课件26张PPT。Girls VS BoysUnit 6
Don’t eat in class.Section A
GrammarReviewLook at pictures.
Do you know these rules?Don’t run in the hallways.We can’t run in the hallways..Don’t fight.We can’t fight.Don’t listen to music.We can’t listen to music. Don’t eat in the classroom.We can’t eat in the classroom.Don’t arrive late for class.We can’t arrive late for class.We must be on time for class.We have to be on time for class.Discuss in groupGrammar focus1.What’s the form about?
2.Please classify(分类) the form and give your reasons.
3.Can you circle the key words and conclude the use of these key words.
I am a teacher
You can talk ,
write on the blackboard,
use your body language...Grammar focus1.What’s the form about?
2.Please classify(分类) the form and give your reasons.
3.Can you circle the key words and conclude the use of these key words.
Grammar FocusHow to express rules?What are the rules?
Don’t……..
We must……….
Can we……….? No, we can’t, but we can……
Yes, we can.
What do/does …have to do? …have/has to……
Do/Does…have to…? Yes,…do/does. No, …don’t/doesn’t.
Library rules
1. Don’t talk.
2. __________
3. __________
________
4. __________
_______Don’t eat.Write the rules for the school library. Don’t listen to music.Don’t take photos.3a1cListen and repeat.TipsDon’t talk! = No talking!
Don’t eat != No eating!
Don’t take photos!= No photos!
警示语：No+名词 / 动词-ing形式.Do you know other warning signs(警示标志)?Don’t smoke!No parking
Don’t park!
Don’t
swim!Climb v.
/kla?m/
No climbing!
Don’t climb!touch v.
/t?t?/No touching!
Don’t touch!Use the words to make questions about the rules. Then write answers according to your school.3b1. Be quite?
Q: Does she have to be quite in the library?
(she/have to/in the library)
A: Yes, she does.
2. Eat?
Q: ________________________________
(he/ have to/ in the dining hall)?
A: ________________________Does he have to eat in the dining hall?Yes, he does.3. Listen to music?
Q: ________________________________
(we/ can/ in the hallways)?
A: ________________
4. Wear a hat?
Q: _______________________________
(we/ can/ in the classroom)?
A: _______________Can we listen to music in the hallways?Can we wear a hat in the classroom?No, we can’t.No, we can’t.turn off the light ?listen to the teacher carefully?wait in line?Save the water ?Step on the lawn?Free talkMake up cool rules for your dream
School and share your rules with the class.
You have to use don’t, have to, must,can,can’t.
You can make your paper more
Artistical.(艺术的；有美感的)Group workNothing can be accomplished without norms
or standars.
没有规矩不成方圆。
Rules are meant to be followed, not broken.
规则制定出来是让人遵守，而不是让人破坏。
Chicken Soup for the SoulWhat have you learned today ?SummaryHave you known answers and questions
about the rules ?
Do you think it is important to follow the rules ?Homework1.You must
Search for other ten warning signs(警示语) and write down them in English.
2.If you can
Make some family rules together with your family members .
Thank you !教材分析
本单元是鲁教版六年级下册第六单元。共分四个课时，本节课是第二课时语法课。第一课时是听读课，第三课时为听说课，第四课时为读写课。本节课是在第一课时的基础上继续学习祈使句，起着承上启下的作用。
Section A部分的单元主题图以教室外墙壁张贴校规的形式呈现书面语体的规章制度，再通过听说活动导入到口头谈论规章制度的情景中，让学生体会、学习不同语体中目标语言的表达。在此基础上，学生通过对语法的学习及操练进一步强化新的语言内容，为学习Section B打下基础。
本部分的教学重点是一些常见的短语和表达法，以及谈论规章制度需要的语言结构，包括：祈使句，尤其是祈使句否定形式的学习及运用；情态动词can表达“许可”（permission）；
情态动词have to 和 must 表达“义务”（obligation）。教学难点是不同情态动词表达的意义区别，如 have to 和 must 语义上细微区别；can 与 can’t 表达“许可”的用法; can 的肯定式和否定式的重弱读变化；如何礼貌回答别人善意提醒。
Section B 将规章制度出现的场所由Section A 的“学校”转到“家庭”。语言技能层面上，Section B 在深化训练听、说能力的基础上偏重读、写能力的训练的训练和发展；在语言知识层面，除继续深化学习Section A 所学句型结构外，词汇的滚动复现及学习是Section B的重要内容。
Grammar Focus 部分是对本单元所学语言结构的归纳总结，目的在于让学生有意识地关注本单元所学祈使句和相关情态动词的句型结构特征，进而模仿套用。3a提供具体语境，让学生很据图标提示为学校图书馆写规章制度，重点练习否定祈使句结构。3b 提供提示词，让学生写出问句和回答，练习情态动词have to 和 can 的一般疑问句及回答。3c活动让学生为自己的“梦想学校”制定规则，目的在于通过个性化学习激励学生，激发其运用语言的欲望，进而巩固所学的目标语言结构。
Unit 6 Don’t eat in class.课后反思
本节课的课后反思如下：
一、对初一学生的学情分析比较到位，教学目标明确，对教材进行了符合学情的合理整合。注意衔接，新旧知识过渡自然，知识点落实到位。 通过旧句型学习新单词，通过已学过的单词引出新句型。注重引导学生将获取的新知识纳入已有的知识体系中。新旧知识衔接自然。在进行主要知识的学习时，紧扣本节课的重点can, have to ,must, don’t 表规则的用法. 李老师利用多媒体.教学的直观性，易操作特性，进行不同形式的反复操练，提高教学效果。学生边看图边回答，既学习了新知识，又巩固了旧知识。 二、教学活动的设计形式多样，训练的有效度高，任务性强。整堂课有全班活动，小组活动，双人活动，个人活动，师生互动。 有猜测，调查等形式， 有听，说，读，写多种练习方式。 活动的设计围绕教学目标开展，有利于学生学习语言知识，发展语言技能，从而提高综合运用语言的能力。句型的操练面广， 学生的参与热情因为活动安排的新颖高涨。老师将热闹的形式与语言实践有机地结合起来。 创造性地设计了一个贴近学生实际的教学活动，吸引和组织他们积极参与。
三、注重了学生自主学习和小组协作的学法指导和培养。这有利于培养学生与他人合作的能力。竞争机制的使用，分组比赛，积极地促使了教学任务的完成，同时也大大地调动了学生的学习积极性，最大限度地参与课堂教学中。
四、依靠多媒体技术，整合教学资源。听，说，读，写各种材料以课件形式统一操作，节省了时间，提高了教学效率。在猜单词游戏中，利用电脑的图画演示， 激发了学生的好奇心和参与意识。在练习所学句型时， 利用图表形式，让学生进行选择回答和句型操练，促进了全班合作学习，练习和巩固了所学语言。 五、学习板快中词汇的时间分配偏长。根据学生的实际情况可增添一些趣味性词汇学习。如可请学生表演典型的球类运动姿势，运用身体语言来学习词汇，继而加强记忆。另外，在猜测游戏环节，在正确答案出现前，可多叫些学生单独起来操练句型，积蓄他们在众人面前大胆开口讲英语的勇气，提供更多练习机会。
教学设计
Unit 6 Don’t eat in class Section A period II
Grammar
Objectives
Knowledge aim
Students can conclude answers and questions about the rules. Students can use Imperatives:Don’t… ,Can for permission, Modal verbs have to, must to talk about rules.
Ability aim
Students can use the sentence patterns about rules freely..
Emotional aim
Students can know that following rules is very important in our daily life.
Key points：1.Imperatives: Don’t fight.
Don’t arrive late for class.
2. Can for permission
?? ? 3. Modal verbs have to,must
Difficult points: How do we classify have to and must. How do we master can and can’t for permission. How do we answer other’s goodwill remind politely.
Teaching procedures
教学内容
教学活动
设计意图
Step 1
Warming up and
revision
T:Do you like playing games?
S: Yes.
T:Now,let’s play a game “blow the ballons”.Girls compete with boys.
In this game,there will be no winners.Because there are 3 girls but 2 boys and girls have long time.
Conclusion: rules are important in our life.
以一个没有获胜者的吹气球游戏开始本课，激起学生的兴趣并生动地导入规则。抢答游戏既可以激起学生的对本课的学习热情，又以图片的方式复习了第一课时的句型，为接下来的学习奠定了基础。
Step 2
Presentation
T: There are so many rules in our life. Today, let’s go on talking about them.Now, please look at the chart and discuss in groups to find the answers to the below questions.After discussion you will come to the front being a teacher to give us a report.
Students discuss in groups to conclude the rules of the chart. Then students share the ideas with each other to conclude the rules about talking rules.
以小组讨论的形式，让学生自己仔细研读语法表格，自己总结规律。
Step 3
Practice 1
(3a in textbook)
Ss write the rules for the school library.
Teachers show other sayings about warning signs and encourage students to conclude the ways to talking about warning signs.
Students will do some expand exercises.(Don’t smoke=No smoking;Don’t swim=No swimming...)
警示标语是生活中重要规则的组成部分。学生通过对警示标语的练习巩固了Don,t...的用法。根据警示标语的惯用表达方式，教师适当拓展，并做相应的拓展练习。教师特意选择了一些和中学生息息相关的警示语进行练习并在这个过程中，抓住时机，适时对学生进行德育渗透。
Step 4
Practice 2
(3b in textbook)
Students use the words to make questions about the rules and write answers according to the school.
Students check the answers by asking and answering.
Students do some expand exercises by talking about pictures orally.
让学生练习can, have to的问句和陈述句。
拓展练习部分，减少了句型和词汇的限制，由易到难，由浅入深，让学生更加充分地练习 巩固 can和 have to 的用法。
Step 5
Practice 3
(3c in textbook)
Students work in groups to make up cool rules for their dream school. And share the rules with the class.
这是一项综合练习。学生可以综合练习can, have to ,must 的用法。同时，有助于开发学生的想象力。
Step 6
Chicken soup for the soul.
Shouw students proverbs about the rules.
德育渗透，让学生了解规则的重要性。
Step 7
Summary
T: What have you learned today ?
Have you known answers and questions
about the rules ?
Do you think it is important to follow the rules ?
Students share what they have learned.
总结所学，梳理本课的重难点。
Homework
1.You must
Search for other ten warning signs(警示语) and write down them in English.
2.If you can
Make some family rules together with your family members .
Don’t eat in class-Grammar
Grammar Focus
Don’t run in the hallways.
Don’t fight.
What are the rules?
We must be on time for class.
Can we eat in the classroom?
No, we can’t, but we can eat in the dining hall.
Can we wear a hat in class?
Yes, we can. / No, we can’t.
Does he have to wear a uniform at school?
Yes, he does. / No, he doesn’t.
What do you have to do ?
We have to be quiet in the library.
Discuss in group
1.What’s the form about?
2.Please classify(分类) the form and give your reasons.
3.Can you circle the key words and conclude the use of these key words.
Practice 3a Write the rules for the school library.
Practice 3b Use the words to make questions about the rules. Then write answers according to your school.
1.Be quite?
Q: Does she have to be quite in the library? (she/have to/in the library)
A: Yes, she does.
2. Eat?
Q: ___________________________ (he/ have to/ in the dining hall)?
A: ________________________
3. Listen to music?
Q:________________________________ (we/ can/ in the hallways)?
A ________________
4. Wear a hat?
Q: __________________________ (we/ can/ in the classroom)?
A: ______________
