Unit 2 No Rules, No Order 1a-Pronunciation 教案2025-2026学年人教版（2024）英语七年级上册

Unit 2 No Rules, No Order. SectionA (1a - pronunciation) Teaching goals 1. Students will be able to talk about school rules. 2. Students will be able to pronounce words with the sounds of /iː/, /e/, /ɪə/. 3. Let students realize the importance of following rules. Teaching difficulties Enable students to understand and use the target language to talk about school rules. Teaching steps Step 1. Warming - up Free Talk: How do you feel about your school life? Do you have any interesting things to share? Step 2. Presentation — Pre - listening 1. Present the rules in 1a and explain the meanings of new words and phrases 2. Ask students to tick the rules that their school has and then have a brief discussion Step 3. While - Listening 1. Listen to 1b and then check answers 2. Play the recording again for 1c. 3. Invite some students to share answers and correct them. Step 4. Pair - Work 1. Students work in pairs to talk about the rules in 1c. Example: — Can Mary run in the hallway? — No, she can't. She has to walk in the hallway. 2. Invite some pairs to present their conversations. Step 5. Pronunciation 1. Present the words with different vowel sounds and ask students to listen and repeat. ea: she, please, head, ready ；ee: tree, sleep, bee ；ear: ear, dear, bear 2. Ask students to add one more word to each group and practice 3. Play the chant and ask students to notice the stressed words. Then play it again and have students repeat. Step 6. Summary · Show the pictures and rules in 1a, guide students to understand the meanings of the rules · Pay attention to guiding listening skills · The teacher walks around to monitor each group and provide necessary help · Encourage students to try reading aloud and speak English Homework Practice the pronunciation of the words Blackboard Design Unit 2 No Rules, No Order SA (1a - Pro) Can sb do …? ea ；ee ；ear Self examination In the group discussion session, students' participation was relatively high, but the discussion in some groups was not in - depth enough. In future teaching, further guide students to learn through effective cooperation. Unit 2 No Rules, No Order Section A (2a - 2f) Teaching goals 1. Master the sentence structures “We can’t…” “We must not…” 2. Be able to read and understand texts about rules Teaching difficulties Be able to express opinions about school rules using “mustn’t, can’t” and “have to” Teaching steps Step 1. Warm - up Free Talk: What do you do at school every day? Step 2. Listening 1. Show images and sentences in 2a and ask students to predict 2. Play the radio, and circle 3. Play again and check answers, pay attention to “pencil, box, pen, locker”, etc. Step 3. Reading and Discussion 1. Reading 1). Read 2b quickly and complete Tom’s note 2). Work in pairs to discuss Qs in 2c. 3). Share findings with the class. 4). Play the recording for 2e and ask students to pay attention to stressed words. 5). Students follow the recording and imitate the pronunciation and intonation. 6). Role - play the dialogue 2. Group Discussion 1). Students discuss school rules in groups. 2). Each group selects a representative to report their findings to the class. Other students listen attentively and can ask Qs or make additions. Step 4. Summary · Guide students to recall campus life and create learning situations · Listening skills guidance · The teacher should roam the classroom and guide · Pay attention to guiding students to use learned sentence patterns to express opinions correctly · Other students should listen carefully, ask questions, and make supplements Homework Design Have students recite the dialogue in 2b Blackboard Design Unit 2 No Rules, No Order SA (2a - 2f) School Rules We cannot … We have to … We must not … We can … Unit 2 No Rules, No Order SA Grammar Teaching goals 1. Understand and use the modal verbs “can, have to, must, can’t, mustn’t” correctly 2. Be able to write simple rules Teaching difficulties Develop the awareness of abiding by rules and regulations in daily life and respect others. Teaching steps Step 1. Warming - up Greet and have a free talk Step 2. Presentation 1. Read the sentences aloud with students 2. Ask students to circle the words that introduce reasons and discuss why these words are used. 3. Explain the usage of the modal verbs “can, have to, must, and can’t, mustn’t” Step 3. Practice 1. Finish 3a, read the sentences 1. Discuss the reasons together and explain the meaning of each sentence 2. Finish 3b. Complete the sentences using “can, have to / must, or can’t / mustn’t” 2. Students work individually to complete the sentences. 2. Check answers together and explain any mistakes and difficulties. 3. Group work: Make rules 2. Students work together to write the rules for the place using the modal verbs. Step 4. Production 1. Have each group present their rules to the class. 2. Discussion: Which rules do you think are the most important? Why? 2. Encourage students to express their opinions and reasons. Step 5. Summary · Check if students initially understand and identify related imperative sentences · Guide students to summarize imperative sentences and related grammar knowledge of modal verbs · Promote language internalization, transition from learning and understanding to practical application, and prepare for more real - life expressions later. · Students, under the teacher’s guidance, create situations, make and design their own rules, identify and explain them. Homework Write a short passage about the rules in your school using at least five sentences with the modal verbs Blackboard Design Unit 2 No Rules, No Order SA GF can , have to / must can’t / mustn’t Self examination This lesson is student - centered, constructing effective dialogue situations, guiding students to perceive and use target sentence patterns, and students learn and apply, improving comprehensive abilities. Unit 2 No Rules, No Order! (Section B 1a - 1c) Teaching goals 1. Be able to understand and use the key vocabulary and sentence structures related to rules and feelings. 2. Develop logical thinking and the ability to express feelings. Teaching difficulties Enable students to express their thoughts and feelings about rules in English Teaching steps Step 1. Warming - up Free Talk: · How was your weekend? · Did you have a good time? · Do you have many rules at home or at school? Step 2. Pre - reading Ask students to read the passage quickly and predict what the passage might be about. Step 3. While - reading 1. Fast Reading 1). Read quickly and check the prediction 2). Read again and answer: Why is Alice unhappy? 2. Careful Reading 1). Read the passage carefully and complete the table. 2). Work in pairs to check answers. 3). Invite some students to share their answers. Step 4. Post - reading 1. Group Work 1). Divide students into groups and answer: · ① Do you think Alice’s rules are strict? Why or why not? · ② What rules do you think are important at home & school? Why? Encourage students to express their opinions. 2. Role - play Have 2 students act as Alice and Dr know. Other students listen carefully and give comments. Step 5. Summary & Homework · Pay attention to reading strategy guidance. The teacher should focus on students and provide timely help. · Guide students to use questions to understand the passage and enhance reading skills. · Group Work enhances students’ sense of cooperation and forms a good atmosphere. Homework Preview the next part of the unit Blackboard Design Unit 2 No Rules, No Order Section B (1a - 1c) Home / School Rules: Dr know’s advice: Self examination During the teaching process, pay attention to students’ classroom performance and participation, especially in group discussions and speaking evaluations. Unit 2 No Rules, No Order! Section B (2a - 2c) Teaching goals 1. Be able to understand and use the modal verbs “can”, “have to”, “must”, “mustn’t” correctly. 2. Understand the main idea and details of the passage. Teaching difficulties Expressing personal opinions and giving reasonable advice on rules. Teaching steps Step 1. Warming - up Free Talk: · Do you have any rules at home or at school? · What are they? Step 2. Pre - reading 1. Predict what the passage might be about. Tips: Present the title “No Rules, No Order” 2. Show pictures and ask students to describe them using words and phrases they know. Step 3. While - reading 1. Fast - reading 1). Ask students to read the letter in 2a quickly and find out the main problem of Eric 2). After reading, invite a student to summarize the main idea. 2. Careful reading 1). Read the letter again and complete the blanks with the correct modal verbs “can”, “have to”, “must”, or “can’t”, “mustn’t” 2). Check the answers together and explain. 3). Ask students to underline the rules mentioned in the letter. Step 4. Post - reading 1. Group discussion Discuss the questions in 2b with partners, then write. 2. Presentation and Feedback 1). Invite some students to display 2). Provide feedback Step 5. Summary and Homework · Students quickly read the letter to understand the general idea. · Guide students to analyze the structure and content of the letter. · The teacher should walk around to offer help. Homework Rewrite their reply letters. Blackboard Design Unit 2 No Rules, No Order Section B (2a - 2c) have to ________ can’t ________ mustn’t ________ Self examination During the teaching process, the introduction with pictures stimulated students’ interest. The reading and discussion sessions effectively developed students’ language and thinking abilities. Unit 2 No Rules, No Order Section B Project Teaching goals 1. Help students understand goals and come up with class rules. 2. Guide students to work in groups to design an attractive poster presenting the class rules. Teaching difficulties How to inspire students to think deeply and come up with creative and practical class rules. Teaching steps Step 1. Warming - up 1. Free Talk: 1. How do you feel about your school life? 2. What do you think is important for a good class? 2. Show some pictures of a messy and a tidy classroom, and ask students to compare and express their feelings. Step 2. Presentation 1. Present 4 goals: learn better, have fun in school, get along well, take care of the classroom 2. Each group is assigned the chosen goal and asked to brainstorm 5 - 10 rules to help achieve it. Encourage them to think creatively and write down the rules. 3. Walk around the classroom to observe and provide necessary guidance and language support. Step 3. Group sharing 1. Each group takes turns to present their brainstormed rules to the class. 2. Other groups can give comments and suggestions. Step 4. Poster Designing 1. Work together to design a poster for their rules. 2. Encourage students to be creative and show teamwork. Step 5. Presentation and Evaluation 1. Invite some groups to show their posters. 2. The whole class votes for the best poster. Step 6. Summary and Homework · Through direct comparison, let students experience the significance of rules. · Present goals, have group discussions and selections, and experience the meaning of cooperation. · The teacher needs to pay attention to students and provide necessary help. · The teacher should focus on evaluating the rationality, feasibility, and effectiveness of the rules. Homework Review the class rules at home and think about how they can follow them in daily life. Blackboard Design Unit 2 No Rules, No Order! Section B Project! learn better ；have fun at school get along well ；take care of the classroom Self examination During the teaching process, pay attention to students’ individual differences, provide more opportunities for students to practice oral English skills, and at the same time, strengthen the guidance of group discussions. 学科网（北京）股份有限公司 $$