions and ask the students to summarize the listening content. In groups, students prepare for role-play and situational dialogue. Provide the necessary guidance and assistance. Let the students perform in front of the whole class, and give them feedback. Learn the active and negative form and usage of imperative sentences by reasoning them out on their own while answering the teacher’s chain questions: He/She is running in the hallways. No, we can’t. We can’t/mustn’t run in the hallways. OK. ... They are breaking the school rules. Focus on the listening materials. After listening to it for the first time, try to answer the questions of 1b. After the second time, confirm the answer and summarize the listening content. Work with group members to prepare role play and situational conversations. Practice in groups and make suggestions to each other. Act in front of the whole class and accept the evaluation of the classmates and teachers.
教 学 过 程 教学内容 教师活动 学生活动
Step Four Promotion Summary: 总结中西方学校规则的异同，从而了解中西方教育文化的异同，并尊重其中的异同，且有自己正确的价值判断。 通过词汇、短语和句型检测本节所学掌握的实际情况，为下一节的教学提供及时调整的依据。 【语言能力】 【思维品质】 【学习能力】 [5minutes] Have the students summarize the similarities and differences between western and Chines school rules. Have a dictation test: hand out the test papers and have the students finish it within 4 minutes. Speak out the differences and similarities of rules in Western schools and Chinese schools. And expression one’s opinions about school rules. Take the test carefully. And hand in the papers as soon as the time limit approaches.
作 业 布 置 必做作业： 选做作业： 预计时长:
教 学 后 记
子曰：“朝闻道，夕死可矣。”

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