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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 2 Pronunciation-Section A 2a-2f
Content analysis
What
This lesson features one dialogue text, which is a conversation about school rules and students’ daily behavioral norms. It takes place between two students, Tom and Anne. In the dialogue, Tom, as a new student, expresses his trouble in finding his pencil box and asks questions about classroom rules, such as whether it is allowed to eat snacks, drink water, and carry mobile phones in class. Anne answers each question and emphasizes the school’s rules regarding mobile phone usage and snack bans among others. Through this dialogue, students can learn about some basic school rules.
Why
By using a vivid dialogue, it enables students to learn and master the vocabulary and expressions related to school rules and behavioral norms in a real context. At the same time, through the content of the dialogue, it guides students to recognize the importance of following school rules, and cultivates students' awareness of rules and self-management abilities. In addition, through the interaction and questions and answers in the dialogue, it can also enhance students’ listening comprehension ability and oral expression ability.
How
The two students have a discussion about school rules using proper modal verbs such as can/can’t, mustn’t, and have to. It also uses phrases like eat snacks in class, answer my phone, bring our mobile phones to class to illustrate the school regulations. Meanwhile, sentences like It’s my first day here. and Thanks for telling me, Anne. are used to create a context and reflect the communicative function of language. Students can imitate the conversation and talk about their own school rules.
Learning Objectives
At the end of this section, students will be able to:
1. identify and use related expressions to school rules;
3. discuss school rules using modal verbs and imperative sentence structures;
4. view school rules from multiple perspectives and with a dialectical approach, and reflect on their significance;
5. find the words that need to be stressed in a sentence, and cultivate the sense of rhythm.
Focal and Difficult Points
Focal Points
1. Identify and use related expressions to school rules;
2. Select the appropriate modal verbs to talk about school rules.
Difficult Points
1.Discuss school rules using modal verbs and imperative sentence structures;
2. Understand the importance of rules and internalize themselves as voluntary behaviors.
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Pronunciation Set a situation for pronunciation of 1. In this small town, each “area” has unique pronunciation rules, just like different towns have different living habits. Now, let’s step into the “Pronunciation Square” of the small town, where a special “slogan competition” event is being held. 2. Ask students to listen to the chant of 2 and repeat it. Lead them to notice the stressed words. Listen carefully to this chant. Imagine yourself as a participant on the square, repeating loudly to the rhythm, reading each word loudly and accurately. 3. Instruct students to summarize the rules about the stressed words. 1. Listen and repeat the words in different “areas”. Try to find out the rules of them. 2. Listen to the chant and circle the stressed words. 3. Review about the stressed words and then summarize the rules. To help students to master the pronunciation rules and to review the stressed syllables. To stimulate students’ interest in listening, cultivate their observation skills.
Step 2 Listening Predicting Lead students to read the picture of 2a and ask them the following questions. Who can you see in the photo Where are they What are their emotions What are they doing 2. Ask students to listen to the conversation and circle the coloured words they hear. 1. Look at the picture and try to answer the questions. 2. Listen to the conversation and circle the coloured words they hear. To help students to focus on the detailed information and expression related to the rules.
Step 3 Reading Reading for specific information ①Lead students to go through the format of 2b. Ask them to read the conversation and remind them to pay attention to the modal verbs. ② Ask students to complete 2b. Reading for details Guide students to circle the key words first in activity 2c and ask them to finish it. Deep thinking Ask students the following question. Do you think they have good school rules Summarizing Ask students to finish 2d. Lead them to analyze the structure of the summary. Go through the format of 2b. Read the conversation and pay attention to the modal plete Tom’s notes about the school rules in 2b. 2. Read the conversation again and answer the questions in 2c. 3. Answer the question. S1: I think they have good school rules because their rules ensure a clean, quiet and comfortable studying environment. S2: Rules make my life inconvenient. S3: But I think rules make our classroom a safe and warm place ... 4. Read the conversation once again and complete a summary of the conversation. Analyze the structure or the summary. To help students to have a better understanding of the text by finding more details. To enhance their reflection on the significance of the existence of rules.
Step 4 Speaking 1. Role-play Ask students to listen to the conversation again and pay attention to the stressed words. Then role-play it. 2: Group work ①Ask students to work in pairs and discuss what rules they have at school. Provide some useful expressions for them: We must / mustn’t … we should… We can / can’t … Don’t … We have to … always … Ask two or three pairs to present their conversations about school rules in front of the class. 1. Role-play the conversation with their partners. 2. ①Talk about the rules they have at school. S2: We mustn’t be late for class. We should arrive at school on time. S3: We have to wear school uniforms every day. Always keep the classroom clean. ②Work with their partners to present their conversation about school rules in front of the class.
Step 5 Homework Choose one to complete. 1. Write a letter to your headmaster to tell him about your ideal school rules and give your reasons. Don’t forget to use the sentence patterns: We must / mustn’t ... We should ... We can / can’t ... Don’t ... We have to ... Always ... 2. Retell Anne and Tom’s school rules. Choose one to complete. To consolidate what students have learned in this section.
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