Unit 2 Period 1 Section A (1a–1e) & Pronunciation (1–2)教学设计 2025-2026学年人教版英语七年级下册

Unit 2 No Rules, No Order Period 1 Section A (1a–1e) & Pronunciation (1–2) Grade: 7 Time: 45 minutes Materials: Textbook, multimedia (PPT with rules/images/audio), whiteboard, handouts (optional) . Teaching Objectives 1. Knowledge Objectives • Vocabulary: Understand and use key words related to school rules: rules, follow, arrive, on time, hallway, uniform, litter, polite, treat, respect, jacket, order. • Grammar: Master the usage of can/can’t and must/mustn’t to talk about permission and obligation. Can Mary run in the hallway? No, she can’t. She has to walk. We must follow the rules. Students mustn’t litter. • Pronunciation: Distinguish between the vowel sounds /i / (as in we) and /e/ (as in pen), and practice basic sentence stress. 2. Ability Objectives • Students will be able to identify and comprehend common school rules in spoken and written English. • Students will be able to ask and answer questions about rules using can/can’t and must/mustn’t in guided conversations. • Students will be able to apply listening strategies (predicting, listening for keywords) to complete related tasks. 3. Emotional & Moral Objectives • Develop an understanding of the purpose of rules in fostering a respectful, safe, and orderly school environment. • Encourage self-discipline and consideration for others through the discussion of rules. . Key & Difficult Points • Key Points: 1. Accurate use of the target vocabulary to describe school rules. 2. Correct formulation of sentences using can/can’t for permission and must/mustn’t for obligation. • Difficult Points: 1. Differentiating between the strength of mustn’t (prohibition) and can’t (lack of permission) in context. 2. Catching specific details (e.g., rules, reasons) from extended listening passages. . Teaching Procedures Step 1: Lead-in & Activation (5 minutes) 1. Greeting & Warm-up: T: Good morning, everyone! Let’s start with a quick question: What makes our school a good place to learn? (Elicit ideas like ‘friends,’ ‘teachers,’ ‘clean classroom.’) 2. Brainstorming: T: Great points. Order is also important. What are some rules we have in our school? Let’s brainstorm. (Write student suggestions in key words on the board, e.g., Don’t run. Wear uniform. Be on time.) 3. Topic Introduction: T: Perfect. Rules help us all. Today, we’ll learn how to talk about these school rules in English. Step 2: Presentation & Matching (1a – 8 minutes) 1. Vocabulary Input: • Use PPT to show pictures illustrating the rules in 1a. Elicit or teach the target phrases (arrive late, run in the hallways, eat in class...). 2. Matching Task: T: Now, please open your books to page 10, 1a. Look at the list. Which of these rules do we have at our school? Please check ( ) them. 3. Pair Discussion (Reasoning): T: Discuss with your partner: Why do we have this rule? Choose one rule and think of a reason. (Model: We mustn’t run in the hallways. Why? Because it’s dangerous. We might fall or hurt others.) 4. Brief Sharing: Invite 1-2 pairs to share their rule and reason. Step 3: Listening I – Recognizing Rules (1b – 7 minutes) 1. Pre-listening (Prediction): T: Now, look at the four signs in 1b. With your partner, guess what rule each sign represents. (e.g., Sign A: Don’t eat or drink.) 2. First Listening (Gist): T: Let’s listen. Which rules from 1a does the speaker talk about? Just tick the letters (A, B, C, or D). (Play recording.) 3. Check Answers & Clarify: T: What did you hear? (Confirm answers: C, D). Let’s listen to that part again to confirm. (Replay relevant segment.) Step 4: Listening II – Focusing on Details (1c – 8 minutes) 1. Pre-listening (Scanning): T: Now, look at the sentences in 1c. They are incomplete. Read them quickly. What do you think the missing words might be? (Briefly elicit guesses). 2. Listening for Specifics: T: Listen carefully this time and write the exact words you hear to complete the sentences. (Play recording). 3. Post-listening (Check & Drill): • Pair Check: T: Compare your answers with your partner. • Class Check & Drill: T: Let’s check. Number 1? (run). Good. “Students can’t run in the hallways.” Let’s say it together. (Repeat for all answers: 1. run, 2. school, 3. litter). • Emphasize the grammar: can’t + verb, must + verb. Step 5: Listening III – Extended Understanding (1d – 7 minutes) 1. Setting the Scene: T: Now, we’ll hear from Ms. Brown. She’s explaining rules to new students. Listen and check ( ) the rules she mentions. 2. Listening Task: (Play recording). 3. Post-listening Practice: • Check answers. • Guided Practice: T: Let’s practice the key sentences. Repeat after me: “You must be quiet in the library.” “You mustn’t draw on the desks.” Now, turn the statements into questions: “Can we be loud in the library?” (Choral and individual response). Step 6: Speaking – Controlled Practice (1e – 5 minutes) 1. Model the Dialogue: • Read the example in 1e with a student volunteer. • Highlight the structure: Can + person + verb...? No, she can’t. She has to... 2. Pair Work Creation: T: Now, with your partner, create two new dialogues. Use different rules from today. You have 2 minutes to prepare. 3. Performance & Feedback: Invite 2-3 pairs to perform. Provide positive feedback and gently correct errors by recasting the sentence correctly. Step 7: Pronunciation Focus (5 minutes) 1. Sound Discrimination: • Play the pronunciation audio. Have students listen and repeat the words in the two groups (/i / and /e/). • Use minimal pairs for practice: sheep / ship (if appropriate), leave / left. 2. Chant & Rhythm: • Play the chant. Have students clap to the stress pattern. • Practice the chant line by line, then all together. 3. Quick Productive Task: T: Think of one word with the /i / sound (e.g., teacher) and one with the /e/ sound (e.g., desk). Share with your partner. . Summary & Homework Summary (2 minutes) T: Today, we’ve learned a lot about school rules. Remember: • We use can/can’t to ask for and talk about permission. • We use must/mustn’t to talk about strong rules and obligations. • Rules are there to help everyone have a better school life. Homework 1. Consolidation: Write 5 sentences about your class rules using must or mustn’t. 2. Application: Interview a family member about one important rule at their workplace or at home. Report it in one sentence next class (e.g., My dad must wear a helmet at work.). 3. Preview: Look at the pictures in Section A 2a-2d. What rules do you think they show? . Blackboard Design ``` Unit 2 No Rules, No Order Section A (1a-1e) Key Vocabulary: Rules: arrive on time, wear the uniform, don’t litter... Places: hallway, classroom, library... Asking about Rules: Can we/I ...? Yes, we can. / No, we can't. Can Mary run? No, she can't. She has to walk. Talking about Obligation: We must be quiet. We mustn't run. (Strong Rule / Prohibition) Pronunciation: /i / (we, tea) vs. /e/ (pen, desk) ``` . Teaching Reflection (To be completed post-lesson) • Engagement & Understanding: Were students able to articulate reasons for rules? Did the listening tasks match their comprehension level? • Language Output: How accurately did students use must/mustn’t vs. can/can’t in their pair work? What were the common errors? • Pacing & Transitions: Was the time allocated for each activity sufficient? Which stage felt rushed or slow? • Adjustment for Next Lesson: Based on today’s difficulties, what controlled practice activity will I start with in the next lesson to reinforce must/mustn’t? 学科网(北京)股份有限公司 $