【人教2024版七下英语精彩课堂（备课素材+教案）】 Unit 2 No Rules,No Order Section A
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【人教2024版七下英语精彩课堂（备课素材+教案）】
Unit 2 Section A
单元概览
Unit 2 No Rules, No Order
教材导学
课标落实
Section A What rules do we follow
导入一 情景导入
Create a situation: “Imagine that you are a new student at a school. You don't know the school rules. You meet a classmate in your classroom. How would you ask about the school rules ” Ask students to role-play this situation in pairs. One student acts the new student, and the other acts the classmate.
导入二 问题导入
Ask students a question: “If there were no rules at school, what would happen ” Invite several students to answer the question. For example, some students may say that there would be chaos if students could run freely in the hallways. Then say, “To avoid these bad situations, schools have many rules. Let's look at the school rules together today.”
导入三 图片导入
Show students a picture about school rules. Ask students, “What can you see in this picture What rule does it show ” Then lead into the lesson: “Just like in this picture, there are many rules in our school life. Let's learn about them.”
活动设计
活动一 规则记忆竞赛
将学生分成若干小组,每组4—5 人。 把课堂上所学的学校规则(如:Don't be late for school. Arrive on time.)分别写在不同的卡片上,每个小组一套卡片。将卡片打乱顺序分发给每个小组。每组学生有3分钟的时间记住卡片上的规则。3 分钟后,收回卡片,然后开始提问。例如,问学生:“What rule should we follow to keep our school clean ” 小组成员举手抢答,回答正确得 1 分。依次提问,累计每个小组得分。统计各小组得分,对表现优秀的小组进行表扬。引导学生回顾所有的规则,强化记忆。
活动二 规则情景表演
准备一些与学校规则相关的简单道具,如校服、手机模型、垃圾等。将学生分成若干小组,每组 3—4 人。每个小组抽一条学校规则,例如 “Don't run in the hallways.” 每组学生有 3 分钟的时间进行情景构思和准备。准备时间结束后,每组学生上台表演他们所抽到的规则的情景。比如,一名学生想要在走廊里跑,另一名学生阻止他并告诉他不要在走廊跑的情景。其他小组观看并进行评价,评价内容包括表演的准确性和趣味性等。教师对每组的表演进行点评,强调规则的重要性,让学生分享通过表演对规则有了哪些更深刻的理解。
听说训练
听录音,选出正确选项。(听力原文: Section A 1b)
( )1.What does Mary do at school
A.She is late for school.
B.She runs in the hallway.
C.She wears a jacket at school.
( )2.What rule does Sally break
A.She litters in the school.
B.She wears other clothes instead of the uniform.
C.She runs in the hallway.
( )3.What does Tony do at school
A.He runs in the hallway.
B.He wears a jacket.
C.He litters.
◎Key: 1—3 BBC
语法探究
1.祈使句
本单元用了许多祈使句来讲述学校规则。祈使句通常用来表达命令、请求、劝告、警告、禁止等,一般用动词原形开头。如:
Don't be late for school.(否定祈使句,Don't+动词原形)
Arrive on time.(肯定祈使句,动词原形开头)
Walk in the hallway. Don't run!(既有肯定祈使句,又有否定祈使句)
2.情态动词
情态动词must和mustn't表示必要性和禁止。如:
We must be polite and treat everyone with respect.(must+动词原形,表示必须做某事)
You mustn't wear other clothes to school instead.(mustn't+动词原形,表示禁止做某事)
have to也表示必要性,与must同义,如:Tony, you know you mustn't litter. We have to keep the school clean and tidy.
3.表示规则的句型
(1)“Don't+动词原形”表示禁止做某事,如“Don't run in the hallways.”
(2)动词原形表示要求做某事,如“Wear the school uniform.”
(3)“must/mustn't+动词原形”表示必要性和禁止,如“You mustn't litter.”
(4)“have to+动词原形”表示不得不做某事,如“We have to keep the school clean and tidy.”
(5)询问规则的句型,如“Does your school have these rules ”
(6)询问和解释原因的句型,如“Why is there a bottle here ”和“I don't want to be late.”
Section A What rules do we follow
第一课时 [(1a-1e)& Pronunciation]
Study of the Text
What:The listening text consists of a dialogue and a monologue, presenting the scene of a teacher talking to students about rules in daily life and the scene of a teacher reading out the rules in a speech to all the students respectively. The dialogue takes place between Ms Brown and three students. The monologue is by Ms Brown, which is a continuation of the dialogue and incorporates the target language of the unit, using imperative sentences and modal verbs to talk about rules. Activity 1 of the phonics section of the unit focuses on the different sounds corresponding to the common letter “e” and the letter combinations “ea”, “ee” and “ear” through listening and repeating. Activity 2 combines the target grammatical structure of this unit so that students can master how to correctly read aloud the imperative sentences and recognize and pay attention to the stressed words in them through listening and repeating.
Why: Through a complete chain of listening and speaking tasks, students learn how to express common school rules correctly and appropriately. The text is very close to students' real life, and the teacher reminds students of the relevant rules and emphasizes them. This kind of daily life snippet enables students to understand the meaning of the text and the linguistic context of the language used in the expressions of the rules more quickly.
How: 1a helps students review the school rules in relation to real life. 1b asks students to listen to the recording and tick the corresponding pictures, which helps students to correctly understand and memorize the relevant rules. 1c trains students to grasp the key information and identify the relevant information such as actions and places in the rules, and special attention is needed to accurately identify affirmation and negation in the sentences.1d asks students to listen to the second part of the recording, guess the identity of the speaker and consolidate the expressions in the table in 1a. 1e is an oral output section, which asks students to use general questions led by the modal verb “can” to carry out a dialogue on the relevant information in the rules in the listening text.
Learning Objectives
By the end of this class, students will be able to:
1.review school rules in relation to real life;
2.do listening practice with the target language;
3.conduct a dialogue about the rules in the listening text using general questions with the modal verb “can”;
4.learn how to pronounce correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To review school rules in relation to real life. Step 1 Lead-in 1.Greetings. 2.Brainstorming. Our school rules: Don't be late for school/class. Listen to the teacher carefully. Wear the school uniform. Don't run in… Don't eat… Don't litter… Step 2 Learning 1.What rules do we follow 2.Finish the task in 1a: Does your school have these rules Tick the ones that your school has. The theme of school rules in the unit is introduced through brainstorming ques-tions that are close to students' lives.
Purpose To visualise and learn about school rules, present imperative sentences and prepare students for the listening that follows.
2.To do listening practice with the target language. Step 3 Listening 1.Work on 1b: Listen to the first part of the recording. Tick the rules that are mentioned. ◎Key: C, D Listening tip: 先观察图片,并简单标记关键词 2.Work on 1c: Listen again. Complete the sentences. ◎Key: 1.run, hallway 2.school, the uniform 3.litter, clean and tidy 3.Work on 1d: Listen to the second part of the recording. Who is the speaker What rules does she talk about Tick them in 1 a.(详见课件资源) Check students' com-pletion status and analyze the types of errors they make in order to provide targeted explanations.
Purpose To exercise students' listening comprehension and initial perception of rule terms.
3.To conduct a dialogue about the rules in the listening text using general ques-tions with the modal verb “can”. Step 4 Pair work 1.Work on 1e: In pairs, talk about the rules in 1c. e.g.: A: Can Mary run in the hallway B: No, she can't. She has to… 2.Ask students to show their conversations and make a comment. Select a few pairs to demonstrate, and have their performance evaluated and scored by other students.
Purpose To assess students' mastery of the knowledge they have learned and enhance their communication skills.
4.To learn how to pronounce correctly. Step 5 Listen and repeat 1.Listen and repeat. Add one more word to each group. 2.Which words do you think are stressed Underline them. Then listen and check. 一般来说,名词、动词、形容词和副词等重读;冠词、连词、介词、人称代词、助动词、情态动词等不重读。 Determine whether students have mastered the pronunciation rules.
Purpose To enhance students' word spelling and and awareness of word stress in sentences.
Homework Required: 1.Read the sentences in 1a. 2.Pay attention to the letter groups ea, ee and ear. Optional: Draw a mind map about school rules.
Teaching Reflection
第二课时 (2a-2f)
Study of the Text
What: This lesson is the second lesson of Unit 2. In the dialogue of 2a, students discuss rules related to the classroom. 2a requires students to listen to the recording and circle the coloured words they hear. 2b is a reading and filling task based on 2a, asking students to write down school rules. 2c requires students to read again and answer questions. 2d asks students to complete a summary based on the dialogue. 2e requires students to listen to the recording again and pay attention to the stressed words, followed by role-playing. 2f requires students to use the given sentence patterns to talk about school rules.
Why: The exercises from 2a to 2f, along with the reading practice and the role-play activity, are all based on the dialogue presented in 2a. Engaging in these activities helps students enhance their listening and speaking skills, particularly in describing rules, and raises their awareness of stressed words. 2c and 2d provide a thorough exploration of the text's content, using the material in 2a as the basis. This approach not only demonstrates the supportive nature of peer interactions but also educates students about classroom rules.
How: The dialogue takes place in a classroom, discussing classroom rules. The content is close to daily life and quite contextualized. The core sentence patterns include “We can't…” “We mustn't…” and “We have to…”. Students should pay attention to the use of imperative sentences.The use of interrogative and imperative sentences in the dialogue clearly conveys one's thoughts and intentions while maintaining politeness and respect. In the dialogue, both parties strictly adhere to the rules within the classroom, reflecting their respect for the rules and compliance with them.
Learning Objectives
By the end of this lesson, students will be able to:
1.learn class rules through listening;
2.use modal verbs to talk about class rules;
3.role-play the conversation with correct pronunciation;
4.understand why we need to follow the rules.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn class rules through listening. Step 1 Lead-in 1.Greetings. 2.Create a situation: Meet our new classmate and introduce the rules. —It's a special day for Tom. Can you guess why —Tom is our new classmate. It is his first day in the school. In the classroom, he meets Anne. What happens next Observe whether stu-dents can choose the right words and judge the comprehensiveness and accuracy of the information they have obtained.
Step 2 Listening 1.Listen to the conversation and circle the coloured words you hear. ◎Key: pencil box; in my locker; drink water; mustn't; keep 2.Pay attention to “We can't…/We have to…/We mustn't…”
Purpose To stimulate students' anticipation for the new lesson. To cultivate students' ability to accurately obtain key information and activate students' vocabulary and sentence structures related to class rules.
2.To use modal verbs to talk about class rules. Step 3 Reading 1.2b: Read the conversation and complete Tom's notes about the school rules. We cannot eat snacks in class. We must not bring our mobile phones to class. We have to turn our mobile phones off and keep them in our lockers. Tips: (1)Pay attention to can/can't/must/mustn't in the conversation. (2)cannot=can't; must not=mustn't 2.2c: Read the conversation again and answer the questions. 1.Why is the day special for Tom 2.What does Anne lend to Tom 3.Why doesn't Anne take a sweet from Tom 4.Can Tom and Anne use their phones in class 5.Where must they keep their phones 6.Do you think they have good school rules Give your reasons. ◎Key: 1.Because it's his first day here. 2.Her pen. 3.Because they can't eat snacks in class. 4.No, they can't use their phones in class. 5.They must keep their phones in their lockers. 6.Yes, I think they have good school rules. Because these rules help them to study well. 3.2d: Complete a summary of the conversation. ◎Key: first, rules, can't, can, phones, turn, lockers Observe whether stu-dents can correctly answer questions, acquire key words based on the infor-mation and locate them accurately in the original text to improve their informa-tion retrieval skills. Assess their under-standing of the reading material and their ability to sort out key information to streng-then the exercise of logical thinking.
Purpose To develop students' ability to accurately obtain, sort out and record key information. To guide students to learn and internalize key sentence patterns and expressions. To prepare them for further application in real-life situations.
3.To role-play the conversation with correct pronunciation. Step 4 Practice 2e:Listen to the conversation again and pay attention to the stressed words.Then role-play the conversation. Check students' fluency and accuracy in reading aloud and give them appropriate guidance.
Purpose To enhance students' listening and speaking abilities, further strengthen their understanding of the text, and cultivate their awareness of rules through role-play.
4.To understand why we need to follow the rules. Step 5 Pair work 1.Talk about the rules you have at school. Use the expressions in the box to help you. 2.Invite students to show their conversation and make a comment. 3.Show them the saying: Where there are people, there are rules! Assess whether stu-dents can apply the sentence patterns to practice and describe their school rules.
Purpose To allow students to use the sentence patterns to describe their school rules. To let students practise, consolidate, and innovate during the learning process of the dialogue. To let students learn more about rules through dialogue and enhance their awareness of rules.
Homework Required: Read the conversation in 2a. Optional: Finish the task of brainstorming with your deskmate. And use can/must/can't/mustn't/have to to introduce the class rules to each other.
Teaching Reflection
第三课时 (Grammar Focus)
Study of the Text
What: This lesson is the third lesson of Unit 2. In 3a, observe the verb forms in imperative sentences and sentences with modal verbs by describing personal behaviour. By choosing words to fill in the blanks in 3b, let students learn to use modal verbs to express permission and obligation. 3c asks students to read the rules based on the first sign and write rules for the other signs. 3d asks students to use what they have learned to brainstorm three rules for a specific place and draw signs to show the rules. The meaning of the signs is then shared and explained in class.
Why: Through diversified exercises, students can master and use modal verbs to express permission and obligation in different situations. At the same time, it develops students' awareness of being able to understand and follow the rules correctly in real-life situations and being able to make their own rules, which is an important guide to students' daily life.
How: Through task-based teaching, 3a guides students to think about verb forms through questions and answers. 3b reinforces the usage of modal verbs through completing the sentences. 3c is about rule writing on the basis of understanding the rules. 3d is about rule making and presenting the rules in group work.By using modal verbs to convey different semantics, students can experience the use of these modal verbs in expressing permission and obligation in practice.
Learning Objectives
By the end of this lesson, students will be able to:
1.grasp the grammar by reading and doing related exercises;
2.use imperative sentences and modal verbs correctly;
3.talk about rules by using modal verbs.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp the grammar by reading and doing related exercises. Step 1 Lead-in 1.Greetings. 2.Watch and say. Watch a video and find the rules. 3.Ask and answer.(详见课件资源) (1)What rules should we have in the hallway (2)What rules should we have in the school library Step 2 Work on 3a Read the sentences. Do the verbs in bold need to change forms Why (详见课件资源) Step 3 Work out the rules Work out the rules by reading the sentences and watching. Judge whether students have grasped the target language according to their performance and help them enhance what they have learned.
祈使句: 祈使句一般用来表示请求、命令、劝说、告诫、警告等。祈使句的主语一般是第二人称you,但往往省略。 祈使句的肯定式以动词原形开头,否定式在动词原形前加Don't。例如: Be careful when you cross the street. Practise the guitar every day. Don't run! Don't litter! 为了表示礼貌,经常在祈使句句首或句末加please。 句末用 please 时,前面通常加逗号。例如: Please call Karen at 555-e in, please. 以let开头的句子也是祈使句的一种结构。常用于第一人称和第三人称,表示建议、邀请和劝说等。例如: Let's see the lions. Let him come in. Let them play basketball with us. 情态动词: 情态动词表示说话人的语气,如请求、许可、愿望、义务、可能等。 情态动词一般没有人称和数的变化。有的情态动词没有时态的变化,有的有时态的变化。情态动词本身不能单独作谓语,必须和动词原形连用。 常见的情态动词有 can、may、must、have to、should、would 等。情态动词一般有多个含义。 情态动词的否定式一般是在其后加 not 构成,构成一般疑问句时通常将其提到句首。情态动词的肯定式一般不重读。 1.can和 could的用法 (1)表示能力。例如: I can play badminton, but I can't play volleyball. (2)表示许可。例如: You can play basketball at the weekend. (3)表示请求。例如: Can you help me with my Chinese could表示请求时,比 can 的语气更委婉: Could you tell him to call me back Observe whether students can discover relevant grammar.
2.must的用法 must表示 “必须”。例如: Don't arrive late for class. We must be on time. 3.may的用法 (1)表示许可或征求同意,意为“可以”。例如: May I borrow your dictionary may和 can 都表示许可,但略有差别。may 比 can 更正式,语气更委婉。 (2)表示可能性,意为“也许,可能”。例如: I may be late, so don't wait for me. 4.have to的用法 have to表示“必须” 时,与 must 意义很接近,但用法略有不同。 (1)must 通常表示说话人的主观看法,语气比较强烈, have to 往往强调客观需要。例如: We must hurry up. I don't want to miss the beginning of the show. (2)must和have to的否定式含义大不相同。mustn't 表示“不准;禁止”,而 don't/doesn't have to 表示“不必”。例如: You mustn't talk to your mother like that. You don't have to come if you don't want to. (3)must 没有人称和数的变化,而 have to 有人称和数的变化。例如: I/We/You/They must do something about it. She has to work late today. See if students can summarize the usage of modal verbs through example sentences. Provide guidance and feedback if needed.
Purpose To activate students' existing schemas, and allow them to review what they have learned.
2.To use imperative sentences and modal verbs correctly. Step 4 Work on 3b Complete the sentences using can, have to/must, or can't/mustn't. Step 5 Work on 3c(详见课件资源) Look at the first sign and read the rules. Then write the rules for the other signs. Do not eat or drink. No eating or drinking. You can't/mustn't eat or drink. Observe whether students can correctly use the grammar to finish the exercises, and guide students to choose correct words through the context and its logic.
Purpose Through grammar exercises, from simple judgement of verb form changes to making and presenting rules on their own, gradually improve students' ability to use grammar.
3.To talk about rules by using modal verbs. Step 6 Work on 3d 1.In groups, brainstorm three rules for one of the places below. Then draw signs to show the rules. Share your signs in class and explain what they mean. In , we must . We mustn't . We can't . e.g. In the park, we must keep the environment(环境) clean. We mustn't pick the flowers. We can't walk on the grass. 2.Choose some groups to show on stage. Summary: When there are no rules, there is no order. Observe students' participation and the content of discussions and instruct students to use the grammar they have learned in class correctly. Observe whether stu-dents can correctly use imperative sentences and modal verbs to express permission and obligation.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: Please summarize the usage of “can”, “have to/must”, and “can't/mustn't”. Optional: Design a poster that shows the rules for your chosen part of the creation, with illustrations or symbols.
Teaching Reflection
21世纪教育网(www.21cnjy.com)
【人教2024版七下英语精彩课堂（备课素材+教案）】
Unit 2 Section A
单元概览
Unit 2 No Rules, No Order
教材导学
课标落实
Section A What rules do we follow
导入一 情景导入
Create a situation: “Imagine that you are a new student at a school. You don't know the school rules. You meet a classmate in your classroom. How would you ask about the school rules ” Ask students to role-play this situation in pairs. One student acts the new student, and the other acts the classmate.
导入二 问题导入
Ask students a question: “If there were no rules at school, what would happen ” Invite several students to answer the question. For example, some students may say that there would be chaos if students could run freely in the hallways. Then say, “To avoid these bad situations, schools have many rules. Let's look at the school rules together today.”
导入三 图片导入
Show students a picture about school rules. Ask students, “What can you see in this picture What rule does it show ” Then lead into the lesson: “Just like in this picture, there are many rules in our school life. Let's learn about them.”
活动设计
活动一 规则记忆竞赛
将学生分成若干小组,每组4—5 人。 把课堂上所学的学校规则(如:Don't be late for school. Arrive on time.)分别写在不同的卡片上,每个小组一套卡片。将卡片打乱顺序分发给每个小组。每组学生有3分钟的时间记住卡片上的规则。3 分钟后,收回卡片,然后开始提问。例如,问学生:“What rule should we follow to keep our school clean ” 小组成员举手抢答,回答正确得 1 分。依次提问,累计每个小组得分。统计各小组得分,对表现优秀的小组进行表扬。引导学生回顾所有的规则,强化记忆。
活动二 规则情景表演
准备一些与学校规则相关的简单道具,如校服、手机模型、垃圾等。将学生分成若干小组,每组 3—4 人。每个小组抽一条学校规则,例如 “Don't run in the hallways.” 每组学生有 3 分钟的时间进行情景构思和准备。准备时间结束后,每组学生上台表演他们所抽到的规则的情景。比如,一名学生想要在走廊里跑,另一名学生阻止他并告诉他不要在走廊跑的情景。其他小组观看并进行评价,评价内容包括表演的准确性和趣味性等。教师对每组的表演进行点评,强调规则的重要性,让学生分享通过表演对规则有了哪些更深刻的理解。
听说训练
听录音,选出正确选项。(听力原文: Section A 1b)
( )1.What does Mary do at school
A.She is late for school.
B.She runs in the hallway.
C.She wears a jacket at school.
( )2.What rule does Sally break
A.She litters in the school.
B.She wears other clothes instead of the uniform.
C.She runs in the hallway.
( )3.What does Tony do at school
A.He runs in the hallway.
B.He wears a jacket.
C.He litters.
◎Key: 1—3 BBC
语法探究
1.祈使句
本单元用了许多祈使句来讲述学校规则。祈使句通常用来表达命令、请求、劝告、警告、禁止等,一般用动词原形开头。如:
Don't be late for school.(否定祈使句,Don't+动词原形)
Arrive on time.(肯定祈使句,动词原形开头)
Walk in the hallway. Don't run!(既有肯定祈使句,又有否定祈使句)
2.情态动词
情态动词must和mustn't表示必要性和禁止。如:
We must be polite and treat everyone with respect.(must+动词原形,表示必须做某事)
You mustn't wear other clothes to school instead.(mustn't+动词原形,表示禁止做某事)
have to也表示必要性,与must同义,如:Tony, you know you mustn't litter. We have to keep the school clean and tidy.
3.表示规则的句型
(1)“Don't+动词原形”表示禁止做某事,如“Don't run in the hallways.”
(2)动词原形表示要求做某事,如“Wear the school uniform.”
(3)“must/mustn't+动词原形”表示必要性和禁止,如“You mustn't litter.”
(4)“have to+动词原形”表示不得不做某事,如“We have to keep the school clean and tidy.”
(5)询问规则的句型,如“Does your school have these rules ”
(6)询问和解释原因的句型,如“Why is there a bottle here ”和“I don't want to be late.”
Section A What rules do we follow
第一课时 [(1a-1e)& Pronunciation]
Study of the Text
What:The listening text consists of a dialogue and a monologue, presenting the scene of a teacher talking to students about rules in daily life and the scene of a teacher reading out the rules in a speech to all the students respectively. The dialogue takes place between Ms Brown and three students. The monologue is by Ms Brown, which is a continuation of the dialogue and incorporates the target language of the unit, using imperative sentences and modal verbs to talk about rules. Activity 1 of the phonics section of the unit focuses on the different sounds corresponding to the common letter “e” and the letter combinations “ea”, “ee” and “ear” through listening and repeating. Activity 2 combines the target grammatical structure of this unit so that students can master how to correctly read aloud the imperative sentences and recognize and pay attention to the stressed words in them through listening and repeating.
Why: Through a complete chain of listening and speaking tasks, students learn how to express common school rules correctly and appropriately. The text is very close to students' real life, and the teacher reminds students of the relevant rules and emphasizes them. This kind of daily life snippet enables students to understand the meaning of the text and the linguistic context of the language used in the expressions of the rules more quickly.
How: 1a helps students review the school rules in relation to real life. 1b asks students to listen to the recording and tick the corresponding pictures, which helps students to correctly understand and memorize the relevant rules. 1c trains students to grasp the key information and identify the relevant information such as actions and places in the rules, and special attention is needed to accurately identify affirmation and negation in the sentences.1d asks students to listen to the second part of the recording, guess the identity of the speaker and consolidate the expressions in the table in 1a. 1e is an oral output section, which asks students to use general questions led by the modal verb “can” to carry out a dialogue on the relevant information in the rules in the listening text.
Learning Objectives
By the end of this class, students will be able to:
1.review school rules in relation to real life;
2.do listening practice with the target language;
3.conduct a dialogue about the rules in the listening text using general questions with the modal verb “can”;
4.learn how to pronounce correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To review school rules in relation to real life. Step 1 Lead-in 1.Greetings. 2.Brainstorming. Our school rules: Don't be late for school/class. Listen to the teacher carefully. Wear the school uniform. Don't run in… Don't eat… Don't litter… Step 2 Learning 1.What rules do we follow 2.Finish the task in 1a: Does your school have these rules Tick the ones that your school has. The theme of school rules in the unit is introduced through brainstorming ques-tions that are close to students' lives.
Purpose To visualise and learn about school rules, present imperative sentences and prepare students for the listening that follows.
2.To do listening practice with the target language. Step 3 Listening 1.Work on 1b: Listen to the first part of the recording. Tick the rules that are mentioned. ◎Key: C, D Listening tip: 先观察图片,并简单标记关键词 2.Work on 1c: Listen again. Complete the sentences. ◎Key: 1.run, hallway 2.school, the uniform 3.litter, clean and tidy 3.Work on 1d: Listen to the second part of the recording. Who is the speaker What rules does she talk about Tick them in 1 a.(详见课件资源) Check students' com-pletion status and analyze the types of errors they make in order to provide targeted explanations.
Purpose To exercise students' listening comprehension and initial perception of rule terms.
3.To conduct a dialogue about the rules in the listening text using general ques-tions with the modal verb “can”. Step 4 Pair work 1.Work on 1e: In pairs, talk about the rules in 1c. e.g.: A: Can Mary run in the hallway B: No, she can't. She has to… 2.Ask students to show their conversations and make a comment. Select a few pairs to demonstrate, and have their performance evaluated and scored by other students.
Purpose To assess students' mastery of the knowledge they have learned and enhance their communication skills.
4.To learn how to pronounce correctly. Step 5 Listen and repeat 1.Listen and repeat. Add one more word to each group. 2.Which words do you think are stressed Underline them. Then listen and check. 一般来说,名词、动词、形容词和副词等重读;冠词、连词、介词、人称代词、助动词、情态动词等不重读。 Determine whether students have mastered the pronunciation rules.
Purpose To enhance students' word spelling and and awareness of word stress in sentences.
Homework Required: 1.Read the sentences in 1a. 2.Pay attention to the letter groups ea, ee and ear. Optional: Draw a mind map about school rules.
Teaching Reflection
第二课时 (2a-2f)
Study of the Text
What: This lesson is the second lesson of Unit 2. In the dialogue of 2a, students discuss rules related to the classroom. 2a requires students to listen to the recording and circle the coloured words they hear. 2b is a reading and filling task based on 2a, asking students to write down school rules. 2c requires students to read again and answer questions. 2d asks students to complete a summary based on the dialogue. 2e requires students to listen to the recording again and pay attention to the stressed words, followed by role-playing. 2f requires students to use the given sentence patterns to talk about school rules.
Why: The exercises from 2a to 2f, along with the reading practice and the role-play activity, are all based on the dialogue presented in 2a. Engaging in these activities helps students enhance their listening and speaking skills, particularly in describing rules, and raises their awareness of stressed words. 2c and 2d provide a thorough exploration of the text's content, using the material in 2a as the basis. This approach not only demonstrates the supportive nature of peer interactions but also educates students about classroom rules.
How: The dialogue takes place in a classroom, discussing classroom rules. The content is close to daily life and quite contextualized. The core sentence patterns include “We can't…” “We mustn't…” and “We have to…”. Students should pay attention to the use of imperative sentences.The use of interrogative and imperative sentences in the dialogue clearly conveys one's thoughts and intentions while maintaining politeness and respect. In the dialogue, both parties strictly adhere to the rules within the classroom, reflecting their respect for the rules and compliance with them.
Learning Objectives
By the end of this lesson, students will be able to:
1.learn class rules through listening;
2.use modal verbs to talk about class rules;
3.role-play the conversation with correct pronunciation;
4.understand why we need to follow the rules.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn class rules through listening. Step 1 Lead-in 1.Greetings. 2.Create a situation: Meet our new classmate and introduce the rules. —It's a special day for Tom. Can you guess why —Tom is our new classmate. It is his first day in the school. In the classroom, he meets Anne. What happens next Observe whether stu-dents can choose the right words and judge the comprehensiveness and accuracy of the information they have obtained.
Step 2 Listening 1.Listen to the conversation and circle the coloured words you hear. ◎Key: pencil box; in my locker; drink water; mustn't; keep 2.Pay attention to “We can't…/We have to…/We mustn't…”
Purpose To stimulate students' anticipation for the new lesson. To cultivate students' ability to accurately obtain key information and activate students' vocabulary and sentence structures related to class rules.
2.To use modal verbs to talk about class rules. Step 3 Reading 1.2b: Read the conversation and complete Tom's notes about the school rules. We cannot eat snacks in class. We must not bring our mobile phones to class. We have to turn our mobile phones off and keep them in our lockers. Tips: (1)Pay attention to can/can't/must/mustn't in the conversation. (2)cannot=can't; must not=mustn't 2.2c: Read the conversation again and answer the questions. 1.Why is the day special for Tom 2.What does Anne lend to Tom 3.Why doesn't Anne take a sweet from Tom 4.Can Tom and Anne use their phones in class 5.Where must they keep their phones 6.Do you think they have good school rules Give your reasons. ◎Key: 1.Because it's his first day here. 2.Her pen. 3.Because they can't eat snacks in class. 4.No, they can't use their phones in class. 5.They must keep their phones in their lockers. 6.Yes, I think they have good school rules. Because these rules help them to study well. 3.2d: Complete a summary of the conversation. ◎Key: first, rules, can't, can, phones, turn, lockers Observe whether stu-dents can correctly answer questions, acquire key words based on the infor-mation and locate them accurately in the original text to improve their informa-tion retrieval skills. Assess their under-standing of the reading material and their ability to sort out key information to streng-then the exercise of logical thinking.
Purpose To develop students' ability to accurately obtain, sort out and record key information. To guide students to learn and internalize key sentence patterns and expressions. To prepare them for further application in real-life situations.
3.To role-play the conversation with correct pronunciation. Step 4 Practice 2e:Listen to the conversation again and pay attention to the stressed words.Then role-play the conversation. Check students' fluency and accuracy in reading aloud and give them appropriate guidance.
Purpose To enhance students' listening and speaking abilities, further strengthen their understanding of the text, and cultivate their awareness of rules through role-play.
4.To understand why we need to follow the rules. Step 5 Pair work 1.Talk about the rules you have at school. Use the expressions in the box to help you. 2.Invite students to show their conversation and make a comment. 3.Show them the saying: Where there are people, there are rules! Assess whether stu-dents can apply the sentence patterns to practice and describe their school rules.
Purpose To allow students to use the sentence patterns to describe their school rules. To let students practise, consolidate, and innovate during the learning process of the dialogue. To let students learn more about rules through dialogue and enhance their awareness of rules.
Homework Required: Read the conversation in 2a. Optional: Finish the task of brainstorming with your deskmate. And use can/must/can't/mustn't/have to to introduce the class rules to each other.
Teaching Reflection
第三课时 (Grammar Focus)
Study of the Text
What: This lesson is the third lesson of Unit 2. In 3a, observe the verb forms in imperative sentences and sentences with modal verbs by describing personal behaviour. By choosing words to fill in the blanks in 3b, let students learn to use modal verbs to express permission and obligation. 3c asks students to read the rules based on the first sign and write rules for the other signs. 3d asks students to use what they have learned to brainstorm three rules for a specific place and draw signs to show the rules. The meaning of the signs is then shared and explained in class.
Why: Through diversified exercises, students can master and use modal verbs to express permission and obligation in different situations. At the same time, it develops students' awareness of being able to understand and follow the rules correctly in real-life situations and being able to make their own rules, which is an important guide to students' daily life.
How: Through task-based teaching, 3a guides students to think about verb forms through questions and answers. 3b reinforces the usage of modal verbs through completing the sentences. 3c is about rule writing on the basis of understanding the rules. 3d is about rule making and presenting the rules in group work.By using modal verbs to convey different semantics, students can experience the use of these modal verbs in expressing permission and obligation in practice.
Learning Objectives
By the end of this lesson, students will be able to:
1.grasp the grammar by reading and doing related exercises;
2.use imperative sentences and modal verbs correctly;
3.talk about rules by using modal verbs.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp the grammar by reading and doing related exercises. Step 1 Lead-in 1.Greetings. 2.Watch and say. Watch a video and find the rules. 3.Ask and answer.(详见课件资源) (1)What rules should we have in the hallway (2)What rules should we have in the school library Step 2 Work on 3a Read the sentences. Do the verbs in bold need to change forms Why (详见课件资源) Step 3 Work out the rules Work out the rules by reading the sentences and watching. Judge whether students have grasped the target language according to their performance and help them enhance what they have learned.
祈使句: 祈使句一般用来表示请求、命令、劝说、告诫、警告等。祈使句的主语一般是第二人称you,但往往省略。 祈使句的肯定式以动词原形开头,否定式在动词原形前加Don't。例如: Be careful when you cross the street. Practise the guitar every day. Don't run! Don't litter! 为了表示礼貌,经常在祈使句句首或句末加please。 句末用 please 时,前面通常加逗号。例如: Please call Karen at 555-e in, please. 以let开头的句子也是祈使句的一种结构。常用于第一人称和第三人称,表示建议、邀请和劝说等。例如: Let's see the lions. Let him come in. Let them play basketball with us. 情态动词: 情态动词表示说话人的语气,如请求、许可、愿望、义务、可能等。 情态动词一般没有人称和数的变化。有的情态动词没有时态的变化,有的有时态的变化。情态动词本身不能单独作谓语,必须和动词原形连用。 常见的情态动词有 can、may、must、have to、should、would 等。情态动词一般有多个含义。 情态动词的否定式一般是在其后加 not 构成,构成一般疑问句时通常将其提到句首。情态动词的肯定式一般不重读。 1.can和 could的用法 (1)表示能力。例如: I can play badminton, but I can't play volleyball. (2)表示许可。例如: You can play basketball at the weekend. (3)表示请求。例如: Can you help me with my Chinese could表示请求时,比 can 的语气更委婉: Could you tell him to call me back Observe whether students can discover relevant grammar.
2.must的用法 must表示 “必须”。例如: Don't arrive late for class. We must be on time. 3.may的用法 (1)表示许可或征求同意,意为“可以”。例如: May I borrow your dictionary may和 can 都表示许可,但略有差别。may 比 can 更正式,语气更委婉。 (2)表示可能性,意为“也许,可能”。例如: I may be late, so don't wait for me. 4.have to的用法 have to表示“必须” 时,与 must 意义很接近,但用法略有不同。 (1)must 通常表示说话人的主观看法,语气比较强烈, have to 往往强调客观需要。例如: We must hurry up. I don't want to miss the beginning of the show. (2)must和have to的否定式含义大不相同。mustn't 表示“不准;禁止”,而 don't/doesn't have to 表示“不必”。例如: You mustn't talk to your mother like that. You don't have to come if you don't want to. (3)must 没有人称和数的变化,而 have to 有人称和数的变化。例如: I/We/You/They must do something about it. She has to work late today. See if students can summarize the usage of modal verbs through example sentences. Provide guidance and feedback if needed.
Purpose To activate students' existing schemas, and allow them to review what they have learned.
2.To use imperative sentences and modal verbs correctly. Step 4 Work on 3b Complete the sentences using can, have to/must, or can't/mustn't. Step 5 Work on 3c(详见课件资源) Look at the first sign and read the rules. Then write the rules for the other signs. Do not eat or drink. No eating or drinking. You can't/mustn't eat or drink. Observe whether students can correctly use the grammar to finish the exercises, and guide students to choose correct words through the context and its logic.
Purpose Through grammar exercises, from simple judgement of verb form changes to making and presenting rules on their own, gradually improve students' ability to use grammar.
3.To talk about rules by using modal verbs. Step 6 Work on 3d 1.In groups, brainstorm three rules for one of the places below. Then draw signs to show the rules. Share your signs in class and explain what they mean. In , we must . We mustn't . We can't . e.g. In the park, we must keep the environment(环境) clean. We mustn't pick the flowers. We can't walk on the grass. 2.Choose some groups to show on stage. Summary: When there are no rules, there is no order. Observe students' participation and the content of discussions and instruct students to use the grammar they have learned in class correctly. Observe whether stu-dents can correctly use imperative sentences and modal verbs to express permission and obligation.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: Please summarize the usage of “can”, “have to/must”, and “can't/mustn't”. Optional: Design a poster that shows the rules for your chosen part of the creation, with illustrations or symbols.
Teaching Reflection
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