第第頁人教版（2024）七年級下冊英語Unit2NoRules,NoOrder教案單元主題框架單元主題分析本單元圍繞“規(guī)則”這一主題展開,該主題與課標(biāo)要求的“人與社會”主題范疇中的“班級與學(xué)校規(guī)則,規(guī)則意識”和“自尊自律,文明禮貌,孝親敬長”子主題密切相關(guān)。本單元通過創(chuàng)設(shè)真實(shí)的校園生活情境,展示了學(xué)校規(guī)則,讓學(xué)生通過談?wù)搶W(xué)校規(guī)則,家庭規(guī)則,了解規(guī)則的重要性。本單元的大問題是“Whydoweneedrules？”,引導(dǎo)學(xué)生探究規(guī)則的意義。學(xué)生在初中起始階段就應(yīng)當(dāng)主動思考和探究這個問題。因?yàn)橹挥挟?dāng)學(xué)生充分認(rèn)識到規(guī)則的意義,才能發(fā)揮自覺能動性,自覺遵守規(guī)則。SectionA的引導(dǎo)性問題是“Whatrulesdowefollow？”。該部分呈現(xiàn)了學(xué)生在學(xué)校討論規(guī)則的場景,讓學(xué)生通過聽和模仿對話學(xué)會談?wù)搶W(xué)校規(guī)則。SectionB主要圍繞引導(dǎo)性問題“Howcanruleshelpus？”展開,呈現(xiàn)了Alice給Dr.Know的書信和Dr.Know給Alice的答復(fù)。Alice在信中向Dr.Know傾訴自己在生活中有很多規(guī)則,這讓她感到非常討厭。Dr.Know在回信中提出了相關(guān)的建議,并告訴她規(guī)則能讓我們變得更好。學(xué)生可以通過閱讀并分析這兩封書信從而對規(guī)則的理解更深刻,并通過寫回信給Eric提出相關(guān)的建議,交流對不同規(guī)則的認(rèn)識,從而理解各種規(guī)則存在的意義?？偠灾?本單元旨在讓學(xué)生理解規(guī)則的重要性,能對單元大問題“Whydoweneedrules？”有更深刻的理解,同時也希望學(xué)生通過本單元的學(xué)習(xí),正確理解價值引領(lǐng)句“Nothingcanbeachievedwithoutrules.”。單元教學(xué)目標(biāo)通過本單元學(xué)習(xí),學(xué)生能夠：1.運(yùn)用祈使句和情態(tài)動詞can,haveto和must談?wù)撘?guī)則。2.解釋我們?yōu)槭裁葱枰袷匾?guī)則。3.理解規(guī)則是如何對我們有幫助的。4.辨別字母及字母組合e,ea,ee,ear在單詞中的不同發(fā)音；并在朗讀中注意單詞的重音。5.掌握祈使句和情態(tài)動詞的用法。6.理解規(guī)則的意義,樹立規(guī)則意識,學(xué)會在日常生活中自覺遵守規(guī)則,形成良好的行為習(xí)慣。單元教學(xué)重難點(diǎn)重點(diǎn)：1.掌握談?wù)撘?guī)則的詞匯和常用句型。2.學(xué)會用祈使句和情態(tài)動詞談?wù)搶W(xué)校規(guī)則和家庭規(guī)則。3.將字母及字母組合e,ea,ee,ear的發(fā)音準(zhǔn)確運(yùn)用到單詞認(rèn)讀中。難點(diǎn)：1.學(xué)會用祈使句和情態(tài)動詞談?wù)搶W(xué)校規(guī)則和家庭規(guī)則。2.學(xué)會字母及字母組合e,ea,ee,ear的發(fā)音。第一課時SectionA(1a－1e)&Pronunciation學(xué)習(xí)目標(biāo)Inthislesson,studentswill：1.knowMary,SallyandTony'sschoolrulesfromlistening；2.talkabouttheirschoolrules；3.pronouncelettereandlettercombinationsea,ee,earcorrectly.教學(xué)建議Step1Lead-in1.ShowthetitleandphotoonPage9andaskstudentstothinkaboutthequestion：◆Lookatthetitleandthephoto.Whatdoyouthinkthisunitisabout?2.Askstudentstolookatthephotomorecarefullyandanswerthequestions：◆Whatschoolrulesdoesthephotoshow?◆Doyoufollowruleslikethese?◆Whatdoyouknowaboutthem?3.AskstudentstoreadtheBigQuestionandtheleadingquestionsinSectionAandSectionB.Makesurestudentsknowthemaintopicofthisunit.呈現(xiàn)單元標(biāo)題和單元主題圖,鼓勵學(xué)生大膽預(yù)測本單元可能談?wù)摰脑掝},并通過討論吸引學(xué)生興趣。Step2Listening&Speaking(1a—1e)Pre-listeningPage10,1a1.ShowtherulesonPage10tostudents,talkaboutthemwithstudentsandthenaskthemtoticktheonesthattheirschoolhas.2.Asksomestudentstosharetheiranswers.讓學(xué)生選出與自己學(xué)校相關(guān)的規(guī)則,引起學(xué)生對學(xué)校規(guī)則話題的興趣。While-listeningPage10,1b1.Showthefoursignsin1btostudents,andmakesuretheyunderstandtherules.2.Askstudentstolistentothefirstpartoftherecordingandthenticktherulesthatarementioned.3.Askstudentstosharetheanswersandtheteacherhelpstocorrectthemifnecessary.Page10,1c1.Askstudentstolistenagain.Thencompletethesentences.2.Checktheanswerswiththeclass.Page10,1d1.Askstudentstolistentothesecondpartoftherecordingandanswerthefollowingquestions.◆Whoisthespeaker?◆Whatrulesdoesshetalkabout?Thenletstudentstickthemin1a.2.Askstudentstosharetheanswersandtheteacherhelpstocorrectthemifnecessary.Page10,PracticeMoreAskstudentstolistentothesecondpartoftherecordingagainandanswermoredetailedquestionsaboutthelisteningmaterial：◆HowmanyschoolrulesdoesMsBrownmention?◆Whydowefollowtheschoolrules?理解聽力對話內(nèi)容、獲取細(xì)節(jié)信息,并在聽力中學(xué)習(xí)和理解目標(biāo)語言。Post-listeningPage10,1e1.Askstudentstoworkinpairsandthentalkabouttherulesin1c.2.Showanexampletostudents.—CanMaryruninthehallways?—No,shecan't.Shehastowalkinthehallways.3.Choosethreeorfourpairsofstudentstosharetheirconversationswiththeclass.學(xué)生以小組合作的形式對目標(biāo)句型進(jìn)行充分練習(xí)。SummaryAskstudentstosummarisethesentencesthatcanbeusedtotalkaboutschoolrules.◆Don'truninthehallways.◆Youcan'twearthatjackethere.◆Youhavetoweartheuniform.◆Youmustn'tlitter.Wehavetokeeptheschoolcleanandtidy.總結(jié)本節(jié)課需要掌握的重點(diǎn)句型。Step3Pronunciation(1—2)Page11,11.Askstudentstolistentotherecordingandrepeatthepronunciation.2.Askstudentstopayattentiontothedifferentpronunciationoflettersandlettercombinations.3.Letstudentsaddmorewordstoeachgroup.通過邊聽邊跟讀練習(xí)發(fā)音,并通過觀察總結(jié)發(fā)音規(guī)則。Page11,21.AskstudentstoreadthesentencesinPronunciation2.2.Askstudentstolistentothechantandnoticethestressedwords.3.Askstudentstolistentotherecordingandrepeat.Thenletthemnoticehowthestressedwordsarepronounced.先通過自主朗讀練習(xí)讓學(xué)生感受發(fā)音差異,再通過跟讀練習(xí)強(qiáng)化學(xué)生對重讀單詞的學(xué)習(xí)。ExtensionActivity1.Prepareadifferentpassageorconversationforstudents.2.Askstudentstounderlinethestressedwordswhilereadingbythemselves.3.Invitevolunteerstoreadthepassageorconversationtothewholeclass.Step4Homework1.Talkaboutyourschoolruleswithaparent.2.Finishtheexercises教學(xué)反思第二課時SectionA(2a－2f)學(xué)習(xí)目標(biāo)Inthislesson,studentswill：1.getdetailedinformationaboutTomandAnn'sschoolrulesfromtheconversation；2.practisethepronunciationofstressedwordsintheconversation；3.talkabouttherulestheyhaveatschool.教學(xué)建議Step1Lead-inShowsomepicturesaboutschoolrulestostudentsandthenaskthemthequestions：1.Whatschoolrulesarementionedinthepicture?2.Whatrulesdoesyourschoolhave?通過談?wù)搶W(xué)校規(guī)則激發(fā)學(xué)生的學(xué)習(xí)興趣。Step2Listening&Speaking(2a—2e)Pre-listening1.Showstudentsthephotoin2aandaskthemthequestions：◆Wherearethetwostudents?◆Whataretheydoing?◆Canyouguesswhattheyaretalkingabout?引導(dǎo)學(xué)生觀察圖片,通過背景信息對交際內(nèi)容做出預(yù)測。While-listeningPage11,2a1.Askstudentstolistentotheconversationandcirclethecolouredwordstheyhear.2.Askstudentstosharetheanswers.Page12,2b1.AskstudentstoreadtheconversationandcompleteTom'snotesabouttheschoolrules.2.Askstudentstosharetheanswersandtheteacherhelpstocorrectifnecessary.Page12,2c1.Askstudentstoreadtheconversationagainandanswerthequestions.◆WhyisthedayspecialforTom?◆WhatdoesAnnelendtoTom?◆Whydoesn'tAnnetakeasweetfromTom?◆CanTomandAnneusetheirphonesinclass?◆Wheremusttheykeeptheirphones?◆Doyouthinktheyhavegoodschoolrules？Giveyourreasons.2.Choosethreeorfourstudentstosharetheiranswersandtheteacherhelpstocorrectifnecessary.Page12,2d1.Summarisetheconversationtogetherwithoutlookingat2a.2.Askstudentstocompletethesummaryoftheconversation.3.Askstudentstosharetheanswersandtheteacherhelpstocorrectifnecessary.Page12,2e1.Askstudentstolistentotheconversationagainandpayattentiontothestressedwords.Thenrole-playtheconversation.2.Choosethreeorfourpairsofstudentstorole-playtheconversation.理解聽力對話內(nèi)容、獲取細(xì)節(jié)信息,并在聽力中學(xué)習(xí)和理解目標(biāo)語言。Post-listeningPage12,2f1.Askstudentstoworkingroupsandtalkabouttherulestheyhaveatschool.2.Showthephrasesintheboxtohelpstudents.T：WeknowaboutTomandAnn'sschoolrules.Nowlet'stalkabouttherulesyouhaveatschool.Youcanusethesentencepatternsontheblackboard.用本節(jié)課學(xué)到的句型再次談?wù)撔Ｒ?guī),對目標(biāo)語言進(jìn)行遷移運(yùn)用。SummaryAskstudentstosummarisethesentencesthatcanbeusedtotalkaboutclassrules.◆Wecan'teatsnacksinclass.◆Wemustn'tbringourmobilephonestoclass.◆Wehavetoturnthemoffandkeeptheminourlockers.總結(jié)本節(jié)課的重要句型。Step3Homework1.Writeashortessaytointroduceyourschoolrules.2.Rememberthewordsandphrasesinthislesson.3.Finishtheexercises教學(xué)反思第三課時GrammarFocus(3a－3d)學(xué)習(xí)目標(biāo)Inthislesson,studentswill：1.knowtheusageofimperativesandmodalverbscan,havetoandmust.2.writerelevantrulesaccordingtothesigns.3.brainstormthreerulesforsomepublicplacesanddrawsignstoshowtherules.教學(xué)建議Step1Lead-inShowsomeschoolrulestostudents,andthenaskthemtotranslatetherulesusingcan,can't,don'tandmust.復(fù)習(xí)校規(guī)的表達(dá),自然過渡到本課語法。Step2GrammarTeaching(3a－3d)Page13,3a1.Askstudentstoreadthesentencesinthegrammarboxandpayattentiontotheverbsinbold.2.Askstudentstoanswerthequestion：Dotheverbsinboldneedtochangeforms？Why?3.Letsomestudentstrytofindthereasonintheboxbythemselves.4.Talkabouttheopinionwiththeclass.5.Telltheusageofimperativesandmodalverbscan,havetoandmusttostudents.祈使句(ImperativeSentences)祈使句一般用來表示請求、命令、勸說、號召、警告等。祈使句的主語一般是第二人稱you,但往往省略。祈使句的肯定式以動詞原形開頭,否定式在動詞原形前加don't。e.g.Justgoalongthisstreetandturnleft.Becarefulwhenyoucrossthestreet.祈使句的種類及構(gòu)成肯定的祈使句：動詞原形＋其他.e.g.Walkinthehallways.Standup!否定的祈使句：Don't＋動詞原形＋其他.e.g.Don'truninthehallways.Don'tlitter!Let型祈使句：Let＋第一/三人稱＋動詞原形＋其他.e.g.Letmetellyouthewaytomyhouse.Let'sseethelions.No型祈使句：No＋名詞/動名詞.e.g.Noparking.禁止停車。Nophotos.禁止拍照。情態(tài)動詞(ModalVerbs)情態(tài)動詞表示說話人的語氣和情態(tài),如請求、許可、意愿、可能等。一般沒有人稱和數(shù)的變化。情態(tài)動詞本身不能單獨(dú)作謂語,必須和動詞原形連用。情態(tài)動詞的否定式一般是在其后加not構(gòu)成,一般疑問句通常將它提到句首。情態(tài)動詞的肯定式一般不重讀。情態(tài)動詞can1.表示能力e.g.Icanrunfast,butIcan'tswim.2.表示許可e.g.Wecanplaybasketballattheweekend.情態(tài)動詞haveto表示“不得不；必須”,在表示“必須”時,與must意義接近,有時可互換。e.g.Wehavetobequietinthelibrary.情態(tài)動詞must1.表示“必須”,否定形式mustn't表示“禁止”。e.g.Don'tarrivelateforclass.Wemustbeontime.2.以must開頭的一般疑問句,肯定回答用must,否定回答用needn't或者don'thaveto,表示“不必要”。e.g.—MustIcleantheclassroomnow?—Yes,youmust./No,youneedn't/don'thaveto.通過自己觀察,學(xué)生可以找出祈使句中的動詞原形和情態(tài)動詞后的動詞原形。Page13,3b1.Askstudentstocompletethesentencesusingcan,haveto/mustorcan't/mustn't.2.Choosethreeorfourstudentstosharetheiranswerswiththeclass.3.Checktheanswerswiththeclass.Page13,3c1.Askstudentstolookatthefirstsignandreadtherules.Thenwritetherulesfortheothersignsusingdifferentexpressionsliketheexample.2.Choosethreeorfourstudentstosharetheiranswerswiththeclass.3.Checktheanswerswiththeclass.以講練結(jié)合的方式讓學(xué)生掌握本節(jié)課語法。Page13,3d1.Askstudentstoworkingroupsandbrainstormthreerulesforoneoftheplacesbelow.library,schooldininghall,park,cinema,hospital2.Letstudentsdrawsignstoshowtherules.3.Askstudentstosharetheirsignsinclassandexplainwhattheymean.4.Showanexampletostudents.Forexample,inthelibrary,wemustn'tmakenoise.Wecan'teatinthelibrary.Wemusttakegoodcareofbooks.通過對目標(biāo)語言進(jìn)行口頭訓(xùn)練,學(xué)生的語言交際能力也能有所提升。Step3Homework1.Rememberthewordsandphrasesinthislesson.2.Finishtheexercises教學(xué)反思第四課時SectionB(1a－2c)學(xué)習(xí)目標(biāo)Inthislesson,studentswill：1.understandAlice'sletterandDr.Know'spletethelettertoDr.Know.3.writeareplytoEricasDr.Know.教學(xué)建議Step1Lead-inShowsomepicturesofhomerulestostudentsandletthemdescribethepicturesbyusingtheimperativesentences.通過圖片的方式引入話題家庭規(guī)則,激發(fā)學(xué)生的學(xué)習(xí)興趣。Step2ReadingComprehension(1b－2c)Pre-readingPage14,1a1.Askstudentstoanswerthefollowingquestions.◆Whataresomeoftherulesinyourhome?◆Whatdoyouthinkofthem?2.Askstudentstosharetheanswerswiththeclass.通過描述家庭規(guī)則引入主題,激發(fā)學(xué)生興趣。While-readingPage14,1b1.Askstudentstoreadthetwolettersquicklyandanswerthequestions.◆WhyisAliceunhappy?◆DoesDr.KnowthinkAliceisright?2.Askstudentstosharetheanswersandthereasons.Page15,1c1.Askstudentstoreadthelettersagainandfinish1cand1d.Thistime,studentsshouldreadcarefullyandgetdetailedinformation.2.Shareanswers.通過完成閱讀任務(wù),提高學(xué)生抓取關(guān)鍵信息的能力。FurtherthinkingTeacherasksstudentstoanswerthequestions：◆IfyouwereAlice,howwouldyoufeelafterreadingthereply？Willyoufeelbetterorworse?◆IfyouwereDr.Know,whatothersuggestionscouldyougivetoAlice?通過提問發(fā)散學(xué)生的思維,引發(fā)學(xué)生對規(guī)則的認(rèn)識。Post-reading(2a—2c)Writing(以讀促寫)Page15,2a1.AskstudentstocompletethelettertoDr.Knowusingcan,haveto/mustorcan't/mustn't.2.Askstudentstosharetheanswersandtheteacherhelpstocorrectifnecessary.Page15,2b1.Askstudentstochoosethreeimportantrulesfrom2a.Thendiscussthequestionswithapartner.◆Whyiseachruleimportant?◆Whatisyouradviceforeachrule?2.Inviteseveralgroupstosharetheiropinions.Page15,2c1.AskstudentstowriteareplytoEricasDr.Know.Givehimsomeadvice.2.AskstudentstoanalysethestructureofDr.Know'sreplyanduseitasanexample.Sa