Unit 4 No Rules, No Order Over to you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，核心涵盖规则相关词汇（rule, obey等）、情态动词must/mustn’t/have to/don’t have to用法及表达规则的句型。通过对比混乱与有序场景的图片导入，引发学生讨论规则必要性，搭建生活与语言学习的连接支架。 资料亮点在于情境化与实践性结合，通过听力对话、pair work编场景规则对话、写作描述规则等活动，提升学生语言理解与表达能力（语言能力）。引导学生批判性思考规则必要性，培养思维品质；作业制作社区规则海报，融合实践与创造，助力学习能力发展。教学环节清晰，活动设计可操作性强，便于教师直接应用，有效提升课堂效率。

Unit 4 No Rules, No Order-Over to you Unit 4 “No Rules, No Order” focuses on the theme of rules. It helps students understand the importance of rules in different situations and how to express rules using relevant English expressions. The unit contains various texts, dialogues, and activities related to rules at school, at home, and in public places. Through learning this unit, students will not only improve their language skills but also enhance their awareness of following rules in daily life. 教学目标 Students will be able to master the key vocabulary related to rules, such as “rule,” “obey,” “break,” “must,” “mustn’t,” “have to,” “don’t have to,” etc. Students will understand and be able to use sentence patterns for expressing rules, like “You must/ mustn’t...” “You have to/ don’t have to...” Students will learn some common rules in different scenarios and be able to describe them in English. 教学重难点 1 Key Points The usage and differences of modal verbs “must,” “mustn’t,” “have to,” “don’t have to” in expressing rules. How to use English to describe and discuss rules in different situations, such as school rules, family rules, and public rules. 2 Difficult Points Helping students distinguish the subtle differences between “must” and “have to,” and correctly use them in appropriate contexts. Guiding students to think critically about the necessity of rules and express their own rational views. 1 Vocabulary Nouns: rule, order, classroom, hall, playground, library, dining hall, kitchen, bedroom, living room, street, park, cinema, museum Verbs: obey, break, follow, keep, make, allow, prohibit Modal verbs: must, mustn’t, have to, don’t have to 2 Sentence Patterns Expressing Obligation: You must + verb 原形. e.g., You must wear a school uniform at school. Expressing Prohibition: You mustn’t + verb 原形. e.g., You mustn’t run in the classroom. Expressing External Obligation: You have to + verb 原形. e.g., We have to arrive at school on time. Expressing No Obligation: You don’t have to + verb 原形. e.g., You don’t have to clean the classroom today. 3 Grammar Modal verbs “must,” “mustn’t,” “have to,” “don’t have to” are used to express different degrees of obligation, prohibition, and lack of obligation. “Must” usually expresses subjective obligation, while “have to” emphasizes objective necessity. “Mustn’t” means strict prohibition, and “don’t have to” means there is no obligation. 教学过程 1 Lead - in (5 minutes) Activity: Show students some pictures of chaotic scenes (such as a messy classroom, traffic jams on the road) and some pictures of orderly scenes (a clean classroom, smooth traffic). Then ask students: “What can you see in these pictures? How do you feel about the two kinds of scenes?” Guide students to discuss and lead to the topic of rules. Questioning: “Why do we need rules? What will happen if there are no rules?” Encourage students to share their ideas and lead to the title of this unit “No Rules, No Order.” 2 Presentation (12 minutes) Vocabulary Teaching Use flashcards to show new words related to rules and different places. For example, when showing the word “classroom,” ask students: “What rules do we have in the classroom?” Then teach words like “obey,” “break” in context. For instance, “We should obey the classroom rules. We shouldn’t break the rules.” Let students read the words aloud several times to practice pronunciation. Sentence Pattern Teaching Write some simple sentences on the blackboard, such as “You must be quiet in the library.” “You mustn’t eat in class.” Explain the usage of “must” and “mustn’t” for expressing obligation and prohibition. Then introduce “have to” and “don’t have to” with examples. “I have to do my homework every day. I don’t have to go to school on weekends.” Compare the differences between “must” and “have to” through more examples and explanations. 3 Practice (15 minutes) Listening Practice Play a short dialogue recording about school rules. Before playing, give students some questions, such as “What are the two rules mentioned in the dialogue?” “Does the boy have to wear a school uniform?” Let students listen carefully and answer the questions. Play the recording again if necessary, and check the answers with the whole class. Oral Practice Divide students into pairs. Each pair chooses a place (such as a park, a cinema, or a swimming pool). They need to make up a dialogue about the rules in that place, using the sentence patterns they have just learned. Invite some pairs to come to the front of the class and act out their dialogues. The rest of the students listen and can ask questions or give comments after the performance. 4 Production (10 minutes) Writing Task Assign a writing task to students. Ask them to choose one place (it can be a place they mentioned in the oral practice or a new place) and write at least five rules for that place. They should use the correct sentence patterns. Walk around the classroom to provide guidance and help when students are writing. After students finish writing, ask some of them to read their passages aloud. The teacher gives feedback on grammar, vocabulary, and organization of ideas. 5 Summary and Homework (3 minutes) Summary Review the key vocabulary, sentence patterns, and grammar points of this class with students. Ask students to summarize what they have learned in this class. Homework Ask students to make a poster about the rules in their community. They can draw some pictures and write down the rules. They will share their posters in the next class. 教学反思 After teaching this class, I think the following aspects have achieved good results. The lead - in part effectively attracted students’ attention and made them quickly involved in the topic of rules. The combination of vocabulary and sentence pattern teaching in the presentation part helped students understand and master new knowledge in context. The practice part, including listening and oral practice, provided students with enough opportunities to use the language, and most students actively participated in pair work and dialogues. However, there are also some areas that need improvement. When teaching the differences between “must” and “have to,” although I used many examples, some students still seemed confused. Maybe I should use more real - life situations or group discussions to help them distinguish. In the writing production part, some students had difficulty in organizing their ideas and expressing complex rules. In the future, I should give more writing guidance and model writing before students start writing. Overall, through continuous reflection and improvement, I hope to make my teaching more effective and help students better master English knowledge and skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $