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課題 人教版七年級下冊 Unit 2 No rules, no order. Section A (1a-1e)說課稿
課型 聽說課 備課人
1. Interpretation of the New Curriculum Standards The English curriculum standards for compulsory education emphasize the cultivation of students' core competencies, including language proficiency, cultural awareness, thinking quality, and learning ability. This lesson focuses on the theme of "school rules", which falls under the category of "People and Society". Through learning, students can describe and discuss school rules in English, improving their language - expressing skills. They can understand the importance of school rules and the differences in school rules under different cultural backgrounds, enhancing their cultural awareness. Meanwhile, they can develop critical thinking while analyzing the rules, and improve their learning ability through independent and cooperative learning, which fully meets the requirements of the new curriculum standards. 2. Analysis of the Teaching Material The content of this lesson is from Section A of a certain unit in the English textbook published by People's Education Press. 1a presents common school rules in the form of a table, guiding students to think about the rules in their own schools. 1b - 1d are listening - training parts, helping students identify and understand information about school rules. 1e is a dialogue - practice section, enabling students to talk about school rules in real - life situations. The content of the textbook progresses step by step, from the recognition of rules, to listening comprehension, and then to oral expression, which is helpful for students to gradually master relevant knowledge and skills. 3. Analysis of the Students' Situation The students are junior - middle - school students. They already have a certain foundation in English and are quite familiar with campus life. This is beneficial for them to understand and participate in discussions about school rules. However, they may have difficulties in accurately describing rules in English and understanding the cultural connotations behind the rules. At the same time, students of this age are curious and have a certain ability for independent learning and cooperative communication. Teachers can make use of these characteristics to design a variety of teaching activities. 4. Core Competency Goals (1) Language Proficiency Goals Students can skillfully use imperative sentences and sentences with modal verbs to describe school rules, such as "Don't be late for school." "You must wear the school uniform." etc. They can accurately express their opinions on school rules in dialogues. (2) Cultural Awareness Goals Fully recognize the importance of school rules in campus life and cultivate a sense of rules. Understand the differences in school rules among different schools and respect diverse cultures. (3) Thinking Quality Goals Cultivate critical thinking by analyzing the purposes and meanings of school rules. Improve logical thinking and language - organizing abilities during discussions and exchanges. (4) Learning Ability Goals Learn to preview and review vocabulary and sentence patterns related to school rules independently. Participate actively in group cooperative learning and improve communication and collaboration abilities. 5. Key and Difficult Points (1) Teaching Key Points Master key vocabulary and phrases for describing school rules, such as "arrive on time", "run in the hallways", "wear the school uniform", etc. Skillfully use imperative sentences and sentences with modal verbs to express rules. Be able to understand listening content about school rules and complete related exercises. (2) Teaching Difficult Points Use the learned language knowledge to talk about school rules naturally and accurately in real - life situations. Deeply understand the profound meanings and cultural connotations behind school rules. 6. Teaching Procedures (1) Lead - in Show pictures of campus scenes, ask students about the scenes in the pictures, and guide them to think and name the rules in school, thus introducing the theme of this lesson. Design Intention: Selecting familiar campus - scene pictures can quickly build a connection with students, arouse their curiosity and learning interest, enable them to enter the learning state quickly, and also pave the way for the subsequent discussion of rules. (2) Vocabulary and Sentence Pattern Learning Present the phrases and sentences about school rules in the textbook. The teacher leads the reading, explains the pronunciation, parts of speech, and usage of the vocabulary, and helps students understand the use of imperative sentences and modal verbs in expressing rules by giving examples. Then let students practice making sentences by imitation, and correct mistakes in time to consolidate what they have learned. Design Intention: The teacher's leading - reading and explanation can help students accurately master the basic usage of vocabulary and sentence patterns. Giving examples can make the abstract grammar knowledge more intuitive and understandable. Imitative sentence - making exercises allow students to apply what they have learned in a timely manner and deepen their understanding through practice. The teacher's timely correction helps students develop correct language - expressing habits. (3) Listening Training First, let students look through the pictures and options in 1b to make clear the listening tasks. Play the recording for the first time, and students tick the rules they hear. After checking the answers, play the recording again for students to complete the sentence - filling in 1c. After playing, explain the key vocabulary and sentences in the listening to help students understand the listening content and improve their listening skills. Design Intention: Looking through the pictures and options allows students to get familiar with the listening content in advance and clarify the tasks, so that they can listen with a clear purpose. Playing the recording twice with different tasks conforms to students' cognitive rules, helping them gradually obtain and understand the listening information. Explaining key vocabulary and sentences can help students clear up listening barriers and, at the same time, teach listening skills to improve their listening comprehension ability. (4) Dialogue Practice Show the dialogue example in 1e, lead students to read it aloud, and explain the key expressions. Divide students into pairs, and let them practice dialogues according to the content in 1c, following the example, to talk about school rules. The teacher walks around the classroom, gives guidance and encouragement, and corrects grammar and pronunciation mistakes to improve students' oral - expressing ability. Design Intention: By showing the dialogue example and explaining the key expressions, a language template and model are provided for students. Pair - work dialogue practice creates a real - life language - communication situation for students, allowing them to apply the learned knowledge in practice and improve the fluency and accuracy of their oral expressions. The teacher's on - site guidance can timely identify problems and offer help, boosting students' confidence in learning. (5) Expansion and Summary Show pictures or videos of school rules in different countries, and organize students to discuss the differences between these rules and those in their own schools in groups. Representatives of each group share the discussion results, and the teacher makes comments and supplements to guide students to understand the cultural connotations behind the rules. Finally, summarize the key knowledge of this lesson to strengthen students' memory of expressions related to school rules. Design Intention: Displaying materials about school rules in different countries can broaden students' horizons, enable them to understand cultural differences, and cultivate their cultural awareness. Group discussions and presentations by representatives can stimulate students' thinking and improve their cooperative - communication and expressing abilities. The teacher's comments and supplements can guide students to think deeply and explore the cultural connotations behind the rules. The final summary helps students sort out the knowledge, strengthen their memory, and consolidate the learning outcomes. 7. Teaching Reflection During the teaching process, diverse activities successfully stimulated students' learning interest, and most students actively participated in class. However, in the vocabulary and sentence - pattern practice session, some students were not proficient in using modal verbs. This may be due to insufficient practice or an unclear explanation. In the future, more targeted practice is needed, and more vivid examples should be used to help students understand. In listening training, some students had difficulties in catching key information, probably because they lacked effective listening skills. In future teaching, time should be specifically allocated to systematically teach listening skills, such as predicting listening content and grasping key words. During dialogue practice, the communication in some groups was not in - depth enough. Perhaps the situations set were not attractive enough to students or the guidance was insufficient. In the future, more interesting and challenging situations should be designed, and more guidance should be provided to improve students' language - using ability. In addition, the exploration of the cultural connotations of rules in the expansion session could be more in - depth. More cases and stories can be introduced to better cultivate students' cultural awareness and thinking quality.

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