資源簡介

Unit 2　No Rules,No Order
單元主題框架
單元主題分析
本單元圍繞“規則”這一主題展開,該主題與課標要求的“人與社會”主題范疇中的“班級與學校規則,規則意識”和“自尊自律,文明禮貌,孝親敬長”子主題密切相關。本單元通過創設真實的校園生活情境,展示了學校規則,讓學生通過談論學校規則,家庭規則,了解規則的重要性。
本單元的大問題是“Why do we need rules？”,引導學生探究規則的意義。學生在初中起始階段就應當主動思考和探究這個問題。因為只有當學生充分認識到規則的意義,才能發揮自覺能動性,自覺遵守規則。Section A的引導性問題是“What rules do we follow？”。該部分呈現了學生在學校討論規則的場景,讓學生通過聽和模仿對話學會談論學校規則。Section B主要圍繞引導性問題“How can rules help us？”展開,呈現了Alice給Dr.Know的書信和Dr.Know給Alice的答復。Alice在信中向Dr.Know傾訴自己在生活中有很多規則,這讓她感到非常討厭。Dr.Know在回信中提出了相關的建議,并告訴她規則能讓我們變得更好。學生可以通過閱讀并分析這兩封書信從而對規則的理解更深刻,并通過寫回信給Eric提出相關的建議,交流對不同規則的認識,從而理解各種規則存在的意義。
總而言之,本單元旨在讓學生理解規則的重要性,能對單元大問題“Why do we need rules？”有更深刻的理解,同時也希望學生通過本單元的學習,正確理解價值引領句“Nothing can be achieved without rules.”。
單元教學目標
通過本單元學習,學生能夠：
1.運用祈使句和情態動詞can,have to和must談論規則。
2.解釋我們為什么需要遵守規則。
3.理解規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在單詞中的不同發音；并在朗讀中注意單詞的重音。
5.掌握祈使句和情態動詞的用法。
6.理解規則的意義,樹立規則意識,學會在日常生活中自覺遵守規則,形成良好的行為習慣。
單元教學重難點
重點：
1.掌握談論規則的詞匯和常用句型。
2.學會用祈使句和情態動詞談論學校規則和家庭規則。
3.將字母及字母組合e,ea,ee,ear的發音準確運用到單詞認讀中。
難點：
1.學會用祈使句和情態動詞談論學校規則和家庭規則。
2.學會字母及字母組合e,ea,ee,ear的發音。
第一課時　Section A(1a－1e)& Pronunciation
學習目標
In this lesson,students will：
1.know Mary,Sally and Tony's school rules from listening；
2.talk about their school rules；
3.pronounce letter e and letter combinations ea,ee,ear correctly.
教學建議
Step 1　Lead in
1.Show the title and photo on Page 9 and ask students to think about the question：
◆Look at the title and the photo.What do you think this unit is about
2.Ask students to look at the photo more carefully and answer the questions：
◆What school rules does the photo show
◆Do you follow rules like these
◆What do you know about them
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈現單元標題和單元主題圖,鼓勵學生大膽預測本單元可能談論的話題,并通過討論吸引學生興趣。
Step 2　Listening&Speaking (1a—1e)
Pre listening
Page 10,1a
1.Show the rules on Page 10 to students,talk about them with students and then ask them to tick the ones that their school has.
2.Ask some students to share their answers.
讓學生選出與自己學校相關的規則,引起學生對學校規則話題的興趣。
While listening
Page 10,1b
1.Show the four signs in 1b to students,and make sure they understand the rules.
2.Ask students to listen to the first part of the recording and then tick the rules that are mentioned.
3.Ask students to share the answers and the teacher helps to correct them if necessary.
Page 10,1c
1.Ask students to listen again.Then complete the sentences.
2.Check the answers with the class.
Page 10,1d
1.Ask students to listen to the second part of the recording and answer the following questions.
◆Who is the speaker
◆What rules does she talk about
Then let students tick them in 1a.
2.Ask students to share the answers and the teacher helps to correct them if necessary.
Page 10,Practice More
Ask students to listen to the second part of the recording again and answer more detailed questions about the listening material：
◆How many school rules does Ms Brown mention
◆Why do we follow the school rules
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 10,1e
1.Ask students to work in pairs and then talk about the rules in 1c.
2.Show an example to students.
—Can Mary run in the hallways
—No,she can't.She has to walk in the hallways.
3.Choose three or four pairs of students to share their conversations with the class.
學生以小組合作的形式對目標句型進行充分練習。
Summary
Ask students to summarise the sentences that can be used to talk about school rules.
◆Don't run in the hallways.
◆You can't wear that jacket here.
◆You have to wear the uniform.
◆You mustn't litter.We have to keep the school clean and tidy.
總結本節課需要掌握的重點句型。
Step 3　Pronunciation (1—2)
Page 11,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to the different pronunciation of letters and letter combinations.
3.Let students add more words to each group.
通過邊聽邊跟讀練習發音,并通過觀察總結發音規則。
Page 11,2
1.Ask students to read the sentences in Pronunciation 2.
2.Ask students to listen to the chant and notice the stressed words.
3.Ask students to listen to the recording and repeat.Then let them notice how the stressed words are pronounced.
先通過自主朗讀練習讓學生感受發音差異,再通過跟讀練習強化學生對重讀單詞的學習。
Extension Activity
1.Prepare a different passage or conversation for students.
2.Ask students to underline the stressed words while reading by themselves.
3.Invite volunteers to read the passage or conversation to the whole class.
Step 4　Homework
1.Talk about your school rules with a parent.
2.Finish the exercises .
教學反思
第二課時　Section A(2a－2f)
學習目標
In this lesson,students will：
1.get detailed information about Tom and Ann's school rules from the conversation；
2.practise the pronunciation of stressed words in the conversation；
3.talk about the rules they have at school.
教學建議
Step 1　Lead in
Show some pictures about school rules to students and then ask them the questions：
1.What school rules are mentioned in the picture
2.What rules does your school have
通過談論學校規則激發學生的學習興趣。
Step 2　Listening&Speaking (2a—2e)
Pre listening
1.Show students the photo in 2a and ask them the questions：
◆Where are the two students
◆What are they doing
◆Can you guess what they are talking about
引導學生觀察圖片,通過背景信息對交際內容做出預測。
While listening
Page 11,2a
1.Ask students to listen to the conversation and circle the coloured words they hear.
2.Ask students to share the answers.
Page 12,2b
1.Ask students to read the conversation and complete Tom's notes about the school rules.
2.Ask students to share the answers and the teacher helps to correct if necessary.
Page 12,2c
1.Ask students to read the conversation again and answer the questions.
◆Why is the day special for Tom
◆What does Anne lend to Tom
◆Why doesn't Anne take a sweet from Tom
◆Can Tom and Anne use their phones in class
◆Where must they keep their phones
◆Do you think they have good school rules？Give your reasons.
2.Choose three or four students to share their answers and the teacher helps to correct if necessary.
Page 12,2d
1.Summarise the conversation together without looking at 2a.
2.Ask students to complete the summary of the conversation.
3.Ask students to share the answers and the teacher helps to correct if necessary.
Page 12,2e
1.Ask students to listen to the conversation again and pay attention to the stressed words.Then role play the conversation.
2.Choose three or four pairs of students to role play the conversation.
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 12,2f
1.Ask students to work in groups and talk about the rules they have at school.
2.Show the phrases in the box to help students.
T：We know about Tom and Ann's school rules.Now let's talk about the rules you have at school.You can use the sentence patterns on the blackboard.
用本節課學到的句型再次談論校規,對目標語言進行遷移運用。
Summary
Ask students to summarise the sentences that can be used to talk about class rules.
◆We can't eat snacks in class.
◆We mustn't bring our mobile phones to class.
◆We have to turn them off and keep them in our lockers.
總結本節課的重要句型。
Step 3　Homework
1.Write a short essay to introduce your school rules.
2.Remember the words and phrases in this lesson.
3.Finish the exercises .
教學反思
第三課時 Grammar Focus(3a－3d)
學習目標
In this lesson,students will：
1.know the usage of imperatives and modal verbs can ,have to and must.
2.write relevant rules according to the signs.
3.brainstorm three rules for some public places and draw signs to show the rules.
教學建議
Step 1　Lead in
Show some school rules to students,and then ask them to translate the rules using can,can't,don't and must.
復習校規的表達,自然過渡到本課語法。
Step 2　Grammar Teaching (3a－3d)
Page 13,3a
1.Ask students to read the sentences in the grammar box and pay attention to the verbs in bold.
2.Ask students to answer the question：Do the verbs in bold need to change forms？Why
3.Let some students try to find the reason in the box by themselves.
4.Talk about the opinion with the class.
5.Tell the usage of imperatives and modal verbs can,have to and must to students.
祈使句(Imperative Sentences)
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.Just go along this street and turn left.
Be careful when you cross the street.
祈使句的種類及構成
肯定的祈使句：動詞原形＋其他.
e.g.Walk in the hallways.
Stand up!
否定的祈使句：Don't＋動詞原形＋其他.
e.g.Don't run in the hallways.
Don't litter!
Let型祈使句：Let＋第一/三人稱＋動詞原形＋其他.
e.g.Let me tell you the way to my house.
Let's see the lions.
No型祈使句：No＋名詞/動名詞.
e.g.No parking.禁止停車。
No photos.禁止拍照。
情態動詞(Modal Verbs)
情態動詞表示說話人的語氣和情態,如請求、許可、意愿、可能等。一般沒有人稱和數的變化。
情態動詞本身不能單獨作謂語,必須和動詞原形連用。
情態動詞的否定式一般是在其后加not 構成,一般疑問句通常將它提到句首。
情態動詞的肯定式一般不重讀。
情態動詞can
1.表示能力
e.g.I can run fast, but I can't swim.
2.表示許可
e.g.We can play basketball at the weekend.
情態動詞have to
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.We have to be quiet in the library.
情態動詞must
1.表示“必須”,否定形式mustn't表示“禁止”。
e.g.Don't arrive late for class. We must be on time.
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't have to, 表示“不必要”。
e.g.—Must I clean the classroom now
—Yes,you must./No,you needn't/don't have to.
通過自己觀察,學生可以找出祈使句中的動詞原形和情態動詞后的動詞原形。
Page 13,3b
1.Ask students to complete the sentences using can,have to/must or can't/mustn't.
2.Choose three or four students to share their answers with the class.
3.Check the answers with the class.
Page 13,3c
1.Ask students to look at the first sign and read the rules.Then write the rules for the other signs using different expressions like the example.
2.Choose three or four students to share their answers with the class.
3.Check the answers with the class.
以講練結合的方式讓學生掌握本節課語法。
Page 13,3d
1.Ask students to work in groups and brainstorm three rules for one of the places below.
library,school dining hall,park,cinema,hospital
2.Let students draw signs to show the rules.
3.Ask students to share their signs in class and explain what they mean.
4.Show an example to students.
For example,in the library,we mustn't make noise.We can't eat in the library.We must take good care of books.
通過對目標語言進行口頭訓練,學生的語言交際能力也能有所提升。
Step 3　Homework
1.Remember the words and phrases in this lesson.
2.Finish the exercises .
教學反思
第四課時　Section B(1a－2c)
學習目標
In this lesson,students will：
1.understand Alice's letter and Dr.Know's reply.
2.complete the letter to Dr.Know.
3.write a reply to Eric as Dr.Know.
教學建議
Step 1　Lead in
Show some pictures of home rules to students and let them describe the pictures by using the imperative sentences.
通過圖片的方式引入話題家庭規則,激發學生的學習興趣。
Step 2　Reading Comprehension (1b－2c)
Pre reading
Page 14,1a
1.Ask students to answer the following questions.
◆What are some of the rules in your home
◆What do you think of them
2.Ask students to share the answers with the class.
通過描述家庭規則引入主題,激發學生興趣。
While reading
Page 14,1b
1.Ask students to read the two letters quickly and answer the questions.
◆Why is Alice unhappy
◆Does Dr.Know think Alice is right
2.Ask students to share the answers and the reasons.
Page 15,1c
1.Ask students to read the letters again and finish 1c and 1d.This time,students should read carefully and get detailed information.
2.Share answers.
通過完成閱讀任務,提高學生抓取關鍵信息的能力。
Further thinking
Teacher asks students to answer the questions：
◆If you were Alice,how would you feel after reading the reply？Will you feel better or worse
◆If you were Dr.Know,what other suggestions could you give to Alice
通過提問發散學生的思維,引發學生對規則的認識。
Post reading (2a—2c)
Writing(以讀促寫)
Page 15,2a
1.Ask students to complete the letter to Dr.Know using can,have to/must or can't/mustn't.
2.Ask students to share the answers and the teacher helps to correct if necessary.
Page 15,2b
1.Ask students to choose three important rules from 2a.Then discuss the questions with a partner.
◆Why is each rule important
◆What is your advice for each rule
2.Invite several groups to share their opinions.
Page 15,2c
1.Ask students to write a reply to Eric as Dr.Know.Give him some advice.
2.Ask students to analyse the structure of Dr.Know's reply and use it as an example.
Salutation：Dear＋人名,
Body：
Para.1：Show how the rules benefit us.
Para.2：Repeat Alice's rules and analyse the benefits of each rule.
Para.3：Offer Alice a new perspective on viewing the rules.
Para.4：Show Dr.Know's caring and understanding and emphasise the benefits of rules.
Closing：Best,
Dr.Know
3.Show the beginning of the letter to students.
4.Ask students to finish the letter.
這是一個基于閱讀語篇的拓展寫作練習。學生通過回復Eric的書信,對目標語言進行充分練習和鞏固。
Step 3　Language Points
either的用法
◆either作副詞,意為“也”,用在否定句句尾。如：
Rick can't play the piano,and Jim can't either.
◆either...or...意為“要么......要么......；或者......或者......”。如：
Either I or Lily goes to the party.
practise的用法
作動詞,意為“訓練；練習”,其后接名詞、代詞或動名詞作賓語。如：
Helen practises playing the piano every day.海倫每天練習彈鋼琴。
【拓展】practice作名詞,意為“練習；實踐”。如：
Practice makes perfect.熟能生巧。
become v.變成；成為
become后接名詞或形容詞作表語,表示一種變化。如：
Lily wants to become a teacher.莉莉想成為一名老師。
The trees in front of my house become green in spring.我家門前的樹在春天變綠了。
build的用法
◆作動詞,意為“創建；建造”。如：
build a house建造一座房屋
build a better life創造更美好的生活
◆作名詞,意為“體格”。be of medium build中等身材。
【拓展】building作名詞,意為“建筑物”。
Step 4　Homework
1.Interview your parents and ask their intentions on setting the family rules.And express your feelings about these rules and give some advice for those rules that make you unhappy.Then make a report to share in the next class.
2.Finish the exercises .
教學反思

展開更多......

收起↑