unit4教案及评价.doc

Unit 4 Don’t eat in class. 　　教学目标： 　　1. 谈论规则 　　2. 祈使语气 　　3. 表示允许 　　4. 能够用口头或书面描述规则 　　教学重点和难点： 　　重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。 　　教学设计： 学习内容学生活动教师活动1. 表示规则的句型： * --- Don’t run in the hallways. --- Sorry, Ms Mendoza. * Don’t watch TV after school. * Don’t go out on school nights.1. 思考、谈论规则。 * Don’t talk loudly. * Do your homework after school! * Practice your guitar every day.引导、启发、教授需学内容。2. Can for permission, such as: We can do…. We can’t do…. Can we do…? * --- What are the rules? --- Well, we can’t arrive late for class. * --- Can we listen to music, Alex? --- We can’t listen to music in the hallways, but we can listen to it outside.2. 听录音，回答问题。 * --- Can we eat in the classroom? --- No, we can’t. * --- Can students wear hats in school? --- Yes, they can.放录音；启发、提示问题及答语。3. 阅读→迁移（读、写、文化差异）。阅读/认图标；阅读信件→根据其信息找出规则→写出规则。3. 引导、提示图标含义；提示文化差异。4. 用口头或书面形式描述规则。4. 利用本单元所学祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do，根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。4. 检查学生讨论制定规章制度或使用规则情况——句型、短语、动词形式是否正确；指导并落实学生写作情况。 　　教学过程设计： 　　Task One: 　　Talk about school rules to “feel” Imperatives 　　Goal：Get to know about the structure to express rules 　　Step 1: Talk about the school rules they know / remember 　　Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours 　　Step 3: Add more rules to your school, which you think necessary 　　Task Two: 　　Listen and find out what Ss can do and what they cannot 　　Goal: Try to understand the rules by listening 　　Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do 　　Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b) 　　Step 3: Listen to conversations about the activities and find out what rules students break 　　→Section A (1b) 　　Step 4: Listen to the different rules that different p