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课时教学设计首页
授课时间：2025年 月 日
课题 U2 Reading Plus 课型 新授课（阅读） 课时 6 主备人
审核人
语篇研读 【What】本课语篇文本围绕“Rules around us（我们身边的规则）”展开，聚焦于学生日常生活中常见场所的规则，如游泳池、动物园、博物馆和音乐厅。游泳池规则，强调安全与卫生；动物园规则，注重动物保护与游客行为规范；博物馆规则，侧重于文物保护和参观秩序；音乐厅规则，突出文明欣赏艺术的要求。【Why】语篇强调了在不同公共场所遵守规则的重要性，反映了社会对公共秩序和文明素养的重视。通过学习这些规则，学生可以了解到在不同文化背景下人们共同遵循的一些基本行为准则，培养学生的社会责任感和文明意识。【How】本语篇属于说明性语篇，以客观、清晰的语言阐述不同场所的规则，向读者传递信息，让学生了解在特定场景下 “应该做什么” 和 “不应该做什么”。语篇以列举不同场所规则的形式组织内容，先点明场所，再罗列具体规则，结构清晰，层次分明，便于学生理解。规则表述多为祈使句，均为简单句，避免了复杂的语法结构和长难句，使学生能够快速抓住关键信息。运用了一些与各场所活动相关的词汇，如dive, feed, exhibit, performance等，丰富学生在不同场景下的词汇储备。
学情分析 K (Know) — 已知 W (Wonder) — 想知 L (Learn) — 能知
已积累一定量基础词汇，熟悉常见场所词汇，也知晓部分描述行为的词汇，对于简单的情态动词有一定了解，为理解 语篇中的规则表述奠定基础；在日常生活中对游泳池、动物园、博物馆和音乐厅等场所有所接触，知晓在这些场所需要遵守一定规则。 渴望学习更多与不同场所规则紧密相关的专业词汇和短语，以便更准确理解和描述各场所规则；希望掌握更多丰富多样表达规则的方式，增强语言表达的准确性和丰富性；对不同国家或地区在这些场所的规则差异充满好奇。 掌握不同场所规则相关的词汇和短语，熟练运用多种方式表达规则；熟练运用略读、扫读等阅读技巧，快速准确获取语篇关键信息，提高阅读效率；学习从不同角度思考规则相关问题，进行批判性分析，提出自己的观点和看法，
学习重点难点 重点：积累场所规则专业词汇，深化规则表达词汇学习，精准运用情态动词等语法结构，掌握略读、扫读及猜词义技巧，了解跨文化规则差异。
难点：记忆运用新词汇，理解复杂语法结构，灵活运用阅读技巧，以及对规则进行批判性思考。
学习目标 能够通过本节课的学习，掌握与不同场所规则相关的词汇和表达方式，提取语篇中各场所规则的关键信息，理解规则的基本内容，对不同场所规则形成初步认知，关注规则、尊重规则；(学习理解)能够运用所学词汇和语法结构，准确描述各场所规则，并能解释规则背后的原因，增强在实际生活中遵守规则的意识，提升运用英语表达规则的能力；(应用实践)能够综合运用所学知识，从不同角度对规则进行批判性思考，提出改进或补充规则的合理建议，提升解决实际问题的能力。(迁移创新)
当堂评价 能够快速、准确获取文章大意，借助可视化工具将语言知识结构化，并结合上下文准确理解生词及长难句含义，准确理解不同场所的规则内容及背后原因；（检测学习目标1、2）2. 能够针对某一场所现有规则提出改进方案，所提出的建议合理、有创意且具有可行性。（检测学习目标3）
教学活动设计
学习活动 教师导学 学习评价
Step 1. Lead-in. Watch the video and try to find out the school rules.Sa: They can’t litter on the way.Sb: They must always walk on the right side.Sc: They can climb the wooden house. But they can’t run or push on the stairs. Observe the pictures and tell the rules.Sa: He is taking photos. Don’t take photos! Play a video about some rules in a school.T: What must they do What can’t they do T: Rules are everywhere! Set a situation of selection of civilized cities. Show some pictures. T: What can you see What rules can you know 师评。观察学生能否准确地理解视频内容和老师问题，就所了解的有关不同场所的规则知识与老师、同学做积极的交流分享，并用准确的语言表达。
【设计意图】利用视频、图片等多媒体资源导入本课规则话题，创设文明城市评选的学习情境，拉近与学生距离，激发学生的学习兴趣，通过场景引导学生回顾关于规则的已知表达，激活学生与本课时教学内容之间的知识经验的关联。
Step 2. Reading. Look at the pictures and tell the places.Ss: At school/ In the library/ ...Matching. Read the signs and write the names of the four places in the boxes above the rules.Jigsaw reading.Each group choose only one place. Read and pick out the rules. Retell the rules in groups and class and then have a discussion.Reporters from each group share the information in your parts according to the table.Each group introduces the rules and explain why they are important.Sa: Ladies and gentlemen, welcome to the zoo. Before you enter, please listen to our rules.First, ... Show some pictures of places.T: Where do we have rules T: Can you talk about rules in the following places Let Ss look through the rules quickly and match the places with the rules.Guide Ss to catch the key words.Invite four Ss to report their answers and reasons. Let Ss work with their group members and read the rules in one place and fill in the chart. Invite some group leaders to retell the rules in the place according to the chart. Then ask questions.T: What rules do you agree or disagree Why？T: What rules do you think are important Why？ Invite some Ss to introduce the rules. Provide some sentence structures to help them. Guide Ss to comment on the introduction according to the evaluation standards. 自评、师评。观察学生能否快速浏览规则内容，根据相关关键词正确识别规则场所，在班级中准确汇报答案并说出合理理由，对文本进行初步的整体感知。自评、互评、师评。观察学生能否明确分组任务，在限定时间内完成本组所负责阅读的场所规则，使用正确的语言填写本场所的规则表格，并根据表格准确复述规则内容，同时，就对规则的认可与否和重要与否的问题，在小组内内进行积极讨论，在班级内内进行积极分享。同时，观察学生能否依据评价标准针对同学的介绍做合理评价。
【设计意图】通过逐层不同的阅读任务设计，引导学生从整体感知到细节理解，利用规则表格将文本关键信息进行分类的结构化梳理，并基于可视化工具进行对所学知识的复述，促进知识的内化和输出。利用拼图阅读的理念，引导学生分组详细、深度研读语篇，充分理解文本内容和深层含义，并在班级中合作交流分享，帮助学生循序渐进地内化语言知识和文化知识。
Step 3. Post-reading.Have a discussion about the importance of rules. Work in groups of four. Discuss and write five rules for one place. Talk about rules there and think about their reasons. After discussing, share their opinions in class. Other Ss give comments according to the evaluation standards. T: Why do we make rules Encourage Ss to share their understanding on the existence of rules. Provide the example to help them.T: Now, You know the rules. You know rules are important! Let Ss work with their group members and make rules in one place. Invite Ss to make a report in class. Provide the sentence structures and the criteria. 自评、师评。观察学生能否积极就规则存在的意义做深入思考，并使用准确的语言进行阐述。自评、互评、师评。观察学生能否在限定时间内小组合作完成一个场所的规则制定，并在班级内积极做分享，做到规则合适、内容清晰、理由合理、表达准确。
【设计意图】将所获取的关于不同场所的规则制定的知识进行迁移，运用到制定其他场所规则的任务中，促进语言知识的巩固和思维能力的提升，增强对规则的理解和认同意识。
Step 4. Conclusion. With T’s help, try to sum up what they have learned this lesson. 自评、师评。观察学生能否准确地小结本课所学内容，并增强规则意识。
【设计意图】引导学生进行课堂内容小结以及学法反思，以便学习策略的形成和经验的积累。同时，渗透情感教育，引导学生积极表达对规则存在意义的肯定。
课 时 达 标 检 测
阅读理解。School rules are different all around the world. They show what each place thinks is important for students to do. In some countries like the US and Europe, rules are about being respectful, kind, and fair to everyone. They also talk about things like what to wear, coming to school on time, and being honest in your work. In places like Asia, following rules and listening to teachers is very important. Students often have rules about wearing uniforms, looking neat, and showing respect to elders, which teaches them responsibility (责任) and teamwork. In Africa and Latin America, school rules mix old cultures (文化) with new ideas. They talk about respecting older people, taking care of the environment (环境), and being friendly to everyone. In some African schools, there are rules about saving water and keeping the school clean. Although school rules may be different, their aim is to keep students safe, honest, and ready to learn. Whether it’s about being kind to others, working hard, or taking care of the environment, school rules teach important lessons that help students grow into responsible and caring people.( )1. What are school rules about in the US and Europe A．Following strict dress rules. B．Being respectful, kind, and fair to everyone.C．Going to classes on time. D．Following teachers’ words.( )2. In some African schools, there is a rule about ________.A．saving water B．helping animals C．caring for the old D．teaching small kids( )3. What does the underlined word “aim” in paragraph 4 probably mean A．Action B．Goal C．Show D．Dream( )4. Why are school rules important according to the passage A．To make students feel strict and unhappy. B．To teach students about different cultures.C．To keep students safe, honest, and ready to learn. D．To give teachers more responsibility.( )5. Which can be the best title for the passage A．School Rules Should Be Made B．Follow School RulesC．Who Made School Rules D．School Rules Around the World
课时教学设计尾页
板书设计
作业设计 必做 Read the rules. Make more rules (with signs) for our dining hall.
选做 Search for more information about society rules on line.
教学反思 【优点】情境关联紧密。将阅读内容与学生熟悉的游泳池、动物园、博物馆和音乐厅等场所规则相结合，学生因对这些场景有生活体验，能快速代入，理解规则的实际意义，极大提升了学习兴趣与参与热情。例如在讲解动物园规则时，学生能结合自身参观经历积极讨论。【不足】应用实践环节薄弱。虽然在课堂上强调了规则相关知识的学习，但给予学生在实际情境中运用英语表达规则的机会较少。学生虽掌握规则内容，却在模拟真实场景交流，如制定校园新场所规则并阐述理由时，表现不够流畅，语言运用能力未得到充分锻炼。批判性思维培养欠缺。教学过程中引导学生对规则进行批判性思考不足，学生大多被动接受规则，较少从不同角度思考规则合理性、必要性及改进方向。在讨论规则时，学生思维局限，难以提出创新性观点。【改进】强化应用实践。增加应用实践环节时间和形式。组织角色扮演活动，让学生模拟在不同场所向他人介绍规则；开展小组项目，要求学生为社区活动场所制定规则并展示汇报。通过多样化实践，提升学生语言运用和实际交流能力。促进批判性思维发展。设置启发性问题引导学生思考，如 “动物园禁止投喂动物规则是否有可优化之处？” 组织小组辩论，如 “是否应根据不同年龄段制定不同博物馆参观规则”。鼓励学生从多视角分析规则，培养批判性思维和创新能力。

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