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Unit 2 No Rules No Order
Period 4 Section B （1a-1c）
一、教材分析
What: 本课时内容主要为阅读训练，语篇是由信件组成的对话体文章，核心围绕着Alice对生活中繁多规则的不满以及Dr Know对这些规则意义的解释和安抚展开。文章开篇是Alice写给Dr Know的一封求助信，在信中，她列举了日常生活中的众多规定，例如早晨需要整理床铺、上学不能迟到等。此外，她还提到了放学后必须完成的家庭作业和受到限制的娱乐活动，表达了自己对这些严格规定的无奈与不满随后，Dr Know通过回信回应了Alice的困惑。他从规则对于个人成长和社会秩序的重要性的角度出发，详细解释了为何这些规则是必要的。同时，他还鼓励Alice去发现规则之外的生活自由，比如在家中合理使用手机、完成作业后的休息放松时间，以及周末可以和朋友们相聚的机会。Dr Know强调，理解并遵守规则不仅能帮助个人更好地发展，还能促进社会的和谐与稳定。
Why: 这篇文章通过这种书信交流的方式，使学生不仅能更深刻地认识到规则的重要性，还能学习到如何在遵守规则的同时享受生活中的自由与乐趣。这种方式不仅提升了学生的批判性思维能力，也让他们更加全面地看待规则与自由之间的平衡关系，以一种新的方式呈现，引导学生从不同视角思考规则的意义。
How: Alice以“Help!”这种表达情感强烈的情感句式开篇，直接表达了她目前现急需帮助的状态。在描述自己的家庭规则时，Alice使用了生动的语言，如“too many、have to、hurry to、can’t, mustn’t, only”等，通过具体的描述，让读者能够清晰地感受到Alice所面临的困扰。Dr Know在回信中采取了一种先认可再解释的方法。他首先承认生活中确实存在很多规则，并指出这些规则的存在是有其道理的，并通过对规则的具体解释，帮助读者理解了每条规则背后的逻辑和必要性。Dr Know还积极引导Alice关注规则之外的生活乐趣，鼓励Alice在遵守规则的同时，去发现生活中的自由空间。这种方法不仅帮助Alice更好地理解规则的重要性，也教会她在规则框架内寻找快乐和自由。在信的结尾部分，Dr Know用一句简洁强调了规则对于维持社会秩序的重要性，并给读者留下了深刻的印象。
二、教学内容
1. 描述家庭和学校规则的表达方式，包括词汇、短语和基本句型。
2. 提取关键信息和细节信息的阅读策略。
三、教学目标
1. 掌握以下重点单词及短语：
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. 学生能够准确描述自己所面临的规则并表达自己对这些规则的理解与感受，能够对别人关于规则的困惑提出合理的建议。
4.了解规则在实际生活中的重要地位，能够理性思考规则的利弊，并能够换位思考，涵养乐于助人的精神品格。
四、教学重难点
重点：1.掌握文中重点词汇、短语和句型并能正确运用。
2. 理解文章内容，梳理相关信息，把握文章结构和主旨大意
难点：1.引导学生运用所学知识和阅读技巧，深入理解文本中关于规则及其重要性的描述，并进行准确的语言输出。
2. 如何启发学生思考并积极参与讨论规则在生活中的意义，将遵守规则的意识转化为实际行动，并在写作和口语表达中清晰呈现。
五、教学准备
PPT，多媒体等
六、教学过程
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.
【设计意图】引导学生思考日常生活中常见的规则，使上课内容与实际生活联系起来，激发学生学习兴趣，快速引入话题。
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？
【设计意图】通过读前预备环节，锻炼学生的读前预测能力，为学生的进一步细节阅读打基础。
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:
【设计意图】帮助学生梳理文章脉络，培养学生提取关键信息的能力，同时通过细节理解的练习，加强学生对文章内容的了解。
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.
表达规则及其原因：I have to...because...
表达某个时刻特定的规则：When I’m..., I mustn’t...
表达自己的观点或感觉：I know some rules are important, but this is awful.
表达规则之内自己能做的事情：You can also think about the things you can do!
表达规则的优点：They can help you to become a better person. focus on learning, build school spirit, Rules can help to make the world better.
谚语：No rules, no order.
3. Let students make sentences with these expressions.
【设计意图】通过小组活动及句型总结反复内化本单元的核心语言，有助于同学们写作内容的输出；通过对语篇语言表达的总结和造句练习，内化学生的语言知识，使之学以致用。
Step 6 Language points
1. too many, too much与much too
too many后接可数名词的复数形式；too much后接不可数名词；much too后接形容词或副词。
2. when引导的时间状语从句
When可表示“当……时”，后面加一个完整的句子，意为“在做某事的时候”
3. focus on
focus on意为“集中注意力（于）”，后接名词或动词-ing形式。Focus为不及物动物，可单独使用，后不加宾语。
【例句】It’s hard to focus.
4. You can also think about the things you can do! 此句为省略that的定语从句
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、板书设计
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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