七年级下册Unit4Don'teatinclassUnit4SB3a3c教学设计任恒珍
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板书设计
Unit 4 Don’t eat in class.
(Section B 3a-3c)
How salutation, Dear...
to Purpose/topic sentences I’m not happy because ...
Write at home every morning, I have to /must...
Evaluation
T presents how to evaluate the writing and then evaluate Ss’ writing
Do you think rules are useful and helpful?
So we’d better follow the rules,
happy?
3.Can you tell me What rules she
has?
4.What does she think of rules
5.When she is unhappy, what
does she ask for help?
6.What does Dr. Know say to
Molly?
2.Read the letter together.
c.Analyze the letter in 3a.
After reading the letter, do you know how to write a letter to ask for help? Now discuss in groups for 3 minutes.
通过写作练习，让学生学会使用本单元所学的目标语言来谈论自己的校规家规及感受，倾诉烦恼。把本单元的语言功能落实在笔头上，检测学生的综合语言运用能力。
让学生了解作文评分标准，可以帮助学生明确写作要点。教师选一、两位学生的作品进行全班点评，能够让学生了解如何对作文进行评价。同时，自评和互评活动有助于学生发现写作中的问题。
技能目标：
1.能熟练使用目标语言，围绕规章制度展开话题，发表自己的看法与观点。
2.能正确使用情态动词can，have to/must和祈使句制定规章制度。
情感目标：
1.通过对规章制度的学习与讨论，教育学生规范自己的行为。
2.学会与他人讨论规章制度，发表自己的认识，提出改进措施，以便自己和他人更好地遵守。
文化意识：学习如何用正确的格式和得体的语言写一封英文求助信。
教学重点
1.学生能了解有关自己校规和家规及感受的求助信的结构及写法。
2.学生能用目标语言写一封信告诉他人自己的校规家规及感受。
教学难点
1.能分析阅读文章的结构，并在此基础上准确完成写作任务。
2.能在具体语境中得体使用本单元所学的几个情态动词。
2.掌握并使用以下交际用语：
Can…do..? Yes, …can./ No, …can’t.
Don’t do sth/ Do sth
Do you have to do sth.? Yes, I do./ No, we don’t.
Does he have to do sth? Yes, he does. No, he doesn’t.
四川大学附属中学新城分校教学设计
授课题目
Unit 4
Don’t eat in class.
(SectionB 3a-3C)
授课类型
写作课
授课教师
任恒珍
授课科目
英语
课时
第6课时
授课时间
40分钟
教学目标
知识目标：
1.复习本单元重点短语，如arrive late, listen to, be noisy, be strict, terrible…
A Supporting detail at school I can’t/ I have to /must time order
letter after school/on weekends I have to/must...
For final sentence/ending( ask for help) What can I do?
1.What kind of the passage is it?
2.Who writes the letter?
3.Why does she write the letter?
b.1. Complete Zhao Pei’s letter to Dr. Know using have to/must, can or can’t.
T: Tips for writing:
1.The chart in 3b can help you!
2.Pay attention to the letter
format(格式).
e can/can’t/have to/must in
your letter.
4.Be polite!
3)Post-writing
2.Ask ss to show their answers
I have to help my mom and dad do the dishes every day.
I think it's unfair, because ....
I can't ... I think it's ... because...
Write an outline about the schoolrules and family rules.
b.You also have many rules,Write a letter to Dr. Knowand tell him about the rules and how you feel about them.
2utline
1.T: Just now, we knew Zhao Pei has lots of rules, how about you? What rules do you have? What do you think of them(fair or unfair), If you think they are unfair , put an X.
Help name
教学反思
教学过程
教
学
过
程
教师活动
学生活动
设计思路
Step1Greetings & lead in
Greeting and review the lesson we learned yesterday
T:
1.Can you remember who she is?
2.Is she happy? Why isn’t she
Step 2 Writing
1)Pre-writing
a.Now there is another girl , she isn’t happy either. She also writes aletter to Dr. Know. Look at 3a answer the questions:
Question:
1.What does Zhao Pei do when she is unhappy?
2.How can we write a letter for help?
Analyze the structure and writing
skills of the letter in 3a.
此步骤比较情态动词have to/must和can在用法上的区别。
通过对3a范文的结构分析，让学生了解写求助信的时候应注意的细节，为后期的写作打好基础
此活动进一步从笔头上帮助学生巩固、内化本单元所学的情态动词，同时作为3c任务的示范，供学生进行仿写。
在分析3a文章的基础上拟出校规和家规的提纲，为3c的写作准备素材。
学生在教师的引导下分析2b中阅读文章的结构和写作技巧。
学生在表格中拟出校规及家规提纲，对感觉不公平的规则画X。
学生根据提纲给Dr. Know写一封信，告诉他你的家规校规及感受。
学生先了解作文的评分标准，在教师的示范下，进行作文自评和互评。
以问题串的方式开始本堂课的教学，拉近师生距离，自然引入教学
此步骤旨在让学生明确3a文章的写作体裁—求助信。并且找出作者写作目的，也就是中心句
You will become a better man.
学生以Brain storm的方式复习Section B阅读中的重点，并拓展学生思维。
引出新课
学生认真观察图片,通过教师提问获取信息。学生通过问题和图片回忆所学句型。
学生用情态动词have to,must, can, can’t完成赵培写给全知博士的信。
Unit 4 Don’t eat in class.
(Section B 3a-3c)
How salutation, Dear...
to Purpose/topic sentences I’m not happy because ...
Write at home every morning, I have to /must...
Evaluation
T presents how to evaluate the writing and then evaluate Ss’ writing
Do you think rules are useful and helpful?
So we’d better follow the rules,
happy?
3.Can you tell me What rules she
has?
4.What does she think of rules
5.When she is unhappy, what
does she ask for help?
6.What does Dr. Know say to
Molly?
2.Read the letter together.
c.Analyze the letter in 3a.
After reading the letter, do you know how to write a letter to ask for help? Now discuss in groups for 3 minutes.
通过写作练习，让学生学会使用本单元所学的目标语言来谈论自己的校规家规及感受，倾诉烦恼。把本单元的语言功能落实在笔头上，检测学生的综合语言运用能力。
让学生了解作文评分标准，可以帮助学生明确写作要点。教师选一、两位学生的作品进行全班点评，能够让学生了解如何对作文进行评价。同时，自评和互评活动有助于学生发现写作中的问题。
技能目标：
1.能熟练使用目标语言，围绕规章制度展开话题，发表自己的看法与观点。
2.能正确使用情态动词can，have to/must和祈使句制定规章制度。
情感目标：
1.通过对规章制度的学习与讨论，教育学生规范自己的行为。
2.学会与他人讨论规章制度，发表自己的认识，提出改进措施，以便自己和他人更好地遵守。
文化意识：学习如何用正确的格式和得体的语言写一封英文求助信。
教学重点
1.学生能了解有关自己校规和家规及感受的求助信的结构及写法。
2.学生能用目标语言写一封信告诉他人自己的校规家规及感受。
教学难点
1.能分析阅读文章的结构，并在此基础上准确完成写作任务。
2.能在具体语境中得体使用本单元所学的几个情态动词。
2.掌握并使用以下交际用语：
Can…do..? Yes, …can./ No, …can’t.
Don’t do sth/ Do sth
Do you have to do sth.? Yes, I do./ No, we don’t.
Does he have to do sth? Yes, he does. No, he doesn’t.
四川大学附属中学新城分校教学设计
授课题目
Unit 4
Don’t eat in class.
(SectionB 3a-3C)
授课类型
写作课
授课教师
任恒珍
授课科目
英语
课时
第6课时
授课时间
40分钟
教学目标
知识目标：
1.复习本单元重点短语，如arrive late, listen to, be noisy, be strict, terrible…
A Supporting detail at school I can’t/ I have to /must time order
letter after school/on weekends I have to/must...
For final sentence/ending( ask for help) What can I do?
1.What kind of the passage is it?
2.Who writes the letter?
3.Why does she write the letter?
b.1. Complete Zhao Pei’s letter to Dr. Know using have to/must, can or can’t.
T: Tips for writing:
1.The chart in 3b can help you!
2.Pay attention to the letter
format(格式).
e can/can’t/have to/must in
your letter.
4.Be polite!
3)Post-writing
2.Ask ss to show their answers
I have to help my mom and dad do the dishes every day.
I think it's unfair, because ....
I can't ... I think it's ... because...
Write an outline about the schoolrules and family rules.
b.You also have many rules,Write a letter to Dr. Knowand tell him about the rules and how you feel about them.
2utline
1.T: Just now, we knew Zhao Pei has lots of rules, how about you? What rules do you have? What do you think of them(fair or unfair), If you think they are unfair , put an X.
Help name
教学反思
教学过程
教
学
过
程
教师活动
学生活动
设计思路
Step1Greetings & lead in
Greeting and review the lesson we learned yesterday
T:
1.Can you remember who she is?
2.Is she happy? Why isn’t she
Step 2 Writing
1)Pre-writing
a.Now there is another girl , she isn’t happy either. She also writes aletter to Dr. Know. Look at 3a answer the questions:
Question:
1.What does Zhao Pei do when she is unhappy?
2.How can we write a letter for help?
Analyze the structure and writing
skills of the letter in 3a.
此步骤比较情态动词have to/must和can在用法上的区别。
通过对3a范文的结构分析，让学生了解写求助信的时候应注意的细节，为后期的写作打好基础
此活动进一步从笔头上帮助学生巩固、内化本单元所学的情态动词，同时作为3c任务的示范，供学生进行仿写。
在分析3a文章的基础上拟出校规和家规的提纲，为3c的写作准备素材。
学生在教师的引导下分析2b中阅读文章的结构和写作技巧。
学生在表格中拟出校规及家规提纲，对感觉不公平的规则画X。
学生根据提纲给Dr. Know写一封信，告诉他你的家规校规及感受。
学生先了解作文的评分标准，在教师的示范下，进行作文自评和互评。
以问题串的方式开始本堂课的教学，拉近师生距离，自然引入教学
此步骤旨在让学生明确3a文章的写作体裁—求助信。并且找出作者写作目的，也就是中心句
You will become a better man.
学生以Brain storm的方式复习Section B阅读中的重点，并拓展学生思维。
引出新课
学生认真观察图片,通过教师提问获取信息。学生通过问题和图片回忆所学句型。
学生用情态动词have to,must, can, can’t完成赵培写给全知博士的信。