1、Unit 4 Dont eat in class.Section B 2a-2c单元Unit4课时第4课时教学目标语言知识：1. 通过略读，可以快速找出家规制度，并且注意信件文体特征，对比差异。2. 通过自由讨论，能够了解中西方文化差异，得知西方孩子有烦恼时更愿意向专业人士求助，同时加强自身对父母老师的理解。学习能力：1 通过互动、小组合作、游戏等方式，能够掌握独立阅读的策略，进行深度思考和沟通。2 通过预测、抓关键词、猜测词义和填表活动，能够对文章主要内容进行推断，理解文章细节并复述文章。文化意识：通过目标词汇和语言的学习，能够了解中西方文化差异，感受西方孩子存在的烦恼。思维品质：通过自由讨
2、论，能够得知西方孩子有烦恼时更愿意向专业人士求助，同时加强自身对父母老师的理解。教学重难点1. 通过略读，可以快速找出家规制度，并且注意信件文体特征，对比差异。2. 通过自由讨论，能够了解中西方文化差异，得知西方孩子有烦恼时更愿意向专业人士求助，同时加强自身对父母老师的理解。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1. Greeting.2. T asks students to Make conversations in groups according to the truth of yourself.3.
3、T asks students to Please say at least four family rules and share with your classmates.根据提示内容和对话模板，与同桌创编对话。请至少说出四条家规，与同学分享。利用提示词组和模板引导，进行对话练习，引出本课主题家规，通过信息句型引导学生复习所学句型。Step 2Pre-listening1. T asks students to think that: Most of us have family rules. Q1: What rules do you think are fair or reasonab
4、le? Q2: What rules dont you agree with? Q3: Why do you think so?2. T asks students to answer：When you are unhappy about some rules, what would you do?3. T asks students to finish the task in 2a- When you are unhappy about something, who do you like to talk to?4. T shows the introduction of Dr. Know
5、to students.5. T asks students to Look at the picture and answer the questions.根据老师提供的问题思考有关家规的问题。思考并回答，当你不开心时，你会怎样对待家规。完成书本2a部分任务：你内心烦恼时会找谁倾诉？。介绍知心博士背景知识。观察图片并回答问题。读前进行头脑风暴思考家规问题，为阅读埋好铺垫。书本任务促进学生更好的融入阅读环境。通过读前观察图片，获取信息，培养学生的阅读技能。Step 3While-listening1. T asks students to Read the story and answer t
6、he questions: What does this article talk about?2. T asks students to read the passage and finish the task in 2b- Read Mollys letter carefully and underline the rules.3. T asks students to Complete the chart with the rules in Mollys home and school. 4. T asks students to Read and choose the right an
7、swer.5. T asks students to Read the letter and try to analyze the main parts of the letter. 6. T asks students to Discussion with your partner and answer the questions.7. T asks students to read the passage and finish the task in 2c- Read the letters again and complete the sentences with have to/mus
8、t, can or cant.快读扫读文章，找出文章大意。完成书本2b任务，画出文中的规矩。读文章并完成表格。读文章并选择正确答案。读文章并分析知心博士来信的结构。与小组成员讨论并回答问题。完成书本2c任务。掌握文章主旨方向。通过找中心句，引导学生掌握阅读技巧泛读。回归课本，聚焦文章练习。通过寻找细节的活动培养学生的阅读策略-寻读(scanning)用于查找特定的信息。Step 4Post-listening1. T asks students to Act out the content of the article.2. T asks students to listen and repe
9、at.3. T asks students to try to retell the passage by the mind map.4. T asks students to work in pairs to talk about the rules mentioned in Mollys letter. You can talk about them from the following aspects.5. Try to make your own conversations.6. T asks students to think and share: We have learnt th
10、at Mollys parents set these family rules for her. If you were Mollys parents, why do you set these rules? Try to explain the intentions (意图；目的) behind these family rules.7. T asks students to interview your parents and ask their intentions on setting the family rules. And express your feelings about
11、 these rules and give some advice for those rules that make you unhappy. Then make a report to share in the next class according to the chart. 小组合作将Molly的烦恼分角色表演出来。听录音并跟读。根据思维导图复述文章。小组合作问答Molly生活中的规矩。小组合作创编对话。小组合作分析家规校规背后的意义。采访同学们各种场合下的规矩。跟读录音有利于培养学生的语音语调。角色扮演活动帮助学生更好的掌握文本内容。复述文本活动有利于学生对知识点和目标语言的应用。
12、小组活动环节帮助学生发散思维，与生活实际相结合进行练习。Step 5Language Points ExplanationT explains knowledge points.将知识点做好笔记。将本节课重点汇总系统的进行讲解和分析，帮助学生形成语言体系。Step6 ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容，巩固加深印象。利用将思维导图给学生进
13、行有序的梳理。Step 8 Homework1. Recite the letters in 2b.2. Finish the exercises in the workbook.将家庭作业做好记录。检查学习效果，加深对知识的理解和记忆。板书设计： 教学反思：This lesson is a reading lesson. The key point of this lesson is to enable students to understand the passage about rules and complete the exercises. During the process o
14、f learning, students can further master and use the target language. At the same time, students should learn the method of reading - circling the key words, which is the key to cultivating students reading ability. The teacher should design the reading task well before class. Once the task is designed well, students will achieve the learning goal step by step while learning.
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