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Unit 2　No Rules,No Order
单元主题框架
单元主题分析
本单元围绕“规则”这一主题展开,该主题与课标要求的“人与社会”主题范畴中的“班级与学校规则,规则意识”和“自尊自律,文明礼貌,孝亲敬长”子主题密切相关。本单元通过创设真实的校园生活情境,展示了学校规则,让学生通过谈论学校规则,家庭规则,了解规则的重要性。
本单元的大问题是“Why do we need rules？”,引导学生探究规则的意义。学生在初中起始阶段就应当主动思考和探究这个问题。因为只有当学生充分认识到规则的意义,才能发挥自觉能动性,自觉遵守规则。Section A的引导性问题是“What rules do we follow？”。该部分呈现了学生在学校讨论规则的场景,让学生通过听和模仿对话学会谈论学校规则。Section B主要围绕引导性问题“How can rules help us？”展开,呈现了Alice给Dr.Know的书信和Dr.Know给Alice的答复。Alice在信中向Dr.Know倾诉自己在生活中有很多规则,这让她感到非常讨厌。Dr.Know在回信中提出了相关的建议,并告诉她规则能让我们变得更好。学生可以通过阅读并分析这两封书信从而对规则的理解更深刻,并通过写回信给Eric提出相关的建议,交流对不同规则的认识,从而理解各种规则存在的意义。
总而言之,本单元旨在让学生理解规则的重要性,能对单元大问题“Why do we need rules？”有更深刻的理解,同时也希望学生通过本单元的学习,正确理解价值引领句“Nothing can be achieved without rules.”。
单元教学目标
通过本单元学习,学生能够：
1.运用祈使句和情态动词can,have to和must谈论规则。
2.解释我们为什么需要遵守规则。
3.理解规则是如何对我们有帮助的。
4.辨别字母及字母组合e,ea,ee,ear在单词中的不同发音；并在朗读中注意单词的重音。
5.掌握祈使句和情态动词的用法。
6.理解规则的意义,树立规则意识,学会在日常生活中自觉遵守规则,形成良好的行为习惯。
单元教学重难点
重点：
1.掌握谈论规则的词汇和常用句型。
2.学会用祈使句和情态动词谈论学校规则和家庭规则。
3.将字母及字母组合e,ea,ee,ear的发音准确运用到单词认读中。
难点：
1.学会用祈使句和情态动词谈论学校规则和家庭规则。
2.学会字母及字母组合e,ea,ee,ear的发音。
第一课时　Section A(1a－1e)& Pronunciation
学习目标
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.
教学建议
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.
呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并通过讨论吸引学生兴趣。
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.
让学生选出与自己学校相关的规则,引起学生对学校规则话题的兴趣。
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
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
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.
学生以小组合作的形式对目标句型进行充分练习。
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.
总结本节课需要掌握的重点句型。
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.
通过边听边跟读练习发音,并通过观察总结发音规则。
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.
先通过自主朗读练习让学生感受发音差异,再通过跟读练习强化学生对重读单词的学习。
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 .
教学反思
第二课时　Section A(2a－2f)
学习目标
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.
教学建议
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
通过谈论学校规则激发学生的学习兴趣。
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
引导学生观察图片,通过背景信息对交际内容做出预测。
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.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
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.
用本节课学到的句型再次谈论校规,对目标语言进行迁移运用。
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.
总结本节课的重要句型。
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 .
教学反思
第三课时 Grammar Focus(3a－3d)
学习目标
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.
教学建议
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.
复习校规的表达,自然过渡到本课语法。
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)
祈使句一般用来表示请求、命令、劝说、号召、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。
e.g.Just go along this street and turn left.
Be careful when you cross the street.
祈使句的种类及构成
肯定的祈使句：动词原形＋其他.
e.g.Walk in the hallways.
Stand up!
否定的祈使句：Don't＋动词原形＋其他.
e.g.Don't run in the hallways.
Don't litter!
Let型祈使句：Let＋第一/三人称＋动词原形＋其他.
e.g.Let me tell you the way to my house.
Let's see the lions.
No型祈使句：No＋名词/动名词.
e.g.No parking.禁止停车。
No photos.禁止拍照。
情态动词(Modal Verbs)
情态动词表示说话人的语气和情态,如请求、许可、意愿、可能等。一般没有人称和数的变化。
情态动词本身不能单独作谓语,必须和动词原形连用。
情态动词的否定式一般是在其后加not 构成,一般疑问句通常将它提到句首。
情态动词的肯定式一般不重读。
情态动词can
1.表示能力
e.g.I can run fast, but I can't swim.
2.表示许可
e.g.We can play basketball at the weekend.
情态动词have to
表示“不得不；必须”,在表示“必须”时,与must意义接近,有时可互换。
e.g.We have to be quiet in the library.
情态动词must
1.表示“必须”,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开头的一般疑问句,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.
通过自己观察,学生可以找出祈使句中的动词原形和情态动词后的动词原形。
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.
以讲练结合的方式让学生掌握本节课语法。
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.
通过对目标语言进行口头训练,学生的语言交际能力也能有所提升。
Step 3　Homework
1.Remember the words and phrases in this lesson.
2.Finish the exercises .
教学反思
第四课时　Section B(1a－2c)
学习目标
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.
教学建议
Step 1　Lead in
Show some pictures of home rules to students and let them describe the pictures by using the imperative sentences.
通过图片的方式引入话题家庭规则,激发学生的学习兴趣。
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.
通过描述家庭规则引入主题,激发学生兴趣。
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.
通过完成阅读任务,提高学生抓取关键信息的能力。
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
通过提问发散学生的思维,引发学生对规则的认识。
Post reading (2a—2c)
Writing(以读促写)
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.
这是一个基于阅读语篇的拓展写作练习。学生通过回复Eric的书信,对目标语言进行充分练习和巩固。
Step 3　Language Points
either的用法
◆either作副词,意为“也”,用在否定句句尾。如：
Rick can't play the piano,and Jim can't either.
◆either...or...意为“要么......要么......；或者......或者......”。如：
Either I or Lily goes to the party.
practise的用法
作动词,意为“训练；练习”,其后接名词、代词或动名词作宾语。如：
Helen practises playing the piano every day.海伦每天练习弹钢琴。
【拓展】practice作名词,意为“练习；实践”。如：
Practice makes perfect.熟能生巧。
become v.变成；成为
become后接名词或形容词作表语,表示一种变化。如：
Lily wants to become a teacher.莉莉想成为一名老师。
The trees in front of my house become green in spring.我家门前的树在春天变绿了。
build的用法
◆作动词,意为“创建；建造”。如：
build a house建造一座房屋
build a better life创造更美好的生活
◆作名词,意为“体格”。be of medium build中等身材。
【拓展】building作名词,意为“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 .
教学反思

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