Unit4 SectionB（2a-2c）教案 1.0 Teaching analysis教情分析
1.1 Teaching objectives 教学目标 1.1.1 Language goals 语言目标 1.1.1.1 Key Words and Chunks
1.1.1.1.1 For applying: make one’s bed, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict (with sb.), remember, follow the rules, luck, too many rules 1.1.1.1.2 For comprehending: New York, make rules to help us
1.1.1.2 Sentence Structures
1) Get up now and make your bed! 2) Don’t leave the dirty dishes in the kitchen! 3) At school, I have more rules—don’t be noisy, don’t eat in class, … 4) After dinner, I can’t relax either. 5) I must read a book before I can watch TV. 6) But I have to go to bed before 10:00. 7) I know how you feel. 8) There are a lot of things you can do. 9) Parents and schools are sometimes strict, but remember, they make rules to help us. 10) We have to follow them. 11) Good luck!
1.1.1.3 Grammar Focus
1)
Don’t
leave the
dirty
dishes
in sth.
the kitchen! /sb.
(leave，动词，意为“剩下，留下”，结构为leave +表示地点的介词短语。) 2)
After
dinner,
I
can’t
relax either. (either,
副词，意为“也”，用于否定句末，用法与表示肯定和陈述的too相似，与前面的句子可用逗号隔开，也可不隔开。) 3) I must read a book before I can watch TV. But I have to go to bed before 10:00.
(before可作介词，也可作连词。在第一句中为连词，意为“在…之前，在…以前
1 / 10
”，连接两个句子表示时间上的先后顺序。在第二个句子中为介词，意为“在…之前”，后接时刻，表示时间的名词，表示地点的名词。) 4) I must read a book before I can watch TV. But I have to go to bed before 10:00. (must
与have
to：must
表示“必须”，通常表示说话人的主观看法，语气比较强烈；must一般表示现在，也可以表将来：You
must
finish
your
homework
tomorrow，没有人称和数的变化；have
to表示“不得不，必须”，通常强调客观需要，由于外界原因造成的不得已；have to可以用于不同时态，有人称和数的变化，有时可与must互换。)
5) Parents and schools are sometimes strict, but remember, they make rules to help us. (strict，形容词，意为“严格的，严厉的”，短语结构为 be strict with sb.in sth.) 1.1.2 Ability goals 能力目标
1.1.2.1 使学生能理解和正确使用本课型中的下列词汇： dirty, kitchen,
more,
noisy,
relax,
read,
terrible,
feel,
strict,
remember,
follow,
luck。并在语言输出过程中正确使用以上这些词。
1.1.2.2
使学生运用读前讨论，快速阅读获取信息，读后模仿等阅读策略，提高阅读兴趣，培养在阅读中快速获取信息的技巧和能力。
1.1.2.3
使学生通过借鉴能够运用目标语言对自己的校规，班规，家规进行有条理的描述。
1.1.3 Emotional goals 情感目标
1.1.3.1 鼓励学生说出自己的烦恼，寻求帮助。
1.1.3.2 引导学生养成良好的生活习惯，学会理解并体谅父母和老师。 1.1.3.3 引导学生树立规则意识，并约束自己的行为。
1.2 Important and difficult teaching points 教学重难点
1.2.1 使学生掌握以下重点单词和词块：leave the dirty dishes in the
kitchen, either, strict。
1.2.2 通过运用不同的阅读任务略读和精读文章，降低阅读难度，提升
2 / 10
阅读兴趣。
1.2.3指导学生模仿阅读内容，谈论自己的家规和感受。 2.0 Student analysis学情分析 2.1 Fundamental State基本情况
通过前三个课时的学习，学生基本激活了已有的语言知识，对本单元的话题（talking）
about
rules）已经有所感知，学生已经基本掌握了关于各种规则的表达方式，可以对学校，班级和家庭的规则进行表述，并表达自己的看法和感受。本部分内容与学生生活联系紧密，学生易产生共鸣，很有谈论的欲望。但是七年级学生语言能力较弱，而且本课生词较多，因此，学生阅读本篇文章还存在一定难度。 2.2 Knowledge Reserve知识储备
学生经过前段时间的学习，大部分学生已经基本学会了用 “can, can’t, must, have
to”等表达强化描述规则的词汇和句子，可以对学校，班级和家庭的规则进行表述，并就这些规则描述自己的感受。教师应在本节课中丰富日常活动话题下的有关规则制度的语言输入内容，谈论日常生活中的生活习惯，提高学生的阅读能力和提取信息的能力。 2.3 Class data本班实际
本班学生对前三个课时所学基本知识掌握都比较扎实，绝大部分学生对can，can’t,
must,
have
to的用法也能够正确使用；学习动机明确，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课时引导学生谈论校规，班规，家规，内容贴近学生实际，学生愿意讨论，应该有话可说。对于阅读篇目，教师应该使用恰当的阅读策略，引导学生从读前讨论，进入读中的思考，进行有效的思维训练。同时，读后的难句理解分析也应该为学生留足空间。 3.0 Teaching methods教法建议
3.1 situational teaching approach情景教学法 3.2 Thematic teaching method主题教学法 3.3 Self-directed learning method自主学习法 3.4 Task-basic teaching method 任务教学法
3 / 10
4.0 教学辅助
a blackboard and some chalk, a computer or an iPad, a projector 5.0 Teaching procedures 教学进程
5.1 Leading-in and warming-up 引入与激趣活动
5.1.1 Be late for the class for 1 minute with intention, then greet Ss and say sorry to them.
5.1.2 Guide Ss to have a free talk about the rules for teachers at school, tell them why the teacher say sorry and how he/she feels when the teacher breaks the school rules. 5.2 Reading Practice阅读训练 5.2.1 Pre-reading-读前导入
5.2.1.1 Free talk about the school rules with the students to review what they learned in the last three periods.
T: What rules do you have at school? Ss: ....
T: Can you be late for the class? Ss: No, we can’t. T: Can you...? Ss: …
5.2.1.2 Present some pictures to show the rules of the teacher’s family. Then guide Ss to read and learn the new words about the family rules. Ss will see: 1) make one’s bed
2) leave the dirty dishes in the kitchen 3) be noisy 4) relax on the sofa 5) read a book in the bed 6) do the dishes 7) clean the room
5.2.1.3 Guide Ss to have a free talk in groups and share their ideas with each other about the family rules. And ask some students to make a report about the activities they can do and they can’t do at home, and what they think of these rules.
4 / 10
Since Ss in China have so many family rules, how about Ss in America? Let’s read 2b. 5.2.2 While-reading-读中理解
5.2.2.1 Fast reading. Ask Ss to read the passage and quickly find out the answers to the questions.
1) What is the name of the girl in the picture? And where is she now? 2) Are there many rules in her home? 3) How does she feel about these rules? Answers: 1) Molly Brown, New York 2) Yes, there are. 3) Terrible.
5.2.2.2 Careful reading 1. Ask Ss to read the first passage carefully, find out the rules for Molly and fill the chart below.
The persons who make the rules rules Mom (at home) Teacher (at school) Dad (after school) Answers: 1) Get up and make the bed.
2) Don’t leave the dirty dishes in the kitchen! 3) She can’t be late. 4) Don’t be noisy. 5) Don’t eat in class.
6) She can’t play basketball after school because she must do the homework.
5 / 10
feelings terrible
人教版英语七年级下册教案：Unit4Don’teatinclassSectionB(2a-2c)
