【金识源】六年级英语下册 Unit 6 Don't eat in class Section B(1a2c)教案 鲁教版五四制

Unit 6 Don’t eat in class! Section B (1a-2c)一、教材分析本单元是鲁教版《新目标》的第六单元。

总体而言，这本教材的词汇量很大，有难度，但是，内容新颖，尤其是生动活泼的卡通化的画面，很符合六年级学生的年龄特点和心理特点，其中还囊括了丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。

本单元的话题Talk about rules.与日常生活密切相关。

作为一名中学生，遵守校纪班规家法，和社会公共场所的规章制度是必须的。

在谈论规则时，一般运用祈使句、情态动词can和have to等。

这是英语新课程标准中规定所必须掌握的内容，是交际英语中必不可少的项目。

因此，本单元对于提升学生的学习兴趣和提高学生的听、说、读、写能力都有很大的帮助。

二、教学目标I．知识目标：1、学习谈论家规。

2、掌握句型：“ I must…” , “I have to…”,“I can /can’t…”3、能听懂有关谈论规则的对话并进行自由交际。

II．能力目标：(1)培养学生的能力在文中用词的能力。

(2)提高学生听说读写技能III．情感态度价值观目标：(1) 通过合作与竞赛等小组活动形式，，增强学生的集体荣誉感，培养学生的合作意识和竞争意识。

(2) 通过对规章制度的学习与讨论，教育学生从小规范自己的行为。

三、教学重难点(1)掌握句子结构"我不得不......"，"能/ 不能......".(2)祈使句肯定形式与否定形式的运用。

(3)正确、流利说明一些地方的规则。

四、教学策略方法（1）直观教学法：充分利用图片与实例，创设真实的情景，引起学生学习兴趣。

（2）听说教学法：以听、说、读、写、练为主，通过对本课重点句型的学习培养学生听力、口语以及书面语的能力。

（3）任务型教学法：设计各种活动如结对活动、小组合作，促使学生为用而学，增强集体荣誉感。

五、教学过程Step 1 Warming-up and revisionSing some English songs.Greet the class as usual.T: Good morning/afternoon!How are you?Wh at’s the date today?What day is it today?What’s the weather like today?Are you happy?Today I bring some exciting and interesting videos to you!Before enjoying them, I will give you some questions:(1).What are the people in the videos doing?(2).Are they good students?(3).What rules do they break?Try to find the answers to these questions when you watch the videos.(Play the three short videos for the students.)T: Now can you tell me the answers to these questions?(Ask some students to answer these questions.)T: Well done! You all know the rules of the school very well! So you are all good students! But can you tell me the other rules of the school?(Ask some students to talk about the other rules of the school.)Step 2 PresentationT: OK! Just now we talk about the rules of the school. Do you know the rules ofother places? In which places we have to obey the rules? (Libraries, dining rooms, dormitories, our houses, etc.)T: Yes. In our houses, we also have rules. So everyone in your house have to obeythe rules of your house. Now, open your books! There are some house rules. First,look at the pictures; tell me what you see in each picture, using whatever wordsyou can. (If necessary, supply the words or sentences and ask the class to repeat.Say a sentence or two about each picture. What's he doing? He's doing homework. Repeat.He's doing homework. The class repeats.)T: Now look at the rules under the pictures. Read after me! (Point out the list ofrules. Read each rule and ask students to repeat. ) T: OK! Now match each rule with one of the pictures. Write the letter of each pictureon the blank line in front of one of the rules. For example, Picture a matches withthe second rule. (Point out the sample answer.) Do as the sample do. (Give the Ss1 minute to prepare)Check the answers.Step 3 Listening PracticeWork on 2a（完成P74 - 2a）T: Great! I have two friends. Their names are Emily and Dave. First, let’s knowthem. Look at the two photos. The girl is called Emily and the boy is called Dave.They are talking about the rules of the house. Listen to a conversation between them.I will play the tape for two times. For the first time, only listen carefully totheir questions and answers. For the second time, number the rules in the order Daveand Emily talk about them. The first rule Emily talks about is don’t go out on school nights. The number 1 has already been in the blank in front of that rule. Write inthe numbers 1-4 as Dave and Emily talk about each rule while you are listening. (Playthe tape two times for the Ss. Then check the answer.)Work on 2b（完成P74- 2b）T: This time, please put a checkmark under Emily or Dave after each rule that Davehas at his house and each rule that Emily has at her house. (Point out the sample answer).Play the tape again and have students make checkmarks (√). You may wish to playthe tape more than once at this point. Correct the answers.Step 4 Talk.T: Good job! Just now we have known the rules of my two friends Emily and Dave. Now who would like to talk about the rules of their houses? (Give the Ss some sentence structures to help them. Like “In Emily/Dave’s house, we have to…/ we can’t…) Give them 1 minute to prepare. Then ask some Ss to talk.2. Pair worksT: Excellent! We have talked about the rules of Emily’s and Dave’s houses. Now I want to know about the rules in your house. What can and can't you do in your house? What do you have to do? Work with your partner. UsingA: Do you have family rules?B: Yes, I do.A: What do you have to do?B: I have to…(Give them 3 minutes to prepare)As the students talk, move around the room, monitoring conversations and offering language support as needed.Have some pairs of students present their conversations to the class.Step 5 Class Survey1. Make a list of the rules at your houses.T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao Pel's list of rules as a model.Give the Ss some minutes to write. And then have some students read their lists to the class. Make language corrections as needed.2. Make a surveyFirst, point out the sample question and answer in the picture in the book. Ask two students to read it to the class.Ask students to move around the classroom and ask each other question. Their job is to find other students who have the same rules.When student A finds another student with the same rule, student A writes the other student's name next to that rule on his or her list.Then do a quick check to see which rules are most common.(Alternative: If you would prefer not to have your students move around the room, you can ask them to do this activity in groups of four. They survey the other members of their group to find who has the same rules as they do.)Step 6 HomeworkDo the exercises in the exercise books.Write a short composition which is about the rules at their houses.六、板书Unit 6 Don’t eat in classhave to的用法-- A: Do you have to…? (wear a uniform at school,wear sports shoes for gym class)-- B: Yes, we do./ No, we don’t.-- A: What else do you have to do?-- B: We have to clean the classroom.七、反思本节课根据新课标提出的以学生为本的教学理念，注重学生兴趣和实际应用英语能力的培养，把掌握知识，形成技能，发展能力与培养学生个性健康发展结合起来，努力创设真实情境，在真实的情境中培养学生英语学习的积极情感和语言实践能力、文化意识，为学生的可持续发展打下坚实基础。