資源簡介

第二課時　Section A(2a—2f)
Activity 1 Warming up and revision(感知與注意)
T：Good morning/afternoon，class！Let's review the vowel sounds we learned last class.Who can tell me some words with the /i / sound
S1：Tea，bee，see.
T：Very good！How about the /e/ sound
S2：Bed，pen，red.
T：Excellent！Now，let's look at some pictures.(Show pictures related to school rules.)
T：What can you see in these pictures
S3：I can see students in a classroom.
T：Right.And what rules do you think they should follow in the classroom
S4：They can't eat in the classroom.
T：Good.What else
…
設計意圖：通過簡單的問候和復習上節課的元音發音，營造輕松的課堂氛圍，同時激活學生已有的知識儲備。利用圖片引導學生關注與學校規則相關的話題，自然地導入新課。
Activity 2 Listening(獲取與梳理)
T：Now，we will listen to a conversation.Listen carefully and circle the coloured words you hear.(Play the recording.)
(After listening)
T：Who can tell me which coloured words you circled
S1：I circled “pencil box”“in my locker”“drink water”“mustn't”“keep”…
T：Well done！Did everyone get the same words？If not，listen again and check.
設計意圖：訓練學生的聽力技能，讓學生在聽的過程中捕捉關鍵信息，同時培養學生認真傾聽的習慣。
Activity 3 Reading(獲取與梳理)
T：Now read the conversation.Then complete Tom's notes about the school rules in 2b.(Give students some time to read and complete Tom's notes in 2b.)
T：Who can show us your answers
S1：We cannot eat snacks in class.We must not bring our mobile phones to class.We have to turn them off and keep them in our lockers.
T：Great！Any other answers or corrections
設計意圖：培養學生的閱讀理解能力，讓學生通過閱讀對話提取關于學校規則的關鍵信息，并進行整理和歸納。
Activity 4 Reading(獲取與梳理)
T：Read the conversation again and answer the following questions.(Show the questions on the board.)
T：Why is the day special for Tom
S1：It's his first day at school.
T：What does Anne lend to Tom
S2：She lends him a pen.
T：Good！Keep answering the other questions.
…
設計意圖：通過回答問題，讓學生掌握對話中的細節信息，進一步加深學生對對話內容的理解，開放性問題的設置可以培養學生的批判性思維能力，同時鍛煉學生的語言表達能力。
Activity 5 Practice(概括與整合)
T：Now，let's complete a summary of the conversation.Who can start
S1：It's Tom's first day at this school.Anne tells him about the school rules.They can't eat snacks in class.They must turn off their phones and keep them in their lockers.
T：Well，you did a good job.Who can add more details
S2：They can drink water in class.
T：Excellent！Let's put all the details together to make a complete summary in 2d.
設計意圖：通過幫助學生整合對話中的信息，培養學生的概括能力，讓學生學會用簡潔的語言總結對話的主要內容。
Activity 6 Practice(概括與整合)
T：Listen to the conversation again and pay attention to the stressed words.Then we will role play the conversation.(Play the recording again.)
T：Now，who wants to be Anne and who wants to be Tom
(Two students volunteer and role play the conversation.)
T：Well done！Let's have another pair to try.
設計意圖：通過聽錄音，讓學生注意對話中的重音單詞，提高學生語音、語調的準確性。通過角色扮演，讓學生在實踐中運用所學語言知識，增強學生的口語表達能力和表演能力。
Activity 7 Practice(概括與整合)
T：Talk about the rules you have at school.Use the phrases in the box to help you.(Show the phrases in the box in 2f on the board.)
S1：We must be on time for class.We can't run in the hallways.We have to wear the school uniform.
T：Good！Who else wants to share
S2：We must raise our hand if we want to ask a question.We can't use our phones in class.
T：Excellent！Keep sharing your school rules.
設計意圖：引導學生聯系自身實際，運用所學知識描述自己學校的規則，鞏固學生對規則描述的能力，同時鼓勵學生積極參與課堂討論，提高學生的合作學習意識。
Activity 8 Homework(分層作業)
必做題：Write down five rules you have to follow at home and explain why they are important.
選做題：Make a poster about your ideal school rules.You can draw pictures and write the rules in an interesting way.
第二課時　Section A(2a—2f)
School rules in the conversation：
Can't：eat snacks in class，bring mobile phones to class
Must：turn off the phones and keep them in lockers
Expressions for rules：
We must/mustn't…
We should…
We can/can't…
Don't…
We have to…
During the teaching process，close attention should be paid to students' learning status，and teaching strategies should be adjusted in a timely manner to ensure that every student can actively participate in classroom activities.At the same time，it is important to focus on cultivating students' self learning abilities，and encourage them to review and preview lessons after class actively.第三課時　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，everyone！Today we are going to learn the grammar focus part.Let's read the sentences in 3a and find out the rules of sentence patterns.
Ss：Good morning，teacher！We are ready.
設計意圖：通過簡單的問候和引入來吸引學生的注意力，為接下來的學習做好心理準備。同時，通過朗讀句子，讓學生初步感知情態動詞在規則表達中的用法。
Activity 2 Presentation(獲取與梳理)
T：Work in groups.Read the sentences in 3a and discuss：How do we express “rules”？
S1：We can use an imperative sentence to express “rules”．
S2：We can also use “can/can't，must/mustn't，have to” to express “rules”．
T：Great！Let's take a look at the first sentence：“Walk in the hallway.” The verb “walk” is in its base form.Why
S3：Because it's an imperative sentence，telling someone to do something.
T：Correct！Now，let's move on to the next sentence…
設計意圖：通過小組討論和老師的引導，幫助學生掌握祈使句的句式結構和作用，以及情態動詞在“規則”表達中的基本使用規律。
Activity 3 Presentation(獲取與梳理)
T：Now，let's work on plete the sentences using can，have to/must or can't/mustn't.Remember，you need to choose the right modal verb based on the context.
(After finishing the tasks)
T：Let's check the answers together.For the first sentence：“Don't jump the queue.You have to/must wait your turn.” Why do we use “have to/must” here
S：Because it's a rule that we must follow.
T：Exactly！Now，try to explain the other sentences in the same way…
設計意圖：通過完成句子的練習，讓學生鞏固情態動詞在“規則”表達中的用法。通過教師的提問和學生的回答，幫助學生深入理解每個情態動詞的具體含義和用法。
Activity 4 Practice(概括與整合)
T：Now，let's work on 3c.Look at this sign.It says，“Do not eat or drink.” Can you rewrite this rule using modal verbs or “No＋n./v. ing”？
S1：You mustn't eat or drink./No eating or drinking.
T：Great！Now，let's move on to the next sign.What does it say
S2：It says，“No parking.”
T：Can you rewrite this rule too
S2：You can't park./No parking.
T：Perfect！Let's continue with the remaining signs.
(Guide students one by one to rewrite rules using modal verbs.)
設計意圖：此活動旨在鞏固學生對情態動詞在描述規則中使用的理解。通過改寫不同標識上的規則，學生能夠進一步掌握can，can't，must，mustn't，have to等情態動詞在表達禁止、允許或義務等概念時的應用。
Activity 5 Pair work(概括與整合)
T：Now，let's work in pairs.You will be given a place，such as the library，the school dining hall，the park，the cinema，or the hospital.Your task is to brainstorm three rules for that place and draw signs to show the rules.
(Students start to discuss in groups and draw signs.)
T：(Roam around and provide assistance during the students' discussion.)Remember to use modal verbs when writing the rules.For example，you mustn't make noise in the library.
(After finishing the discussion and drawing)
T：Can you show us your signs and explain the rules
S：(Show the signs and provide explanations.)In the library，we must keep quiet.We mustn't make noise.We can't talk loudly.
T：Excellent！Thank you for sharing.
設計意圖：此活動旨在提升學生的團隊合作能力和創造力。通過討論和繪制標識，學生能夠將所學的情態動詞應用到實際情境中，加深對規則的理解和記憶。同時，這也有助于培養學生的規則意識和公共意識。
Activity 6 Homework(分層作業)
必做題：Please have each student select a public place，such as a park，a museum，a cinema，etc.，create three rules for that place，and write them down in English.
選做題：Design and draw a sign to display one of the rules，ensuring that the use of modal verbs is included on the sign.
第三課時　Section A(Grammar Focus 3a—3d)
can/can't
must/mustn't
have to
Do not eat or drink.
You mustn't eat or drink.
No smoking.
You can't smoke.
This lesson successfully helped students master the application of modal verbs in describing rules through a variety of activities and interactions.Students actively participated in discussions and sign drawing，which not only deepened their understanding and memory of the rules but also fostered their teamwork skills and creativity.However，some students still have difficulties using modal verbs and need further practice.To further enhance students' interest and engagement，more interesting signs and rules should be introduced to make the class more lively and enjoyable.第五課時　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn Section B 2a.Before we start，let's review the rules we talked about in Alice's letter.Can anyone remember some of the rules
S1：Alice had to make her bed before breakfast and she thought it was too strict.
…
T：Very good.Now，we are going to read another letter from Eric and see what rules he has and his problems.
設計意圖：通過復習 Alice 信件中的規則和問題，鞏固上節課所學內容，激活學生的知識儲備，為學習 Eric 的信件做好鋪墊。同時，以復習舊知識引出新課，使學生能夠自然地過渡到新的學習內容。
Activity 2 Presentation(獲取與梳理)
T：Now，let's complete Eric's letter to Dr Know in 2a，using can ，have to/must，or can't/mustn't.Read the letter carefully and fill in the blanks.Pay attention to the context and the meaning of each sentence to choose the correct modal verbs.
T：Look at this sentence，“I ______ follow too many rules at home and at school.” Can you tell me which modal verb we should use here
Ss：Have to.
T：Correct！Now，it's your turn to complete the rest of the letter.
(After finishing the letter)
T：Let's check the answers together.
(Go through the answers one by one and explain if there is any mistake.)
設計意圖：培養學生的閱讀理解能力和對情態動詞的運用能力。通過完成信件填空，讓學生在具體語境中理解和掌握情態動詞的用法，同時加深對 Eric 所面臨規則的理解，提高學生語言運用的準確性。
Activity 3 Practice(概括與整合)
T：Now，let's move on to 2b.You can start like this：“I choose the rule ‘I have to clean my room every day’．It is important because it helps me keep my living environment clean and organized.My advice is that we can set a specific time for cleaning every day to make it a habit.” Now，start discussing.
S1：I choose the rule “I can't wear my own clothes.” I think it's important because the school uniform shows the unity of the school.My advice is that the school can design more comfortable and stylish uniforms.
S2：I choose the rule “I can't watch TV，but only…” It's important because it makes sure we finish our study tasks first.My advice is that we can make a study plan to manage our time better.
T：Good.Let's hear more ideas from other students.
設計意圖：引導學生深入思考規則的重要性，并培養學生提出建議的能力。通過小組討論，讓學生分享自己的觀點，鍛煉學生的口語表達能力和批判性思維，同時也促進學生之間的合作學習和思想交流。
Activity 4 Practice(概括與整合)
T：Now，write a reply to Eric as Dr Know.Give him some advice based on the rules he mentioned and your understanding.You can start like this：“Dear Eric，I know it can be difficult to follow many rules.But rules can be good for us.For the rule that you can't wear your own clothes，remember that the school uniform is a symbol of the school.You can express your individuality in other ways，like through your hairstyle or accessories.Now，start writing.
(After finishing writing)
T：Let's read some of your replies.Who wants to share first
S1：For the rule that you have to clean your room every day，it helps you develop good habits and responsibility.You can try to make it more fun by listening to music while cleaning.
T：Good.You gave some practical advice.What about others
S2：For the rule that you can watch TV，but only after you finish your homework，walk the dog，and do lots of other things.it teaches you time management.You can make a plan and take short breaks between two tasks.
T：Excellent.You all did a great job in giving advice.
設計意圖：培養學生的書面表達能力和解決問題的能力。要求學生運用所學知識和自己的思考，針對 Eric 的問題給出合理的建議，從而提高學生的邏輯思維能力，同時也讓學生進一步理解規則的意義和作用。
Activity 5 Project(概括與整合)
T：Now，let's move on to 3a.In groups，choose one goal that you hope your class can achieve.Discuss with your group members and make a decision.
(After discussing)
Group 1：We choose “learn better”．
T：Good.Why did you choose this goal
Group 1：Because we think learning is the most important thing in school and we want to improve our performance.
T：Excellent.Let's see what other goals the other groups choose.
設計意圖：培養學生的團隊合作能力和目標設定能力。通過小組討論選擇班級目標，讓學生積極參與班級事務，激發學生的集體榮譽感和責任感，同時也為后續制定班級規則奠定基礎。
Activity 6 Brainstorming(內化與運用)
T：Now that you have chosen the goal，brainstorm 5～10 rules to help you to achieve the goal.Write them down.For example，if your goal is “learn better”，you can have rules like “We must listen carefully in class”，“We have to finish our homework on time”，etc.Start brainstorming.
(After brainstorming and writing)
Group 1：We must ask questions when we don't understand.We can't talk during the teacher's lecture.We have to review our lessons every day.
T：Good.Keep coming up with more rules.
T：(Walk over to a group.)Can you share one of your rules with us
Group 2：Sure！We have a rule that everyone has to hand in their homework on time.
設計意圖：培養學生的創新思維能力和規則制定能力。讓學生根據所選目標，集思廣益制定班級規則，鼓勵學生發揮想象力和創造力，同時也提高學生運用英語表達規則的能力，使學生將所學知識運用到實際生活中。
Activity 7 Design your own poster(描述與闡釋)
T：Now，let's move on to 3c.It's time to work together to design a poster for your rules and think of interesting ways to present the rules.You can use colours，pictures，or symbols to make the poster attractive.Let's see which group can make the best poster.
(Students work in groups to design posters，with the teacher offering creative ideas and suggestions.)
T：How are you going to present your rules
Group 1：We are drawing a big book on the poster to represent learning and we will write the rules around it.
T：That's a great idea.Keep working on it.
T：(Walk over to another group.)How are you presenting your rules on the poster
Group 2：We're using bright colours and fun fonts to make it look more engaging.
設計意圖：通過設計海報展示班級規則，讓學生將語言學習與藝術創作相結合，提高學生的綜合素養。同時，海報制作過程中的合作可以增強學生之間的溝通和協作能力，培養學生的團隊精神。
Activity 8 Show the design of your own poster(內化與運用)
T：Now，let's share your rules in class.Each group will present their poster and explain their rules.Then，we will vote for our favourite set of class rules.Let's start with Group 1.
S1(Group 1)：Our goal is “learn better”．Our rules are…We think these rules will help us study better.
T：Very good.Now，it's Group 2's turn.
(After all groups presenting)
T：Now，it's time to vote.Which set of rules do you like most？Raise your hand for the group you choose.
(After voting)
T：Congratulations to the group with the most votes！Their rules are now our official class rules.
設計意圖：通過分享和投票，培養學生的表達能力和民主意識，同時確立班級規則，增強班級凝聚力。
Activity 9 Homework(分層作業)
必做題：Write a short report about the class rules you made today，including the goal you chose，the rules you came up with，and why you thought these rules would help achieve the goal.
選做題：You can research and find out some interesting class rules from other schools and compare them with the rules you made.Write down your findings and your thoughts.
第五課時　Section B(2a—Reflecting) Eric's rules and problems： have to clean his room every day，can't wear his own clothes，have to finish his homework before watching TV，etc. Dr Know's advice(examples)： Cleaning room：develop good habits，listen to music while cleaning School uniform：a symbol of school，express individuality in other ways Homework and play：time management，make a plan Class rules project： Goals：learn better/have fun in school/get along well/take care of the classroom Rules for each goal(examples)： Learn better：listen carefully，finish the homework on time，ask questions Have fun in school：participate in activities，respect others' hobbies Take care of the classroom：keep it clean，put things in order Get along well：be kind and helpful，solve conflicts peacefully
In this teaching session，the teacher successfully stimulated students' interest and participation through a variety of activity designs.Particularly in the Project phase，by collaborating to formulate rules and design posters，students not only deepened their understanding of rules but also developed teamwork skills and creativity.However，some students need to improve their expression skills during the sharing and voting phases.In future teaching，it's important to place more emphasis on cultivating students' oral expression skills and confidence，encouraging them to actively participate in discussions and sharing.第四課時　Section B(1a—1c)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，everyone！Today we are going to learn Section B．The topic is “How can rules help us？” Before we start，let's revise some key words and phrases related to rules.
(Write on the board or display via PPT the vocabulary，such as “can”“have to”“must”“can't” and “mustn't”．)
T：Can you give me some examples of rules in our school
S1：We have to wear the school uniform.
S2：We can't eat in the classroom.
…
T：Great！Now let's talk about rules in your home.What are some of the rules in your home
…
設計意圖：通過復習學校規則相關知識，鞏固學生已學內容，為學習家庭規則及它們的作用等新知識做好鋪墊。以舊知識引出新課主題，讓學生明確本節課的學習方向，激發學生對新知識的興趣，同時也體現了知識的連貫性。
Activity 2 Presentation(獲取與梳理)
T：Now let's work on 1a.Please look at the questions and think about the rules in your home.Who would like to share your answers with us
S1：In my home，I have to make my bed every morning.I think it's a good rule because it helps me keep my room tidy.
S2：My parents don't allow me to use my phone after 9 p.m.I don't like it，but I understand it's good for my health.
…
設計意圖：通過提問和分享，引導學生思考并表達自己對家庭規則的看法，培養學生的口語表達能力和批判性思維。
Activity 3 Practice(概括與整合)
T：Now let's work on 1b.Please read Alice's letter to Dr Know and Dr Know's reply carefully.Then answer the questions on the PPT.
Why is Alice unhappy
Does Dr Know think Alice is right
(After reading)
T：Who can answer the first question
S1：Alice is unhappy because she thinks there are too many rules in her life.
T：Good.And the second question
S2：Dr Know doesn't think Alice is completely right，but he understands her feelings.He says rules can help us become a better person.
T：Excellent.You understood the letters well.Let's read the letters again to make sure we didn't miss anything.
設計意圖：通過閱讀信件來回答問題，讓學生學會從文本中提取關鍵信息，理解 Alice 的困擾以及 Dr Know 的觀點，培養學生分析問題和解決問題的能力，同時也加深學生對規則作用的思考。
Activity 4 Practice(概括與整合)
T：Read the letters again and complete Alice's notes about her problem.Fill in the blanks with the correct information from the letters.
(After filling in the blanks)
T：For the home rules part，what did you write
S1：I wrote “have to make my bed before breakfast，have to hurry to school because I can't be late…”
T：Good.What about the school rules part
S2：Mustn't use my phone in class，must only wear the uniform in class.
T：Excellent.And for Dr Know's advice
S3：Understand rules help me to become a better person，think about the things I can do，understand rules help to make the world better.
T：Very good.These help us summarize Alice's situation and Dr Know's suggestions clearly.
設計意圖：幫助學生梳理信件內容，將信息進行歸納總結，以完成筆記的形式加深學生對文本的理解，提高學生的信息處理能力和歸納概括能力，同時也為學生后續討論規則的重要性等話題提供參考資料。
Activity 5 Homework(分層作業)
必做題：Write a short essay about the rules in your home and how they affect your life.
選做題：Write a letter to your parents or a friend about a rule that you think is unfair or should be changed.Explain your reasons and suggest a better way.
第四課時　Section B(1a—1c) Rules at Home and Their Influence Alice's problem： Home rules：make her bed before breakfast，hurry to school，have to finish her homework first，can't hang out on weekdays School rules：mustn't use her phone in class，must wear the uniform in class Unhappiness：too many rules Dr Know's advice： Rules help us become a better person. Think about what we can do. Rules help to make the world better.
In this lesson，the teacher stimulated students' interest and participation through a variety of teaching activities such as questioning，discussion，sharing，and writing.Students showed high enthusiasm and creativity in the activities.Through reading and note taking activities，students effectively consolidated their understanding of the content of the letter and improved their ability to extract and integrate information.However，some students still have difficulty finding key information and the teacher needs to strengthen guidance and training in future teaching.Unit 2　No Rules，No Order
The theme of this unit is “No Rules，No Order(no rules，no square)”，which points out the importance of various rules and compliance through discussions on the indispensability of rules in daily life，learning，and social behaviour.This theme aims to cultivate students' awareness of rules and make them realize that complying with rules is of great significance for maintaining social order and personal development.
Unit Content Analysis(單元內容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It involves vocabulary related to school rules，such as “be late for”，“run in the hallways”，“eat in the classroom”，“wear the school uniform”，etc.，as well as some daily necessities like “pencil box”，“pen”，“locker”，etc.
Sentence Patterns：Use imperatives and modal verbs “can”，“have to”，“must” to describe rules，such as “Don't be late for school.”，“You can't run in the hallways.” etc.
◆ Listening and Speaking
Listening Activities：Through listening to conversations in parts 1b，1c，1d，2a，2e，etc.，students are required to obtain information about school rules，including which behaviours are allowed or prohibited，and people's views on the rules.
Speaking Practice：Oral expression tasks are set in parts 1e，2c，2e，2f，etc.，requiring students to talk about school rules based on the listening content or their own experiences，such as using the learned phrases to talk about the rules in their own schools，thus training students' ability to communicate in the target language.
◆ Reading and Writing
Reading Materials：It provides reading contents such as Alice's letter to Dr Know and Dr Know's reply，and Eric's letter to Dr Know，etc.，allowing students to understand the feelings of other people brought by the rules at home and school，as well as the meaning and function of the rules，such as the family and school rules that Alice faces and her trouble，and Dr Know's positive explanation of the importance of the rules.
Writing Tasks：In 2a，students are required to complete Eric's letter to Dr Know，describing the rule problems he faces；in 2c，students are required to write a reply to Eric as Dr Know，to give advice，cultivating their comprehensive writing ability.
◆ Grammar and Pronunciation
Grammar：Focus on learning the usage of modal verbs “can”，“have to”，“must” and their negative forms “can't”，“mustn't”，through exercises such as 3a，3b，3c，etc.Let students understand how to use these modal verbs to express permission，obligation and prohibition.
Pronunciation：Pronunciation exercises are involved in parts 1，2，etc.，including the pronunciation rules of vowel letters and letter combinations，such as the pronunciation rules of “e”，“ea”，“ee”，“ear”，etc.And at the same time，pay attention to the stressed words by listening to chants.
Key Points 1.Apply modal verbs(can，have to，must，etc.) to describe rules，understand and discuss rules in schools，families，and public places. 2．Improve phonetic accuracy，correctly read and pronounce related words.
Key Difficulties 1.Flexibly use modal verbs to describe rules in different situations in actual contexts. 2．Understand and analyze complex rules and their application in social life. 3．Design creative and effective class rule posters.
Master and use imperative sentences and modal verbs(can，have to，must，etc.) to describe rules，be able to express one's own views in complete sentences，respond to others' views，and improve pronunciation accuracy in phonetic exercises.
Understand the differences and commonalities between rules in different situations(schools，families，public places)，and recognize the importance of rules for social order and personal growth.
Analyze the reasons and significance behind the rules，form critical thinking，and improve communication and cooperation abilities through discussions and role playing activities.
Be able to actively discover and comply with rules in life，and improve team awareness and problem solving abilities through group cooperative learning.
Learning Situation Analysis(學情分析）
Students have a basic understanding of the usage of modal verbs，but their specific application in rule description needs further consolidation.Students have some cognition of daily life rules，but may lack the ability to deeply explore and understand the meaning behind the rules.Students' phonetic foundations vary，and targeted pronunciation training is needed.
Combine real life cases to vividly explain the application of modal verbs in rule descriptions.Carry out diverse classroom activities such as role playing and group discussions to stimulate students' interest in rule topics，and enhance their thinking quality and learning ability.Provide individual guidance for students with weaker phonetic foundations，and encourage them to actively participate in pronunciation exercises.
第一課時　Section A【(1a—1e)& Pronunciation 1—2】
第二課時　Section A(2a—2f)
第三課時　Section A(Grammar Focus 3a—3d)
第四課時　Section B(1a—1c)
第五課時　Section B(2a—Reflecting)第一課時　Section A【(1a—1e)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn Unit 2.It's titled “No Rules，No Order”.Before we dive in，let's take a look at the title and the picture.Now，I have three questions for you to think about and share with the class.
(After observing the picture)
(Encourage students to speak freely and point out the school rules shown in the picture，such as “no lateness” and “keep the classroom clean”．)
設計意圖：通過觀察圖片和回答問題，幫助學生快速進入學習狀態，同時激發他們的思維和表達能力，為后續學習做好鋪墊。
Activity 2 Presentation(獲取與梳理)
T：Now，let's move on to Section A．The topic is “What rules do we follow？” Does our school have these rules？Let's take a look at 1a and tick the ones that our school has.
T：Let's start with the first rule：“Don't be late for school.Arrive on time.” Does our school have this rule
S1：Yes，it does.
T：Great！Tick it on your worksheet.Now，how about “Don't run in the hallways.”？
S2：Our school has this too.
(Based on this，the teacher guides the students to check and tick the rules that apply to their own school one by one.)
設計意圖：通過引導學生完成1a的活動，幫助他們梳理并認識到自己學校存在的校規，為接下來深入學習和理解規則的重要性打下基礎。
Activity 3 Listening and practice(獲取與梳理)
T：Now，let's listen to the recording in 1b and see which rules are mentioned.While listening，tick the rules on your worksheet.
(The teacher plays the recording and pauses it after each sentence to allow students to tick the corresponding rules.)
T：Now，let's complete the sentences in 1c based on what we heard.The first one is：“Mary can't ______ in the ______.” Can anyone fill in the blanks
S：Mary can't run in the hallways.
T：Perfect！Now，how about the next one
…
(Proceed in this manner to complete the fill in the blank for all sentences.)
設計意圖：通過聽力練習，幫助學生鞏固對規則的理解，并鍛煉他們的聽力技巧和信息提取能力。同時，通過填空練習，進一步加深對規則的記憶。
Activity 4 Listening(獲取與梳理)
T：Now，let's move on to 1d.We'll listen to the second part of the recording.Your task is to identify who the speaker is and what rules she talks about.Remember to tick the rules mentioned in 1a.Are you ready
Ss：Yes，we are.
T：Great！Let's listen to the recording now.
(After listening)
T：Who is the speaker in the recording
S：It is the teacher，Ms Brown.
T：Very good！And what rules does she talk about？Can you tick them in 1a
(After ticking the rules in the workbooks)
T：Alright，let's check the answers together.
(Review the answers with the class.)
設計意圖：通過要求學生從錄音中識別特定信息來培養他們的聽力技能。通過勾選1a中提到的規則，學生們也在練習他們的細節關注和信息檢索技能。
Activity 5 Practice(概括與整合)
T：Now，let's move on to 1e.In this activity，you'll work in pairs to talk about the rules in 1c.Look at the example in 1e.Use the same structure to talk about other rules.Are you clear
Ss：Yes，we are.
T：Excellent！Let's start.
(After discussing)
T：Alright，who want to share your discussion
(Pairs share their discussions，and the teacher provides feedback.)
設計意圖：通過討論交流，鼓勵學生在交流環境中運用他們所學的語言。通過分組合作，學生們有機會練習口語和聽力，同時復習單元中學到的規則。這有助于學生鞏固對用于討論規則的情態動詞和祈使句的理解。
Activity 6 Pronunciation(歸納與應用)
Work on Pronunciation 1.
T：Alright，it's time for our pronunciation activity.We're going to focus on vowel sounds today.Let's listen and repeat the sounds together.
(Teacher demonstrates the sounds，and students repeat after her.)
T：Now，it's your turn.I want you to add one more word to each group that contains the same vowel sound.For example，for the sound /i /，can you add another word
S1：Sure，like “me”“eat” and “bee”．
T：That's perfect！Let's do this for all the groups.
(After adding words to each group)
T：Alright，let's hear your words.Who wants to share
(Students share their words，and the teacher provides feedback.)
Work on Pronunciation 2.
(Play the recording for the students.Ask them to listen to the chant carefully，and then try to repeat line by line.Pay attention to the stressed words and the rhyme of the chant，like /z/，/s/，/i/，/n/.After that，get the students to chant in pairs.Then invite several to chant together.)
設計意圖：通過練習元音發音來提高學生的發音技巧。通過將單詞添加到每個組中，學生不僅復習了元音發音，還擴展了他們的詞匯量。反復吟唱活動能幫助學生感受重讀在語言表達中的作用，也能幫助學生體驗音律美。
Activity 7 Homework(分層作業)
必做題：Write down five more school rules that you know and explain why they are important.
選做題：Use the rules learned to describe the ones at home and write a dialogue.
第一課時　Section A【(1a—1e)& Pronunciation 1—2】
School Rules
Don't be late for school.Arrive on time.
Don't run in the hallways.
Don't eat in the classroom.
Wear the school uniform.
Don't use your phone in class.
Don't litter.Keep your school clean and tidy.
Be polite and treat everyone with respect.
Put up your hand if you want to ask your teacher a question.
Pronunciation
Vowel sounds：e(/i /，/e/)，ea(/i /，/e/)，ee(/i /)，ear(/ /，/e /)
Stressed words in the chant：country，schools，rules，etc.
This lesson effectively stimulated students' interest in learning and improved their participation through picture introduction and listening exercises.In the dialogue practice and consolidation exercise sections，students actively participated，but some still had difficulties in pronunciation.So guiding and evaluating students' spoken expression should be intensified to foster improvement in their oral communication skills.

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