Unit2 Section A (2a-2f)教学设计2024-2025学年人教版英语七年级下册

富县羊泉初级中学课堂教学设计 课型 听说课 课题 Unit 2 No Rules, No order Section A (2a-2f) 时间 年级 七年级 科目 英语 课时 2 授课人 课标关于 本单元的 教学要求 主题: 本单元属于“人与自我”范畴中“自我管理”子主题内容。 本单元的核心语言主要围绕规则的表达和遵守展开，涉及了一系列与规则相关的语言元素。这些元素不仅包括了对规则本身的描述（如"Don't run in the hallway."),还涵盖了询问和解释规则的语言结构（如"Why do we need rules?"和"We have to keep the school clean and tidy.")。此外，本单元还涉及了情态动词can、have to、must在表达规则中的应用，以及如何通过不同语气和语调来强调规则的重要性和必要性。学生能够认识到规则在日常生活中的重要性，理解规则对于维护社会秩序和个人成长的作用,学会遵守规则并尊重他人选择。 课标、教参关于本课中的要求及建议 要求: 1.能够准确理解并概括对话中提到的校规班级，包括课堂上不能吃零食、不能带手机等。 2. 能够与同伴合作，根据对话内容进行角色扮演，模拟学校场景中的对话和行为，自信、流畅地表达对话内容，角色扮演自然、生动，表现出对规则的理解和遵守。 建议: 听力活动开始前,教师可引导学生观察教材中的配图,根据图中人物的表情、动作等非语言信息,提升 “看”的目标技能。 本课 教学 目标 1. 学习理解:能够在教室里新生与老生交谈的情境中，通过听读活动，获取对话中有关校规班级的关键信息。 1. 应用实践:能够运用从对话中获取的关键信息，与同伴进行角色扮演，并在班级中展示。 1. 迁移创新: 能够运用目标句式介绍自己学校的规则,在班级中展示并分享遵守规则的经验和感受，从而增强班级整体的规则意识和纪律性。 教学 重难点 重点: 积累与校规班纪相关词汇及行为描述词汇，熟练掌握情态动词can, must和have to的用法，以便根据不同校规班纪的性质和程度，准确选择合适的情态动词来表达。 难点: 情态动词细微差别及祈使句与陈述句转换；口语表达要兼顾流畅与准确度。 教学方法 任务型教学法、情境教学法和合作教学法相结合。 学习方法 课前预习、听说结合和俩俩对话的方法 教学准备 教师：录音机、书本、多媒体课件、黑板 学生：课前预习 教学过程 设计意图 Step 1. Lead-in. 1.The teacher plays a song about school and class rules. Set the situation of being a good student. 2. Students observe the pictures and say the rules. 3. Watch the video to learn about school rules in other countries. Step 2. Listening Let Ss observe the picture in 2a. Ask some questions to lead Ss to predict the content of the conversation. 1.Who can you see in the photo? 2.Where are they? 3. What are they doing? 4. There is a cell phone on the boy’s desk. Do you think it’s allowed or not? Play the recording twice and ask Ss to circle the colored words they hear. Then explain some key words to help ss understand the conversation better. Step 3. Reading 1.Read the conversation and Complete Tom’s notes about the school rules. School rules We cannot eat snacks in class. We must not bring our mobile phones to class. We have to turn off mobile phones and keep them in our lockers. 2. Read the conversation again and answer the questions. (1) Why is the day special for Tom? Because it’s his first day in the school. (2) What does Anne lend to Tom? Anne lends her pen to Tom. (3) Why doesn’t Anne take a sweet (糖果) from Tom? Because they can’t eat snacks in class. (4) Can Tom and Anne use their phones in class? No, they can’t. They mustn’t bring their mobile phones to class. (5) Where must they keep their phones? They must keep their phones in their lockers. (6) Do you think they have good school rules? Give your reasons. Yes, I do. Because these rules can help them form good habits. 3. Complete a summary of the conversation. It's Tom's _________ day at this school. He doesn't know the school_________ well. Anne tells him about them. They _________ eat snacks in class, but they _________drink water. They can't bring their mobile _________ to class. They must_______them off and keep them in their _________. Step 4. Speaking (1) Ask Ss to work with their group members to play the roles of the conversation. Offer the criteria. Three minutes later, invite two groups to show their conversation. (2) Ask Ss to finish activity 2f. Provide the word bank to help Ss. Talk about the rules they have at school. Use the expressions. Sa: We mustn’t be late for class. We should arrive at school on time. Sb: We have to do our homework and hand it in on time. Sc: We can offer seats to the old people on the bus. Sd: We can’t cheat in exams. Step 5. Summary Let the students summarize the key knowledge in the lesson by themselves. Step 6. Homework  (1) Remember the new words and useful expressions; (2) Finish the exercise book: (3) Write some rules by using sentence patterns in 2f. 利用音频、图片、视频等多媒体资源，激发学生参与英语学习的兴趣，导入学校规则话题。 听力任务的设计能够帮助学生感知对话内容，并培养学生准确获取、梳理和记录关键信息的能力。 通过问答问题、完成表格等多种类型的阅读任务设计，引导学生反复阅读对话文本，获取细节信息。 通过使用不同的情态动词表达规则，引导学生在实践中锻炼和提升英语表达能力，特别是描述性和说明性语言的使用。 引导学生进行课堂小结，并引导其加强对规则存在意义的思考。 板书 设计 教后 反思 学科网（北京）股份有限公司 $$