资源简介

世界
Section B　 What can stories teach us
第一课时 (1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a asks students to look at the pictures and think about what happens in the story, while numbering the pictures. 1b presents an English story adapted from Hans Christian Andersen's The Ugly Duckling. 1c asks students to read the story again and answer the questions. 1d asks students to match the characters with their opinions, and asks students to give suggestions to those characters and share their ideas.
Why: Read classic Western fairy tales to learn about the values in Western culture, such as self-identity and inner beauty, and to enhance cultural awareness. Cultivate students' observation and imagination through picture observation tasks, so that students can learn to speculate about the storyline based on visual clues. Improve students' reading skills through reading stories and answering questions. Practise students' oral expression and thinking skills through analyzing and discussing characters.
How:This lesson involves a complete story, belonging to the narrative genre, with clear plot parts (the beginning, the development, the climax and the ending).It also adopts step-by-step task design and diversified learning activities, from picture observation, story reading, question answering, character analysis to suggestion sharing, to analyse the story from different perspectives and understand the moral.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.read and understand the story The Ugly Duckling;
2.analyse the characters' personalities;
3.learn not to judge people by their appearance.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To read and understand the story The Ugly Duckling. Step 1 Lead-in 1.Greetings. 2.Free talk: Do you know Hans Christian Andersen Step 2 Work on 1a Look at the pictures. What do you think happens in this story Number the pictures. Step 3 Reading Work on 1b: Read the story adapted from Hans Christian Andersen's The Ugly Duckling. Discuss the question with a partner. Is the ugly duckling a real duck 1.Pre-reading Predict: According to the picture, how many ducklings were there in the story ◎Key: Six ducklings. 2.Fast reading Read the story quickly and answer the questions. (1)What style is the story ◎Key: A fairy tale. (2)When we tell a fairy tale, what do we usually say at the beginning of the story ◎Key: Once/Once upon a time… (3)What tense do we usually use in a fairy tale ◎Key: The simple past tense. (4)Who is the main character in the story ◎Key: The ugly duckling. (5)In the end, what does the ugly duckling become ◎Key: A beautiful swan. 3.Careful reading Read again and answer the questions. (1)How was the ugly duckling different from the other ducklings in size and colour How was he similar to them Observe students' performance and know whether they preview the lesson well. Observe whether students can find details quickly and judge their scanning skills.
(2)What did the ugly duckling search for Why (3)What did the swans look like Were they friendly to the ugly duckling (4)What do you think the story teaches us ◎Key: (1)The other ducklings were small and yellow, but the ugly duckling was big and grey. The ugly duckling swam well, just like the other ducklings. (2)He searched for a new home. Because the other ducklings laughed at him and told him to go away. It made him sad, so he decided to search for a new home. (3)They were beautiful with long necks and white feathers. Yes, they were. (4)Don't judge a person by his appearance. Observe whether students are able to complete the exercises correctly to know their understanding of the reading material and their mastery of the target language. Gradually, the questions transition from simple fact-finding to deeper moralizing.
Purpose The use of picture guides can quickly capture students' attention. Through questions, students are guided to deeply understand the details of the story, the psychology of the characters and the moral of the story.
2.To analyse the characters' personalities. Step 4 Post-reading Work on 1d: Match the characters with their opinions. Can you give these characters any advice Share your ideas. ◎Key: DBCA Step 5 Group work 1.Tell a fairy tale you know. And then choose a story you like most. Student A: tell the beginning Student B: tell the body Student C: tell the ending 2.Invite some students to show on stage. Observe whether stu-dents can engage in role analysis, synthesis, and evaluation. Help them develop critical thinking.
Purpose To deepen students' understanding of the story through character analysis. Students match the characters with their opinions, analyse character traits and give their own opinions through critical thinking.
Homework Required: 1.Role-play the story. 2.Learn another fairy tale and tell it to your classmates. Optional: Are you the ugly duckling in your life You can write your story.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


第二课时 [(2a-2b) Writing & Project ]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a and 2b require students to write an ending for the story and share it. 3a requires students to work in groups to choose one of the stories in this unit and act it out in class, and two guiding questions are provided. 3b is about writing a short play in groups. A sample play and some questions for reference are given. 3c requires students to perform the short play in class and then vote for the best performance.
Why: Project aims to cultivate students' cooperation ability, creativity, and oral expression ability. By choosing stories, writing scripts, and performing short plays, students can better understand the story and the target language of this unit, and at the same time exercise their ability to use English in practical situations and improve their self-confidence. The voting for the best performance can stimulate students' sense of competition and participation, making them take the performance more seriously.
How: This activity is close to the text in this unit and stimulates students' interest. The text used by students is a play, which has a unique format and language style. In the sample play, the language of the dialogue is simple and in line with the identity of the characters. For example, the fisherman's lines “What's this shiny thing Oh, it's a bottle! I wonder what's inside.” use simple vocabulary and sentence patterns, which are easy for students to understand and imitate. Students present the text in the way of project-based learning.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn how to write an ending for a story;
2.understand the key elements of a short play, such as characters, settings, and plots, and learn the steps in writing a short play;
3.improve creativity and collaborative skills by writing and performing short plays;
4.present the short play to the class with confidence, and improve oral presentation and acting skills.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn how to write an ending for a story. Step 1 Lead-in 1.Greetings. 2.Work on 2a Read the beginning of the story.Write an ending for it. Use the questions to help you. 3.Work on 2b Exchange your drafts and share your ideas with your group members. Observe students' writing to understand their mastery of the target language.
Purpose To review the unit theme to set the stage for the next activities.
2.To understand the key elements of a short play, such as characters, settings, and plots, and learn the steps in writing a short play. Step 2 Work on 3a In groups, choose one of the stories from this unit to act out in class. ·Which story do you think is the most interesting ·Which story would make an exciting play Group members share their ideas and discuss, choosing a story from this unit to write a short play. Understand students' mastery of the elements of a play and the story of the unit based on their answers and performance.
Purpose To help students recall what they have learned and know if students learn well.
3.To improve crea-tivity and colla-borative skills by writing and performing short plays. Step 3 Work on 3b Work together to write a short play for your group. Use the questions and the example to help you. ·What happens in the scenes ·Where do they take place ·How many characters are there in each scene ·Who will be the narrator and who will play each character ·What will the characters say How will they say it Let students perform the example. Know whether students can apply what they have learned in this unit well based on the use of vocabulary and grammar in their writing.
Purpose To let students use what they have learned to do real things and consolidate the key expressions in this unit.
4.To present the short play to the class with confi-dence, and improve oral presentation and acting skills. Step 4 Performance 1.Work on 3c: Perform the play in class. Then vote for the best performance. 2.Summary: Drama is a powerful medium that allows us to step into different worlds. 3.Reflecting Observe students' performance, and give help and encourage-ment.　
Purpose To improve students' expression skills and self-confidence, and stimulate students' love for English plays.
Homework Required: Retell the story The Fisherman and the Genie to your family members. Optional: Write a short play with your friends.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


世界
Section A　What are your favourite stories
第一课时 [(1a-1e)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a introduces four Chinese and foreign stories through pictures. 1b-1d create the context through listening exercises and introduce the topic of this unit. In the first dialogue, a student tells a story of a lion and a mouse and another student expresses her ideas. In the second dialogue, a student tells the story A blessing in disguise and the two students express their ideas. The pronunciation section requires students to understand the pronunciation of the letter combinations ch, ph, sh, th, wh and try the assimilation of the letters d/t and y.
Why: Both listening materials introduce stories from different cultures, requiring students to put sentences in order. The first conversation is about a Western story. The second conversation is about an ancient Chinese story. Both stories illustrate the philosophy of life, and students can know the importance of helping each other and calmly facing the good and bad things in life. Students can review the usage of the simple past tense.
How: Two conversations help develop students' cultural awareness. Each conversation tells a story in the third person.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify the right order of stories and retell stories;
2.pronounce ch, ph, sh, th, wh properly and understand the assimilation of the letters d/t and y;
3.talk about what they learned from the stories.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify the right order of stories and retell stories. Step 1 Lead-in 1.Greetings. 2.Free talk: Do you like reading stories Why What are your favourite stories Step 2 Work on 1a Look at the pictures. Do you know what stories they are about Step 3 Listening 1.Work on 1b: Listen to the first conversation. Put the sentences in order. ◎Key: 5 4 3 1 2 Judge students' under-standing of traditional Chinese culture and foreign culture according to their answers.
Tip: Pay attention to the key words. Find out who were they and what they did. 2.Work on 1c: Listen to the second conversation. Choose the correct words to complete the sentences. ◎Key: 1—A; 2—C; 3—C; 4—B 3.Work on 1d: Listen to the two conversations again and answer the questions.(详见课件资源)　 1.Why do you think the lion laughed when the mouse promised to help him 2.Do you like the story about the lion and the mouse Why or why not 3.Did the farmer feel very sad when bad things happened 4.Was the farmer wise Why or why not Step 4 Retell Work on 1e: Which story do you like more Retell it to a partner. Useful expressions: When: once upon a time/long ago… Who: the lion/the mouse/the hunter… the farmer/the farmer's son… What: First,…Then,…In the end,… Observe whether students can grasp key words and put sen-tences in order correctly during the listening process. Judge students' under-standing of the main idea of the listening material and the com-prehensiveness and accuracy of the infor-mation they obtain. Observe students' retelling performance to see if they can find relevant sentence pat-terns and summarize more relevant expres-sions from the listen-ing material. Help students correct their grammar mistakes.
Purpose To introduce themes, stimulate students' existing knowledge through pictures, and let them briefly know how to tell a story. Help students understand the content of the conversation as a whole, and develop students' ability to accurately obtain, sort out and record key information. Guide students to learn and internalize key sentence patterns and expressions.
2.To pronounce ch, ph, sh, th, wh properly and understand the assimilation of the letters d/t and y. Step 5 Pronunciation Work on 1: Listen and repeat. Add one more word to each group. Work on 2: In pairs, read the conversation aloud slowly. Then listen and read it again at a normal speed. Notice how the letters in bold change sounds. Observe whether stu-dents can recognize the letter combinations they learn today and pronounce them correctly. Observe students' handling of assimi-lation and help them improve fluency in speaking.
Purpose To guide students to pay attention to the learning of phonetic knowledge and help them master the correct pronunciation of letter combinations and assimilation.
3.To talk about what they learned from the stories. Step 6 Summary Let students think of more stories and write them on the blackboard. Ask students to discuss what they learned from the stories. Invite some students to share in class. Improve students' thinking ability, help students think deeply according to their answers and guide them to feel the philosophy of life.
Purpose To broaden students' horizons, enhance their understanding of Chinese and foreign cultures, improve their cultural awareness, and help them feel the philosophy of life.
Homework Required: Read the words in Pronunciation 1 and the conversation of 2 loudly and correctly. Retell the two stories to your friends. Optional: Read the story The Fisherman and the Golden Fish.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时 (2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a is about the story The Emperor's New Clothes written by Hans Christian Andersen. 2a asks students to listen to the recording and circle the correct words. 2b is a 2a-based reading exercise that asks students to sort out the storyline in chronological order and fill in the flow chart. 2c asks students to read the story again and answer relevant questions. 2d requires students to think about which characters from the story said the corresponding sentences. 2e asks students to listen to the recording again and retell the story.
Why: The listening practice, the reading exercise, and logical questions in 2a-2d are all based on the text in 2a. Through the exercises, students can improve their ability to sort out information and tell stories logically. 2d and 2e allow students to think deeply about the details and become more familiar with the story so as to retell it.
How: The text is about a student sharing Hans Christian Andersen's story The Emperor's New Clothes in class. The content is relatively simple and colloquial. Students should pay attention to the use of the simple past tense.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.read the story The Emperor's New Clothes;
2.master the plot and essence of a story;
3.understand and learn to use the simple past tense;
4.know the importance of honesty and courage, as well as the meaning of stories to our lives.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To read the story The Emperor's New Clothes.　 Step 1 Lead-in 1.Greetings. 2.Free talk: What stories do you read or hear The Ugly Duckling, The Daughter of the Sea, Little Red Riding Hood… Step 2 Listening Work on 2a: Listen to the story and circle the coloured words you hear. ◎Key: liked; clever; street; shouted; started Observe how well students do listening practice and under-stand their mastery of key expressions.
Purpose To introduce the theme and activate students' existing knowledge about stories by letting students know about The Emperor's New Clothes through listening.
2.To master the plot and essence of a story. Step 3 Reading Work on 2b: Read the story. Complete the flow chart. ◎Key: brothers; pretended; see; showed; praised; laughed Work on 2c: Read the story again and answer the questions.(详见课件资源) Work on 2d: Which characters from the story do you think said the sentences ◎Key: the emperor's officials; the emperor; people in the street; a boy Observe whether stu-dents can finish the reading exercises correctly and judge the comprehensiveness and accuracy of the information they have obtained.
Purpose To develop students' ability to accurately obtain, sort out and record key information.
3.To understand and learn to use the simple past tense. Step 4 Retelling Work on 2e: Listen to the story again and retell it to your partner by using the flow chart in 2b. Judge students' mas-tery of the target language based on their fluency and accuracy in retelling. Give appropriate hints during the retelling.
Purpose To guide students to internalize what they have learned. To integrate the use of relevant language expressions, correct errors and supplement information in time.
4.To know the importance of honesty and courage, as well as the meaning of stories to our lives. Step 5 Summary Summary: What can you learn from the story Honesty is important!… Language points: (1)pretend to do sth假装做某事 (2)start doing sth=begin doing sth开始做某事 (3)laugh大笑　smile微笑　giggle 咯咯地笑 (4)decide to do sth决定做某事 (5)show sb sth=show sth to sb给某人展示某物(sth是代词时,只能用show sth to sb结构) show sth off=show off sth炫耀某物(名词放在off前后均可,代词只能放在show和off中间) Help students learn relevant language points.
Purpose To expand relevant knowledge, summarize today's lesson and help students understand the importance of honesty.
Homework Required: 1.Read the story The Emperor's New Clothes in 2a. 2.Use the flow chart in 2b to retell the story. Optional: Write three to five sentences to add an ending to this story.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a shows a quiz about reading stories, focusing on the use of the simple present tense and the simple past tense. 3b is a choice of verb forms, distinguishing between the simple present tense and the simple past tense. 3c asks students to fill in the blanks in a short story with the correct forms of the verbs. 3d asks students to use what they have learned to share a favourite story and explain why they like it.
Why: Students can summarize the characteristics and differences between the simple present tense and the simple past tense by reading the sentences in the table, and the writing exercises will help students consolidate the usage of the simple present tense and the simple past tense. Through sharing stories, students will develop the ability to tell stories using the correct tense.
How: A variety of grammar exercises are used, ranging from interactive exercises in the form of quizzes, to targeted exercises on grammar, to open-ended storytelling using the correct tense, to meet the needs of students at different learning levels.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.summarize the features and differences between the simple present tense and the simple past tense;
2.summarize the rules of changing regular verbs into the past tense and remember the past tense of some irregular verbs;
3.master the sentence structures of the simple past tense and the simple present tense;
4.use the simple past tense and the simple present tense to share a story.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To summarize the features and differences be-tween the simple present tense and the simple past tense. Step 1 Lead-in 1.Greetings. 2.Free talk: Can you guess when they happened When I was young, I'd listen to the radio. When they played, I'd sing along. It made me smile. Those were such happy times. How I wondered where they'd gone! Think:—In English, how can we describe something that happened in the past —By using the simple past tense. Step 2 Work on 3a Read the sentences in 3a. What tenses do they use When do you use each tense Summarize with examples. Judge whether students have grasped the target language according to their performance and help them enhance what they have learned.
2.To summarize the rules of changing regular verbs into the past tense and remember the past tense of some irregular verbs. 一般过去时(谓语动词是实义动词): 肯定句:主语+动词过去式+其他. 否定句:主语+didn't+动词原形+其他. 一般疑问句:Did+主语+动词原形+其他 特殊疑问句:特殊疑问词+did+主语+动词原形+其他 动词过去式规则变化: 过去式要牢记,一般词尾加ed; 词尾若有哑音e,直接加d就可以; “一辅重闭”做尾巴,双写之后加ed; 若是辅音加上y,变y为i加ed。 一般现在时: (1)表示习惯性、经常性的动作或状态。 (2)表示客观真理、科学事实、格言等。
Purpose To help students review and consolidate the usage of different tenses (the simple past tense and the simple present tense), and to enable them to better understand and use these two tenses through sentences.
3.To master the sentence struc-tures of the simple past tense and the simple present tense. Step 3 Work on 3b Choose the correct forms of the verbs. ◎Key: was, was, tell, told, asked, promised, lied, bought, feel, lose, lost Step 4 Work on 3c Complete the short story with the correct forms of the verbs in brackets. ◎Key: asked; give; answered; grew; is; painted; like; smiled; took; said Observe whether students can distinguish between the simple past tense and the simple present tense, and guide students to choose the correct tense according to the signal words in the context.
Purpose To let students know the differences between the simple present tense and the simple past tense, and help students use these two tenses correctly to complete grammar exercises.
4.To use the simple past tense and the simple present tense to share a story. Step 5 Speaking practice 1.Work on 3d Share your favourite story. Tell your classmates why you like it. e.g.: My favourite story is… Once upon a time,… The end! I like this story because… 2.Invite some students to show on stage. 3.Summary. Observe students' participation in the speaking practice and instruct students to use the grammar they have learned in class correctly.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: Do some exercises of the simple past tense and the simple present tense. Optional: Tell a story you like in the simple past tense and the simple present tense to your partner.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


世界
Section A　What rules do we follow
第一课时 [(1a-1e)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:The listening text consists of a dialogue and a monologue, presenting the scene of a teacher talking to students about rules in daily life and the scene of a teacher reading out the rules in a speech to all the students respectively. The dialogue takes place between Ms Brown and three students. The monologue is by Ms Brown, which is a continuation of the dialogue and incorporates the target language of the unit, using imperative sentences and modal verbs to talk about rules. Activity 1 of the phonics section of the unit focuses on the different sounds corresponding to the common letter “e” and the letter combinations “ea”, “ee” and “ear” through listening and repeating. Activity 2 combines the target grammatical structure of this unit so that students can master how to correctly read aloud the imperative sentences and recognize and pay attention to the stressed words in them through listening and repeating.
Why: Through a complete chain of listening and speaking tasks, students learn how to express common school rules correctly and appropriately. The text is very close to students' real life, and the teacher reminds students of the relevant rules and emphasizes them. This kind of daily life snippet enables students to understand the meaning of the text and the linguistic context of the language used in the expressions of the rules more quickly.
How: 1a helps students review the school rules in relation to real life. 1b asks students to listen to the recording and tick the corresponding pictures, which helps students to correctly understand and memorize the relevant rules. 1c trains students to grasp the key information and identify the relevant information such as actions and places in the rules, and special attention is needed to accurately identify affirmation and negation in the sentences.1d asks students to listen to the second part of the recording, guess the identity of the speaker and consolidate the expressions in the table in 1a. 1e is an oral output section, which asks students to use general questions led by the modal verb “can” to carry out a dialogue on the relevant information in the rules in the listening text.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this class, students will be able to:
1.review school rules in relation to real life;
2.do listening practice with the target language;
3.conduct a dialogue about the rules in the listening text using general questions with the modal verb “can”;　
4.learn how to pronounce correctly.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To review school rules in relation to real life. Step 1 Lead-in 1.Greetings. 2.Brainstorming. Our school rules: Don't be late for school/class. Listen to the teacher carefully. Wear the school uniform. Don't run in… Don't eat… Don't litter… Step 2 Learning 1.What rules do we follow 2.Finish the task in 1a: Does your school have these rules Tick the ones that your school has. The theme of school rules in the unit is introduced through brainstorming ques-tions that are close to students' lives.
Purpose To visualise and learn about school rules, present imperative sentences and prepare students for the listening that follows.
2.To do listening practice with the target language. Step 3 Listening 1.Work on 1b: Listen to the first part of the recording. Tick the rules that are mentioned. ◎Key: C, D Listening tip: 先观察图片,并简单标记关键词 2.Work on 1c: Listen again. Complete the sentences. ◎Key: 1.run, hallway　2.school, the uniform　3.litter, clean and tidy 3.Work on 1d: Listen to the second part of the recording. Who is the speaker What rules does she talk about Tick them in 1 a.(详见课件资源) Check students' com-pletion status and analyze the types of errors they make in order to provide targeted explanations.
Purpose To exercise students' listening comprehension and initial perception of rule terms.
3.To conduct a dialogue about the rules in the listening text using general ques-tions with the modal verb “can”. Step 4 Pair work 1.Work on 1e: In pairs, talk about the rules in 1c. e.g.: A: Can Mary run in the hallway B: No, she can't. She has to… 2.Ask students to show their conversations and make a comment. Select a few pairs to demonstrate, and have their performance evaluated and scored by other students.
Purpose To assess students' mastery of the knowledge they have learned and enhance their communication skills.
4.To learn how to pronounce correctly. Step 5 Listen and repeat 1.Listen and repeat. Add one more word to each group. 2.Which words do you think are stressed Underline them. Then listen and check. 一般来说,名词、动词、形容词和副词等重读;冠词、连词、介词、人称代词、助动词、情态动词等不重读。 Determine whether students have mastered the pronunciation rules.
Purpose To enhance students' word spelling and and awareness of word stress in sentences.
Homework Required: 1.Read the sentences in 1a. 2.Pay attention to the letter groups ea, ee and ear. Optional: Draw a mind map about school rules.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时 (2a-2f)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the second lesson of Unit 2. In the dialogue of 2a, students discuss rules related to the classroom. 2a requires students to listen to the recording and circle the coloured words they hear. 2b is a reading and filling task based on 2a, asking students to write down school rules. 2c requires students to read again and answer questions. 2d asks students to complete a summary based on the dialogue. 2e requires students to listen to the recording again and pay attention to the stressed words, followed by role-playing. 2f requires students to use the given sentence patterns to talk about school rules.
Why: The exercises from 2a to 2f, along with the reading practice and the role-play activity, are all based on the dialogue presented in 2a. Engaging in these activities helps students enhance their listening and speaking skills, particularly in describing rules, and raises their awareness of stressed words. 2c and 2d provide a thorough exploration of the text's content, using the material in 2a as the basis. This approach not only demonstrates the supportive nature of peer interactions but also educates students about classroom rules.
How: The dialogue takes place in a classroom, discussing classroom rules. The content is close to daily life and quite contextualized. The core sentence patterns include “We can't…” “We mustn't…” and “We have to…”. Students should pay attention to the use of imperative sentences.The use of interrogative and imperative sentences in the dialogue clearly conveys one's thoughts and intentions while maintaining politeness and respect. In the dialogue, both parties strictly adhere to the rules within the classroom, reflecting their respect for the rules and compliance with them.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn class rules through listening;
2.use modal verbs to talk about class rules;
3.role-play the conversation with correct pronunciation;
4.understand why we need to follow the rules.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn class rules through listening. Step 1 Lead-in 1.Greetings. 2.Create a situation: Meet our new classmate and introduce the rules. —It's a special day for Tom. Can you guess why 　 —Tom is our new classmate. It is his first day in the school. In the classroom, he meets Anne. What happens next 　 Observe whether stu-dents can choose the right words and judge the comprehensiveness and accuracy of the information they have obtained.
Step 2 Listening 1.Listen to the conversation and circle the coloured words you hear. ◎Key: pencil box; in my locker; drink water; mustn't; keep 2.Pay attention to “We can't…/We have to…/We mustn't…”
Purpose To stimulate students' anticipation for the new lesson. To cultivate students' ability to accurately obtain key information and activate students' vocabulary and sentence structures related to class rules.
2.To use modal verbs to talk about class rules. Step 3 Reading 1.2b: Read the conversation and complete Tom's notes about the school rules. We cannot eat snacks in class. We must not bring our mobile phones to class. We have to turn our mobile phones off and keep them in our lockers. Tips: (1)Pay attention to can/can't/must/mustn't in the conversation. (2)cannot=can't; must not=mustn't 2.2c: Read the conversation again and answer the questions. 1.Why is the day special for Tom 2.What does Anne lend to Tom 3.Why doesn't Anne take a sweet from Tom 4.Can Tom and Anne use their phones in class 5.Where must they keep their phones 6.Do you think they have good school rules Give your reasons. ◎Key: 1.Because it's his first day here. 2.Her pen. 3.Because they can't eat snacks in class. 4.No, they can't use their phones in class. 5.They must keep their phones in their lockers. 6.Yes, I think they have good school rules. Because these rules help them to study well. 3.2d: Complete a summary of the conversation. ◎Key: first, rules, can't, can, phones, turn, lockers　 Observe whether stu-dents can correctly answer questions, acquire key words based on the infor-mation and locate them accurately in the original text to improve their informa-tion retrieval skills. Assess their under-standing of the reading material and their ability to sort out key information to streng-then the exercise of logical thinking.
Purpose To develop students' ability to accurately obtain, sort out and record key information. To guide students to learn and internalize key sentence patterns and expressions. To prepare them for further application in real-life situations.
3.To role-play the conversation with correct pronunciation. Step 4 Practice 2e:Listen to the conversation again and pay attention to the stressed words.Then role-play the conversation. Check students' fluency and accuracy in reading aloud and give them appropriate guidance.
Purpose To enhance students' listening and speaking abilities, further strengthen their understanding of the text, and cultivate their awareness of rules through role-play.
4.To understand why we need to follow the rules. Step 5 Pair work 1.Talk about the rules you have at school. Use the expressions in the box to help you. 2.Invite students to show their conversation and make a comment. 3.Show them the saying: Where there are people, there are rules! Assess whether stu-dents can apply the sentence patterns to practice and describe their school rules.
Purpose To allow students to use the sentence patterns to describe their school rules. To let students practise, consolidate, and innovate during the learning process of the dialogue. To let students learn more about rules through dialogue and enhance their awareness of rules.
Homework Required: Read the conversation in 2a. Optional: Finish the task of brainstorming with your deskmate. And use can/must/can't/mustn't/have to to introduce the class rules to each other.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the third lesson of Unit 2. In 3a, observe the verb forms in imperative sentences and sentences with modal verbs by describing personal behaviour. By choosing words to fill in the blanks in 3b, let students learn to use modal verbs to express permission and obligation. 3c asks students to read the rules based on the first sign and write rules for the other signs. 3d asks students to use what they have learned to brainstorm three rules for a specific place and draw signs to show the rules. The meaning of the signs is then shared and explained in class.
Why: Through diversified exercises, students can master and use modal verbs to express permission and obligation in different situations. At the same time, it develops students' awareness of being able to understand and follow the rules correctly in real-life situations and being able to make their own rules, which is an important guide to students' daily life.
How: Through task-based teaching, 3a guides students to think about verb forms through questions and answers. 3b reinforces the usage of modal verbs through completing the sentences. 3c is about rule writing on the basis of understanding the rules. 3d is about rule making and presenting the rules in group work.By using modal verbs to convey different semantics, students can experience the use of these modal verbs in expressing permission and obligation in practice.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.grasp the grammar by reading and doing related exercises;
2.use imperative sentences and modal verbs correctly;
3.talk about rules by using modal verbs.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp the grammar by reading and doing related exercises. Step 1 Lead-in 1.Greetings. 2.Watch and say. Watch a video and find the rules. 3.Ask and answer.(详见课件资源) (1)What rules should we have in the hallway (2)What rules should we have in the school library Step 2 Work on 3a Read the sentences. Do the verbs in bold need to change forms Why (详见课件资源) Step 3 Work out the rules Work out the rules by reading the sentences and watching. Judge whether students have grasped the target language according to their performance and help them enhance what they have learned.
祈使句: 祈使句一般用来表示请求、命令、劝说、告诫、警告等。祈使句的主语一般是第二人称you,但往往省略。 祈使句的肯定式以动词原形开头,否定式在动词原形前加Don't。例如: Be careful when you cross the street. Practise the guitar every day. Don't run! Don't litter! 为了表示礼貌,经常在祈使句句首或句末加please。 句末用 please 时,前面通常加逗号。例如: Please call Karen at 555-e in, please. 以let开头的句子也是祈使句的一种结构。常用于第一人称和第三人称,表示建议、邀请和劝说等。例如: Let's see the lions. Let him come in. Let them play basketball with us. 情态动词: 情态动词表示说话人的语气,如请求、许可、愿望、义务、可能等。 情态动词一般没有人称和数的变化。有的情态动词没有时态的变化,有的有时态的变化。情态动词本身不能单独作谓语,必须和动词原形连用。 常见的情态动词有 can、may、must、have to、should、would 等。情态动词一般有多个含义。 情态动词的否定式一般是在其后加 not 构成,构成一般疑问句时通常将其提到句首。情态动词的肯定式一般不重读。 1.can和 could的用法 (1)表示能力。例如: I can play badminton, but I can't play volleyball. (2)表示许可。例如: You can play basketball at the weekend. (3)表示请求。例如: Can you help me with my Chinese could表示请求时,比 can 的语气更委婉: Could you tell him to call me back Observe whether students can discover relevant grammar.
2.must的用法 must表示 “必须”。例如: Don't arrive late for class. We must be on time. 3.may的用法 (1)表示许可或征求同意,意为“可以”。例如: May I borrow your dictionary may和 can 都表示许可,但略有差别。may 比 can 更正式,语气更委婉。 (2)表示可能性,意为“也许,可能”。例如: I may be late, so don't wait for me. 4.have to的用法 have to表示“必须” 时,与 must 意义很接近,但用法略有不同。 (1)must 通常表示说话人的主观看法,语气比较强烈, have to 往往强调客观需要。例如: We must hurry up. I don't want to miss the beginning of the show. (2)must和have to的否定式含义大不相同。mustn't 表示“不准;禁止”,而 don't/doesn't have to 表示“不必”。例如: You mustn't talk to your mother like that. You don't have to come if you don't want to. (3)must 没有人称和数的变化,而 have to 有人称和数的变化。例如: I/We/You/They must do something about it. She has to work late today. See if students can summarize the usage of modal verbs through example sentences. Provide guidance and feedback if needed.
Purpose To activate students' existing schemas, and allow them to review what they have learned.
2.To use imperative sentences and modal verbs correctly. Step 4 Work on 3b Complete the sentences using can, have to/must, or can't/mustn't. Step 5 Work on 3c(详见课件资源) Look at the first sign and read the rules. Then write the rules for the other signs. Do not eat or drink. No eating or drinking. You can't/mustn't eat or drink. Observe whether students can correctly use the grammar to finish the exercises, and guide students to choose correct words through the context and its logic.
Purpose Through grammar exercises, from simple judgement of verb form changes to making and presenting rules on their own, gradually improve students' ability to use grammar.
3.To talk about rules by using modal verbs. Step 6 Work on 3d 1.In groups, brainstorm three rules for one of the places below. Then draw signs to show the rules. Share your signs in class and explain what they mean. In 　　　　, we must 　　　　. We mustn't 　　　　. We can't 　　　　. e.g. In the park, we must keep the environment(环境) clean. We mustn't pick the flowers. We can't walk on the grass. 2.Choose some groups to show on stage. Summary: When there are no rules, there is no order. Observe students' participation and the content of discussions and instruct students to use the grammar they have learned in class correctly. Observe whether stu-dents can correctly use imperative sentences and modal verbs to express permission and obligation.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: Please summarize the usage of “can”, “have to/must”, and “can't/mustn't”. Optional: Design a poster that shows the rules for your chosen part of the creation, with illustrations or symbols.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


世界
Section B　 How can rules help us
第一课时 (1a-1c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is based on reading. The topic is about rules.It is closely related to daily life. As a middle school student, it is necessary to obey the rules and regulations of the school, the classroom, the family, and the public places in society. When talking about rules, we usually use imperative sentences and modal verbs. This is the content that must be mastered as stipulated in the new English curriculum standard and is an essential item in English.
Why: This lesson is in line with the age and psychological characteristics of seventh-grade students, which also includes colourful cultural knowledge, as well as cooperative inquiry activities, very close to the students' actual life experience. The purpose of this reading lesson is to train students to learn to understand the general idea of the article, to be able to organize their own language to answer questions, and to be able to read and understand the details of the article.
How: 1a is a pre-lesson activity that includes two questions. It is designed to stimulate students' enthusiasm for learning and anticipate the theme of the lesson in advance. It paves the way for the subsequent reading of 1b. The reading is in the form of two letters presented in the order of writing a letter and replying to a letter respectively, which also provides the relevant vocabulary, sentence patterns and the framework for the subsequent writing of 1c, and prepares the output.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify relevant key details by searching and skimming through the passage;
2.learn to write rules at home and school;
3.finish the reading tasks and know more about rules.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify relevant key details by searching and skimming through the passage. Step 1 Lead-in 1.Greetings. 2.Free talk: Talk about rules. 3.Discussion: (1)What rules do you have at school e.g.: Don't arrive late for class. Don't take phones to school. You must wear a uniform at school. (2)What rules do you have in your home (3)What do you think about them (4)Who do you like to talk to when you are unhappy about something Step 2 Fast reading 1.Read and find. (1)What's the topic sentence in Alice's letter (2)How does Alice feel about the rules 2.Read and underline the rules for Alice. Observe students' performance and learn about their vocabulary and sentence patterns about rules. Observe whether students can read the article quickly and find out the key words or key information to judge students' reading ability.　
3.Dr Know replied to Alice. Let's read and see what suggestions he gave Alice. Dr Know's advice: (1)Rules can help you to become a better person. (2)You can also think about the things you can do! (3)Rules can help to make the world better. Observe whether students can think about rules and judge their thinking skills.
Purpose Create a situation to introduce the theme so that students can talk about their rules in daily lives.
2.To learn to write rules at home and school. Step 3 Careful reading Work on 1c. Read the letters again and complete Alice's notes about her problem. ◎Key: make my bed, breakfast, hurry to school, can't be late, finish my homework, practise the piano, hang out, my phone, the uniform, better person, can do, the world better Observe whether stu-dents can read correctly.
Purpose Students are guided to further understand and master some reading skills.
3.To finish the reading tasks and know more about rules. Step 4 Post-reading 1.Group work: Think and discuss. (1)Do you have many rules in your life (2)What do you think of these rules 2.Show your discussion in class. Observe whether stu-dents can accurately use relevant expressions in group discussions, and grasp students' learning and internalization of key language points.
Purpose To guide students to apply what they have learned to real life.
Homework Required: 1.Retell Alice's letter to others and make a mind map. 2.Make some rules by yourself. Optional: Talk about your family rules with your classmates, and then write a short passage.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


第二课时 [(2a-2c) Writing & Project ]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:2a: Eric writes a letter to Dr Know, using modal verbs to describe the rules he has to follow, both at home and at school, saying that he is not having fun because of too many rules, and asks for help.2b: Choose three important rules from 2a and discuss with a partner why each rule is important and what your advice for each rule is. 2c: Write back to Eric as Dr Know, giving him some advice.3a: Work in groups to choose a class goal, such as learning better. 3b: Brainstorm 5—10 rules that will help the class achieve the chosen goal. 3c: Work together to design a poster for the rules and think of interesting ways to present the rules. 3d: Share the rules with the class and vote for the favourite set of class rules.
Why: Through the tasks of discussing and replying to Eric's letter, students develop their language skills, logical thinking skills and communication skills. To develop students' awareness of rules, teamwork and self-management skills, involve them in the process of formulating class rules, and guide them to think about how to live harmoniously in the classroom.
How: The presentation of the problem in the form of a letter is clearly structured and the task is layered from input to output, helping students to gradually deepen their understanding of the language knowledge and meaning associated with the rules. Writing a reply needs students to use appropriate language to provide advice, and the language style should reflect care and guidance.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.complete the letter from Eric to Dr Know to learn the description of rules; write back to Eric as Dr Know and give him some advice;
2.understand the importance of class rules and different types of class goals;
3.work out a set of class rules.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To complete the letter from Eric to Dr Know to learn the description of rules; write back to Eric as Dr Know and give him some advice. Step 1 Lead-in 1.Greetings. 2.Review: What class rules do you know … Step 2 Work on 2a Complete the letter to Dr Know using can, have to/must, or can't/mustn't. ◎Key: have to/must; have to/must; can't/mustn't; can't/mustn't; can't/mustn't; can; have to/must; can Judge students' mastery of the target language of the unit based on their utterance of regular sentence patterns.
Step 3 Work on 2b Choose three important rules from 2a. Discuss the questions with a partner. Why is each rule important What is your advice for each rule Step 4 Work on 2c Write a reply to Eric as Dr Know.Give him some advice.
Purpose Through the task of discussing and answering a letter, develop students' language skills, logical thinking and communication skills.
2.To understand the importance of class rules and different types of class goals. Step 5 Work on 3a In groups, choose one goal that you hope your class can achieve. Step 6 Work on 3b Brainstorm 5—10 rules to help your class to achieve the goal. Write them down. e.g.: What can we do to have fun in school Take part in school activities happily. Get on well with your classmates. Observe whether stu-dents can accurately use relevant language expressions in group discussions, and grasp students' learning and internalization of key language points.
Purpose To let students apply what they have learned to real life and consolidate the key expressions in this unit.
3.To work out a set of class rules. Step 7 Work on 3c Work together to design a poster for your rules. Think of interesting ways to present the rules. Step 8 Presentation 1.Work on 3d. Share your rules in class. In our class, we must get along well with others. We have to be kind to our classmates. We mustn't fight with them. We can… 2.Vote for your favourite set of class rules. 3.Summary. Let's make rules together to make our class better! Nothing can be achieved without rules. 4.Reflecting. Observe students' posters to understand their expressions of rules and ways of presenting them, encourage students to express themselves and give appropriate help.
Purpose Through involving students in the process of formulating class rules, develop students' awareness of rules, teamwork and self-management skills, and guide students to think about how to live harmoniously in the classroom.
Homework Required: Write down three rules that are the most important for you from today's class rules and how you will follow each rule. Optional: In the form of a family meeting, discuss with the family how to improve the family rules, and compile the results of the discussion into a list of rules.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Some school rules in America
1.If someone bumps into you, say “Excuse me”, even if it was not your fault.
别人碰撞到你,不管你有没有错都要说“对不起”。
2.Be positive and enjoy life.
要乐观,要享受人生。
3.Live so that you will never have regrets.
别让将来有遗憾。
4.No matter the circumstances, always be honest.
不管环境如何,一定要诚实。
5.Be the best person you can be.
在你的能力范围内,做最好的人。

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