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中小学教育资源及组卷应用平台
人民教育出版社 七年级下册教学设计
Unit 2 No rules, no orders
Section 1 Opening page, Section A 1a-1e
Overview
What
The theme of this unit, “No Rules，No Order,” falls within the “Man and Self” category, specifically targeting “Self-Management” . Centered around “Rules”, the unit looks into the core question, “Why do we need rules ” through diverse teaching approaches, including three daily dialogues, a letter exchange, and a project-based learning task of “Formulating Class Rules”. Guided by two leading questions— “What rules do we follow ” and “How can rules help us ”—the unit structures the content of its two sections effectively.
Why
This unit primarily introduces school rules, family rules, warning signs, and public place regulations, all closely tied to students’ lives. It aims to guide students in correctly understanding the significance of rules, encourage their active participation in rule-making, and deepen their understanding of how rules benefit individuals and groups.
How
Section A presents several real-life cases. Students engage with teacher-student conversations through listening and reading, learning about campus rules and answering the section’s guiding questions. In Section B, the main reading materials are two letters: one from Alice, expressing her distress over rules and seeking help from Dr Know, and the other is from Dr Know’s response. Reading Alice’s letter can make students understand how she feels. Dr Know’s answer, on the other hand, gets them to consider the true meaning of rules and why they exist. These two guiding questions work together to help students understand the main ideas of the unit. In the post-reading writing activity, students assume the role of Dr Know to write to another rule-troubled student. This task requires students to understand why rules are important and how to give helpful advice. Additionally, carefully designed activities aim to enhance students’ language proficiency and teamwork skills.
Teaching Aims
By the end of this unit, students will be able to:
1. know the main rules that students must follow in different fields, and be able to talk about the rules using the target language;
2. be aware of the importance of rules, and develop good habits;
3. know how to write a letter to ask for help and how to reply it with suggestions; understand the significance behind school rules and family rules;
4. know the structure of imperative; talk about rules by using imperative and modal verbs have to, must, and can, and be able to use imperative sentences to express rules and regulations;
5. know the pronunciation rules of vowel letter e and its letter combinations ea, ee, ear in words;
6. understand the significance of sentence stress in communication and comprehend the importance of context for sentence stress.
Framework Diagram of Unit Theme Content
Focal and Difficult Points
Focal Points
1. Learn to use imperatives and modal verbs to talk about rules;
2. Understand the importance of rules for personal growth;
3. Deepen the understanding of the necessity of rules through discussion and writing activities.
4. Know the pronunciation rules of vowel letter e and its letter combinations ea, ee, ear in words.
Difficult Points
1. Flexibly use modal verbs to describe rules in different situations;
2. Understand and analyze complex rules and their application in social life;
3. Design creative and effective class rule posters;
4. Understand the significance of sentence stress in communication and comprehend the importance of context for sentence stress.
Content analysis
What
This period is a listening and speaking part in Section A. It consists of two parts. The first dialogue presents a situation where the headmaster Ms Brown is patrolling the campus and reminds three students to follow the school rules. The second material is about what rules students should obey in the school. Ms. Brown emphasis the importance of the school rules to all the students.
Why
As we know, no rules, no orders. Understanding and following rules and regulations is crucial for the harmonious development of schools, families, and our society. Students need to develop a strong awareness of rules and regulate their own behavior, thereby enhancing their sense of social responsibility.
How
This part demonstrates that rules exist everywhere by providing thematic pictures of students in class, various real-life signs, and authentic dialogues about rules in school. Through these activities, students will learn and master these language rules in specific situations.
Learning Objectives
At the end of this section, students will be able to:
1. understand and correctly use modal verbs can, have to, must and their negative forms;
2. use the skill of predicting according to the pictures before listening;
3. use imperatives and modal verbs to talk about school rules;
4. understand the importance of school rules.
Focal and Difficult Points
Focal Points
1. Master the structure and usage of imperative sentences;
2. Understand and correctly use modal verbs can, have to, must and their negative forms;
3. Be able to apply vocabulary and sentence patterns related to rules in real situations.
Difficult Points
1. Distinguish have to and must in expressing obligation and necessity;
2. Flexibly use language structures related to rules in both oral and written expressions;
3. Understand the importance of rules and internalize themselves as voluntary behaviors.
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Open page 1. Show students the theme picture and the title of this unit and ask them to brainstorm some words and expressions related to the “school rules”. T: Look at the picture. What can we see in the photo Where are the students What rules does the photo show Do you follow the rules in your school What do you think about them 2. Ask students to read the goals of this unit and underline the key words. 1. Look at the theme picture and the title of this unit and think of related words and expressions and speak them out. Answer the teacher’s questions. 2. Read the learning goals and underline the key words. To activate students’ background knowledge about rules. Introduce the theme of this unit.
Step 2 Before listening Leading in Ask students to look through the rules in Activity 1a, and tick the rules they should obey in their school. Predicting Ask students to go through the signs in 1b and predict the rules they will hear. 3. Listening and ticking the rules mentioned. 1. Read through the rules in Activity1a, and tick the ones they should obey in their school. 2. Predict according to the signs in 1b. 3. Listen and tick the right ones. To stimulate students’ interest on this topic.
Step 3 While listening Lead students to go through 1c, and make sure they understand the sentences. Ask them to underline the model verbs. 2. Listen again and complete the sentences in 1c. 3. Listen to the second part of the recording and find out who the speaker is 4. Listen again and find out what rules she talks about Tick the rules. 1. Go through 1c, and make sure to understand the sentences. Underline the model verbs. 2. Listen and finish the listening task in 1c. 3. Listen to the second part of the recording and find out who the speaker is. (She is the headmaster.) 4. Listen again and finish the listening task in 1d. To improve students’ listening strategy by listening for the speaker as well as the rules he is talking about.
Step 4 Deep thinking Ask students the following questions to lead them to deep thinking. 1. Why does Ms Brown say: “If we follow these rules, we can have a happy and safe school!”
2. Why are school rules so important Deep think and answer the two questions. (School rules can help us keep a good study and living environment.) To cultivate the critical thinking ability of students.
Step 5 Speaking Ask students to role-play the conversation in 1c. Can you work in pairs and talk about Mary’s school rules 2. Ask students to work in pairs and make conversations based on the given situations. Make sure the interviewer makes a report after the interview. An interviewer from the local TV station is coming to our school to know about our school rules. Please talk about the rules. You need to explain the reasons behind them and try to convince all the classmates to follow the rules. A rule can be started with: Do … Be … Don’t do … No doing … You can/can’t … You have to … You should/shouldn’t … You must/mustn’t … 3. Instruct students to vote for the best performances based on the following standards. Use correct sentence patterns to talk about rules.☆☆☆Explain the reasons behind the rules.☆☆☆Use some body languages.☆☆☆
1. Work in pairs to role-play the conversation in 1c. S1: Can Mary run in the hallways S2: No, she can’t. Don’t run in the hallways. It’s the school rule. 2. Work in groups and try to make conversations with their partners. Interviewer: Good morning, guys, can you talk about your school rules Can you eat in class Student1: No, we can’t... .... Interviewer: Anything else Student 4: Raise hands before we speak. We made this rule because it ensures respect. Interviewer: Do you like these rules Students: Yes, they ensure us a good studying environment. We can focus on our study. The interviewer makes a report. Hello, everyone, I’m the reporter. Today I interviewed the Sunshine School about their school rules. In their school, they have many rules. They can’t fight. They can’t bring phones to school. They have to raise hands before answering the questions. And they have to walk in the hallways. So we can see, school rules help them keep a good studying environment. 3. Vote for the best performances. To help students practice the target language through pair works and realize the importance of school rules. To give students a chance to apply what they have learned through speaking.
Step 6 Homework Write the report down and polish it. Collect more signs in daily plete the homework. To consolidate what students have learned and get ready for the next section.
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