教案设计.doc
Unit 4 Dont eat in class.教案教案教学目标： 1. 谈论规则2. 祈使语气3. 表示允许4. 能够用口头或书面描述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。教学设计：学习内容 学生活动 教师活动1. 表示规则的句型：* - Dont run in the hallways. - Sorry, Ms Mendoza.* Dont watch TV after school. * Dont go out on school nights. 1. 思考、谈论规则。* Dont talk loudly.* Do your homework after school!* Practice your guitar every day. 引导、启发、教授需学内容。2. Can for permission, such as: We can do.We cant do. Can we do?* - What are the rules?- Well, we cant arrive late for class.* - Can we listen to music, Alex?- We cant listen to music in the hallways, but we can listen to it outside. 2. 听录音，回答问题。* - Can we eat in the classroom?- No, we cant.* - Can students wear hats in school?- Yes, they can. 放录音；启发、提示问题及答语。3. 阅读迁移（读、写、文化差异）。 阅读/认图标；阅读信件根据其信息找出规则写出规则。 3. 引导、提示图标含义；提示文化差异。4. 用口头或书面形式描述规则。 4. 利用本单元所学祈使语气的用法，包括表示允许的 Can 及其当情态动词用的 have to do，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。 4. 检查学生讨论制定规章制度或使用规则情况句型、短语、动词形式是否正确；指导 并落实学生写作情况。教学过程设计：Task One:Talk about school rules to “feel” ImperativesGoal：Get to know about the structure to express rulesStep 1: Talk about the school rules they know / rememberStep 2: Look at the picture and read the rules in Section A 1a, telling the difference between yours Step 3: Add more rules to your school, which you think necessaryTask Two: Listen and find out what Ss can do and what they cannotGoal: Try to understand the rules by listeningStep 1: Listen to conversations about the activities and find out what students can do and what they cannot doStep 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot doSection A (2a / b)Step 3: Listen to conversations about the activities and find out what rules students breakSection A (1b)Step 4: Listen to the different rules that different people have to followSection B (2a / b)Task Three: Learn to read the signs for rulesGoal: Learn about the rules by reading the signsStep 1: Learn about the rules by reading the picturesSection B1Step 2: Learn about the rules by reading the signsSection B (3 b)Step 3: Talk about the similarities or the differences about the signs between China and abroadTask Four: Write rules for libraries, labs, computer-rooms, and swimming pools etc.Goal: Learn to take care of public thingsStep 1: Read the letter Section B (3 a)Find the rules in the letterWrite them downStep 2:Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.Discuss in groups about the rules for these public placesWrite down what have been talked about / discussed教学点评与反思：设计思路： 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 cant 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。二、课后反思：不足之处：图标展示得不够；还可通过图标渗透中外文化差异。 可取之处：全方位的训练了学生的听、说、读、写的能力。 教案点评：本设计采用任务型教学模式，设置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，及如何表达规则；然后通过听，体会情态动词 can 和 cant 的用法，通过 认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。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。
