英语教案设计

     九年级Unit 3  Reading and speaking(p22)

(The rules that we have in school)

              成都八中（北区）杜青娟

一．教学内容

新目标英语九年级第三单元SectionB第一课时 。学习内容主要体现在以下三点：

1、学习有关校规的常用词汇：rule, uniform, design, concentrate on, vacation, opportunity, experience, ect.

2、掌握下列常用句型：

（1）sb be(not) allowed to do sth/ sb have to do sth

（2）I disagree/ agree because…

（3）If sb did sth, sb would do sth.

3、 掌握常见短语：

  The other day, would like to do sth, concentrate on, a good way to do sth , both…and, keep…adj, during the evening, have an opportunity to do sth, go back to , etc.

二．教学目标设计

1、知识目标

●谈论家规校规。

●学会使用sb be(not) allowed to do sth 、I disagree/agree because…

●掌握常见的短语并能造句使用。

●掌握定语从句和虚拟语气常用的句型。

2、能力目标

●To develop students’ ability of listening and talking about school rules.

●To develop students’ ability of reading comprehension by skimming and scanning the text .

●To develop students’ ability of observation ，imagination and creation.

3、情感目标

培养学生客观认识自己和自己身边常见的校规校纪，正确评价他人，尊重个体差异性的品质。

●To encourage students to be brave enough to speak English more in class.

●To let students know the importance of obeying the school rules.

●To encourage students to love the way of co-operation

4、教学重点、难点

To develop students’ ability of reading comprehension by skimming and scanning the text and the ability to use what they’ve learnt.

5、德育目标：

教育学生关注自己和身边的人，作为学生必须遵守校规校纪，不能以自己的喜恶为标准。

三．教材分析

本教材采取循环滚动的内容安排体系。本课出现的语言材料如校规在上一节课家规中都有重点展

 

 

 

 

现。话题学生都很熟悉，所以该课主要对己有语言项目进行拓展，学生通过讨论校规和选择何种校服，提高认知、思维能力。

四．学生状况分析：

 

1、经过两年的学习，学生在知识和技能方面都有了一定的进步。根据学生心理特点，利用多媒体课件上英语课，学生在欣赏和享受中学习，直观,轻松愉快。

2、允许某人干某事，用英语来表达自己的观点对学生来说是全新的知识。通过对本课的学习，力争掌握用正确的语言结构表达自己的思想和见解。

3. 部分学生具备较强的听说能力，企求在课堂上有更多的语言输入和输出。而大部分学生基础较差，没有信心开口讲，难以调动其学习热情。所以针对这种不同的学习需求，教师在设计课堂教学任务时必须注重基本核心语言材料并作适当拓展。

 

五、教学策略：

 

1、兴趣活动策略：采用讨论、合作等多种 活动方式，采用对话、表演、竞赛的学习策略，利用教学图片、制作课件等来展开课堂教学

2、开放性教学策略：开发课程资源，拓展学用渠道  

3、采用“任务型” 教学方法（task teaching）

情景教学法（situational language teaching )   交际教学法(the communicative approach)

4、注重评价方式和鼓励措施。

 

六、教学工具：recorder  powerpoint   CAI

 

七、教学过程及教学设计意图：

 

Teaching procedures：

 

Warming up (home rules and a picture about our school uniform)—introduce school rules—task one(listen with five questions)---task two ( discuss and talk about our school rules) ---task three ( speaking: role play)—task four (exercise about rules)—phrases explaining and usage—homework—blackboard designing---feedback.

 

Step 1 Revision
1、ask the students to tell us their own home rules by using the structure “sb be allowed to do sth” “sb be not allowed to do sth” “sb have to do sth”

2、Show a photo about our own school uniforms

Questions: What clothes do the students wear? Is it beautiful ? Is it comfortable? Do you like it?

         Can we wear our other clothes to school? Why?

         (Because it is one of the school rules.)

 

 

 

 

 

(设计意图：通过热身复习本单元的重要短语和句型，呈现学生所熟悉的校服很容易他们对该堂课的兴趣，顺利引入校规这个话题。)

Step 2 Presentations:

Task one:  listen to the text with the following questions ( 5 minutes)

1. What do the students in this article think about the school uniform?

2. What kind of clothes do they want to wear?

3. How do they like to study?

4. What is their idea about vacations?

5. Why is it good to volunteer?

  (设计意图：该环节既训练了学生的听力又锻炼了学生的阅读能力)

 

 Task two: discuss in four and talk about their own school rules

   

What muse we do	What are we not allowed to do
. Wear school uniform . Be polite . Keep the classroom  clean anytime . Say “May I come in” if we’re late	to smoke/ get the ears pierced/throw trash (垃圾)anywhere/fight with others/bring snacks to school/speak ill words/cheat when having a test.

 

Task three: Role play and make a conversation about our school rules.

A: What school rules do you think should be changed?

B: I think we should be allowed to wear our own clothes.

A: What’s the reason?

B: we would feel more comfortable and that is good for studying.

A: How about you?

C: I don’t think so. I think we should go to school in uniform.

A:…

 

(设计意图：该环节旨在培养学生的团队合作能力和说的能力。）

 Task four: exercise about the rules.

 考一考：

根据学校的规定，补全对话。

 

 

 

 

 

 

School rules

No talking in  the  library

  Wear uniform

 Don’t arrive late for class

  Keep the classroom clean

Don’t listen to pop music

 

A: What are the school rules, Alex?

B: Well, we are not   _____  to talk in the library.

A: I 2____. I don’t think anybody can talk in the library.

B: we must wear school uniforms.

A: I 3_______. We should 4__ 5_______ to choose our own clothes.

B: We mustn’t arrive late for class and we must 6____ the classroom clean.

A: I know. I think that’s right.

B: We mustn’t listen to pop music.

A:7_____? We mustn’t listen to pop songs 8_ the classroom, but we9 ___ be allowed outside.

B: I 10_____ think this rule is fair, either.

(设计意图：该环节旨在检测学生运用知识的能力。）

Step 3. phrases explaining

  Show the Chinese meaning of the important phrases by ppt. and ask the students to find them and underline them. The teacher will help them if necessary.

找一找     练一练:

几天前                    谈论某事                      在某人的学校

穿校服看上去漂亮想干某事

穿/设计某人自己的制服集中更多精力在..感觉更舒服

对..有好处做..的一种好方法使..高兴

两者都..允许某人一起学在晚上

变得吵闹相互学习到很多目前,现在

有机会干某事在当地医院回到学校

一次好的经历

(设计意图：该环节旨在检测学生是否对常见的重要的短语熟悉，对课文的理解是否有问题。教师好“对症下药”。）

Step 4 translating exercise:

英汉互译：

1.My friends and I talked about the rules that we have in school.

 

2. Our teachers believe that if we did that, we would concentrate more on our clothes than our studies.

 

3.他决心专攻英语, 因为他刚刚考试不及格。

 

 

 

 

 

4. 我们都有机会上大学。

 

5. 早起对身体有好处。

 

6.我们应从错误中学习。

 

7. 当志愿者是学习知识（knowledge）的一种好方法。

(设计意图：英译汉句子来自于课文，是属于重要句型，通过该练习进一步加深学生对课文的理解和重要句型的掌握。汉译英主要帮助学生巩固知识的运用能力，对考试时的全句翻译和作文打下坚实的基础。）

Step5: homework

1. Memorize the phrases and the text.

2. Finish the relative exercise.

 

Step6: 板书设计：

                  The rules that we have in school

 

Sb be allowed to do sth           School uniforms

 

Sb be not allowed to do sth        Study in groups

 

Sb have to do sth                Longer vacations

 

Step7: 课后反思：

本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。本课时利用多媒体设备辅助教学，提高了课堂教学的效率；充分调动了学生自主学习的积极性；培养了学生运用所学知识解决问题的能力；对学生的思维发展起到了积极的推动作用；同时，也提高了学生的英语综合运用能力。