Don't eat in class 教學設計

第一課時

一、教學目標

1．認知目標：

· 重點詞匯：in class, classroom, hallway, gym, arrive late, go out, practice, inside, outside, uniform, sneakers, fight, can, can't, have

· 重點句型：

Don't eat in class!

Can we wear hats? No, we can't.

We don't have to wear a school uniform.

· 語言結構：① 祈使句 ② 情態(tài)動詞 can 表示許可的用法。

2．能力目標：

· 培養(yǎng)語言運用能力，讓學生把所學到的語言知識和生活實際聯(lián)系起來，使學習過程生活化。

· 培養(yǎng)用英語思維的能力和創(chuàng)新意識。

· 學會不斷發(fā)現(xiàn)問題和分析問題，并用自己已有的知識水平和生活經歷來解決實際問題。

3．情感目標：

· 通過小組對話、討論和調查等一系列的活動，培養(yǎng)學生的合作意識。

· 通過課堂上與外教的交流，讓學生了解不同的國家的不同的文化，培養(yǎng)初步的跨文化交際能力。

4．德育目標：

· 促進學生養(yǎng)成良好的行為習慣和在良好的道德品質。

二、教學過程

Step One：Lead in

1. Greet with the students by using “Good morning, boys and girls.”

2．Show the students a picture and revise “What is he/she doing?” by asking questions.

T: Look at this girl. What is she doing?

S: She is eating an apple.

T: Can we eat an apple in class?

S: No, we can't.

T: So what should we say to the girl.

T: We should say to the girl :“Don't eat apples in class.”

Then point out the other students in the picture and say, each of these students is breaking one of the school rules. So what should we say to them?

根據這樣的對話，把圖片中其他學生不應該在課堂上出現(xiàn)的行為一一列出來，并且用祈使句的句型排列在黑板上：

Don't arrive late for class.

Don't run in the hallways.

Don't listen to music in the classroom.

Don't fight.

3. Read the list to class. Then ask the students read the list again.

4. Two foreign teachers of our school act out some rules to make clear the meaning of each one. For example: a foreign teacher is pretend to listen to music in class. Then encourage students to say something to him. “Can we listen to music in class? If you see someone do that, what should you say to him?” “Don't listen to music in class!”

邀請我校的外教的參與到課堂中，做出一些違反課堂紀律的事情，引導學生用所學的句型指出他們的錯誤。外教生動的表演極大的調動了學生的積極性，學生馬上能夠大膽的運用目標語言指出他們做得不對的地方。如：不要在課堂上聽音樂。

Step Two：Listening

1. Point t o the picture in activity 2a. Asking students to tell what they are doing.( They are talking school rules.)

2. Play the recording, ask the students to put a checkmark next to the activities they are talking about.

3. Play the recording again. Point out the list of can and can't in the chart in activity 2a. Students listen and circle the answers.

通過聽力訓練，讓學生能夠對今天課堂上所學的目標句型有敏感的反應，并能夠在下一個任務環(huán)節(jié)中熟練地應用。

Step Three: Discussion

Make a list of school rules and give students a form like this:

1. Ask the students think about the school rules in the form, what we can do or what we can’t do in our school. Then discuss the answers with their partners in groups.

2. Introduce two foreign teachers to the students. One is from England, the other is from Holland. Encourage the students to ask them questions, and then discuss how rules of our school are different from those of England and Holland schools.

這是一個鞏固性的活動，要求學生能運用目標語言進行真實的交際。邀請我校的兩名分別來自英國和荷蘭的外教參與課堂教學，鼓勵學生向他們提問，了解同樣的校規(guī)在不同的國家和學校有什么不一樣的規(guī)定。同時也使學生養(yǎng)成良好的運用英語的習慣。

Step Four：Introduce your opinion

通過與外教交流，各小組根據自己所獲得的信息，分析同樣的校規(guī)在不同的國家和學校的不同之處，然后充分運用所學語言，向全班作匯報。

For example: we can't listen to music in class, and the students in England can't, either. But the students in Holland can listen to music in class.

課后反思：

本單元的教學內容較多，而且非常生活化，所以針對不同的內容設計了不同的任務活動。通過課堂的試驗，證實了這些任務的可行性，并達到了意想不到的效果。

1．在導入新知識時，通過復習舊的句型很自然、順利的進入目標句型的教學。

2．在第一個任務中，外教的加入就像是興奮劑，而且他們生動的肢體語言極大的調動了學生的積極性。學生馬上能夠大膽的運用目標語言指出他們做得不對的地方。

3．第二個任務是由學生根據老師提供的一些描述行為的詞語，與外教交流，學生為達成這一任務，就必須大膽提問，而且也迫使學生養(yǎng)成良好的運用英語的習慣。

本節(jié)課的不足之處，由于在學生提問的環(huán)節(jié)上學生的自主性強，這樣膽子大的，英語好的學生就表現(xiàn)突出，獲得的鍛煉就相對應多；對于英語表達能力差的學生，老師照顧不夠，得到的鍛煉相對少。所以在以后的教學中還應不斷的探索，尋求更大的突破。