2024人教版七年级下册英语Unit 2 No Rules,No Order 单元教学设计

【新教材】人教版2024七年级下册英语Unit2NoRules,

NoOrder单元教学设计

一、单元整体分析

主题：RulesandAdvice

语法重点：Imperatives;Modalverbs(can,haveto,must)

核心词汇：rule,arrive,hallway,uniform,litter,polite,have

to,must,mobilephone...

核心技能：Talkingaboutrules;Understandingandgiving

advice;Writingaletterofadvice.

二、单元教学目标

Bytheendofthisunit,studentswillbeableto:

1.Understandandtalkaboutrulesindifferentplaces(school,

home).

2.Useimperativesandmodalverbstostaterulesand

obligations.

3.Readaletterofcomplaintandareplygivingadvice.

4.Writeasimplelettertogiveadviceonrules.

分课时教学设计

第1页共19页

Period1:SectionAListening&Speaking(SchoolRules)

教学内容分析:本课时引入“规则”主题，学习学校常见规则

的表达，核心是理解并初步运用情态动词'can/can气

must/mustn't'来谈论许可和义务，为后续深入学习祈使句

和情态动词打下基础。

教学重难点：

重点:Understandingcommonschoolrules;Using

'can/can't','must/mustn't'.

难点:Differentiatingbetween'mustn't'(禁止)and'don't

haveto'(不必).Pronunciationof'haveto'/haefta/.

教学方法与教学准备：

方法：情景法、视听法、交际法。

准备：学校场景图片、规则短语卡片、听力录音。

教学流程：

1.Warm-up&Lead-in(5mins)

Showpicturesofschoolscenes(runninginhall,

wearinguniform).Ask:"Isthisgoodornot?Whatshouldwe

do?”

Transition:"Good,youalreadyknowsomerules.Let

第2页共19页

4slearnmorewaystotalkaboutwhatwecanandcannotdo

atschool.”

2.Vocabulary&Listening(15mins)

Presentrulephrases(Don'trun.Beontime.etc.).

Studentsmatchpictureswithphrases.

Listentolb.Ticktherulesmentioned.Listenagainto

completesentencesaboutMary,Sally,Tony.

Transition:"Youheardtherules.Now,let'stalkabout

themusing'can'and'must'

3.ControlledPractice(15mins)

Drill:uCanIrun?No,youcan't.Youmustwalk."/

“DoIhavetowearauniform?Yes,youdo.”

Pairwork:Usepicturesfromlatoaskandanswer:

“Canshe...?Whatdoesshehavetodo?”

Transition:"Greatpractice.Now,let'slistento

anotherconversationwhereanewstudentlearnstherules.v

4.Wrap-up&Assignment(5mins)

Reviewkeyphrasesforrules.Assignhomework:List3

schoolrulesusing'can't'or'must'.

Transition:uRemember,ruleshelpus.Bringyourlist

tomorrow.,,

Homework:

第3页共19页

列出3条你们学校的规则,用'can't'或'must'表达。

Blackboarddesign:''

Unit2NoRules,NoOrder(Pl)

Rules:

Don'trun./Beontime./Wearuniforms.

can/can't

must/mustn,t

、、、

教学反思关注点：

Didstudentsconfuse'mustn't'with'don'thaveto'?

Wasthepronunciationof'haveto'clear?

CouldtheyusethemodalverbscorrectlyinsimpleQ&A?

Period2:SectionAPronunciation&Dialogue(2a)

教学内容分析:本课时结合语音训练与对话学习。学生练习/i

:/,/e/,/»等音标，并通过2a对话(新生了解校规)在真实

语境中巩固发音和规则用语，重点模仿句子重音和礼貌的交

第4页共19页

际语调。

教学重难点：

重点：

Pronouncingsounds/i:/z/e/,/R/,/EQ/;Role-playinga

dialogueaboutschoolrules.

难点:Sentencestressinrulesandpoliterequests.Using

correctintonationinquestions.

教学方法与教学准备：

方法：模仿练习、角色扮演、小组合作。

准备：音标卡片、对话录音、句子重音标注示例。

教学流程：

1.PronunciationFocus(15mins)

Model:'/i:/'(she,tree),'/e/'(bed,head),'/B/'(dear),

'/so/'(bear).

Listenandrepeat.Chanttherhythm:"Beontime.

Don'tbelateforclass.”

Transition:uGoodrhythmINow,let'slistentoa

conversationwiththesesounds.v

2.DialogueLearning(20mins)

Listento2a(Tom&Anne).Firstlistening:Whatrules

doesAnnetellTom?

第5页共19页

Secondlistening:FillinTom'snoteaboutrules(no

snacks,phonesoff...).

Practicereadinginpairs,focusingonstress("Wecan'

teatsnacksinclass.").

Transition:"Now,youareTomandAnne.Actitout!”

3.Role-play&Expansion(10mins)

Pairsperform.Then,createanewruleforTom(e.g.,

abouthomework).Addonelinetothedialogue.

Transition:"Rulesareeverywhere.Next,we'llread

aboutrulesathome.”

Homework:

与同伴背诵或熟练朗读2a对话。

Blackboarddesign:''

Unit2(P2)

Sounds:

/i：/she,tree

/e/bed,head

/D/dear

Dialogue:

第6页共19页

Wecan'teatsnacks.

Wemustn'tusephones.

Wehaveto...

教学反思关注点：

Couldstudentsimitatethesentencestresscorrectly?

Weretheyabletoextractspecificruleinformationfromthe

dialogue?

Didtherole-playencouragenaturaluseoflanguage?

Period3:SectionBReading(ALetterofComplaint&Advice)

教学内容分析:本课时是阅读课，学习一封抱怨家规的信和一

篇提出建议的回信。目标是理解信件文体，分析问题与建议,

并引导学生辩证地看待规则，为写作建议信提供范例。

教学重难点：

重点：Understandingthestructureofacomplaintletterand

areply;Identifyingproblemsandadvice.

难点：Comprehendingthetoneofcomplaintandthe

persuasivetoneofadvice.Phraseslikeufocuson”,“build

schoolspiritv.

教学方法与教学准备：

第7页共19页

方法：对比阅读法、图表归纳法、讨论法。

准备：两封信件的文本、T型对比图（问题vs.建议）。

教学流程：

1.Pre-reading(5mins)

Brainstorm:Whatrulesdoyouhaveathome?Doyou

likethemall?

Transition:"AgirlnamedAlicehasmanyrulestoo.Let

'sreadherletterto'DrKnow'

2.While-reading(20mins)

ReadAlice'sletter.Underlineherproblems(haveto

makebed,can'tusephone...).

ReadDrKnow'sreply.Circletheadvice(Youcanuse

phoneathome...).

CompleteaT-chart:"Alice'sProblems”vs.“Dr

Know'sAdvicev.

Transition:"So,rulescanbehelpful.Whatdoyou

thinkofDrKnow'sadvice?”

3.Post-reading(10mins)

Discuss:DoyouagreewithDrKnow?Whyorwhynot?

Transition:"Givinggoodadviceisaskill.Nextclass,we

"lllearnthegrammartodoitwell.”

第8页共19页

Homework:

完成Alice的“问题与建议”对比图表。

Blackboarddesign:''

Unit2(P3)Letters

Alice4sProblems:

-havetomakebed

■can'tusephone

DrKnow"sAdvice:

-Youcanusephoneathome.

-Ruleshelpyou.

、、、

教学反思关注点：

Didstudentsgraspthepurposeofeachpartoftheletters?

Couldtheydistinguishbetweenfactualcomplaintsand

subjectiveadvice?

Wasthediscussionproductiveindevelopingcriticalthinking

aboutrules?

Period4:GrammarFocus(Imperatives&ModalVerbs)

第9页共19页

教学内容分析:本课时系统学习祈使句(肯定与否定)以及情

态动词'can,must,haveto'的用法区别。通过练习和情境活动,

帮助学生准确使用这些句式来表达规则、义务和许可。

教学重难点：

重点：Formingpositive('Bequiet.')andnegative('Don't

run.')imperatives;Using'can','haveto','must'correctly.

难点：Choosingbetween'haveto'(externalrule)and'must'

(internalfeeling).Formingquestionswith'haveto'.

教学方法与教学准备：

方法：演绎归纳法、情境造句法、小组竞赛。

准备：语法规则总结卡片、情境任务卡、练习卷。

教学流程：

1.GrammarPresentation(10mins)

Writeexamplesfromtheunit.Elicitrules:

Imperative:Verbbaseform.'Don't'+verb.

'Can'=permission/ability;'Must'=strong

obligation;'Haveto'=externalobligation.

Transition:"Let'ssolidifytheseruleswithpractice.v

2.ControlledPractice(15mins)

Completesentencesusing'can','haveto','must'(e.g.,

Youwaityourturn.Ifeedmydog.).

第10页共19页

Transformstatementsintoimperatives(e.g.,Youmust

bequiet.->Bequiet./YoucanJtsmokehere.->Don,tsmoke

here.).

Transition:"Good.Now,let'sapplythistoreal

situations/7

3.GuidedPractice(10mins)

Ingroups,brainstorm3rulesforalibraryusingtarget

grammar.Writethemonaposter.

Sharewiththeclass:ulnourlibrary,youmust---You

can't…”

Transition:uPerfect!Nowyoucanclearlystaterules.

Tomorrow,we'IIwriteadvice.”

Homework:

完成语法练习卷；为图书馆设计2条规则(用祈使句和情态

动词)。教学方法与教学准备：

方法：演绎归纳法、情境造句法、小组竞赛。

准备：语法规则总结卡片、情境任务卡、练习卷。

Blackboarddesign:''

Unit2(P4)Grammar

第11页共19页

Imperatives:

(+)Listencarefully./Bequiet.

(-)Don'trim./Don'tbelate.

ModalVerbs:

can(permission/ability)

must(strongobligation)

haveto(externalrule)

、、、

教学反思关注点：

Whatwasthemostcommonerror:imperativeformor

modalverbchoice?

Didthegroupposteractivityhelpinternalizethegrammar?

Howwelldidweakerstudentsparticipateintheguided

practice?

Period5:SectionBWriting(ALetterofAdvice)

教学内容分析:本课时是写作课，学习撰写一封简单的建议信。

学生将运用阅读课学到的信件结构和本单元语法，针对“Eric

的烦恼”提出合理、礼貌的建议，完成从输入到输出的转化。

第12页共19页

教学重难点:

重点：Usingthecorrectformatforaninformalletter;

Organizingadviceusingmodalverbs.

难点:Usingappropriatepolitelanguage('Youcan...',

'Maybeyoushould...').Structuringparagraphs(problem->

advice->encouragement).

教学方法与教学准备：

方法：范文仿写法、过程写作法、同伴互评。

准备：建议信写作框架、Eric的来信文本。

教学流程：

1.Model&Structure(10mins)

ReviewDrKnow'sreply.Identifystructure:Greeting->

Acknowledgeproblem->Giveadvice->Closing.

Highlightusefulphrases:"Iknowitcanbedifficult.

uButyoucanthinkabout...vuWhydon'tyou...？”

Transition:uNow,let,splanareplyto'Eric'from

thebook.v

2.Planning&Drafting(15mins)

ReadEric4sproblem(2a).Brainstormadviceinpairs.

Studentsfillawritingframe:Greeting->Iunderstand...

->Myadviceis...->Youcan...->Closing.

第13页共19页

Transition:"Useyourplantowritethefirstdraftof

yourletter.”

3.Writing&Peer-check(10mins)

Studentswritedrafts.Then,swapwithapartnerto

check:1)Didtheyuse'can/should/must'?2)Isitpolite?

Transition:uReviseyourletterbasedonyourpartner

'sfeedbackforhomework.^^

Homework:

完成给Eric的建议信草稿。

Blackboarddesign:''

Unit2(P5)WritingALetterofAdvice

Structure:

1.Dear

2.1knowit"sdifficult...

3.Myadvice:Youcan/should...

Don"t.../Youmust...

4.Ihope...

教学反思关注点:

第14页共19页

Didstudentssuccessfullytransferthemodelstructureto

theirownwriting?

Wastheiradvicepracticalandexpressedwithappropriate

modals?

Didpeer-checkfocusonlanguage,orjustspelling?

Period6:Project-MakeClassRules

教学内容分析:本课时是合作项目课。学生小组讨论并制定班

级公约，然后设计成海报进行宣讲。这是语言知识、合作能

力与公民素养的综合实践，强调用英语做有意义的事。

教学重难点：

重点：CollaborativediscussioninEnglish;Presentingrules

clearly.

难点：Reachingconsensusinagroup;Explainingthereason

foraruleinEnglish.

教学方法与教学准备：

方法：项目式学习、合作学习、展示评价。

准备：海报纸、彩笔、小组讨论指引、评价标准。

教学流程：

1.ProjectLaunch(5mins)

第15页共19页

Explaingoal:"Asaclass,wewillcreate5important

rules.First,insmallgroups,proposerulesforonegoal(eg,

learnbetter).”

Transition:"Getintoyourgroupsandstartdiscussing.

Remembertogivereasons!”

2.GroupWork(20mins)

Groupsdiscussandchoose3bestrules.Theywrite

themonaposterwithareason(eg,"Wemustlistentothe

teacher.Why?Ithelpsuslearn.").

Teachermonitors,provideslanguagesupport(ulthink

weshould---because…").

Transition:"Timetopresentyourgroup'sideastothe

wholeclass!”

3.Presentation&Voting(15mins)

Eachgrouppresentstheirrules.Classvotestoselect

thetop5rulesforthefinal“ClassCharter”.

Transition:uExcellent!Theseareourrules.Let'sall

agreetofollowthem.”

Homework:

完善小组的班级规则海报和宣讲词。

Blackboarddesign:'

第16页共19页

Unit2(P6)Project:OurClassRules

Goal:Learnbetter/Getalongwell

Rule1:Wemust...

Rule2:Wecan't…

Rule3:Let's...

教学反思关注点：

WasEnglishusedduringgroupdiscussions,ordidtheylapse

intoLI?

Werethereasonsforruleslogicalandclearlyexpressed?

Didthevotingprocessfeelfairandengaging?

Period7:Review&ExtendedReading

教学内容分析:本课时复习单元重点，并通过阅读公共场所的

规则标识进行拓展。旨在巩固情态动词和祈使句的运用，同

时将规则意识从学校延伸至社会公共生活。

教学重难点：

重点：Reviewingunitvocabularyandgrammar;Applying

readingskillstonewtextsaboutrules.

难点：Understandingrulesindifferentpublicplaces(pool,