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視頻標簽：Don’t eat,in class
所屬欄目：初中英語優質課視頻
視頻課題：初中英語人教版七年級下冊Unit 4 Don’t eat in class廣東省 - 珠海
教學設計、課堂實錄及教案：初中英語人教版七年級下冊Unit 4 Don’t eat in class廣東省 - 珠海
Unit 4 Don’t eat in class.
By Zhang Xuhua
NO.8 Middle School of Zhuhai
Lesson length 45 minutes Level
Grade 7
Materials “Go For it ”, Grade 7, the second term.
Topic Unit 4 Don’t eat in class .
Period
Section A (1a-2c) ( The first period )
Prior knowledge: (教學背景分析)
Analysis of the teaching materials (教學內容分析)：
This lesson is the first period of unit4 . The topic is about rules. In this period, students will learn how to express some school rules and class rules by using the following structures : 1. Imperatives 2. Can for permission 3. Modal verbs have to, must, can . Students have learnt “ can for permission “ in Unit 1 and some students know the modal verb “should” . In hence, the difficulties will be “imperatives” and “modal verbs have to, must”. And it is necessary to expand the way of expressing rules--- “We should do…”.
Analysis of students （學生學情分析）：
1. Most students are interested in English in Class 9. There are more than 15 students who can get high marks in English tests and about 10 students’ oral English is rather good. More than 20 students can follow the teachers in class but they aren’t good at English. And there are about 6 students in Class 9 who can’t follow the teaching steps in English classes. So , on one hand , I need to concentrate on teaching the basics . On the other hand, I will expand some language knowledge.
2. Most students have mastered the structure “Can for permission” in Unit1. 3.Most students have previewed this lesson before class .
The theoretical basis and thought of teaching design: (教學理論指導依據和教學設計思路)
The theoretical basis
This lesson is a Listening and Speaking Course. With the teaching concept "Students as the center, fully mobilize the initiative of students’ learning", I use task-based teaching approach in the whole class, which can let students understand each teaching step and each learning task clearly. Meanwhile, immediately entering teaching approach is also used in these teaching stages --- lead-in , presentation , drills and linguistic performance. Immediately entering teaching approach includes establishing the valid teaching scenario, immediately entering into the study, the training of thinking development and group cooperative learning. What’s more, I try using educational resources with the new media technology to help students learn during the stages of sharing students’ writing and casting a vote.
我的教學理論指導依據：
該課為一節聽說課，本著以“學生為中心，充分調動和發揮學生學習主動性”的教學理念，整節課中運用了任務型教學模式，旨在讓學生明確每一個學習環節和學習任務。同時在該節課的課題引入、語言知識的呈現、目標語言的操練與總結、目標語言的運用環節穿插運用了“隨即進入式”教學模式：即進行情景創設、隨即進入學習、思維發展訓練和小組協作學習。另外,在本節課中的學生寫作展示與小組投票環節還使用了新媒體技術下的教育資源來為學生們學習服務。
The thought of teaching design
2
The topic of this lesson is about school rules and class rules so I divide the students into three groups. Each group is supposed to be a class, which lays the foundation of task6, task7 and task8. There will be a competition among the groups/classes to mobilize students' enthusiasm to learn.
The thoughts of teaching design are following. 1. Lead-in By showing a picture of a beautiful and clean classroom to set a background and a picture of this classroom with a girl eating in it to lead in the topic. 2. Apperceive language -- Presentation and input By inputting enough sentences, let students apperceive how to express the rules. a) Show the students’ own photos to present the class rules, it is close to Ss’ life and it can arouse Ss’ interest to talk about the rules. b) Play a video with rap which is also about class rules. It expands the language knowledge and stirs the enthusiasm of students’ learning. 3.Drilling and practice To mobilize the initiative of students’ learning and reflect the practicability of language , let students play a game called “quick response” and act the scene plays to practice the target language, instead of only pair work . 4. Listening To train students' ability of listening, ask students to do listening exercises 1b and 2b on text books. Present another two ways of expressing rues—“We can’t do…”and “We should do … 5. Find out the rules --Make a conclusion about ways of expressing rules To exert the initiative of students' autonomous learning and develop students' thinking ability , let students discuss “How to express the rules”, then finish the mind-map named tree-map. The tree-map not only visualizes the language knowledge but also induces aesthetic feeling, which impresses students deeply. 6. Use language --Output the target language Language comes from life and is used in life . So I contact campus life and plan these activities. Imagine there will be a Advanced Class Campaign in our school next month. Ask students to prepare for it. First, discuss and make class rules and the slogan of their class to make their class be better. Then, finish the speech draft. Next, the teacher shows some students’ writing. Finally, ask students to give speeches to win the Advanced Class. 7. The results of the competition a)Ask students to get online For Class and to vote for the best class which will may be the Advanced Class according to the speeches by using pads. This way of voting is orderly and timesaving. b) Check the marks of each class. 7. Make a conclusion Make a conclusion of this lesson by presenting a mind-map which visualizes the language knowledge clearly . 8. Homework Ask students to make a mind-map of this lesson instead of doing some exercises. This homework can make students review what they have learnt well. Meanwhile, it develops students' abilities of thinking.
我的教學設計思路：
本節課學習的內容為班規和校規，為充分調動學生學習的積極性，將全班分為3個組----假設為3個小班級來進行小班級之間的競爭，也為后面Task6、Task7和Task8學習環節做了鋪墊。具體設計思路如下： 1. 引入課題：通過PPT呈現一張干凈而又美麗的教室照片來創設課題學習的語言環境，而后呈現一位女孩正在這間教室里吃東西的照片來引入課題。2.感知語言---語言的呈現和輸入：通過一定量的語言呈現和輸入讓學生充分感知如何表達班規和校規。a)用本班部分學生違反班規的照片來逐步呈現本節課的目標語言，這種方式貼近學生生活，能很快激起學生的學習興趣。b)通過播放一段學生們喜愛的rap形式的視頻來呈現其他一些班規的表達，有效地拓展了語言知識，并使學生保持學習班規的熱情。3.目標語言的操練：為調動每一位學生的積極性，并體現目標語言的實用性，突破了以往簡單的pair work操練方式，設計了“快速反應游戲”和“情景小劇表演”兩個活動。4.聽力訓練：播放課本的兩個聽力練習，訓練學生的聽力能力同時從課本聽力材料中提取 “We can’t do„”,拓展“ We should do„”這兩種表達rules 的方式。5.總結發現語言的規律---總結rules的表達方式 ：為了充分發揮學生自主學習的能動性，培養學生的思維能力，讓學生先小組討論，再自行歸納總結。并完成學生學案中的思維導圖。該思維導圖為樹狀圖（Tree-map），這不僅使歸納出的知識內容形象化，而且具有一定的美感，從而讓學生對所學內容印象深刻。6.運用所學語言---目標語言的輸出：語言來源于生活，運用于生活。聯系校園生活設計了以下活動：假設下個月學校將進行“校先進班級”評選，讓學生先通過討論為自己的小班級制定一些班規、設計出班規口號來讓班級變得更好，然后完成演講稿上的寫作內容，再用pad上傳一部分學生的寫作在全班分享。最后，演練競選“校先進班級”的競選演講。7.學生課堂競爭得分結果：a).讓學生們使用pads登錄For class 對3個小班級的演講情況進行投票和查看結果，該投票方式能使班級里井然有序又省時高效。b).總結3個小班級的得分情況。8.課堂總結：用一張思維導圖歸納和總結本節課的內容，形象而又清晰明了。9.家庭作業：讓學生對本節課所學的內容制作一張思維導圖而不是傳統的做練習的作業模式。這能讓學生既有效地復習和鞏固了所學知識，也訓練了思維能力。Teaching aims (教學目標)
Knowledge aim:
① Key words and phrases: rules, arrive late, hallway, dining hall, listen to, fight, wear a hat , uniform , outside
② Structures: 1. Imperatives (Don’t… & Do…) 2. Can for permission
3. Modal verbs have to, must, can, should
③ Target language:
1. Don't arrive late for class. 2. We must be on time.
3. Eat in the dining hall. 4. We can’t wear a hat in the classroom. 5. We have to wear uniforms at school.
Ability aim: Enable the students to talk about school rules and class rules in different ways of expressing
rules.
Moral aims：By discussing and making class rules for their class, students will realize how important it is to
keep rules. This will help to inspire the students to love their class more and do better in the future.
Important points &difficulties (重點難點):
Important points: Help Ss master the imperative sentence.
How to use “must” and “have to”
Difficult points: ① Master different ways of expressing the rules .
② Make some rules for the class with the help of mind-map by using the target language.
Teaching process (教學過程)
教學階段 教學目的
教學內容和教師活動 學生活動
時間
Lead-in
By showing a picture of a beautiful and clean classroom to set a background of class rules and school rules.
The teacher shows a picture of beautiful and clean
classroom with a girl eating in it. Ask students if they can do that. Then lead to the title. Lead in the topic “rules”.
Watch the picture and answer the question “Can we eat in the classroom or
in class?
2
min
Task 1
Presentation 1 1.By showing the students’ own photos to present the class rules, it is close to Ss’ life and it can arouse Ss’ interest to talk about the rules . 2. It expands the language knowledge by playing a video which is 1. Present the new words and phrases with pictures . 2. Present rules with “We must …” “We have to …”and the imperative sentences.
3. Play a short video to present
some other rules.
4. Present the other rules from the video and the key words of
1. Watch and talk about the pictures.
2.Read the new words and sentences aloud and try to memorize them. 3. Read the rules group by group.
4. Watch the video and take some notes. Then, tell the
8 Min
4
also about class rules.
expressing the rules in the sentences. teacher what they have gotten. 5. Pay attention to the keys
words of expressing the rules in the sentences.
Task 2
Practice 1.To check if Ss can say the rules in 1a well by “quick response” 2. By acting the scene plays which is about some Ss who break rules in class, it can make Ss realize the importance of keeping class rules . 1. Play a game called “quick response” to see if the students can say the phrases and sentences. 2. Ask students to act the scene plays.
1. Speak out the sentences as quickly as possible when the pictures appear. 2. Act the scene plays group by group.
7
Min
Task 3
Listening To train students’ ability of listening. To lead to the structure of “Can for permission” 1. Ask the students to listen and finish 1b and 2b. 2. Ask students to answer the questions.
1. Listen carefully and finish the exercise 1b & 2b. 2. Answer the questions. 5 min
Task 4
Presentation2 1.To present the another two ways of expressing rules. 2. By discussing and making a conclusion about the ways of expressing rules themselves. it’s better than the teacher show answers to Ss directly. 3. The tree-map will impress Ss a lot and let Ss know the ways of expressing rules clearly. 1. Present “We can’t do…” and expand “We should do…”to express the rules. 2. Ask students to discuss “How to express the rules” and “How many ways to express the rules “. Then ask students to finish the tree-map on the sheet. 3. Ask two students to retell the ways of expressing rules in front of the class. 4. Present the tree-map with the ways of expressing rules.
1. Learn another two ways of expressing the rules.
2. Discuss the ways of expressing the rules.
3. Finish the tree-map. 4. Two students retell the ways of expressing rules in front of the class. 4 min
Task 5
Group
work
&
Task 6
writing 1.By discussing and making class rules, Ss can use the target language in this class. 2.To let Ss understand the importance of keeping rules and love their class.
3.To develop the Ss’ ability of writing and share the good writing. 1. Ask the students to discuss and make class rules and the slogan of their class to win the Advanced Class in groups by using the target language! 2. Ask students to share their rules in the same group, then write down their perfect rules for their class ! 3.Show some students’ writing. 1. Discuss and make class rules and the slogan of their class to win the Advanced Class in groups. 2. Share the rules and write down the rules with the help of the tree- map. 3. Finish the writing.
8 min
5
Task 7 Campaign speech
To develop the Ss’ oral English and ability of speech.
1. Ask students to share their slogans. 2. Choose one student from each “class” to give a speech to win the Advanced Class .
1. First, share the slogans of their “classes”.
2. Then, give a speech to win the Advanced Class. 6 min
Task 8 Cast a vote
To make the vote be orderly and timesaving by getting online For Class to cast a vote.
To inspire the students to keep rules and do better in the future. 1. Ask students to cast a vote by getting online For Class with pads according the
campaign speeches. 2. Check the marks of each class. 3. Ask students to read the slogans to inspire them to keep
rules.
1.The students use pads to get online For Class and vote for the best class which will be the Advanced Class.
2. Read the slogans that the students make themselves loudly.
3 min
Task 9
Make a
conclusion
To let Ss go over the target language of this lesson well by
presenting a mind-map . Make a conclusion about the new words, phrases and ways of expressing rules in this class by showing a mind-map.
Go over what they have learnt in this class. 2 min
Homework
To make Ss consolidate the target language well. To develop the Ss’ ability of thinking. Make your own mind-map of Unit4 Section A!
Make a mind-map of this lesson and hand it in next day.
Teaching reflection （教學反思）
In this class, every student takes an active part in learning and all activities. The interaction between the teacher and students is good and the atmosphere of the class is lively. More than 95% students can say the target language very well and nearly 90% students can use these structures (1.Imperatives “Don’t… & Do…” 2.Can for permission 3. Modal verbs have to, must, can) to express rules. Some students can use these language structures to make many good rules for their class in their writing. However, it is a pity that there is no more time to share more students’ writing and give more students chances to give their speeches. And I need give more chances to these students whose English is not very good to perform.
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