学科渗透安全教育教学设计

学科渗透安全教育教学设计Unit12 Don’t eat in class

第一课时

一、教学目标

通过教学，引导学生学会用英文表达自己对不遵守学校规矩的人的态度;能熟练使用目标语言谈论学校安全规章制度;能使用目标语言讨论校园内一些公共场合的规则。

1．认知目标：

·重点词汇：in class, classroom, hallway, gym, arrive late, go out, practice, inside, outside, uniform, sneakers, fight, can, can't, have

·重点句型：

Don't eat in class!

Can we wear hats? No, we can't.

We don't have to wear a school uniform.

·语言结构：①祈使句②情态动词can 表示许可的用法。

2．能力目标：

·培养语言运用能力，让学生把所学到的语言知识和生活实际联系起来，使学习过程生活化。

·培养用英语思维的能力和创新意识。

·学会不断发现问题和分析问题，并用自己已有的知识水平和生活经历来解决实际问题。

3．情感目标：

·通过小组对话、讨论和调查等一系列的活动，培养学生的合作意识。

·通过课堂上与外教的交流，让学生了解不同的国家的不同的文化，培养初步的跨文化交际能力。

4．德育目标：

·促进学生养成在校良好安全校规的行为习惯和在良好的道德品质。

二、教学过程

Step One：Lead in

1. Greet with the students by using “Good morning, boys and girls.”

2．Show the students a picture and revise “What is he/she doing?”by asking questions.

T: Look at this girl. What is she doing?

S: She is eating an apple.

T: Can we eat an apple in class?

S: No, we can't.

T: So what should we say to the girl.

T: We should say to the girl :“Don't eat apples in class.”

Then point out the other students in the picture and say, each of these students is breaking one of the school rules. So what should we say to them?

根据这样的对话，把图片中其他学生不应该在课堂上出现的行为一一列出来，并且用祈使句的句型排列在黑板上：

Don't arrive late for class.

Don't run in the hallways.

Don't listen to music in the classroom.

Don't fight.

3. Read the list to class. Then ask the students read the list again.

4. Two foreign teachers of our school act out some rules to make clear the meaning of each one. For example: a foreign teacher is pretend to listen to music in class. Then encourage students to say something to him. “Can we listen to music in class? If you see someone do that, what should you say to him?” “Don't listen to music in class!”

邀请我校的外教的参与到课堂中，做出一些违反课堂纪律的事情，引导学生用所学的句型指出他们的错误。外教生动的表演极大的调动了学生的积极性，学生马上能够大胆的运用目标语言指出他们做得不对的地方。如：不要在课堂上听音乐。Step Two：Listening

1. Point t o the picture in activity 2a. Asking students to tell what they are doing.( They are talking school rules.)

2. Play the recording, ask the students to put a checkmark next to the activities they are talking about.

3. Play the recording again. Point out the list of can and can't in the chart in activity 2a. Students listen and circle the answers.

通过听力训练，让学生能够对今天课堂上所学的目标句型有敏感的反应，并能够在下一个任务环节中熟练地应用。

Step Three: Discussion

Make a list of school rules and give students a form like this:

Activities In our school In England In Holland

Listen to music in the classroom can’t

Eat in the classroom

Fight with others

Keep long nail

Throw away the rubbish

Speak loudly in the library

……

Ask the students think about the school rules in the form, what we can do or what we can’t do in our school. Then discuss the answers with their partners in g roups.

这是一个巩固性的活动，要求学生能运用目标语言进行真实的交际。了解同样的校规在不同的国家和学校有什么不一样的规定。同时也使学生养成良好的运用英语的习惯。

Step Four：Introduce your opinion

通过与外教交流，各小组根据自己所获得的信息，分析同样的校规在不同的国家和学校的不同之处，然后充分运用所学语言，向全班作汇报。

For example: we can't listen to music in class, and the students in England can't, either. But the students in Holland can listen to music in class.

课后反思：

本单元的教学内容较多，而且非常生活化，所以针对不同的内容设计了不同的任务活动。通过课堂的试验，证实了这些任务的可行性，并达到了意想不到的效果。1．在导入新知识时，通过复习旧的句型很自然、顺利的进入目标句型的教学。2．在第一个任务中，外教的加入就像是兴奋剂，而且他们生动的肢体语言极大

的调动了学生的积极性。学生马上能够大胆的运用目标语言指出他们做得不对的地方。

3．第二个任务是由学生根据老师提供的一些描述行为的词语，与外教交流，学生为达成这一任务，就必须大胆提问，而且也迫使学生养成良好的运用英语的习惯。

本节课的不足之处，由于在学生提问的环节上学生的自主性强，这样胆子大的，英语好的学生就表现突出，获得的锻炼就相对应多；对于英语表达能力差的学生，老师照顾不够，得到的锻炼相对少。所以在以后的教学中还应不断的探索，寻求更大的突破。