资源简介

Unit 4 Don't eat in class Section B (2a-2c)
教学目标及教学重点、难点
教材分析：
Unit 4 Don't eat in class Section B (2a-2c)的焦点是阅读教学。2a 是一个读前预热活动，让学生讨论日常生活中的规则并自然导入 2b 阅读文章。阅读的主体部分为 Molly 写给 Dr. Know 的求助信和 Dr. Know 给 Molly 的回信。Molly 写给Dr. Know 的求助信里通过 Who,即谁制定了规则？What（规则是什么）How（Molly 的感受）进行解读分析。Dr. Know 的回信会帮助学生认识到遵守规定是一个学生应尽的义务。2c 是一个读后活动，通过让学生用情态动词填空，旨在巩固、加强本单元情态动词在丰富语境中的运用，同时帮助学生回顾课文内容，加深印象。从语篇输出的活动设计到小组活动，由易到难，循序渐进，符合认知规律，拓展了学生的视野，对学生语言综合运用能力提出了更高要求
教学目标：
At the end of the class, the students will be able to:
1. learn to use have to, must, can, can't to talk about rules.
2. develop our reading skills by fast reading and practice how to get the detailed information quickly.
3. use proper ways to solve the problems in our daily lives.
教学重点：
1.Key vocabulary: dirty, kitchen, noisy, terrible, feel, remember, follow make one's bed, follow the rules
2.Key sentences:
a. Don’t leave the dirty dishes in the kitchen!
b. I have to run to school because I can’t be late.
c. Don’t be noisy. d. After dinner, I can’t relax either.
e. I must read a book before I can watch TV.
3. Structure
a. not...,either.
b. ...before...
c. ...after...
d. ...because...
教学难点：Lead the students to understand Molly’ family rules and theirs
教学环节 主要教学活动 设置意图
Step 1Lead-in 1.Play a video and think what it is about.. 2.Review the school rules and family rules we learned last class. 3.Lead in 2a. 播放了一个讨论家规有无的小视频，激发学生的学习兴趣，复习关于规则的句子，导入 2a。
Step 2Pre-reading Predict according to the picture: Who is the girl Why is she unhappy Lead the ss to know more about Molly’s family rules. 根据图片预测，一方面培养学生有效的阅读技巧，另一方面引导学生想了解Molly的家规，激发学生对 Molly’s rules的好奇
Step 3While-reading Fast reading. 1. Read and find the topic sentence. 2. Read and answer who makes the rules for Molly. Careful reading. 1. Listen, Read and underline the rules for Molly. What are the family rules What are the school rules 2. Divide the rules into some groups. Do, Don’t, Must/have to, Can’t, Can 3. Think how Molly develop the letter. 4. Retell the rules according to the time and pictures. 5. Read and think how Molly feels about the rules. Feeling: It's terrible 6. Read the letter from Dr. Know. 7. Think what Dr.Know think of the rules and how he comfort Molly. 本部分是课文略读和细读部分。阅读之后完成任务。通过问题设计，层层递进，让学生带着问题阅读，使他们理解并把握文章的重要信息。
Step 4Post-reading 1. Group work. Discuss the most important rules in students’ daily lives and tell the reason. 培养学生的小组合作能力以及独立思维品质。针对问题能发表自己的独到见解。
Step 5Homework You must（必做） Write a letter to your friend about your recent problems. If you can (选做） Suppose you were Dr. Know, what other good advice would you like to give to Molly Write a letter to her. 设计该作业主要使学生们巩固所学。
板书设计 Unit 6 Don’t eat in class. Section B (2a-2c) Who: Molly, Molly’s parents and her school, Dr. Know How: Terrible or helpful What: Do, Don’t, Must/have to, Can’t, Can
一、根据句意和首字母或汉语提示,写出单词的正确形式 1.I think English is interesting and_______ (重要的). 2.At home my parents are _______ (严格的)with me. 3.What can you _______ (学习) from the story 4.I can’t play the guitar and my sister can’t, e_______ . 5.Tom is a good student. He likes r ______books very much. 二、根据汉语完成句子 6. 在上学日的晚上戴夫外出吗？ Dave _____________on school nights 7. 不要把脏碗留在厨房！Don’t_____________ the dirty dishes _____________the kitchen. 8. 晚饭后我也不能放松。 _____________, I can’t relax _____________. 9. 看电视前我必须读书。I _____________read a book_____________I can watch TV. 10. 我们不得不遵守它们。We _____________ them
教学反思：
一、本节课的课型是阅读课。2b的文本条理清晰，框架明显，本节课我对 2b的处理采用了分类归纳概括，让学生对文章的框架一目了然，并能用 can， can’t， must /have to，do/don’t 表述规则，在接下来的任务中我又设计了小组活动，以合作学习的方式谈论其他日常生活中的规则并简述其意义，为接下来的写作积累了词句。
二、重视对学生学习策略的指导。在阅读策略方面，学生通过图片观察，快速读文章，发现文章中的细节等方法培养了良好阅读习惯，这将会有利于他们今后的自主学习。
三、情感教育的自然渗透。在教学过程中告诉学生制订规章制度是必要的，遵守规章制度是重要的。情感教育的语言运用了没有规矩不成方圆这个谚语：
If we don’t follow the rules, we can’t do anything right.
反思本节课的教学效果，还有很多不足之处：
1.回看这节课的录像时，发现自己的课堂语言不够熟练准确，在今后的日常教学中，我一定要多锤炼自己的课堂用语。
2.学生关注面不广，忽视了部分的角落生。设计的提问练习太多，没有充分考虑给学生自主学习消化的时间。

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