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(共29张PPT)
Part B Read and write
& C Project
Unit 2 Family rules
Unit 2 Family rules
What rules does the family have
Listen, tick and match
请打开书本P72
Zhang Peng goes to his friends home.
Lead in
Who is the boy
What are they talking about
Adam
They are talking about rules.
View and predict
There are rules at school and at home.
I don't run in the classroom or in the living room. This rule keeps me safe. I keep my desk clean and tidy my bedroom. This rule keeps me healthy. I think of my friends and family. I use kind words.
We work hard and follow the rules. I feel good and others feel good too.
Rules
What rules is the boy talking about
A. Class rules.　 B. Family rules.
C. Class rules and family rules.
Read and choose
There are rules at school and at home.
I don't run in the classroom or in the living room. This rule keeps me safe. I keep my desk clean and tidy my bedroom. This rule keeps me healthy. I think of my friends and family. I use kind words.
We work hard and follow the rules. I feel good and others feel good too.
Rules
Tick the rules in the text.
Be careful in the kitchen. 　　 Tidy your bedroom.
Do your homework first. 　　 Use kind words.
Keep your desk clean.　　　 Wash your hands.
Read and tick
There are rules at school and at home.
I don't run in the classroom or in the living room. This rule keeps me safe. I keep my desk clean and tidy my bedroom. This rule keeps me healthy. I think of my friends and family. I use kind words.
We work hard and follow the rules. I feel good and others feel good too.
Rules
Family rules
Class rules
What class/family rules is
he talking about
Don't run in the living room.
Don't run in the classroom.
Tidy my bedroom.
Keep my desk clean.
Use kind words.
Use kind words.
Think and classify
There are rules at school and at home.
I don't run in the classroom or in the living room. This rule keeps me safe. I keep my desk clean and tidy my bedroom. This rule keeps me healthy. I think of my friends and family. I use kind words.
We work hard and follow the rules. I feel good and others feel good too.
Rules
Underline the reasons for the rules.
请用横线画出遵守规则的原因。
Keep me safe.
Keep me healthy.
I feel good and others feel good too.
Why are these rules important
Read and underline
There are rules at school and at home.
I don't run in the classroom or in the living room. This rule keeps me safe. I keep my desk clean and tidy my bedroom. This rule keeps me healthy. I think of my friends and family. I use kind words.
We work hard and follow the rules. I feel good and others feel good too.
Rules
A. Gives you examples(例子) and reasons(原因) .
B. Ends(结束) the text.
C. The topic(主题) of the text.
How many paragraphs are there in this text 这篇文章共有多少段落？
What does each paragraph tell us
每一段分别向我们传达了什么信息？
Read and match
There are rules at school and at home.
I don't run in the classroom or in the living room. This rule keeps me safe. I keep my desk clean and tidy my bedroom. This rule keeps me healthy. I think of my friends and family. I use kind words.
We work hard and follow the rules. I feel good and others feel good too.
Rules
How can we write a text about rules
我们如何写一篇关于规则的文章？
Title
Introduction
Body
Conclusion
Think and say
There are rules at school and at home.
I don't run in the classroom or in the living room. This rule keeps me safe. I keep my desk clean and tidy my bedroom. This rule keeps me healthy. I think of my friends and family. I use kind words.
We work hard and follow the rules. I feel good and others feel good too.
Rules
What are your family rules, Zhang Peng
考虑
努力工作
遵循；听从
Listen and imitate
What are they doing
reading a book
Who
Where
bouncing the ball

What may Zhang peng say
Look and say

What may Zhang peng say
Look and say
Dad is reading in the study.
My brother is playing in the living room.
首字母大写
单词与单词直接有间隔
句末加标点符号
How can we write a correct sentence
我们该如何写出一个正确的句子呢？
Write one rule you know.
Look and write
Write one rule you know.
Think、discuss and say
请在小组内分享你写的句子，其他同学检查句子的格式是否正确。
大家是否认同你制定的这条规则呢？
Binbin: What family rules do you have
Mike: Don't jump on the bed. Don't eat in bed. ...
Binbin: Do you like them all
Mike: "Don't eat in bed." is a good rule. But my
brother doesn't like it.
Binbin: You can talk about it with your family.
What family rules does Mike have
Don't jump on the bed.
Don't eat in bed.
Who agrees to follow these rules /Who doesn’t agree to follow these rules
Read and answer
What family rules do you agree to follow
Step 1: Make your family rules
Step 2: Share your family rules
We agree to follow these family rules:
Use kind words and ...
Write and say
Self-check
4. I can read and spell words with "er".
1. I can tell others some rules at home.
2. I can name rooms at home and say what I can and can't do there.
3. I can list some rules and say why they help us.
Where is John
1
in the study
2
in the living room
3
in the kitchen
4
in the bedroom
Reading time
What family rules is mum talking about
1.( )
2.( )
3.( )
4.( )
D. Please don't jump on the bed!
B. Please don't play football in the living room!
A. Please don't be so loud!
C. Please don't make a mess!
B
C
D
A
Reading time
Why does John do these things
Is it good to do these things
Reading time
Why can’t I have fun at home,Mum
You can, but it has to be safe. You should also think of others.
原形： have to
How do family rules help us
Reading time
Let's go to the park tomorrow. You can jump and have fun there.
Yeah!
Reading time
Good to know
Goodbye!PEP小学英语四年级下册Unit 2 Family rules
Part B Read and write&C project
教 材：人教版PEP小学英语四年级下册P21-23
课 型：阅读整合课
上课时长：40分钟
授课教师：
一、教材内容（附图）
二、单元整体分析
单元主题：Family rules
本单元以 “家庭规则（Family Rules）” 为核心主题，立足四年级学生的家庭生活实际，围绕 “家庭规则是什么、为何要遵守家庭规则、如何践行家庭规则” 三大核心问题展开。它是培养学生规则意识、家庭责任感与良好生活习惯的重要载体，主题本质是 “家庭生活中的秩序与和谐”。既聚焦家庭场景下的具体行为规范，又渗透 “个体行为与家庭幸福” 的辩证关系，贴合学生日常家庭生活，具有极强的实践性和教育意义。
1.单元概述
本单元的主题内容是：规则意识，安全与防护。单元的各个板块介绍了家庭规则的内容和必要性，旨在帮助学生了解家规可包括：保持良好的卫生习惯、保护个人安全、礼貌言行、为其他家庭成员着想等。家庭规则可以由全体成员共同商议和制定，家规对营造良好的家庭氛围有积极的作用。学生通过本单元的学习，能介绍自己的家规并对比与班规的异同，能制定家规，并能主动提示家庭成员要注意遵守的家规。
本单元和第一单元围绕问题“Why are rules important？”展开，共同引导学生深入理解规则与学校和家庭生活的密切关系。学生还将在五年级下册第一单元继续学习动物园、博物馆等公共场所里需要遵守的规则，从而对“规则意识”主题群进行螺旋上升式的探究，逐渐深入理解不同规则在生活中发挥着维护社会秩序与公共利益等重要作用，也是个人素养与社会文明的体现。
2.单元内容分析
本单元通过问题链“Why are family rules important？”（单元问题)一“What are your family rules "（A部分问题)一“How do family rules help us？”（B部分问题）架构单元学习目标并串联单元学习内容，引导学生在解决问题和完成任务的过程中针对单元主题形成自己的认识，构成包含目标、活动、情境、知识、技能和评价的整体设计。
本单元必学内容包括A部分和B部分。A部分主要包括谈论有关学习和安全玩耍的家规的对话（Let's talk）、有关家庭规则的表达(Let's learn）、有关字母组合er发音规则的歌谣（Let's spell)。B部分主要包括John提醒弟弟需要遵守的家庭规则的对话（Let's talk）、描述不同房间的词汇（Let's learn）、阅读有关规则和遵守规则必要性的介绍性文段以及抄写、仿写句子的读写任务（Read and write ）。选学内容C部分包括制定家规的项目活动（Project）、妈妈提醒Jack在家玩耍时需要遵守的家庭规则的阅读语篇（Reading time）以及单元学习结果自评（Self-check）。
3.语篇分析
本单元围绕 “Family Rules” 主题展开，涉及六个语篇，包括两组对话、两节词汇课、一篇阅读写作和绘本故事。
语篇一：小学生与家人的日常对话，围绕 “家庭行为规范” 展开，核心情节包括 “询问能否看电视”“必须先完成作业”“禁止在客厅奔跑” 等，聚焦家庭规则中的基础行为要求。
语篇二：以 “家庭规则清单” 形式，呈现 “rule, family, tidy” 等核心词汇，搭配 “Keep your room tidy. / Don't touch hot things.” 等规则句型，实现词汇与句型的绑定教学。拼读课以趣味歌谣为载体，串联 “brother, number, ruler” 等单词，聚焦字母组合 “er” 的发音规则（/ /），通过 “听 — 读 — 拼 — 写” 阶梯任务，帮助学生掌握发音规律。
语篇三：以 “家庭责任分工” 为核心场景，围绕家人讨论家庭任务展开。学生表达自己能承担的家庭职责，如 “整理房间、帮忙做家务” 等，是 “家庭规则” 向 “责任践行” 的主题延伸。
语篇四：词汇课配图短文，以 “家庭场景参观” 为情境，呈现 “dinner, bedtime, wash clothes” 等核心词汇，搭配 “I can wash my clothes. / We have dinner at 7 o'clock.” 等描述性句型，拓展家庭生活相关词汇范围，强化与规则相关的动词短语用法。
语篇五：阅读写作课，承接前文 “家庭规则认知”“家庭责任表达” 等核心内容，以 “读写结合” 为主要形式，聚焦 “家庭规则与家庭和谐” 主题。落实核心词汇的 “听、说、读、写” 目标，通过阅读输入、任务操练、写作输出的完整流程，提升学生的阅读理解、信息提取和规范书写能力，深化对单元主题的认知。
语篇六：综合实践（Project: Make family rules）以 “制定家庭规则” 为核心任务，通过 “列举家庭规则 — 分享展示” 的流程，整合单元所学词汇和句型，鼓励学生发挥创意，将语言知识转化为实践成果。绘本故事（Reading time）以卡通角色的家庭经历为线索，围绕 “家庭中遵守规则” 的场景展开，融入 “Don't talk loudly. / Keep the room clean.” 等核心句型。
三、本课时语篇研读
1.What：该语篇通过三段式短文，分别介绍家庭规则（如保持安静、注意安全）和班级规则（如按时完成作业、保持教室整洁），引导学生提取两类规则的具体内容，并理解它们在维护秩序、保障安全、促进和谐方面的共同作用。语篇紧扣单元核心问题”Why are family rules important "，并延伸至更广泛的规则意识。
2.Why：语篇采用清晰的“引言一主体一结论”结构:Introduction以事实或问题开篇，引发思考;Body通过具体家规与班规实例提供支撑;Conclusion以总结或行动号召收尾，强化主题。语言简洁明了，多用祈使句（如“Keep my desk clean.”"Tidy my bedroom.")表达规则，同时融入读写技能训练——如识别首字母大写、正确使用标点，并通过勾选、抄写、仿写等活动实现语言形式与意义的结合。
3.How：本板块旨在帮助学生从“家庭”走向“集体”，认识到规则不仅是约束，更是关爱与责任的体现。通过对比家规与班规的共性，引导学生深入回答单元开篇页“Why are family rules important ”，从而内化“遵守规则有助于营造安全、有序、温暖的家庭与班级环境”的价值观，实现语言学习与品格养成的有机统一。
四、学情分析
认知水平：四年级学生处于具体运算思维向初步逻辑推理过渡阶段，能够理解“规则一结果”之间的因果关系（如“不守班规→教室混乱”），并开始从他人视角思考问题（如“爸爸需要休息，所以要安静”）。他们能把握简单的三段式文本结构（开头一例子一总结），但对抽象概括（如“规则的意义”）仍需借助具体事例支撑。
学习能力:①阅读方面：能读懂以祈使句和简单陈述句为主的短文，借助图片或上下文猜测词义，提取显性信息（如勾选文中提到的规则）;②写作方面：已掌握句子首字母大写、句末标点等基本书写规范，能在提示下抄写或仿写简单句，但独立组织完整段落仍有困难;
③策略意识：初步具备信息定位、对比归类（如区分家规与班规）的能力，但需教师提供清晰任务支架。
生活经验：学生日常生活中既受家庭规则约束（如“饭前洗手”“按时睡觉”），也熟悉班级常规（如“排队安静”“作业按时交”），对“规则带来秩序”有直观体验。
五、教学目标
1. 能够读懂短文“Rules”，理解大意，准确勾选文中提到的规则，并能找出并理解每条规则背后的原因。
2. 能够在阅读中理解“keeps me safe/healthy”、“I think of...”、“feel good”等短语的含义，领悟遵守规则对个人和他人的积极影响。
3. 能够根据图片提示，补全对话中关于规则的句子，做到书写正确、达意。
4. 能够联系自身实际，写出一条自己知道的规则（家庭或学校），并尝试简单说明其好处。
5. 通过阅读与写作，深化对规则意义的认同，培养自省与表达能力。
六、教学重难点
教学重点
1. 理解短文内容，完成信息筛选（勾选规则）和信息分析（划线找原因）。
2. 进行基础性书写输出，补全对话并创作一条自己的规则。
教学难点
1. 理解并区分规则本身与其背后原因（如“keep me safe”是原因，“don’t run”是规则）。
2. 将阅读中输入的“原因表达”迁移到自己的书写输出中。
七、教学流程
Step 1: Pre-reading
1.Listen and chant
2.Listen, tick and match.
3.Lead in
Zhang Peng goes to his friends home.
【设计意图】：通过与主题契合的歌曲导入，活跃课堂气氛，拉近师生之间的距离。创设Zhang Peng去朋友家玩的情景，与后面书写Zhang Peng家的规则呼应。借助前后连贯的情景，帮助学生建立知识间的内在联系，形成完整的认知结构。
Step 2: While-reading
1.View and predict
Q1：Who is the boy
Q2:What are they talking about
2.Read and choose
What rules is the boy talking about
3.Read and tick
【设计意图】：符合四年级学生的认知特点，学生以形象思维为主，从读图到圈关键词，将语篇的学习内容进行“图-文”的匹配。同时训练学生快速浏览获取大意的阅读策略，培养整体阅读习惯
4.Think and classify
Q:What class/family rules is he talking about
5.Read and underline
Q:Why are these rules important
【设计意图】：通过两个递进的任务，培养学生准确提取信息和分析信息关系的能力。特别是“找原因”的任务，将阅读从“知道是什么”推向“理解为什么”，是思维层次的提升。
6.Read and match
Q1：How many paragraphs are there in this text
Q2：What does each paragraph tell us
7.Think and say
师生共同梳理短文结构和核心信息，根据段落与段落之间的逻辑关系，总结短文的 “总 — 分 — 总” 结构。
Step 3:Post-reading
1. Try to read
2. Listen and imitate
【设计意图】：引导学生跟读模仿，关注正确的语音语调，提升学生的朗读能力，加深学生对文本的理解。
3.Look and say
Q1：Who are they
Q2：Where are they
Q3：What are they doing
Q4: What may Zhang peng say
4.Look and write
【设计意图】：引导学生分析句子结构和格式要求（首字母大写、句末标点正确），做到书写规范、格式正确，提升书写技能。
5.Think、discuss and say
Step 4: C Project
1.Read and answer
Q1: What family rules does Mike have
Q2: Who agrees to follow these rules /Who doesn’t agree to follow these rules
2.Write and say
What family rules do you agree to follow
【设计意图】：这是本课的核心输出与升华环节。它鼓励学生进行个性化、有思维的写作。提供“原因”表达的支架，能有效帮助学生将阅读中学到的表达方式迁移到自己的写作中。小组分享与评选增加了互动性和趣味性，让学生在交流中互相学习。
3.Self-check
4.Reading time
5.Good to know
【设计意图】：将对文本的理解与学生的个人情感体验相结合，促进情感态度的内化，引导学生感受规则对家庭生活的重要意义，体会父母制定家规的用心与关爱，培养学生对家庭的责任感、感恩之心与归属感。
Step 5: Summary
Step 6: Homework

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