Unit 4 No Rules, No Orde Section A教学设计 2024-2025学年鲁教版（五四学制）（2024）六年级英语下册

该初中英语教学设计聚焦“规则”主题，涵盖核心词汇（如rule, arrive late等）及句型（Don’t...表禁止、Can we...?表许可）。通过多情境图片（教室、图书馆等）引导学生自由表达“能做/不能做什么”，搭建从生活经验到目标语言的学习支架，自然导入单元主题。 特色在于“全语言技能整合”活动设计，听力排序与填空训练信息捕捉，小组情境对话（食堂、电脑室等场景）提升表达灵活性，阅读速读抓主旨与细读答细节培养思维品质。作业结合家庭规则写作与海报制作，兼顾语言运用与规则意识渗透，教学反思明确改进方向，为教师提供可操作的高效教学方案，助力学生语言能力与学习能力双提升。

Unit 4 No Rules, No Order-Section A Unit 4 “No Rules, No Order” in this textbook focuses on the topic of rules. Section A mainly presents the basic vocabulary related to rules and daily activities, such as “arrive late for class”, “listen to music”, “fight” etc. Students will learn to use the sentence structures “Don’t...” to express prohibitions and “Can we...? Yes, we can. / No, we can’t.” to talk about permissions. Through various listening, speaking, reading and writing activities, students will be able to describe rules in different situations, like in school or at home, and understand the importance of following rules. 教学目标 Knowledge Objectives Students can master the key vocabulary and phrases about rules, such as “rule, arrive, late, hallway, classroom, listen, fight” etc. Students are able to use the sentence patterns “Don’t...” and “Can we...? Yes, we can. / No, we can’t.” correctly in daily conversations. Students will understand the reading passage about school rules and be able to extract key information. Ability Objectives Develop students’ listening skills by listening to dialogues about rules and catching specific information. Improve students’ speaking ability by making conversations about rules in different scenarios. Enhance students’ reading skills, including skimming, scanning and detailed reading, through reading materials related to rules. Train students’ writing skills by asking them to write a short passage about their school rules. Emotional Objectives Cultivate students’ awareness of abiding by rules in daily life and understand the significance of rules for maintaining order. Encourage students to actively participate in class activities and cooperate with their classmates, thus enhancing their teamwork spirit. 教学重难点 Key Points Key vocabulary and phrases related to rules. The usage of “Don’t...” and “Can we...? Yes, we can. / No, we can’t.” sentence patterns. Reading comprehension of the passage about school rules. Difficult Points How to guide students to use the learned sentence patterns flexibly to describe rules in real - life situations. Helping students understand the implicit meaning in the reading passage and draw conclusions about the importance of rules. Vocabulary rule /ruːl/n. 规则；规章 arrive /əˈraɪv/v. 到达 late /leɪt/adv. & adj. 迟到 hallway /ˈhɔːlweɪ/n. 走廊；过道 classroom /ˈklɑːsruːm/n. 教室 listen /ˈlɪsn/v. 听；倾听 fight /faɪt/v. & n. 打架；战斗 Phrases arrive late for class 上课迟到 listen to music 听音乐 in the hallways 在走廊里 in the classroom 在教室里 fight with sb. 与某人打架 Sentence Patterns Don’t + 动词原形 + 其他. 表示禁止做某事。 Don’t arrive late for class. 不要上课迟到。 Don’t run in the hallways. 不要在走廊里跑。 Can we + 动词原形 + 其他？ 用于询问是否可以做某事。 Can we listen to music in the classroom? 我们可以在教室里听音乐吗？ Yes, we can. / No, we can’t. 是的，我们可以。/ 不，我们不可以。 教学过程 Step 1: Lead - in (5 minutes) Show some pictures about different situations, such as a classroom, a library, a park etc. Ask students: “What can we do or can’t do in these places?” Encourage them to express their ideas freely. For example, in the library, we can read books, but we can’t talk loudly. Write down some of their answers on the blackboard and lead in the topic of this unit - rules. Step 2: Presentation (12 minutes) Vocabulary Teaching Use flashcards to show the new words one by one, and read them aloud for students to imitate. For example, show the flashcard of “rule” and say “rule, r - u - l - e, rule”. Explain the meaning and usage of each word briefly. For the word “arrive”, we can say “We arrive at school at 8 o’clock every day.” Let students read the words in groups and then check their pronunciation. Sentence Pattern Teaching Write the sentence “Don’t arrive late for class.” on the blackboard. Explain that “Don’t + 动词原形” is used to give orders or tell people not to do something. Create some similar sentences, such as “Don’t eat in class.” and ask students to repeat. Then introduce the sentence pattern “Can we...? Yes, we can. / No, we can’t.” Use an example: “Can we listen to music in the classroom?”, and then answer “No, we can’t.” according to the school rules. Let students practice making such questions and answers in pairs. Step 3: Listening (8 minutes) Let students open their books to the listening part in Section A. Play the recording for the first time. Ask students to listen carefully and number the rules they hear. Play the recording again. This time, ask students to listen and fill in the blanks in the sentences related to the rules. For example, “Don’t run in the ______.” Check the answers with the whole class and play the recording one more time if necessary for students to correct their mistakes. Step 4: Speaking (10 minutes) Divide students into groups of four. Provide each group with some cards with different situations written on them, such as “in the school cafeteria”, “in the computer room”, “on the school bus” etc. Ask each group to make up conversations about the rules in these situations using the learned sentence patterns. For example, if the situation is “in the school cafeteria”, the conversation could be: A: Can we talk loudly in the school cafeteria? B: No, we can’t. We should keep quiet. A: Can we take food out of the cafeteria? B: No, we can’t. Invite some groups to come to the front of the class and act out their conversations. Give them praise and encouragement. Step 5: Reading (5 minutes) Present a short passage about school rules on the PPT. First, let students skim the passage quickly to get the general idea. Ask them: “What is the main idea of this passage?” Then, let students read the passage carefully and answer some detailed questions on the PPT, such as “What are the three main rules mentioned in the passage?” Check the answers with the students and explain some difficult sentences in the passage. Step 6: Summary and Homework (5 minutes) Summary Review the key vocabulary, phrases and sentence patterns learned in this class with the students. Ask some students to come to the blackboard and write down some of the important words and sentences. Summarize the importance of rules again and encourage students to follow rules in their daily life. Homework Ask students to write a short passage about their family rules, using at least five sentences with the sentence patterns learned in this class. Let students make a poster about school rules and show it in the classroom next class. 教学反思 After this class, I found that most students were actively involved in the class activities. The lead - in part successfully aroused their interest in the topic of rules. The vocabulary and sentence pattern teaching was carried out step by step, which made it easier for students to understand and master. However, in the speaking part, some students still had difficulty using the sentence patterns fluently. Maybe I should give more examples and guidance before they start the group work. Also, in the reading part, some students had trouble understanding long sentences. In the future, I will pay more attention to training students’ reading skills, especially in dealing with complex sentences. Overall, through this class, students have a basic understanding of rules and can use related vocabulary and sentence patterns to a certain extent, but there is still room for improvement in teaching methods and students’ language proficiency. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $