【教师论坛】Don’t eat in class
Unit 4 Don’t eat in class.
——绥化市2013年科研成果参评材料
远大二中 徐金华
【设计理念】
任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察,为图书馆、生化实验室、语音室、机房、
健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度,培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。
【教材分析】
教学内容为义务教育课程标准实验教科书英语（新目标），七年级下册Unit 4 Don’t eat in class(Section A )。本节课主要通过描述图片和句型练习谈论学生在教室该做什么、不该做什么，从而扩展到其它场所，进而达到掌握祁使句的目的。
【学生分析】
利用图片、多媒体展示学生在教室里所发生的事件，激活学生的思维，扩展他们的想象空间，并且在浓厚的兴趣中与老师共同完成本节课的教学。
通过听、说、读、写的反复练习，充分提高他们的口语表达能力，使他们在愉快的氛围中掌握所学语言，以便更好地与他人交流。
【教学目标】
1.学会用英语表达一些标志的含义。
2.能熟练使用目标语言，谈论校规、家规等规章制度的看法。
3.能使用目标语言制定并讨论校园内一些公共场所的规则。
【教学重点和难点】
重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。
【教学突破】
对have to的学习，可以通过例子，让学生自己总结该词组的用法，然后在总结的过程中，教师加以指导即可。对用“have to”来谈论学校规则这一语言项目，教师可以用上一节课学习到的学校规则，用“have to”把每一个句子进行改写。例如：Don't eat in class.（用have to进行改写，句意不变）----You don't have to eat in class.
【教学准备】
挂图、教学磁带、多媒体课件。
【教学过程Teaching Procedures】
Step1. Organization
Greetings
Oral practice: First ask and answer between T and S, then talk freely in pairs
Revision: Let Ss make some sentences, then write them on the Blackboard.
设计意图：互相问候，缓解气氛。利用简单对话和提问促使学生巩固以前学到的知识。
Step2. Presentation
Show a picture of a classroom which a student is eating a banana in class and a small radio to class. Then ask and answer questions about each one. Practice like this:
eg：Can we eat in class？
No, we can’t
Can we eat in the dinning hall？
Yes, we can
Let students repeat it, then hold up a radio to practice the dialogue above.
设计意图：利用图片、多媒体（迁安的真实图片、录相，学生有真实感和亲切感）展示吸引学生的注意力，形象的指出学生不应该在课堂上出现的行为，从而明白祈使句和“can”所表达的真实含意。
Step3. Practice
Ask students to follow the teacher to read the dialogue again and again.
Practice ( pair work ) , Student A is a new student, Student B tells Student A about the rules. Practice like this:
A: What are the rules of our school?
B: well, we can’t arrive late for class.
According to
设计意图：通过学生之间的对话、交流，使他们在愉快的氛围中掌握所学语言，充分提高他们的口语表达能力，以便更好地与他人交流。
Step4. Listening
Listen to
Play the tape recorder first time, students only listen and put a checkmark next to the activities they’re talking about.
Play the tape recorder second time, students put checkmarks next to the activities they hear.
Listen to the tape recorder once again, this time circle can or can’t to show which things Alex and Cindy can and can’t do at their school. Point out the sample answer for number 1.
设计意图：通过听力训练，让学生能够对今天课堂上所学的目标句型有敏感的反应，并能够在下一个任务环节中熟练地应用。
Step5. Practice
设计意图：把课堂真正交给学生，要求学生之间运用目标语言进行真实环境下的交流、讨论。
Step6. Consolidation
Fill in the blank
Read the letter and write the list of rules in Zhao Pei’s house
设计意图：强化练习，进一步促进学生对知识的理解和掌握。给学生一个发挥的空间，运用刚学的祈使句，把以前学过的知识运用出来。
Homework:
Do exercises in exercise book.
Make a rule for your schooL’s library. Give some advice (at least 6)
【课堂实录】
Unit 4 Don’t eat in class.
Step1: Organization
Greetings
T: Class begins.
M: Stand up
T: Good morning boys and girls.
Ss: Good morning, Miss Xu
T: Sit down, please. Now I'll ask you some questions, then you answer them one by one.
eg：T：Can we eat in class?
S1: No, we can’t.
T: Can we arrive late for class?
S2: No, we can’t.
T: Can we listen to music in the classroom?
S3:……
T：Ok, stop here. Let’s go on revising.
Let’s students translate the following sentences, then write them on the blackboard.
Please stand up/ sit down.
Close the door, please.
Look at me and listen to me.
Don’t open your books.
Don’t talk.
Let’s begin our class.
Step2：Presentation
The teacher shows pictures in
①Point to the boy who is running. Do like this with S1.
T：What’s the boy doing?
S1: He’s running.
T: Where is he running?
S1：He’s running in the hallways.
T：Can you run in the hallways?
S: No, I can’t.
T: So, please don’t run in the hallways.
=You can’t run in the hallways.
学生跟读数遍，明白祈使句和“can”的表达含意。
T：Why is he running in the hallways?
S: He’s late.
T: Oh, he’s late for class
You can’t arrive late for class= Don’t arrive late for class
②Point to the girl and ask
T: Is she eating in the classroom?
S2: Yes, she is.
T: Can you eat in the classroom?
S2: No, we can’t.
T: You can’t eat in the classroom or in class ?
= Don’t eat in the classroom or in class.
注意“in the classroom”和 “in class”在表达含义和形式上的不同。
Ask students to repeat it, then show another pictures in
Step3：Practice.
Please read the dialogues after me for three times, then work in pairs to practice. One is T, the other is S.
Practice (pairwork), student A is a new student, Student B tells Student A about the rules above. Practice like this:
A: What are the rules of our school?
B: well, we can’t arrive for class.
Practice the dialogue in pairs according to
Step4：Listening
Please open your books at page 72 and listen to the tape. First, listen and check√ the activities Alex and Cindy talk about.
Listen and again, Can Alex and Cindy do these activities? Circle “can ”or “can’t ” above.
Check the answers.
Step5：Practices
(five minutes later)
Ask some groups to report their discuss results.
Step6：Consolidation
Fill in the blank
Read the letters and write the list of rules in Zhao Pei’s house, then hand in their exercises.
Homework:
Do excises in excise book
Make a rule for your school library. Give some advice ( at least 6).
【板书设计】
Unit 4 Don't eat in class
The language:
Don't listen to the radio in class.
Can we eat in the classroom?
No,we can't.
We have to arrive at school on time.
You don't have to wear a uniform.
【课后反思】
本节课从内容上选取了学生身边所发生的真实事件，对七年级学生进行了良好的养成教育，加强了学生的环保意识，警示了学生违反学校规章制度的学生。从传授知识上，鼓励学生通过体验、实践、合作、探索等方式发展他们的听说读写的综合能力，使学生一开始从师生之间所译的句子中体会祁使句，逐步让他们通晓运用的场所（家庭、学校、图书馆等），达到了学以至用的目的，体现了新课标对学生综合素质培养的要求。本节课知识点少，所以安排了大量的口语教学任务，使学生的口语水平得到了提高。另外，通过小游戏来活跃课堂气氛，让学生在学习中找到乐趣，让更多的学生主动地加入到各种活动中来。因受本节课的知识点的限制，在教学中不能让学生在听、说、读、写各方面得到很好的煅炼。总之，一节课下来，学生课堂气氛活跃，师生配合默契，教学效果良好。
评审人/曲桂玲
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