資源簡介

Unit 2 No Rules No Order
Period 4 Section B （1a-1c）
一、教材分析
What: 本課時內容主要為閱讀訓練，語篇是由信件組成的對話體文章，核心圍繞著Alice對生活中繁多規則的不滿以及Dr Know對這些規則意義的解釋和安撫展開。文章開篇是Alice寫給Dr Know的一封求助信，在信中，她列舉了日常生活中的眾多規定，例如早晨需要整理床鋪、上學不能遲到等。此外，她還提到了放學后必須完成的家庭作業和受到限制的娛樂活動，表達了自己對這些嚴格規定的無奈與不滿隨后，Dr Know通過回信回應了Alice的困惑。他從規則對于個人成長和社會秩序的重要性的角度出發，詳細解釋了為何這些規則是必要的。同時，他還鼓勵Alice去發現規則之外的生活自由，比如在家中合理使用手機、完成作業后的休息放松時間，以及周末可以和朋友們相聚的機會。Dr Know強調，理解并遵守規則不僅能幫助個人更好地發展，還能促進社會的和諧與穩定。
Why: 這篇文章通過這種書信交流的方式，使學生不僅能更深刻地認識到規則的重要性，還能學習到如何在遵守規則的同時享受生活中的自由與樂趣。這種方式不僅提升了學生的批判性思維能力，也讓他們更加全面地看待規則與自由之間的平衡關系，以一種新的方式呈現，引導學生從不同視角思考規則的意義。
How: Alice以“Help!”這種表達情感強烈的情感句式開篇，直接表達了她目前現急需幫助的狀態。在描述自己的家庭規則時，Alice使用了生動的語言，如“too many、have to、hurry to、can’t, mustn’t, only”等，通過具體的描述，讓讀者能夠清晰地感受到Alice所面臨的困擾。Dr Know在回信中采取了一種先認可再解釋的方法。他首先承認生活中確實存在很多規則，并指出這些規則的存在是有其道理的，并通過對規則的具體解釋，幫助讀者理解了每條規則背后的邏輯和必要性。Dr Know還積極引導Alice關注規則之外的生活樂趣，鼓勵Alice在遵守規則的同時，去發現生活中的自由空間。這種方法不僅幫助Alice更好地理解規則的重要性，也教會她在規則框架內尋找快樂和自由。在信的結尾部分，Dr Know用一句簡潔強調了規則對于維持社會秩序的重要性，并給讀者留下了深刻的印象。
二、教學內容
1. 描述家庭和學校規則的表達方式，包括詞匯、短語和基本句型。
2. 提取關鍵信息和細節信息的閱讀策略。
三、教學目標
1. 掌握以下重點單詞及短語：
unhappy, either, practise. hang, weekday, awful, become, better, person, focus, build, spirit, relax, advice, understand, untidy, make sb’s/the bed, hang out, focus on, think about
2. 掌握下列句型：
I have to...because...
When I’m..., I mustn’t...
I can only...after...
They can help you to become a better person
You can also think about the things you can do!
Rules can help to make the world better.
3. 學生能夠準確描述自己所面臨的規則并表達自己對這些規則的理解與感受，能夠對別人關于規則的困惑提出合理的建議。
4.了解規則在實際生活中的重要地位，能夠理性思考規則的利弊，并能夠換位思考，涵養樂于助人的精神品格。
四、教學重難點
重點：1.掌握文中重點詞匯、短語和句型并能正確運用。
2. 理解文章內容，梳理相關信息，把握文章結構和主旨大意
難點：1.引導學生運用所學知識和閱讀技巧，深入理解文本中關于規則及其重要性的描述，并進行準確的語言輸出。
2. 如何啟發學生思考并積極參與討論規則在生活中的意義，將遵守規則的意識轉化為實際行動，并在寫作和口語表達中清晰呈現。
五、教學準備
PPT，多媒體等
六、教學過程
Step 1 Lead-in
What rules do you often see in our daily life？Let students say out as many as rules they know.
eg. No parking.
No photos.
No fishing.
Don’t lean on.
【設計意圖】引導學生思考日常生活中常見的規則，使上課內容與實際生活聯系起來，激發學生學習興趣，快速引入話題。
Step 2 Work on 1a
1. Give students some pictures and let students think if they can do these things at home.
2. Let students think more rules at home and talk about their feelings.
3. Choose some students to show their ideas.
Step 3 Pre-reading
1. Let students look at the two texts and let students pay attention to the features of the text and the teacher explain the format of letters.
2. Let students read the two questions quickly and try to answer the following questions.
（1）Who is the writer and the receiver of the first letter？
（2）Who is the writer and the receiver of the second letter？
（3）How did Alice feel？ What would her letter probably be about
（4）What would Dr Know’s letter probably be about？
【設計意圖】通過讀前預備環節，鍛煉學生的讀前預測能力，為學生的進一步細節閱讀打基礎。
Step 4 While-reading
Work on 1b
1. Let students read the first letter and answer the first question and give the reason.
Answer: Alice is unhappy because she thinks there are too many rules in her life.
2. Let students read the first letter again and answer the follow questions.
（1）Why does Alice write this letter？
（2）What does Alice have to do before breakfast？
（3）When can’t Alice use her phone？
（4）What does Alice think of these rules？Do you agree with her？
Answers: （1）To ask for some help. （2）She has to make her bed.
（3）When she is at school. （4）She thinks these rules are awful. I don’t agree with her.
3. Read the second letter and finish the following table.
Rules Dr Know’s opinion
Alice mustn’t be late for class. this （1）_______________ our class and teacher.
Alice can’t use our phones in class she needs to （2）_______________ and she can use her phone at home
Alice has to wear the uniform. it can help her to （3）_______________
Alice must finish homework first at school She can relax after finishing it
Alice can’t hang out on weekdays She can hang out on weekends
In life we need different rules because they can help us to become （4）___________ and make（5）___________ better.We can also think about the things we can do
Answers: （1）shows respect for. （2）focus on learning.
（3）build school spirit. （4）a better person. （5）the world
4. Let students answer the second question in 1b（Does Dr Know think Alice is right？）
Answer: Dr Know agrees that there are many rules in life, but he thinks she should think about the benefits of rules and the positive effects they have on our lives.
Work on 1c
1. Read the two letters again and finish 1c.
2. Check the answers:
【設計意圖】幫助學生梳理文章脈絡，培養學生提取關鍵信息的能力，同時通過細節理解的練習，加強學生對文章內容的了解。
Step 5 Post-reading
1. Work in pairs. Students question and answer about the rules in pairs.
S1: What rules does Alice have at home？
S2: She has to make the bed breakfast...
S1: What can Alice do at weekends？
S2: ...
2. Conclude the useful expressions.
表達規則及其原因：I have to...because...
表達某個時刻特定的規則：When I’m..., I mustn’t...
表達自己的觀點或感覺：I know some rules are important, but this is awful.
表達規則之內自己能做的事情：You can also think about the things you can do!
表達規則的優點：They can help you to become a better person. focus on learning, build school spirit, Rules can help to make the world better.
諺語：No rules, no order.
3. Let students make sentences with these expressions.
【設計意圖】通過小組活動及句型總結反復內化本單元的核心語言，有助于同學們寫作內容的輸出；通過對語篇語言表達的總結和造句練習，內化學生的語言知識，使之學以致用。
Step 6 Language points
1. too many, too much與much too
too many后接可數名詞的復數形式；too much后接不可數名詞；much too后接形容詞或副詞。
2. when引導的時間狀語從句
When可表示“當……時”，后面加一個完整的句子，意為“在做某事的時候”
3. focus on
focus on意為“集中注意力（于）”，后接名詞或動詞-ing形式。Focus為不及物動物，可單獨使用，后不加賓語。
【例句】It’s hard to focus.
4. You can also think about the things you can do! 此句為省略that的定語從句
Step 7 Homework
1. Remember the new words and expressions learned in this period.
2. Write an article using the expression concluded in class.
七、板書設計
Period 4 Section B （1a-1c）I have to...because...When I’m..., I mustn’t...I can only...after...They can help you to become a better personYou can also think about the things you can do!Rules can help to make the world better.

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