課標(biāo)分析：本課教材的教學(xué)在《英語(yǔ)課程標(biāo)準(zhǔn)》中對(duì)應(yīng)四級(jí)的要求。通過(guò)本課教材的教學(xué)，學(xué)生能：讀懂難度相當(dāng)?shù)挠胏an、can’thaveto、must結(jié)構(gòu)描述規(guī)章制度的短文，用目標(biāo)語(yǔ)言向別人說(shuō)明一些規(guī)章制度，并發(fā)表逐一細(xì)說(shuō)條例；并能用這種結(jié)構(gòu)寫其他場(chǎng)合的規(guī)章制度；通過(guò)在閱讀環(huán)節(jié)中，教師通過(guò)讓學(xué)生完成不同的閱讀任務(wù)，達(dá)成教學(xué)目標(biāo)，通過(guò)fastreading（泛讀）和carefulreading（精讀）的的結(jié)合，清晰地剖析了文章的結(jié)構(gòu)。又在此基礎(chǔ)上進(jìn)一步討論和匯報(bào)了其他場(chǎng)合的規(guī)章制度，為下步的寫作積累了語(yǔ)言功能，并做了鋪墊。本課有三個(gè)課標(biāo)詞匯remember,follow，luck是閱讀中猜測(cè)出詞義的，另外幾個(gè)需要了解的詞匯在語(yǔ)境中呈現(xiàn)，讓學(xué)生感知理解，達(dá)成了詞匯教學(xué)的目標(biāo)。通過(guò)讓學(xué)生根據(jù)剛才分析的2b篇章結(jié)構(gòu)和語(yǔ)言特點(diǎn)，同時(shí)進(jìn)行了閱讀策略的指導(dǎo)；讓學(xué)生思考求助信件的特征和語(yǔ)言和一般文章的不同。并引導(dǎo)學(xué)生關(guān)注求助信件的主題句Therearetoomanyrules(topicsentence)和求助句WhatcanIdo?，關(guān)注給出指導(dǎo)建議的信件中的核心句Parentsandschoolsareverystrict,theymakerulestohelpus.Wehavetofollowthem.將會(huì)有利于他們今后的自主學(xué)習(xí)。大量的語(yǔ)言輸入讓他們有話可說(shuō)，框架結(jié)構(gòu)的清晰呈現(xiàn)讓學(xué)生的寫作更是水到渠成。為學(xué)生的輸出活動(dòng)提供了一個(gè)相對(duì)真實(shí)的語(yǔ)境，學(xué)生通過(guò)用can、can’t、must、haveto表述其他場(chǎng)合的rules，真正做到了學(xué)為所用，學(xué)以致用。在每次的閱讀前，都讓學(xué)生帶著任務(wù)，不僅自然滲透了情感教育，而且開闊了學(xué)生的視野，引導(dǎo)學(xué)生形成健康向上的生活態(tài)度，真正明白沒有規(guī)矩不成方圓，達(dá)成了預(yù)設(shè)的情感目標(biāo)。，引導(dǎo)學(xué)生學(xué)會(huì)制定目標(biāo)，并能為之采取措施，付出努力；能在學(xué)習(xí)中相互幫助，克服困難。有效的學(xué)習(xí)策略有利于提高學(xué)習(xí)效率和發(fā)展自主學(xué)習(xí)能力；積極的情感態(tài)度有利于促進(jìn)主動(dòng)學(xué)習(xí)和持續(xù)發(fā)展。教材分析：魯教版五四制初一下Unit6Don'teatinclassSectionB(2a-2c)的焦點(diǎn)是閱讀教學(xué)。2a是一個(gè)讀前預(yù)熱活動(dòng)，讓學(xué)生討論“如果有煩惱你會(huì)向誰(shuí)傾訴”。這個(gè)問(wèn)題自然會(huì)導(dǎo)入2b閱讀文章。閱讀的主體部分為Molly寫給Dr.Know的求助信和Dr.Know給Molly的回信。Dr.Know的回信會(huì)幫助學(xué)生認(rèn)識(shí)到遵守規(guī)定是一個(gè)學(xué)生應(yīng)盡的義務(wù)。2b活動(dòng)讓學(xué)生找出Molly有哪些校規(guī)和家規(guī)。2c是一個(gè)讀后活動(dòng)，通過(guò)讓學(xué)生用情態(tài)動(dòng)詞填空，旨在鞏固、加強(qiáng)本單元情態(tài)動(dòng)詞在豐富語(yǔ)境中的運(yùn)用，同時(shí)幫助學(xué)生回顧課文內(nèi)容，加深印象。從語(yǔ)篇輸出的活動(dòng)設(shè)計(jì)到填詞，再到復(fù)述，小組活動(dòng)，匯報(bào)其他場(chǎng)合的規(guī)章制度，由易到難，循序漸進(jìn)，符合認(rèn)知規(guī)律，它拓展了學(xué)生的視野，在對(duì)學(xué)生語(yǔ)言綜合運(yùn)用能力提出了更高要求。重點(diǎn)和難點(diǎn)：1.理解并掌握課標(biāo)詞匯remember/follow/luck2.能讀懂難度相當(dāng)?shù)挠胏an/can’t/haveto/must結(jié)構(gòu)描述規(guī)章制度的短文，并能用這種結(jié)構(gòu)寫其他場(chǎng)合的規(guī)章章制度。學(xué)情分析：本課的話題是“rules”，比較貼近學(xué)生生活，學(xué)生也有話可說(shuō)。通過(guò)上節(jié)課的GrammarFoucs學(xué)習(xí)，學(xué)生已經(jīng)積累了很多與話題相關(guān)的詞和句，再通過(guò)本課2b

的學(xué)習(xí)和表格的填寫、進(jìn)行了分析和梳理，同時(shí)進(jìn)行了閱讀策略的指導(dǎo)；讓學(xué)生思考求助信件的特征和語(yǔ)言和一般文章的不同。并引導(dǎo)學(xué)生關(guān)注求助信件的主題句Therearetoomanyrules(topicsentence)和求助句WhatcanIdo?，關(guān)注給出指導(dǎo)建議的信件中的核心句Parentsandschoolsareverystrict,theymakerulestohelpus.Wehavetofollowthem.將會(huì)有利于他們今后的自主學(xué)習(xí)。大量的語(yǔ)言輸入讓他們有話可說(shuō)，框架結(jié)構(gòu)的清晰呈現(xiàn)讓學(xué)生的說(shuō)積累了功能句和語(yǔ)言素材。魯教版五四制初一下Unit6Don'teatinclassSectionB(2a-2c)濟(jì)寧市第十五中學(xué)米玉偉KnowledgeAims:Sentences:Don'tleavethedirtydishesinthekitchenIruntoschoolbecauseIcan’tbelate.Words:口頭掌握以下詞匯:dirtykitchenmorenoisyrelaxreadterriblefeelstrictrememberfollowluckUnderstandthephrasesFollowtherulesbestrictwithsb.AbilityAims:Sscanunderstandthepassageswithrules.TheycantalkabouttheirfamilyrulesEmotionAims:Bytalkingaboutfamilyrules,wecanleadtheSstoformgoodlifehabits,andtheycanunderstandtheirparents.ImportantanddifficultpointsThestudentslearntouse“can’t”“haveto”“must”toshowtheirrules.Ifotherpeopleaskyouforhelp,howtogiveadvicetodealwiththeproblemsTeachingapproachandmeans:Task-basedTeachingApproaches.multimediaTeachingproceduresRevisionStep1Wherearetherules?_____________We________runintheclassroomWe________eatinclass.We___________fightinclass.We____listentomusicinclass.We_______listentotheteacherinclass.We___________belateforclass.We________ridebikesatschool.We________singintheartfestival.Step2Wherearetherules?___________I_____playcomputergames.I________finishmyhomework.I_____listentomusic.I_______getupat6:30.I_____drawpictures.I_______gettobedbefore9:00BeforereadingT:Let’ssaythewordsofthetalkabouttherules:HowtotalkaboutrulesHowtotalkaboutrules…can’t…_________….______________…can…________……_..._must……_________________Don’tdo..._________…h(huán)aveto…________T:Theserulesarestrict,butIthinktheycanhelpyouformgoodhabits,areyouhappy?S:YesNo.WhilereadingStep1FastreadingT:Youhavedifferentanswersaboutthesefamilyrules.Thereisagirl,hernameisMolly，lookatthepictures.T:Isshehappy?S:No.T:Why?T:Readthepassagequicklyandanswerit.S:Becausetherearetoomanyrules.Step2Carefulreading1)T:Rules?Whataretherules?Readagain,underlinethem.2)T:Readagainandfindthem(whichrulesareathome/whichrulesareatschool)?Tips:chunkscanhelpyoutounderstandthemeaningsofthewordsRulesAthomeShehastogetuphastomakemybed.can’tleavethedirtydishesinthekitchen.can’trelaxafterdinner.mustreadabookbeforeshecanwatchTVAtschoolcan’tbelate.can’tbenoisy.can’tplaybasketballafterschool,becauseshemustdohomework.canonlyplaybasketballonweekends.3)T:WhatdoesMollythinkoftherules?Read(feelings)RulesFellingAthomeShehastogetuphastomakemybed.can’tleavethedirtydishesinthekitchen.Shethinksit’sterriblecan’trelaxafterdinner.mustreadabookbeforeshecanwatchTVAtschoolcan’tbelate.can’tbenoisy.can’tplaybasketballafterschool,becauseshemustdohomework.canonlyplaybasketballonweekends.S:It’sterrible,T:NowweknowMollyisnothappy.“WhatcanIdo”shesays，sheisaskingforhelp.Doesshetalktoherparents,talktohergoodfriendsS:No.T:WhodoesMollyaskforhelp?S:Dr.know4)T:Yes,readthesecondletterfromDr.know,howtohelpMolly?Whatadvicedoeshegive?ReadagainandfindouthowDr,KnowhelpsMolly.AdviceShecanplaybasketballonweekendsShecanwatchTVaftershereadsabookHerparentsareverystrict,theymakerulestohelpus.HavetofollowthemT:Theyareverystrictbutthey’regoodforus.5)Readagain,findoutthesimilarsanddifferencesbetweenthetwolettersAletteraboutaskingforhelpAletteraboutgivingadviceDearDr.know,Therearetoomanyrules(topicsentence)（總句）…………..（分句）………….（分句）…………..（分句）WhatcanIdo?(askforhelp)DearMolly,…can……Parentsandschoolsareverystrict,theymakerulestohelpus.Wehavetofollowthem.S:Similarity:“Dear”“,”Differences:AletteraboutaskingforhelpTherearetoomanyrules(topicsentence)（總句）…………..（分句）………….（分句）…………..（分句）WhatcanIdo?(askforhelp)6)Fromthetwoletters,weknowwhenwesaysomerules,weoftenuse…h(huán)ave/hasto……must……can……can’t…AfterreadingStep1Retell1.Nowlet’slookattheblanks,trytouse“have/hasto”“must”“can/can’t”toretellrulesaboutMollylikethis:TherearetoomanyrulesforMolly.Athome,shehasto…,…,…Atschool….Shethinksit’s…2.Choosetwoofthestudentstoretell.RulesfeelingAdvice AthomeShegetupmakemybed.leavethedirtydishesinthekitchen.Shethinksit’s____Parentsandschoolsaresometimes___,butremember,theymakerulestohelpus,We_____________them.relaxafterdinner.readabookbeforeshecanwatchTVAtschoolbelate.benoisy.playbasketballafterschool,becauseshemustdohomework.onlyplaybasketballonweekends.Step2Cooperatetostudy1.T:Welldone,dearstudents!Nowit’stimetocooperatetostudy.Therearemanyrulesatschoolandathome.Inotherplaces,therearealsomanyrules.Forexample:Inthelibrary.InanEnglishtestInabirthdaypartyinanEnglishtest…Yourgroupcanchooseonetotalkaboutit,writeitdown,andgetreadytoreportit.Discusstheseproblemsinyourgroupandwe’llchecktheanswerstoseewhichgroupisthebestoneStep3ReportHomeworkHomework:1.makesentenceswithhaveto/must,canorcan’t.2.Retell2aaboutMolly’sruleswithhaveto/must,canorcan’tandwriteit.(GroupA)(GroupBreaditfreely)測(cè)評(píng)練習(xí)：讀前測(cè)評(píng)練習(xí)Revision就目標(biāo)語(yǔ)言進(jìn)行通過(guò)圖片形式，練習(xí)上節(jié)課的功能語(yǔ)言。BeforereadingT:Let’ssaythewordsofthetalkabouttherules:HowtotalkaboutrulesHowtotalkaboutrules…can’t…_________….______________…can…________……_..._must……_________________Don’tdo..._________…h(huán)aveto…________讀中測(cè)評(píng)練習(xí)WhilereadingStep1FastreadingStep2Carefulreading1）Readagain,underlinethem.2)Readagainandfindthem(whichrulesareathome/whichrulesareatschool)?RulesAthomeShe1)______getup2)___________makemybed.3)_____leavethedirtydishesinthekitchen.4)_____relaxafterdinner.5)____readabookbeforeshe_____watchTVAtschool6)_____belate.7)_____benoisy.8)____playbasketballafterschool,becauseshe______dohomework.9)_____onlyplaybasketballonweekends.3)T:WhatdoesMollythinkoftherules?Read(feelings)RulesFellingAthomeShe1)hastogetup2)hastomakemybed.3)can’tleavethedirtydishesinthekitchen.Shethinksit’s______4)can’trelaxafterdinner.5)mustreadabookbeforeshecanwatchTVAtschool6)can’tbelate.7)can’tbenoisy.8)can’tplaybasketballafterschool,becauseshemustdohomework.9)canonlyplaybasketballonweekends.4)?Whatadvicedoeshegive?ReadagainandfindouthowDr,KnowhelpsMolly.AdviceShecan__________onweekendsShecan____________aftershereadsabookHerparentsareverystrict,theymakerulestohelpus.Havetofollowthem5)Readagain,findoutthesimilarsanddifferencesbetweenthetwolettersAletteraboutaskingforhelpAletteraboutgivingadviceDearDr.know,______________(topicsentence)（總句）…………..（分句）………….（分句）…………..（分句）WhatcanIdo?(askforhelp)DearMolly,…can……Parentsandschoolsarevery___,theymake___helpus.We______followthem.S:Similar:“Dear”“,”Differences:AletteraboutaskingforhelpTherearetoomanyrules(topicsentence)（總句）…………..（分句）………….（分句）…………..（分句）WhatcanIdo?(askforhelp)6)Fromthetwoletters,weknowwhenwesaysomerules,weoftenuse…h(huán)ave/hasto……must……can……can’t…AfterreadingStep1Retell1.Nowlet’slookattheblanks,trytouse“have/hasto”“must”“can/can’t”toretellrulesaboutMollylikethis:Choosetwoofthestudentstoretell.RulesfeelingAdvice AthomeShegetupmakemybed.leavethedirtydishesinthekitchen.Shethinksit’s____Parentsandschoolsaresometimes___,butremember,theymakerulestohelpus,We_____________them.relaxafterdinner.readabookbeforeshecanwatchTVAtschoolbelate.benoisy.playbasketballafterschool,becauseshemustdohomework.onlyplaybasketballonweekends.Step2Workingroup.1.T:Welldone,dearstudents!Nowit’stimetocooperatetostudy.Therearemanyrulesatschoolandathome.Inotherplaces,therearealsomanyrules.Forexample:Inthelibrary.InanEnglishtestInabirthdaypartyinanEnglishtest…Yourgroupcanchooseonetotalkaboutit,writeitdown,andgetreadytoreportit.Discusstheseproblemsinyourgroupandwe’llchecktheanswerstoseewhichgroupisthebestoneStep3ReportHomework1.Makesentenceswithhaveto/must,canorcan’t.2.Retell2aaboutMolly’sruleswithhaveto/must,canorcan’tandwriteit.(GroupA)(GroupBreaditfreely)效果分析：Beforereading:思維導(dǎo)圖的使用，有效復(fù)習(xí)了本單元的重點(diǎn)功能句及話題句。并自然地導(dǎo)入了2b。Whilereading：Step1Fastreading引出本文的主人公Molly以及她的煩惱和尋求幫助。Step2Carefulreading1Readagain,underlinethem.2)Readagainandfindthem(whichrulesareathome/whichrulesareatschool)?RulesAthomeShe1)______getup2)___________makemybed.3)_____leavethedirtydishesinthekitchen.4)_____relaxafterdinner.5)____readabookbeforeshe_____watchTVAtschool6)_____belate.7)_____benoisy.8)____playbasketballafterschool,becauseshe______dohomework.9)_____onlyplaybasketballonweekends.3)T:WhatdoesMollythinkoftherules?Read(feelings)RulesFellingAthomeShe1)hastogetup2)hastomakemybed.3)can’tleavethedirtydishesinthekitchen.Shethinksit’s______4)can’trelaxafterdinner.5)mustreadabookbeforeshecanwatchTVAtschool6)can’tbelate.7)can’tbenoisy.8)can’tplaybasketballafterschool,becauseshemustdohomework.9)canonlyplaybasketballonweekends.4)?Whatadvicedoeshegive?ReadagainandfindouthowDr,KnowhelpsMolly.AdviceShecan__________onweekendsShecan____________aftershereadsabookHerparentsareverystrict,theymakerulestohelpus.Havetofollowthem5)Readagain,findoutthesimilarpointsanddifferencesbetweenthetwoletters6)Fromthetwoletters,weknowwhenwesaysomerules,weoftenuse通過(guò)細(xì)讀2b,填寫表格.這為下一步輸出初步奠定了基礎(chǔ)。Afterreading：Step1Retell.Nowlet’slookattheblanks,trytouse“have/hasto”“must”“can/can’t”toretellrulesaboutMollylikethis:Choosetwoofthestudentstoretell.Step2Workingroup.Yourgroupcanchoose（Inthelibrary.InanEnglishtestInabirthdaypartyinanEnglishtest…）onetotalkaboutit,writeitdown,andgetreadytoreportit.Discusstheseproblemsinyourgroupand