Unit 2 No Rules,No Order Lesson 1 Section A (1a-1e)+pronunciation教学设计 2025-2026学年人教版七年级英语下册

第一课时 Section A(1a－1e) & Pronunciation 1、 Teaching Objectives In this class，students will： 1. grasp the information related to school rules through listening and infer the context and the relationship of the characters. 2. talk about the school rules using target languages. 3. pronounce letter and letter combinations e ,ea ,ee ,and ear correctly. 4. notice how stressed words are pronounced in sentences. 2、 Teaching Advice Lead-in Look and Share 1. Ask students to look at the theme picture and talk about the questions on Page 9.For the first question,the teacher can offer the following questions as prompts. · Where are the students in the photo? · What are they doing? · What do they wear? · Why are they doing that? 2.Invite some students to share their answers. 3. Introduce the unit title and explain its meaning. Lead into the topic of “rules”. 4. Ask students to share the rules they should follow at school. Pre-listening 1a 1. Show the table in la and have students read the rules. Make sure they understand the meanings.Clarify any new vocabulary or language points as needed. 2. Ask students to tick the rules that their school has and check answers with the whole class. 3. Guide students to notice the sentence structure. Explain that these are imperative sentences used for stating rules. 1b 1. Present the signs in 1b and invite some students to explain the meanings. Ask students where these signs can be seen. 2. Encourage students to say the rules using the sentence structures of the imperatives. While-listening 1b 1. Play the first part of the audio and have students tick the rules that are mentioned. 2. Check the answers with the whole class. For the tricky parts,the teacher can play the part of the audio again for students to clarify. 1c 1. Play the first audio again. Ask students to complete the sentences in lc. 2.Have students compare their answers in pairs before checking with the whole class. 3.Draw students' attention to the modal verbs used in these sentences (e.g. can't, have to,must). Ensure they understand the meanings and degrees of obligation/prohibition. ld 1. Have students read the instructions of ld so that they know what information to listen for. 2. Play the second part of the audio and have students tick the rules that the speaker talks about in la. 3. Invite some students to share their answers in class and give feedback. Post-listening Listening Script 1. Present the listening script and play the audio again. Ask students to pay attention to the pronunciation,intonation and the rhythm while listening. 2. Have students read the listening script and imitate the pronunciation,intonation and the rhythm. 3. Use the script to review and further explain key language points,particularly the usage of modal verbs in context. 1e 1. Have students talk about the rules in lc using the modal verbs in pairs. Give a clear example with a student: T:Can Mary run in the hallway? S:No,she can't. She has to walk in the hallway. T:Can you run in the hallway? S:No, I can't. I have to walk in the hallway. T:Can Sally wear her own jacket at school? S:.. 2.Let students practise their conversations in pairs. Encourage them to ask each other questions about the rules in their own school. 3. Invite several pairs to role-play their conversations for the class. Provide positive and corrective feedback. Pronunciation Exercise 1 1. Have students read the words in each column and pay attention to the pronunciation of the letters or letter combinations in bold. 2. Ask students to listen and repeat after the recording. Then explain the key points of pronouncing these vowels. Teaching Tip:Use videos or mouth movement diagrams to demonstrate the pronunciation of these key sounds if needed. 3. Encourage some students to read these vowels and words in class so that the teacher can find some possible problems or mistakes. The teacher gives correct demonstrations and makes them practise the pronunciation more. 4. Brainstorm more words to add to each group. Exercise 2 1. Ask students to circle the words that include the letter and letter combinations above. Then let students work in groups to read the chant. 2. Play the audio for the chant. Ask students to listen carefully,focusing on the stressed words and the overall rhythm. 3. Demonstrate the correct stressed words and rhythm in the chant. Explain the function and rules of the stressed words if necessary. 4. Have students practise reading the chant in groups. 5. Invite some groups to perform the chant for the class and provide encouraging feedback. 一、根据所给提示完成单词。 （8 分） 1. The child often ________(跟随)his father to the park after dinner. 2. The library is always in good ____________（秩序）. 3.［重庆北碚区月考］Lily usually _________（到达） at school at 7:30 in the morning. 4.We all like Jim because he always ________(对待)everyone nicely. 5. We should show _________（尊敬）for our teachers at school and our parents at home. 6. We need to choose some nice _________（夹克衫）for the school sports meeting. 熟词生义 treat 给画线单词选择合适的词义。 ( ) 1. The doctor is treating my teeth. ( ) 2. Let me treat you to dinner tonight. A. v. 招待 B. v. 治疗 二、单项选择。 ( ) 7. Here is ____ uniform. ____ uniform is blue. A. an; The B. a; The C. an; An D. a; A ( ) 8. —Linda, can we eat in the classroom? —No. It is one of the ____ in our school. A. hours B. examples C. gifts D. rules ( ) 9. ［吉林中考］The sign “ .” on the wall tells students to keep the classroom clean and tidy. A. No parking B. No littering C. No swimming ( ) 10. —It’s important for us to be ____ when we ask for help. —Yes, you’re right. A. heavy B. useful C. polite D. early Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard. Teaching Reflection This lesson effectively introduced school rules through engaging listening tasks and speaking practice. Students were actively involved in interpreting signs and discussing rules,which built a solid foundation for understanding the target language. The pronunciation focus on the sounds of e,ea ,ee,and ear was clear,and students responded well to repetitive listening and imitation.However, the post-listening conversation activity could have been more structured. Some pairs struggled to create dialogues spontaneously. Next time, I will provide a sentence frame or more modeled examples to support weaker learners. Additionally,time management for the pronunciation section needs improvement-the group chant practice was rushed. Overall, the lesson met its objectives, but better scaffolding and timing will enhance future outcomes. 学科网（北京）股份有限公司 $