人教版（2025版）七年級下冊英語全冊教案

第第頁人教版（2025版）七年級下冊英語全冊教案Unit1AnimalFriends單元主題框架單元主題分析本單元主要圍繞動物朋友這一主題展開。該主題與課標(biāo)要求的“人與自然”主題范疇中的“常見的動物，動物的特征與生活環(huán)境”和“與自然和諧共生”子主題密切相關(guān)。動物是學(xué)生感興趣的話題。在學(xué)習(xí)本單元主題內(nèi)容的過程中，學(xué)生一方面會和同學(xué)交流自己喜歡的動物，另一方面也會學(xué)習(xí)介紹動物的方法。同時，本單元還介紹了大象這種學(xué)生熟悉，且又在某些國家具有特殊文化意義的動物。本單元的目的在于激發(fā)學(xué)生對動物的關(guān)注與喜愛，加深學(xué)生對動物的了解，培養(yǎng)學(xué)生保護(hù)動物以及與動物和諧共生的意識。本單元的大問題是“Whyareanimalsimportant？”，引導(dǎo)學(xué)生思考動物在人類生活中的重要性。SectionA的引導(dǎo)性問題是“Whydoyoulikeanimals？”。該部分的聽力對話呈現(xiàn)了學(xué)生參觀動物園的場景，學(xué)生通過聆聽并模仿對話，能夠?qū)W會從食物、本領(lǐng)、棲息環(huán)境、生活習(xí)性等方面介紹某種動物，同時闡述自己喜歡某種動物的原因。SectionB主要圍繞引導(dǎo)性問題“Howareanimalspartofourlives？”展開，通過泰國學(xué)生Malee的帖子詳細(xì)介紹了大象的外形、本領(lǐng)、性格特征等方面，還闡述了大象在泰國的地位以及其所具有的文化意義。此外，關(guān)于如何保護(hù)大象這一重要內(nèi)容，帖子也提出了相應(yīng)的建議。通過閱讀和分析這篇帖子，學(xué)生可以深入、具體地了解某種動物，并認(rèn)識到人類活動給動物的生活環(huán)境帶來的影響，進(jìn)而思考人與動物應(yīng)該如何和諧共生這一問題。總而言之，本單元由淺入深地引導(dǎo)學(xué)生探究主題意義，讓他們理解動物與人類生活的密切聯(lián)系，認(rèn)識到動物所承載的文化價值，思考人類活動對動物生存環(huán)境的影響，探索保護(hù)動物的有效方式，最終實現(xiàn)人與動物的長期友好共存。單元教學(xué)目標(biāo)通過本單元學(xué)習(xí)，學(xué)生能夠：1.用英語說出常見的動物并使用恰當(dāng)?shù)男稳菰~描述不同的動物。2.談?wù)撟约合矚g的動物并說明喜歡的原因。3.從外形、棲息地、生活習(xí)性、本領(lǐng)等方面介紹某種動物。4.辨別字母及字母組合a,ai,ay,al,aw在單詞中的不同發(fā)音，并掌握名詞后加-s/-es的讀音規(guī)則。5.掌握以wh-開頭的特殊疑問句的問答以及名詞的復(fù)數(shù)形式。6.了解動物在不同國家具有的文化意義。7.深入思考人類活動對動物的影響，探索保護(hù)動物的有效方式，深刻領(lǐng)會保護(hù)動物的意義，進(jìn)而積極探尋人類與動物和諧共存的途徑與方法。單元教學(xué)重難點重點：1.用形容詞準(zhǔn)確地描述動物。2.掌握談?wù)搫游锿饷?、棲息地、生活?xí)性、本領(lǐng)等的句型。3.將字母及字母組合a,ai,ay,al,aw的發(fā)音準(zhǔn)確運用到單詞認(rèn)讀中。4.恰當(dāng)使用名詞復(fù)數(shù)和wh-引導(dǎo)的特殊疑問句。難點：1.掌握字母及字母組合a,ai,ay,al,aw的發(fā)音。2.掌握名詞復(fù)數(shù)的變形規(guī)則。第一課時SectionA(1a－1e)&Pronunciation學(xué)習(xí)目標(biāo)Inthislesson,studentswill:1.useadjectivestotalkaboutdifferentanimals;2.introducetheirfavouriteanimalsandtellthereasons;3.pronounceletteraandlettercombinationsai,ay,al,awcorrectly.教學(xué)建議Step1Lead-in1.ShowthetitleandphotoonPage1andaskstudentstothinkaboutthequestion:◆Whatdoyouthinkthisunitisabout?2.Askstudentstolookatthephotomorecarefullyandanswerthequestions:◆Canyounametheanimalsinthephoto?◆Whatdoyouknowabouttheseanimals?◆DoyouknowanyotherspecialanimalsinChina?3.AskstudentstoreadtheBigQuestionandtheleadingquestionsinSectionAandSectionB.Makesurestudentsknowthemaintopicofthisunit.呈現(xiàn)單元標(biāo)題和單元主題圖，鼓勵學(xué)生大膽預(yù)測本單元可能談?wù)摰脑掝}，并通過討論吸引學(xué)生的興趣。Step2Listening&Speaking(1a-1d)Pre-listening1.ShowphotosofsomeanimalsandspeakouttheEnglishnamesoftheseanimalstogether.2.Askstudentstouseadjectives(e.g.big,tall,beautiful,strong)todescribetheseanimals.Supplementsomewordsthatcanbeusedtodescribeanimalsforstudents.3.Askstudentstochoosetheanimalstheylikeinthephotosandsimplyexplainthereasons.回顧和復(fù)習(xí)常見動物的英文名稱以及可用于描述動物的形容詞。談?wù)撟约合矚g的動物，引起學(xué)生對話題的興趣。While-listeningPage2,1a1.Askstudentstolookatthepicturesin1a,andthenwritetheanimalsontheblanklineunderthepictures.2.Checktheanswerswiththestudents.Page2,1b1.Letstudentslookatthephotosin1aandaskthequestion:◆Wherecanweseetheseanimals?2.Askstudentstoreadthequestionsin1bandthinkaboutwhatinformationtheyshouldfocusonwhilelistening.◆Wherearethestudents?（place）◆Whyaretheythere?（reason）◆Whenshouldtheybeback?（time）3.Listenandchecktheanswers.Page2,1c1.Askstudentstoreadthesentencesin1candcircletheinformationtheyneedtopayattentiontowhilelistening.2.Listentotheconversation.ThencircleTfortrueorFforfalse.3.Checktheanswers,andthenaskstudentstocorrectthefalsesentences.Page2,PracticeMoreAskstudentstolistenagainandanswermoredetailedquestionsaboutthelisteningmaterial:◆WhatanimaldoesYaminglike?Why?◆DoesEmmalikewolves?Whyorwhynot?◆WhatdoesChenJiethinkaboutmonkeys?理解聽力對話內(nèi)容、獲取細(xì)節(jié)信息，并在聽力中學(xué)習(xí)和理解目標(biāo)語言。Post-listeningPage2,1dAskstudentstoworkinpairsandtaketurnstotalkabouttheirfavouriteanimals,followingtheexamplein1d.分組操練本節(jié)課的目標(biāo)語言。Summary1.Askstudentstosummarisethewordsthatcanbeusedtodescribeanimals:◆clever,funny,dangerous,interesting,2.Askstudentstosummarisethesentencesthatcanbeusedtoexplainthereasonswhytheylikeananimal:◆Becausetheyarereallycleverandfunny.◆Theytakegoodcareoftheirbabies.◆Theyareinteresting.◆Theylooklikeus.總結(jié)本節(jié)課需要掌握的重點詞匯和句型。Step3Pronunciation(1-3)Page3,11.Askstudentstolistentotherecordingandrepeatthepronunciation.2.Askstudentstopayattentiontothedifferentpronunciationoflettersandlettercombinations.3.Letstudentsaddonemorewordtoeachgroup.通過邊聽邊跟讀練習(xí)發(fā)音，并通過觀察總結(jié)發(fā)音規(guī)則。Page3,21.AskstudentstopayattentiontotheboldlettersinPronunciation2.2.Askthemtoanswerthequestion:Whatformarethesewords?3.Letstudentslistentotherecordingandrepeatthepronunciation.Thenletthemnoticethepronunciationof-(e)s.Teachercanaskstudentstothinkaboutthequestion:◆Do-sand-esmakethesamesoundineachword?4.Explainthepronunciationrulesofpluralnounstostudents.通過邊聽邊讀感受名詞復(fù)數(shù)的發(fā)音并總結(jié)發(fā)音規(guī)律。Page3,31.AskstudentstoreadthesentencesinPronunciation3bythemselves.2.Askstudentstolistentotherecordingandrepeat.Thenletthemnoticehowtheunstressedwordsarepronounced.3.Askstudentstocompareifthereisanydifferenceinthepronunciationoftheitalicizedwordswhentheyarereading.先通過自主朗讀練習(xí)讓學(xué)生感受發(fā)音差異，再通過跟讀練習(xí)強(qiáng)化學(xué)生對非重讀單詞的學(xué)習(xí)。ExtensionActivity(Optional)1.Prepareadifferentpassageorconversationforstudents.2.Askstudentstounderlinetheunstressedwordswhilereadingbythemselves.3.Choosesomestudentstoreadthepassageorconversationtothewholeclass.Step4Homework1.Makeasurveyaboutyourfamilymembers'favouriteanimals,andthensharewithclassmatesnextclass.2.Finishtheexercises教學(xué)反思第二課時SectionA(2a－2f)學(xué)習(xí)目標(biāo)Inthislesson,studentswill:1.understandtheconversationaboutPeter'sandFuXing'sfavouriteanimals;2.practisethepronunciationofunstressedwordsintheconversation;3.learnhowtointroduceananimal;4.introducetheirfavouriteanimals;5.understandwhytheycannotfeedtheanimals.學(xué)習(xí)建議Step1Lead-inShowstudentssomephotosaboutpenguinsorshowthemavideoaboutpenguins.Thenaskstudentstoanswerthequestions:◆Whatistheanimalinthephotos/video?◆Whatdotheylooklike?◆Wherearetheyfrom?◆Whatdotheyeat?◆Dotheyfly?◆Dotheylivealoneoringroups?利用圖片或視頻引起學(xué)生對本課話題的興趣，并通過一系列引導(dǎo)性提問幫助學(xué)生參與對話題的討論。Step2Listening&Speaking(2a-2d)Pre-listening1.Showstudentsthephotoin2aandaskthemthequestions:◆Wherearethepeople?◆Whatarethepeopledoing?◆Canyouguesswhattheconversationisabout?引導(dǎo)學(xué)生觀察圖片，通過背景信息對交際內(nèi)容做出預(yù)測。While-listeningPage3,2a1.Askstudentstolistentotheconversationandcirclethecolouredwordstheyhear.2.Checktheanswerswithstudents,andthencomparethedifferencesofthecolouredwords(e.g.cute/cool,lovely/amazing,clever/smart).Page4,2bAskstudentstoreadtheconversationandcompletethetablein2b,andthenchecktheanswerswithstudents.Page4,2c1.Askstudentstolistentotheconversationagainandpayattentiontotheunstressedwords.2.Invitetwoorthreepairsofstudentstorole-playtheconversationinclass.Page4,2d1.Askstudentstomatchtheheaders(1-5)in2bwiththequestions(A-E).2.Letstudentsaskandanswerquestionsaboutpenguinsbyusingtheinformationin2bandthequestionsin2d.e.g.—Whatdoesthepenguinlooklike?—Itlookslovely.—Whereisitfrom?—It'sfromAntarctica.理解聽力對話內(nèi)容、獲取細(xì)節(jié)信息，并在聽力中學(xué)習(xí)和理解目標(biāo)語言。Post-listeningPage4,2e1.Askstudentstofillinacardabouttheirfavouriteanimals.2.Askstudentstoworkinpairs.Taketurnstointroducetheirfavouriteanimalstotheirpartners.e.g.Myfavouriteanimalispandas.Pandashaveblackandwhitefur.Theylookverylovely.PandasliveintheforestinSichuanProvinceandShaanxiProvince.Theirfoodisbamboo.Pandascanclimbtrees.Theyarereallygreatanimals.Page4,2f1.Askstudentstoworkinpairs,andthenusethequestionsin2dtoaskabouttheirpartner'sfavouriteanimal.2.Invitesomestudentstointroducetheirpartners'favouriteanimalstothewholeclass.e.g....'sfavouriteanimalis...對目標(biāo)語言進(jìn)行遷移運用。SummaryAskstudentstosummarisethesentencepatternsthatcanbeusedtointroduceakindofanimals,usingamindmaporatable.Howtointroduceanimals?Name...like(s).../...'sfavouriteanimalis...LooksTheyarevery.Theylook...HomeThey'refrom.Theyusuallylivein...FoodThey(usually)eat...AbilityTheycan't.buttheycan...總結(jié)本節(jié)課的重要句型。FurtherThinkingTeacherasksstudentsthequestions:◆WhatfooddoesFuXingwanttogivetothepenguins?◆Isitagoodbehaviour?Whyorwhynot?1.Basedontheabovetwoquestions,teachercanaskstudentstothinkmoreaboutthebehaviouroffeedingzooanimals:◆Whyshouldn'twefeedthezooanimals?e.g.Zooanimalshavetheirownfood.Ifwefeedthemotherthings,theycangetsick.Feedingzooanimalscanscarethem.Andsomeanimalsmighteatpackagingbymistakeandfallill.◆Sowhatshouldwedowhenwewatchtheanimalsinthezoo?e.g.Weshouldnotfeedtheanimals.Weshouldjustlookattheanimalsquietly.Weshouldfollowtherulesandnotdisturbtheanimals.2.Summary:Don'tfeedtheanimals.Letthemstayhealthyandlivenaturally.通過提問引發(fā)學(xué)生對投喂動物這一行為的思考，并點明主題意義。Step3Homework1.Votetochoosetheanimalthatstudentsinyourclasslikebestandmakeanintroductioncardforit.2.Finishtheexercises教學(xué)反思第三課時GrammarFocus(3a－3d)學(xué)習(xí)目標(biāo)Inthislesson,studentswill:1.askandanswerquestionsusingwh-questions;2.beabletoconnecttwosentencesusingconjunctionwordbecause;3.knowtherulesofpluralnouns.學(xué)習(xí)建議Step1Lead-in1.Askstudentstofindapartner,andthentalkabouttheanimalstheylikeordislike.Teachercanhelpstudentsstarttheirconversationsbygivingthemsomeexamples:◆Whatanimaldoyoulike？What'syourfavouriteanimal?◆Whydoyoulike.◆Whereare...from?◆Whatanimaldon'tyoulike?◆Whydon'tyoulike.復(fù)習(xí)聽說課中涉及的以wh-開頭的特殊疑問句，自然過渡到語法課內(nèi)容。Step2GrammarTeaching(3a-3d)Page5,3a1.Askstudentstoreadthesentencesin3a,andaskthemtoexplaintheusageofthewh-words:what,whereandwhy.what asksaboutthings/objects/activitieswhere asksaboutplaceswhy asksaboutreasons2.Askstudentstocirclethewordthatintroducesareason,andthenexplaintheusageofbecause.◆because意為“因為”，可以用來連接原因狀語從句。e.g.Shedidn'tgothere,becauseshewasill.◆回答why問句時，只能用because，不能用for或as。e.g.—Whyareyoulate?—BecauseImetatrafficaccidentonmywayhere.◆漢語中我們經(jīng)常說“因為……所以……”，但在英文中有了because就不能再用so。e.g.Becausehewastired,hecouldn'twalkthere.Page5,3b1.Askstudentstocompletetheconversationwiththewordsinthebox.Thenunderlinetheanimalnouns.2.Checktheanswerswiththestudents.Page5,3c1.Askstudentstomakethenounsintheboxplural.2.Explaintherulesofpluralnouns.名詞復(fù)數(shù)的變化規(guī)則：◆在一般情況下，詞尾加-s，在清輔音后讀/s/在濁輔音、元音及其他一些情況后讀/z/如：eagle—eagles,pet—pets。◆以s,x,sh,ch結(jié)尾的詞，詞尾加-es，讀/?z/如：fox—foxes,glass—glasses?！粢詅或fe結(jié)尾的詞，先將f或fe改為v，再加-es，讀/vz/如：wolf—wolves,life—lives。◆以o結(jié)尾的詞，有生命物在詞尾加-es，無生命物在詞尾加-s，讀/z/如：tomato—tomatoes,zoo—zoos?！粢暂o音字母加y結(jié)尾的詞，先將y改為i，再加-es，讀/?z/如：baby—babies,family—families。名詞復(fù)數(shù)的不規(guī)則變化：◆元音發(fā)生變化。如：man—men,tooth—teeth?！魡螐?fù)數(shù)同形。如：sheep—sheep,deer—deer?！粼~尾發(fā)生變化。如：ox—oxen,child—children?！粲行┟~只有復(fù)數(shù)形式。如：clothes,trousers。3.Askstudentstousethepluralnounstocompletethesentences.Encouragethemtoaddmoretothesentences.以講練結(jié)合的方式讓學(xué)生掌握本節(jié)課語法。Page5,3d1.Askstudentstothinkofananimalintheirmind.Thenletthemaskandanswerquestionswithapartnertoguesseachother'sanimal.2.Invitetwoorthreepairsofstudentstorole-playtheconversationinclass.結(jié)合本單元主題，綜合運用語法知識。Step3Homework1.Makemoreanimalriddlesusingwh-questions.2.Finishtheexercises.教學(xué)反思第四課時SectionB(1a－2b)學(xué)習(xí)目標(biāo)Inthislesson,studentswill:1.understandMalee'spostandgetdetailedinformation;2.learnsomeknowledgeaboutelephants;3.knowanimalsarepartofpeople'slivesandtheyshouldprotectthem.4.writetheirownpostsforthewebsiteabouttheirfavouriteanimals.學(xué)習(xí)建議Step1Lead-inPage6,1a1.Showstudentsavideoorsomephotosaboutelephantsandaskthemwhattheyknowaboutelephants.Herearesomefactsaboutelephants:◆Elephantsarethelargestlandanimalsontheearth.◆Theyonlyeatplants.◆Theirtrunkisveryuseful.Theycanuseittodrinkwater,pickupfoodandtalktootherelephantsbytouchingtrunks.2.ShowstudentsthepictureinMalee'spostandaskthemwhattheelephantsaredoing.通過視頻或圖片導(dǎo)入主題，引起學(xué)生的興趣。詢問學(xué)生對大象了解多少，喚起學(xué)生對大象的先驗知識。

Step2ReadingComprehension(1b-1d)Pre-reading1.Askstudentstoscanthefirsttwoparagraphsandthenanswerthequestions:◆WhereisMaleefrom?◆WhatisthenationalanimalofThailand?◆DoelephantshavespecialmeaningsinThaiculture?CultureTipsIntroducethesymbolicmeaningofelephantsandtheThaiElephantDaytostudents.◆InThaiculture,elephantsareveryspecial.Theyareasymbolofgoodluck,strength,powerandwisdom.◆ThaiElephantDayisatraditionalreligiousfestival.InThailand,itisheldeveryyeartothankelephants.Thisisbecausetheirancestorsgavetheirlivestodefendthecountryinwars.Onthisday,elephantsarewashedcleanbytheirownersandthendecorated.TheygotoSuphanBuri（素攀府）totakepartintheannual"ElephantGames".Thereareeventsliketug-of-war,weightlifting,kickingballsandobstaclecourse.介紹背景知識，讓學(xué)生了解大象在泰國文化中的意義，幫助學(xué)生理解語篇的內(nèi)容和主題。While-readingPage6,1b1.AskstudentstoreadMalee'spostandchoosethebesttitleforit.Thistime,studentsjustneedtogetthegeneralideaofeachparagraph.2.Askthestudentstosharetheiranswersandgivethereasons.Page7,1c1.Askthestudentstoreadthepostagainandanswerthequestions.2.AskstudentstogivesupportingdetailsfromMalee'spost.Page7,1d1.AskthestudentstocompletethemindmapwiththeinformationfromMalee'spost.2.Checktheanswerswiththeclass.通過完成閱讀任務(wù)，學(xué)生能夠?qū)ξ谋居谐浞值乩斫獠⑻岣咦ト￡P(guān)鍵信息的能力。Post-reading(2a-2b)Writing（以讀促寫）Page7,2a1.Askthestudentstocompletethepassagewiththewordsinthebox.2.Askstudentshowthewriterintroducesthedog.Thewriterintroducesthedogfromthefollowingaspects:◆Whatdoesthedoglooklike?◆Whatisthedoglike?◆Whatcanthedogdo?◆Howmuchdoesthewriterlovethedog?3.Askstudentstoconsiderhowtointroduceananimalwhenwritingapassageaboutthem.e.g.appearance,ability,food,Page7,2b1.Askstudentstowritetheirownpostsforthewebsiteabouttheirfavouriteanimals.Studentscanusethequestionsin2bforhelp.2.Tellstudentstheycanusethepassagein2aasanexample.這是一個基于閱讀語篇的拓展寫作練習(xí)。學(xué)生通過描寫自己最喜愛的動物，對目標(biāo)語言進(jìn)行充分練習(xí)并鞏固。

Step3LanguagePointsHowtoSaveElephants如何救助大象此處save作動詞，意為“救；救助”。saveone'slife意為“拯救某人的生命”?！就卣埂縮ave作動詞，還可以為“儲蓄；保存；節(jié)約”。如：Dadworkslatetosavemoney.Savemesomefood.Pleasesavewater.Theyarealsoasymbolofgoodluckhere。它們（大象）在這里也是好運的象征?！鬭symbolof..。意為“……的象征”。如：ThenumbereightisasymbolofgoodluckinChina.◆luck為不可數(shù)名詞，意為“幸運；運氣”。常見短語：goodluck好運；badluck厄運。【拓展】luckyadj.幸運的However,they'reindanger。然而，它們（大象）處于危險中?！鬶owever為副詞，意為“然而；不過”，常用逗號與前后內(nèi)容隔開?！鬱anger作名詞，意為“危險”。常見短語：indanger處于危險中；outofdanger脫離危險。thingsmadeofivory象牙制品此處madeofivory為過去分詞短語，作后置定語，修飾前面的名詞things。如：Ilovethehatmadeofwool.【拓展】bemadeof意為“由……制成”，從制成品能看出原材料。bemadefrom意為“由……制成”，從制成品看不出原材料。Step4Homework1.WriteapostforawebsiteaboutChina'snationalanimalpanda.UseMalee'spostasanexample.2.Finishtheexercises教學(xué)反思

Unit2NoRules,NoOrder單元主題框架單元主題分析本單元圍繞“規(guī)則”這一主題展開，該主題與課標(biāo)要求的“人與社會”主題范疇中的“班級與學(xué)校規(guī)則，規(guī)則意識”和“自尊自律，文明禮貌，孝親敬長”子主題密切相關(guān)。本單元通過創(chuàng)設(shè)真實的校園生活情境，展示了學(xué)校規(guī)則，讓學(xué)生通過談?wù)搶W(xué)校規(guī)則，家庭規(guī)則，了解規(guī)則的重要性。本單元的大問題是“Whydoweneedrules？”，引導(dǎo)學(xué)生探究規(guī)則的意義。學(xué)生在初中起始階段就應(yīng)當(dāng)主動思考和探究這個問題。因為只有當(dāng)學(xué)生充分認(rèn)識到規(guī)則的意義，才能發(fā)揮自覺能動性，自覺遵守規(guī)則。SectionA的引導(dǎo)性問題是“Whatrulesdowefollow？”。該部分呈現(xiàn)了學(xué)生在學(xué)校討論規(guī)則的場景，讓學(xué)生通過聽和模仿對話學(xué)會談?wù)搶W(xué)校規(guī)則。SectionB主要圍繞引導(dǎo)性問題“Howcanruleshelpus？”展開，呈現(xiàn)了Alice給Dr.Know的書信和Dr.Know給Alice的答復(fù)。Alice在信中向Dr.Know傾訴自己在生活中有很多規(guī)則，這讓她感到非常討厭。Dr.Know在回信中提出了相關(guān)的建議，并告訴她規(guī)則能讓我們變得更好。學(xué)生可以通過閱讀并分析這兩封書信從而對規(guī)則的理解更深刻，并通過寫回信給Eric提出相關(guān)的建議，交流對不同規(guī)則的認(rèn)識，從而理解各種規(guī)則存在的意義。總而言之，本單元旨在讓學(xué)生理解規(guī)則的重要性，能對單元大問題“Whydoweneedrules？”有更深刻的理解，同時也希望學(xué)生通過本單元的學(xué)習(xí)，正確理解價值引領(lǐng)句“Nothingcanbeachievedwithoutrules.”。單元教學(xué)目標(biāo)通過本單元學(xué)習(xí)，學(xué)生能夠：1.運用祈使句和情態(tài)動詞can,haveto和must談?wù)撘?guī)則。2.解釋我們?yōu)槭裁葱枰袷匾?guī)則。3.理解規(guī)則是如何對我們有幫助的。4.辨別字母及字母組合e,ea,ee,ear在單詞中的不同發(fā)音；并在朗讀中注意單詞的重音。5.掌握祈使句和情態(tài)動詞的用法。6.理解規(guī)則的意義，樹立規(guī)則意識，學(xué)會在日常生活中自覺遵守規(guī)則，形成良好的行為習(xí)慣。單元教學(xué)重難點重點：1.掌握談?wù)撘?guī)則的詞匯和常用句型。2.學(xué)會用祈使句和情態(tài)動詞談?wù)搶W(xué)校規(guī)則和家庭規(guī)則。3.將字母及字母組合e,ea,ee,ear的發(fā)音準(zhǔn)確運用到單詞認(rèn)讀中。難點：1.學(xué)會用祈使句和情態(tài)動詞談?wù)搶W(xué)校規(guī)則和家庭規(guī)則。2.學(xué)會字母及字母組合e,ea,ee,ear的發(fā)音。第一課時SectionA(1a－1e)&Pronunciation學(xué)習(xí)目標(biāo)Inthislesson,studentswill:1.knowMary,SallyandTony'sschoolrulesfromlistening;2.talkabouttheirschoolrules;3.pronouncelettereandlettercombinationsea,ee,earcorrectly.教學(xué)建議Step1Lead-in1.ShowthetitleandphotoonPage9andaskstudentstothinkaboutthequestion:◆Lookatthetitleandthephoto.Whatdoyouthinkthisunitisabout?2.Askstudentstolookatthephotomorecarefullyandanswerthequestions:◆Whatschoolrulesdoesthephotoshow?◆Doyoufollowruleslikethese?◆Whatdoyouknowaboutthem?3.AskstudentstoreadtheBigQuestionandtheleadingquestionsinSectionAandSectionB.Makesurestudentsknowthemaintopicofthisunit.呈現(xiàn)單元標(biāo)題和單元主題圖，鼓勵學(xué)生大膽預(yù)測本單元可能談?wù)摰脑掝}，并通過討論吸引學(xué)生興趣。Step2Listening&Speaking(1a—1e)Pre-listeningPage10,1a1.ShowtherulesonPage10tostudents,talkaboutthemwithstudentsandthenaskthemtoticktheonesthattheirschoolhas.2.Asksomestudentstosharetheiranswers.讓學(xué)生選出與自己學(xué)校相關(guān)的規(guī)則，引起學(xué)生對學(xué)校規(guī)則話題的興趣。While-listeningPage10,1b1.Showthefoursignsin1btostudents,andmakesuretheyunderstandtherules.2.Askstudentstolistentothefirstpartoftherecordingandthenticktherulesthatarementioned.3.Askstudentstosharetheanswersandtheteacherhelpstocorrectthemifnecessary.Page10,1c1.Askstudentstolistenagain.Thencompletethesentences.2.Checktheanswerswiththeclass.Page10,1d1.Askstudentstolistentothesecondpartoftherecordingandanswerthefollowingquestions.◆Whoisthespeaker?◆Whatrulesdoesshetalkabout?Thenletstudentstickthemin1a.2.Askstudentstosharetheanswersandtheteacherhelpstocorrectthemifnecessary.Page10,PracticeMoreAskstudentstolistentothesecondpartoftherecordingagainandanswermoredetailedquestionsaboutthelisteningmaterial:◆HowmanyschoolrulesdoesMsBrownmention?◆Whydowefollowtheschoolrules?理解聽力對話內(nèi)容、獲取細(xì)節(jié)信息，并在聽力中學(xué)習(xí)和理解目標(biāo)語言。Post-listeningPage10,1e1.Askstudentstoworkinpairsandthentalkabouttherulesin1c.2.Showanexampletostudents.—CanMaryruninthehallways?—No,shecan't.Shehastowalkinthehallways.3.Choosethreeorfourpairsofstudentstosharetheirconversationswiththeclass.學(xué)生以小組合作的形式對目標(biāo)句型進(jìn)行充分練習(xí)。SummaryAskstudentstosummarisethesentencesthatcanbeusedtotalkaboutschoolrules.◆Don'truninthehallways.◆Youcan'twearthatjackethere.◆Youhavetoweartheuniform.◆Youmustn'tlitter.Wehavetokeeptheschoolcleanandtidy.總結(jié)本節(jié)課需要掌握的重點句型。Step3Pronunciation(1—2)Page11,11.Askstudentstolistentotherecordingandrepeatthepronunciation.2.Askstudentstopayattentiontothedifferentpronunciationoflettersandlettercombinations.3.Letstudentsaddmorewordstoeachgroup.通過邊聽邊跟讀練習(xí)發(fā)音，并通過觀察總結(jié)發(fā)音規(guī)則。Page11,21.AskstudentstoreadthesentencesinPronunciation2.2.Askstudentstolistentothechantandnoticethestressedwords.3.Askstudentstolistentotherecordingandrepeat.Thenletthemnoticehowthestressedwordsarepronounced.先通過自主朗讀練習(xí)讓學(xué)生感受發(fā)音差異，再通過跟讀練習(xí)強(qiáng)化學(xué)生對重讀單詞的學(xué)習(xí)。ExtensionActivity1.Prepareadifferentpassageorconversationforstudents.2.Askstudentstounderlinethestressedwordswhilereadingbythemselves.3.Invitevolunteerstoreadthepassageorconversationtothewholeclass.Step4Homework1.Talkaboutyourschoolruleswithaparent.2.Finishtheexercises教學(xué)反思第二課時SectionA(2a－2f)學(xué)習(xí)目標(biāo)Inthislesson,studentswill:1.getdetailedinformationaboutTomandAnn'sschoolrulesfromtheconversation;2.practisethepronunciationofstressedwordsintheconversation;3.talkabouttherulestheyhaveatschool.教學(xué)建議Step1Lead-inShowsomepicturesaboutschoolrulestostudentsandthenaskthemthequestions:1.Whatschoolrulesarementionedinthepicture?2.Whatrulesdoesyourschoolhave?通過談?wù)搶W(xué)校規(guī)則激發(fā)學(xué)生的學(xué)習(xí)興趣。

Step2Listening&Speaking(2a—2e)Pre-listening1.Showstudentsthephotoin2aandaskthemthequestions:◆Wherearethetwostudents?◆Whataretheydoing?◆Canyouguesswhattheyaretalkingabout?引導(dǎo)學(xué)生觀察圖片，通過背景信息對交際內(nèi)容做出預(yù)測。While-listeningPage11,2a1.Askstudentstolistentotheconversationandcirclethecolouredwordstheyhear.2.Askstudentstosharetheanswers.Page12,2b1.AskstudentstoreadtheconversationandcompleteTom'snotesabouttheschoolrules.2.Askstudentstosharetheanswersandtheteacherhelpstocorrectifnecessary.Page12,2c1.Askstudentstoreadtheconversationagainandanswerthequestions.◆WhyisthedayspecialforTom?◆WhatdoesAnnelendtoTom?◆Whydoesn'tAnnetakeasweetfromTom?◆CanTomandAnneusetheirphonesinclass?◆Wheremusttheykeeptheirphones?◆Doyouthinktheyhavegoodschoolrules?Giveyourreasons.2.Choosethreeorfourstudentstosharetheiranswersandtheteacherhelpstocorrectifnecessary.Page12,2d1.Summarisetheconversationtogetherwithoutlookingat2a.2.Askstudentstocompletethesummaryoftheconversation.3.Askstudentstosharetheanswersandtheteacherhelpstocorrectifnecessary.Page12,2e1.Askstudentstolistentotheconversationagainandpayattentiontothestressedwords.Thenrole-playtheconversation.2.Choosethreeorfourpairsofstudentstorole-playtheconversation.理解聽力對話內(nèi)容、獲取細(xì)節(jié)信息，并在聽力中學(xué)習(xí)和理解目標(biāo)語言。Post-listeningPage12,2f1.Askstudentstoworkingroupsandtalkabouttherulestheyhaveatschool.2.Showthephrasesintheboxtohelpstudents.T:WeknowaboutTomandAnn'sschoolrules.Nowlet'stalkabouttherulesyouhaveatschool.Youcanusethesentencepatternsontheblackboard.用本節(jié)課學(xué)到的句型再次談?wù)撔Ｒ?guī)，對目標(biāo)語言進(jìn)行遷移運用。SummaryAskstudentstosummarisethesentencesthatcanbeusedtotalkaboutclassrules.◆Wecan'teatsnacksinclass.◆Wemustn'tbringourmobilephonestoclass.◆Wehavetoturnthemoffandkeeptheminourlockers.總結(jié)本節(jié)課的重要句型。Step3Homework1.Writeashortessaytointroduceyourschoolrules.2.Rememberthewordsandphrasesinthislesson.3.Finishtheexercises教學(xué)反思第三課時GrammarFocus(3a－3d)學(xué)習(xí)目標(biāo)Inthislesson,studentswill:1.knowtheusageofimperativesandmodalverbscan,havetoandmust.2.writerelevantrulesaccordingtothesigns.3.brainstormthreerulesforsomepublicplacesanddrawsignstoshowtherules.教學(xué)建議Step1Lead-inShowsomeschoolrulestostudents,andthenaskthemtotranslatetherulesusingcan,can't,don'tandmust.復(fù)習(xí)校規(guī)的表達(dá)，自然過渡到本課語法。Step2GrammarTeaching(3a-3d)Page13,3a1.Askstudentstoreadthesentencesinthegrammarboxandpayattentiontotheverbsinbold.2.Askstudentstoanswerthequestion:Dotheverbsinboldneedtochangeforms?Why?3.Letsomestudentstrytofindthereasonintheboxbythemselves.4.Talkabouttheopinionwiththeclass.5.Telltheusageofimperativesandmodalverbscan,havetoandmusttostudents.祈使句（ImperativeSentences）祈使句一般用來表示請求、命令、勸說、號召、警告等。祈使句的主語一般是第二人稱you，但往往省略。祈使句的肯定式以動詞原形開頭，否定式在動詞原形前加don't。e.g.Justgoalongthisstreetandturnleft.Becarefulwhenyoucrossthestreet.祈使句的種類及構(gòu)成肯定的祈使句：動詞原形＋其他。e.g.Walkinthehallways.Standup!否定的祈使句：Don't＋動詞原形＋其他。e.g.Don'truninthehallways.Don'tlitter!Let型祈使句：Let＋第一/三人稱＋動詞原形＋其他。e.g.Letmetellyouthewaytomyhouse.Let'sseethelions.No型祈使句：No＋名詞/動名詞。e.g.Noparking。禁止停車。Nophotos。禁止拍照。情態(tài)動詞（ModalVerbs）情態(tài)動詞表示說話人的語氣和情態(tài)，如請求、許可、意愿、可能等。一般沒有人稱和數(shù)的變化。情態(tài)動詞本身不能單獨作謂語，必須和動詞原形連用。情態(tài)動詞的否定式一般是在其后加not構(gòu)成，一般疑問句通常將它提到句首。情態(tài)動詞的肯定式一般不重讀。情態(tài)動詞can1.表示能力e.g.Icanrunfast,butIcan'tswim.2.表示許可e.g.Wecanplaybasketballattheweekend.情態(tài)動詞haveto表示“不得不；必須”，在表示“必須”時，與must意義接近，有時可互換。e.g.Wehavetobequietinthelibrary.情態(tài)動詞must1.表示“必須”，否定形式mustn't表示“禁止”。e.g.Don'tarrivelateforclass.Wemustbeontime.2.以must開頭的一般疑問句，肯定回答用must，否定回答用needn't或者don'thaveto,表示“不必要”。e.g.—MustIcleantheclassroomnow?—Yes,youmust.No,youneedn't/don'thaveto.通過自己觀察，學(xué)生可以找出祈使句中的動詞原形和情態(tài)動詞后的動詞原形。Page13,3b1.Askstudentstocompletethesentencesusingcan,haveto/mustorcan't/mustn't.2.Choosethreeorfourstudentstosharetheiranswerswiththeclass.3.Checktheanswerswiththeclass.Page13,3c1.Askstudentstolookatthefirstsignandreadtherules.Thenwritetherulesfortheothersignsusingdifferentexpressionsliketheexample.2.Choosethreeorfourstudentstosharetheiranswerswiththeclass.3.Checktheanswerswiththeclass.以講練結(jié)合的方式讓學(xué)生掌握本節(jié)課語法。Page13,3d1.Askstudentstoworkingroupsandbrainstormthreerulesforoneoftheplacesbelow.library,schooldininghall,park,cinema,hospital2.Letstudentsdrawsignstoshowtherules.3.Askstudentstosharetheirsignsinclassandexplainwhattheymean.4.Showanexampletostudents.Forexample,inthelibrary,wemustn'tmakenoise.Wecan'teatinthelibrary.Wemusttakegoodcareofbooks.通過對目標(biāo)語言進(jìn)行口頭訓(xùn)練，學(xué)生的語言交際能力也能有所提升。Step3Homework1.Rememberthewordsandphrasesinthislesson.2.Finishtheexercises教學(xué)反思第四課時SectionB(1a－2c)學(xué)習(xí)目標(biāo)Inthislesson,studentswill:1.understandAlice'sletterandDr.Know'spletethelettertoDr.Know.3.writeareplytoEricasDr.Know.教學(xué)建議Step1Lead-inShowsomepicturesofhomerulestostudentsandletthemdescribethepicturesbyusingtheimperativesentences.通過圖片的方式引入話題家庭規(guī)則，激發(fā)學(xué)生的學(xué)習(xí)興趣。

Step2ReadingComprehension(1b-2c)Pre-readingPage14,1a1.Askstudentstoanswerthefollowingquestions.◆Whataresomeoftherulesinyourhome?◆Whatdoyouthinkofthem?2.Askstudentstosharetheanswerswiththeclass.通過描述家庭規(guī)則引入主題，激發(fā)學(xué)生興趣。While-readingPage14,1b1.Askstudentstoreadthetwolettersquicklyandanswerthequestions.◆WhyisAliceunhappy?◆DoesDr.KnowthinkAliceisright?2.Askstudentstosharetheanswersandthereasons.Page15,1c1.Askstudentstoreadthelettersagainandfinish1cand1d.Thistime,studentsshouldreadcarefullyandgetdetailedinformation.2.Shareanswers.通過完成閱讀任務(wù)，提高學(xué)生抓取關(guān)鍵信息的能力。FurtherthinkingTeacherasksstudentstoanswerthequestions:◆IfyouwereAlice,howwouldyoufeelafterreadingthereply?Willyoufeelbetterorworse?◆IfyouwereDr.Know,whatothersuggestionscouldyougivetoAlice?通過提問發(fā)散學(xué)生的思維，引發(fā)學(xué)生對規(guī)則的認(rèn)識。Post-reading(2a—2c)Writing（以讀促寫）Page15,2a1.AskstudentstocompletethelettertoDr.Knowusingcan,haveto/mustorcan't/mustn't.2.Askstudentstosharetheanswersandtheteacherhelpstocorrectifnecessary.Page15,2b1.Askstudentstochoosethreeimportantrulesfrom2a.Thendiscussthequestionswithapartner.◆Whyiseachruleimportant?◆Whatisyouradviceforeachrule?2.Inviteseveralgroupstosharetheiropinions.Page15,2c1.AskstudentstowriteareplytoEricasDr.Know.Givehimsomeadvice.2.AskstudentstoanalysethestructureofDr.Know'sreplyanduseitasanexample.Salutation：Dear＋人名，Body:Para.1:Showhowtherulesbenefitus.Para.2:RepeatAlice'srulesandanalysethebenefitsofeachrule.Para.3:OfferAliceanewperspectiveonviewingtherules.Para.4:ShowDr.Know'scaringandunderstandingandemphasisethebenefitsofrules.Closi