2024人教版七年级英语下册 Units 1~8全册教案（单元教学设计）

【新教材】人教版（2024）七年级下册英语Units1~8全

册教案（单元教学设计）

Unit1AnimalFriends单元教学设计

单元整体分析

主题：AnimalFriends

语法重点：Wh-questions;Adjectives;Pluralnouns

核心词汇:fox,lion,tiger,giraffe,monkey,eagle,wolf,penguin,scary,

clever,dangerous,cute...

核心技能：Listeningandtalkingaboutanimalpreferences;Reading

andwritingaboutanimals;Designingandpresentingazoo.

单元教学目标

Bytheendofthisunit,studentswillbeableto:

1.Namecommonanimalsandexpresslikes/dislikes.

2.Askandanswerquestionsusing"Why...?Because..."togivereasons.

3.Readashortpostaboutananimalandextractkeyinformation.

4.Writeashortparagraphdescribingtheirfavouriteanimal.

5.Workinagrouptodesignandpresentasimplezooplan.

分课时教学设计

Period1:SectionAListening&Speaking

教学内容分析：

本课时是单元导入课，聚焦于动物主题的听说。学生将通过图片和声

音学习常见动物词汇，并通过情景对话初步感知和运用“Whydoyou

like...?Becausetheyare...n这一核心问答句型，为整个单元的学习奠定

话题和语言基础。

第1页共141页

教学目标：

1.Tolearnnamesofcommonanimals.

2.Tounderstandandusethesentencepattern:"Whydoyoulike...?

Becausetheyare..."

教学重难点：

重点：Animalvocabulary;The"Why-Because"Q&Astructure.

难点:Correctlyusingadjectives(eg,scary,clever)togivereasons.

Pronunciationofnewanimalwords(e.g.,giraffe,penguin).

教学方法与教学准备：

方法：情景导入法、视听法、交际法。

准备：动物叫声音频、动物图片/卡片、教材听力录音。

教学流程：

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

Playsoundsofdifferentanimals.Ask:"Whatanimalisit?"

Transition:"Great!Youknowmanyanimals.Today,let'smeet

moreanimalfriendsandlearnhowtotalkaboutthem."

2.VocabularyPresentation(10mins)

Showpicturesofanimals.Presentanddrillthewords.Use

flashcardsformatchinggames(picture-word).

Transition:"Nowyouknowtheirnames.Let'slistentosome

studentsatthezoo.Whatanimalsdotheylike?"

3.ListeningPractice(10mins)

Playlbandlc.Studentscompletesimpletasks(eg,circlethe

animal,ticktrue/false).

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Checkanswers.Playkeysentencesagainifneeded.

Transition:"Theytalkaboutwhytheylikeanimals.Let'slearnhow

toaskandanswer'why'questions."

4.ControlledPractice(10mins)

Writemodelsentencesontheboard:"Whydoyoulike(monkeys)?

Becausetheyare(clever/funny)."

Drillchorallyandindividually.Dopairwork:StudentAasks,

StudentBanswersusingpictureprompts.

Transition:"Goodjob!Now,findanewpartnerandaskabout

theirfavouriteanimal.Don'tforgettoask'why'."

5.Wrap-up&Assignment(5mins)

Brieflyreviewkeywordsandthesentencepattern.

Assignment:Drawyourfavouriteanimalandwriteonesentence:

"Ilikebecausetheyare

教学反思关注点：

Werestudentsabletopronouncenewanimalwordscorrectly?

Didtheystrugglewiththewordorderin"Whydoyoulike...?"or

choosingappropriateadjectivesfor"Because..."?

Wasthelisteningspeedappropriate?Didbackgroundnoiseor

pronunciationaffectcomprehension?

Blackboarddesign:

Unit1AnimalFriends(Period1)

Animals:

panda,lion,tiger;monkey,elephant,giraffe...

第3页共141页

KeySentences:

A:Whydoyoulike(pandas)?

B:Becausetheyare(cute/interesting...).

Period2:SectionAPronunciation&Dialogue(2a)

教学内容分析：

本课时整合了语音训练与对话学习。学生将系统学习/e4/出/,/旷三个

元音音素的发音，并通过2a对话(关于企鹅)在真实语境中巩固发音，

同时复习和深化关于动物喜好的表达，提升口语流利度。

教学目标：

1.Topracticeanddistinguishthesounds/e/ae/,and/□/.

2.Tounderstandandrole-playthedialogueaboutpenguins.

教学重难点：

重点：Pronunciationoftargetsounds;Fluencyinreadingthedialogue.

难点：Distinguishingbetween/e/(asin"game")and/ae/(asin"cat").

Readingwithnaturalintonationandlinkinginthedialogue.

教学方法与教学准备：

方法：模仿练习法、角色扮演法、小组合作。

准备：音标卡片、单词卡片(含例词)、教材对话录音。

教学流程：

1.PronunciationFocus(15mins)

Modelthesounds/e/ae/,/□/.Useexamplewordsfromthe

book(game,cat,walk).

Studentslistenandrepeat.Useminimalpairpractice:"game"vs.

"gam"(nonsensewordwith/ae/),"rain"vs."ran".

Activity:"SoundSortingGame".Givegroupswordcards.They

sortthembythevowelsound.

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Transition:"Excellentpronunciationpractice!Now,let'sputthese

wordsintoarealconversation."

2.DialogueLearning(20mins)

Step1:Listen&Understand.Play2a.Askagistquestion:"What

animalaretheytalkingabout?"(Penguins).

Step2:Listen&Repeat.Playagainsentencebysentence.

Studentsrepeat,focusingonpronunciationandrhythm.

Step3:Practice.Studentspracticethedialogueinpairs.

Transition:"Youreaditwell.Now,canyoubePeter,FuXing,and

TengFei?Let'sactitout!"

3.Role-play&Consolidation(10mins)

Pairsperformthedialogue.Encouragethemtousegestures(eg,

pointing,walkinglikeapenguin).

Askafewpairstoperformfortheclass.

Transition:"Wonderfulperformances!Rememberthisdialogue

structure.Youcanuseittotalkaboutotheranimalstoo."

Homework:

与同伴练习朗读2a对话，并尝试用其他动物名称替换“penguin”进

行简单改编。

Blackboarddesign;

Unit1(Period2)

Pronunciation:

/e/game,rain

/ae/cat,fat

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/□/ball,walk

Dialogue(2a):

-What'syourfavouriteanimal?

-1likepenguins.

-Why...?

-Because...

教学反思关注点：

Couldstudentshearandproducethedifferencebetween/e/and

住/?

Duringtherole-play,didstudentsrelyheavilyonthebook,orcould

theyspeaksomewhatnaturally?

Wasthe"SoundSorting"activityeffectiveandmanageableforall

students?

Period3:GrammarFocus(Wh-questions;Adjectives;Plurals)

教学内容分析：

本课时为语法专项课，系统梳理和操练本单元核心语法点：Wh-特殊疑

问句的结构、形容词的用法以及名词复数的规则变化。通过专项练习

和游戏，帮助学生从理解规则到准确运用。

教学目标：

1.ToreviewandpracticeformingWh-questions(What,Why,Where).

2.Touseadjectivescorrectlybeforenouns.

3.Toformpluralnouns(regular-s/-esandirregulare.g.,wolf-wolves).

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教学重难点:

重点:StructureofWh-questions;Positionofacjectives;Basicplural

rules.

难点：Wordorderinquestions(e.g.,"Whereareelephantsfrom?"

vs."Elephantsarefromwhere?").Rememberingirregularplurals

(child/children,sheep/sheep).Choosingthecorrectadjective.

教学方法与教学准备：

方法：归纳法、练习法、游戏法。

准备：语法专项练习卷、动物名词卡片(单复数)。

教学流程：

1.GrammarPresentation(10mins)

Writeexamplesfrompreviouslessonsontheboard.Underline

andcategorize:

Questions:What'syourfavouriteanimal?/Whydoyoulike

them?/Wherearetheyfrom?

Adjectives:Theyarecleveranimals./Ithasalongtrunk.

Plurals:monkey->monkeys,fox->foxes,wolf->wolves.

Transition:"Letslookattherulestogether.Thenwewill

practice."

2.ControlledPractice(15mins)

DistributetheGrammarWorksheet(Unit1).

Studentscompleteexercises(e.g.,fillinthequestionword,

choosethecorrectadjective,writethepluralform).

Teachercirculatestoprovideindividualhelp.

Transition:"Goodworkontheexercises.Nowlet'susegrammar

inamorefunway."

3.Guided&CommunicativePractice(10mins)

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Activity:AnimalDetectiveGame.Inpairs,StudentAthinksofan

animal.StudentBasksupto5Wh-questionstoguessit(e.g.,"Isitbig?",

"Whereisitfrom?","Whatcolorisit?").

Transition:"Greatguessing!Usingquestionshelpsusget

information.Keeppracticingthesegrammarrulesinyourspeakingand

writing."

Homework:

完成语法专项练习卷。

Blackboarddesign:''

Unit1(Period4)Grammar

1.Wh-questions:

What/Where/Why+do/does+S+V...?

2.Adjectives:

Theyarecute/clever/scary.

3.Plurals:

monkey->monkeys

fox->foxes

wolf->wolves

、、、

教学反思关注点；

Whichgrammarpointcausedthemosterrorsontheworksheet?

Duringthegame,didstudentsformquestionscorrectly,ordidthey

strugglewithwordorder?

Werestudentswithv/eakerfoundationabletoparticipateinthegame

withsupport?

第8页共141页

Period4:SectionBReading

教学内容分析：

本课时为阅读课，学生将阅读一篇关于泰国大象的博客帖子。目标是

训练学生通过略读获取主旨、通过细读提取细节信息(如外形、能力、

困境)的阅读技能，并完成思维导图，同时渗透动物保护意识。

教学目标：

1.Toreadandunderstandablogpostaboutelephants.

2.Toextractspecificinformation(looks,abilities,problems)tocomplete

amindmap.

教学重难点：

重点:Understandingthemainideaandspecificdetailsabout

elephants.

难点：Dealingwithnewvocabularyincontext(e.g.,symbol,ivory,

trunk).Understandinglongersentencesdescribingelephants1qualities.

教学方法与教学准备：

方法：任务型阅读法、思维导图法、小组讨论法。

准备：大象图片、阅读文本(可制作PPT或讲义)、空白思维导图

模板。

教学流程：

1.Pre-reading(5mins)

Showapictureofanelephant.Ask:"Whatdoyouknowabout

elephants?Whatdotheylooklike?Wheredotheylive?"

Transition:"Youknowalot!Nowlet'sreadapostfromagirlin

IhailandnamedMalee.Shewilltellusmore."

第9页共141页

2.While-reading(20mins)

FirstReading(Skimming):Studentsreadquickly(1-2mins).Ask:

"Whatisthemainidea?(A:Introducingtheelephantasherfavourite

animal)."

SecondReading(Scanning):Studentsreadcarefully.They

completeamindmapwithheadings:Looks(big,longtrunk),Abilities

(carrythings,swim,remember),Home(Thailand,forests),Problems

(forestscutdown,killedforivory).

Transition:"Youfoundkeyinformation.No叫let'sthink:Whyare

elephantsimportant,andwhatdangersdotheyface?"

3.Post-reading(10mins)

Groupdiscussion:"Howcanwehelpelephants?"Guidethemto

usesimpleideasfromthetext(saveforests,don'tbuyivory).

Brieflyexplainkeyphrases:"lookafter","pickup","cutdown".

Transition:"Protectinganimalsisimportant.Inournextclass,

we'lllearnthegrammartodescribeanimalsbetter."

Homework:

完成阅读文章的思维导图(补充完整)，并写下一条保护大象的建议。

教学反思关注点：

Didskimmingandscanningstrategieswork?Couldstudentsfind

informationquickly?

Wasthemindmaphelpfulinorganizinginformation,orwasit

confusing?

Didstudentsengageinthediscussion,orwasitdifficultforthemto

expressideasinEnglish?

Blackboarddesign:

第10页共141页

Unit1(Period3)TheElephant

MindMap:

Looks:big,longtrunk

Abilities:carrythings,swim,remember

Home:Thailand,forests

Problems:noforests,ivory

Period5:SectionBWriting

教学内容分析：

本课时是写作指导课。学生在阅读范文和分析结构的基础上，运用本

单元所学词汇和句型，撰写一篇介绍自己最喜爱动物的短文C重点在

于段落结构的组织和语言的准确性。

教学目标：

1.Towriteashortparagraphaboutone'sfavouriteanimal.

2.Touseaclearstructure(introduction,description,reason,conclusion)

andlearnedvocabulary/grammar.

教学重难点：

重点：Organizingideasintoaparagraph;Usingdescriptiveadjectives

andcorrectsentences.

难点：Formingcompleteandcorrectsentencesindependently.

Linkingideassmoothly(eg,using"and","because").

教学方法与教学准备：

方法：范文分析法、过程写作法、同伴互评。

准备：写作范文(可板书或打印)、写作框架(worksheet)。

教学流程：

1.ModelAnalysis(10mins)

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ReviewMalee'spostoranothermodel.Analyzethestructureon

theboard:

Sentence1:Stateyourfavouriteanimal.

Sentence2-3:Describeit(looks,abilities).

Sentence4:Saywhyyoulikeit.

Sentence5:Aconcludingsentence(e.g.z"Ithinktheyare

wonderful.").

Transition:"Thisstructuremakesourwritingclear.Let'splanour

ownparagraph."

2.Pre-writingPlanning(10mins)

Studentscompletea"WritingPlanner"worksheet:

Myfavouriteanimal:

Itlooks:_______

Itcan:_______

Ilikeitbecause:

Transition:"Yourplannerisready.Now,turnthesenotesintofull

sentencestomakeaparagraph."

3.WritingTime(15mins)

Studentswritetheirfirstdraftbasedontheirplanner.Teacher

walksaroundtoofferhelpwithvocabularyandsentencestructure.

Transition:"Welldoneonyourfirstdraft.Let'scheckourwork

withafriend."

4.Peer-check&Closing(5mins)

Inpairs,studentsswapdrafts.Theycheckfor:1)Capitalletters

andfullstops.2)Correctspellingoftheanimalname.3)One"because"

sentence.

Transition:"Thankyourpartnerforthehelp.Pleaserewriteyour

第12页共141页

paragraphneatlyforhomework."

Homework:

完成wMyFavouriteAnimalv的写作草稿，并城写至作文本。

Blackboarddesign:''

Unit1(Period5)Writing

MyFavouriteAnimal

1.Whatisit?(It4sa/an...)

2.Whatdoesitlooklike?(Itis...Ithas...)

3.Whatcanitdo?(Itcan...)

4.Whydoyoulikeit?(Because...)

教学反思关注点：

Didthewritingplannereffectivelyhelpstudentsorganizetheir

thoughts?

Whatwerethemostcommonsentence-levelerrors(e.g.,verb

agreement,missingarticles)?

Wasthepeer-checkactivityproductive,ordidstudentslacktheskills

toidentifyerrors?

Period6:Project-DesignaZoo

教学内容分析：

本课时为项目实践课，是单元知识的综合运用与输出。学生通过小组

合作，设计一个动物园并展示设计理念，在真实、有趣的交际任务中

整合运用本单元关于动物、描述和原因的语言知识。

教学目标：

1.Iocollaborateinagrouptodesignasimplezoomap.

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2.TopresentthedesignbrieflyinEnglishusinglearnedlanguage.

教学重难点：

重点:UsingEnglishtocollaborateandpresent;Recyclingunit

vocabulary.

难点：Groupworkdynamics(ensuringparticipation).Producing

sustainedspokenoutputduringpresentation.

教学方法与教学准备：

方法：项目式学习法、合作学习法、展示法。

准备：海报纸、彩笔、动物贴纸或图片、项目评价表。

教学流程：

1.ProjectLaunch(5mins)

Explainthetask:"Ingroupsof4-5,designazoo.Yourzoomust

have:1)Aname.2)Atleast5animalareas.3)Areasonforchoosingeach

animal."

Showasimpleexamplesketch.

Transition:"Getintoyourgroupsnowandstartbrainstorming

yourzooideas!"

2.GroupWork&Preparation(20mins)

Groupsworktogetherto:

1.Decideonazooname.

2.Drawasimplemapwithareasfordifferentanimals.

3.Labeltheanimals.

4.Preparea3-sentencepresentation:"Welcometo...Zoo.

Hereyoucansee...Wehave...becausetheyare..."

Teachermonitors,provideslanguagesupport,andmanagestime.

Transition:"Timeisup.Getreadytopresentyourwonderfulzoos

totheclass!"

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3.Presentations&Voting(15mins)

Eachgroupshowstheirmapandgivestheirshortpresentation.

Afterallpresentations,theclassvotesfor"TheMostInteresting

Zoo".

Transition:"Allzoosarefantastic!YouusedyourEnglish

knowledgecreatively.Welldone,everyone!"

Homework:

完善小组的动物园设计海报，准备明天的展示词。

Blackboarddesign:

Unit1(Period6)Project

OurZoo:[ZooName]

Welcometoourzoo!

Hereis/arethe...area.

Wehave...becausetheyare...

教学反思关注点：

Didallgroupmemberscontribute?Howwasthecollaboration

managed?

Duringpresentations,didgroupsrelyonmemorizedchunksoradapt

language?

Wasthetaskmotivating?Diditsuccessfullyconsolidateunitlearning?

Period7:Review&ExtendedReading

教学内容分析：

本课时是单元复习与拓展课。通过游戏和竞赛复习单元核心内容，并

第15页共141页

通过阅读关于章鱼的拓展文章，增加阅读量，巩固阅读策略，同时进

一步激发学生对动物世界的好奇心。

教学目标：

1.ToreviewandconsolidatekeyvocabularyandstructuresfromUnit1.

2.Topracticereadingcomprehensionthroughaslightlylonger,related

text.

教学重难点：

重，点：Activatingalllearnedcontentfromtheunit;Applyingreading

skillstoanewtext.

难点:Maintainingstudentengagementinareviewclass.

Handlingnewvocabularyintheextendedreadingwithouthindering

comprehension.

教学方法与教学准备：

方法：游戏法、任务型阅读法。

准备：复习游戏材料(如词汇闪卡)、拓展阅读文本“TheAmazing

Octopusn、单元小测卷。

教学流程：

1.ReviewGame(15mins)

Game:"AnimalQuizShow".Divideclassintotwoteams.

Round1:Quick-firevocabulary(Showpicture,saytheword).

Round2:Grammarquestions(e.g.,"Makeaquestionwith'Why'

aboutapanda.").

Transition:"Greatenergy!Yourememberalot.Nowlet'stestour

readingskillswithanewtextaboutanotheramazinganimal."

2.ExtendedReading(20mins)

Studentsread"TheAmazingOctopus"(ReadngPlussection).

FirstReading:Silentreadingforgist.Ask:"Whatisamazingabout

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theoctopus?"(eg,threehearts,changescolor).

SecondReading:ReadtocompletesimpleTrue/Falseor

multiple-choicequestions.

Brieflydiscuss:"Whatotheramazinganimalsdoyouknow?"

Transition:"Natureisfullofsurprises.Keeplearningabout

animals!"

3.UnitWrap-up&Mini-check(5mins)

Distributea5-questionmini-quiz(eg,2vocabulary,2grammar,1

readingfromtheoctopustext).Doitquicklyandcheckanswers.

PraisestudentsfortheireffortinUnit1.

Transition:"Unit1iscomplete!You'velearnedsomuchabout

animals.Getreadyforournexttopic!"

Homework:

复习Unit1,准备单元测验。

Blackboarddesign:''

Unit1(Period7)Review

KeyWords:(列出主要动物和形容词)

KeySentences:Why...?Because...

Reading:TheAmazingOctopus

-3hearts

-changecolor

-clever

、、、

教学反思关注点：

Whichareasshowedstrongretentioninthereviewgame?Which

areaswereweak?

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Wastheextendedreadinglevelappropriate?Didthecomprehension

tasksmatchtheirability?

Didthemini-quizresultsalignwithyouroverallassessmentofthe

class'smastery?

四、教学资源建议

-PPTwithanimalpicturesandsounds

-Flashcardsforanimalsandadjectives

-Audiorecordingsforlisteningandpronunciation

-Worksheets(GrammarFocus,WritingPlanner)

-Posterpaperandcoloredmarkersfortheproject

-Copiesoftheextendedreadingtext

五、评价建议

-FormativeAssessment:

-Observationofpair/groupwork.

-Completionandqualityofworksheetsandwritingassignments.

-Participationinclassactivitiesandpresentations.

-SummativeAssessment:

-Unit1Mini-quiz(Vocabulary,Grammar,Reading).

-Finalwrittenparagraphaboutfavouriteanimal.

-Projectcontributionandpresentation.

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)

第18页共141页

核心词》匚：rule,arrive,hallway,uniform,litter,polite,haveto,must,

mobilephone...

核心技能：Talkingaboutrules;Understandingandgivingadvice;

Writingaletterofadvice.

二、单元教学目标

Bytheendofthisunit,studentswillbeableto:

1.Understandandtalkaboutrulesindifferentplaces(school,home).

2.Useimperativesandmodalverbstostaterulesandobligations.

3.Readaletterofcomplaintandareplygivingadvice.

4.Writeasimplelettertogiveadviceonrules.

分课时教学设计

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'con/8n't,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:Differentiatingbelween'musln'l'（禁止）and'don'thaveto'（不

必）.Pronunciationofhaveto'/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。

第19页共141页

教学流程：

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

Showpicturesofschoolscenes(runninginhall,wearinguniform).

Ask:“Isthisgoodornot?Whatshouldwedo?”

Transition:"Good,youalreadyknowsomerules.Let'slearn

morewaystotalkaboutwhatwecanandcannotdoatschool.n

2.Vocabulary&Listening(15mins)

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

matchpictureswithphrases.

Listentolb.Ticktherulesmentioned.Listenagaintocomplete

sentencesaboutMary,Sally,Tony.

Transition:"Ycuheardtherulps.New,lpt,stalkaboutthpm

using'can'and'must'

3.ControlledPractice(15mins)

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

towearauniform?Yes,youdo.”

Pairwork:Usepicturesfromlatoaskandanswer:"Canshe...?

Whatdocsshehavetodo?”

Transition:"Greatpractice.Now,let'slistentoanother

conversationwhereanewstudentlearnstherules.”

4.Wrap-up&Assignment(5mins)

Reviewkeyphrasesforrules.Assignhomework:List3school

rulesusing'can't'or'must'.

Traribiliun:"Rerneniber,ruleshelpus.Bringyuurlistlurnurruw."

Homework:

列出3条你们学校的规则，用'cant或'must'表达。

Blackboarddesign:''

Unit2NoRules,NoOrder(Pl)

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Rules:

Don'trun./Beontime./Wearuniforms.

can/can't

must/mustn,t

、、、

教学反思关注点：

Didstudentsconfuse'mustn't'withdon'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际语调。

教学重难点：

重点：Pronouncingsounds/i:/,/e/,/D/,/SO/;Role-playingadialogue

aboutschoolrules.

难点：Sentencestressinrulesandpoliterequests.Usingcorrect

intonationinquestions.

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)

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Model:'/\,r(she,tree),'/e/'(bed,head),7^/'(dear),7^/'

(bear).

Listenandrepeat.Chanttherhythm:"Beontime.Don'tbelate

forclass.M

Transition:"Goodrhythm!Now,let*slistentoaconversation

withthesesounds.n

2.DialogueLearning(2Dmins)

Listento2a(Tom&Anne).Firstlistening:WhatrulesdoesAnne

tellTom?

Secondlistening:FillinTom*snoteaboutrules(nosnacks,

phonesoff...).

Practiceroadinginpairs,focusingonstress("WPcan'tpatsnacks

inclass.v).

Transition:"Now,youareTomandAnne.Actitout!”

3.Role-play&Expansion(10mins)

Pairsperform.Then,createanewruleforTom(eg,about

homework),Addonelinetothedialogue.

Transition:"Rulesareeverywhere.Next,we4IIreadaboutrules

athome.”

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

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Dialogue:

Wecan'teatsnacks.

Wemustn'tusephones.

Wehaveto...

教学反思关注点：

Couldstudentsimitatethesentencestresscorrectly?

Weretheyabletoextractspecificruleinformationfromthedialogue?

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：Understandingthestructureofacomplaintletterandareply;

Identifyingproblemsandadvice.

难点：Comprehendingthetoneofcomplaintandthepersuasivetone

ofadvice.Phraseslike“focuson”，“buildschoolspirit”.

教学方法与教学准备：

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?Doyoulikethem

all?

Transition:"AgirlnamedAlicehasmanyrulestoo.Let'sreadher

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letterto'DrKnow'

2.While-reading(20mins)

ReadAlice'sletter.Underlineherproblems(havetomakebed,

canttusephone...).

ReadDrKnow'sreply.Circletheadvice(Youcanusephoneat

home...).

CompleteaT-chart:"Alice'sProblemsnvs."DrKnow's

Advice”.

Transition:"So,rulescanbehelpful.WhatdoyouthinkofDr

Know'sadvice?n

3.Post-reading(10mins)

Discuss:DoyouagreewithDrKnow?Whyorwhynot?

Transition:"Givinggoodadviceisaskill.Nextclass,weMllearn

thegrammartodoitwell."

Homework:

完成Alice的“问题与建议”对比图表。

Blackboarddesign:'''

Unit2(P3)Letters

Alice"sProblems:

-havetomakebed

■can'tusephone

DrKnowSAdvice:

-Youcanusephoneathome.

-Ruleshelpyou.

、、、

教学反思关注点：

Didstudentsgraspthepurposeofeachpartoftheletters?

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Couldtheydistinguishbetweenfactualcomplaintsandsubjective

advice?

Wasthediscussionproductiveindevelopingcriticalthinkingabout

rules?

Period4:GrammarFocus(Imperatives&ModalVerbs)

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'trun.')

imperatives;Using'can\'haveto','must'correctly.

难点：Choosingbetween'haveto'(externalrule)andmust'(internal

feeling).Formingquestionswithhaveto'.

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'=strongobligation;'Have

to'=externalobligation.

Transition:"Let'ssolidifytheseruleswithpractice.v

2.ControlledPractice(15mins)

Completesentencesusing'can\'haveto','must'(eg,You

waityourturn.Ifeedmydog.).

Transformstatementsintoimperatives(e.g.,Youmustbequiet.->

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Bequiet./Youcan'tsmokehere.->Don5tsmokehere.).

Transition:"Good.Now,let'sapplythistorealsituations.n

3.GuidedPractice(10mins)

Ingroups,brainstorm3rulesforalibraryusingtargetgrammar.

Writethemonaposter.

Sharewiththeclass:"Inourlibrary,youmust…Youcan't…”

Transition:"Perfect!Nowyoucanclearlystaterules.Tomorrow,

we'IIwriteadvice.M

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C

准备：语法规则总结卡片、情境任务卡、练习卷。

Blackboarddesign:''

Unit2(P4)Grammar

Imperatives:

(+)Listencarefully./Bequiet.

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

ModalVerbs:

can(permission/ability)

must(strongobligation)

haveto(externalrule)

、、、

教学反思关注点：

Whatwasthemostcommonerror:imperativeformormodalverb

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choice?

Didthegroupposteractivityhelpinternalizethegrammar?

Howwelldidweakerstudentsparticipateintheguidedpractice?

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。

教