Unit 2 Grammar Focus(3a－3d)（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（人教版）

该初中英语教案聚焦祈使句结构用法及情态动词can、must、have to谈论规则，通过播放含祈使句台词的视频导入，引导学生观察句子特点，衔接七上can表能力的旧知，搭建从已知到未知的学习支架。 此资料亮点在于以视频激发兴趣，通过3a问题探究语法规则，3d小组合作设计规则标志，提升语言能力（表达规则）、思维品质（比较mustn't与don't have to差异）、学习能力（协作创造），实例如用具体情境对比情态动词，助学生理解，对学生提升应用能力，对教师提供清晰教学流程。

第三课时Grammar Focus(3a－3d) 1、 Teaching Objectives In this class，students will： l. grasp the structure and usage of imperative sentences. 2. use modal verbs can ,must ,have to to talk about rules. 3. understand the signs of rules and explain what they mean. 2、 Teaching Advice Lead-in Watch and Say 1. Play a video clip in which the characters say imperatives in lines. Remind students to pay attention to the imperative lines while watching.(详见优翼配套教学课件) 2. Present the sentences and have students find the similarities among them. The following questions can be used as prompts. · Are these sentences long or short? · Do these sentences have a subject? · What do they express? 3.Explain imperatives to students. Explore the Grammar 3a 1. Have students read the sentences in the chart and answer the following questions. · Do the verbs in bold need to change forms? Why? · Which sentences are imperatives?Which use modal verbs? · For imperative sentences,what's special about their structure? · How do the meanings differ between an imperative (e.g. Don't run!) and a modal verb sentence (e.g.You mustn't litter.)?Which sounds“stricter”? · How do the meanings differ between can't and mustn't? Which sounds“stricter”? 2. Invite some students to share their answers and give feedback. Guide students to summarize how to form imperatives and how to use the modal verbs. 3. Present the usage of the modal verbs and imperatives for students. Grammar Rules ◆ 情态动词can的用法: 1.表示能力(七上Unit5已经学习)。e.g. I can run fast,but I can't swim. 2.表示许可(本单元重点)。 e.g. We can play basketball at weekends. Students can't run in the hallways. Can we bring our phones to class?： · 情态动词must的用法: 1.表示“必须”,否定形式mustn't表示“禁止”。 e.g. Don't arrive late for class. We must be on time. Students mustn't use their phones at school. 2.以 must 开头的一般疑问句,肯定回答用must,否定回答用needn't 或者don't have to, 表示“不必要”。 e.g.一Must I clean the classroom now? 一Yes,you must./No,you needn't/don't have to. · 情态动词have to的用法: 1.表示“不得不;必须”,在表示“必须”时,与must意义接近,有时可互换,但是have to有人称和数的变化。 e.g. We have to/must follow the rules. 2.must 表示说话人的主观看法,语气较为强烈,have to则强调客观需要。 e. g. We must hurry. I don't want to miss the beginning of the show. We have to hurry. The train is leaving in five minutes. · 祈使句的种类及构成: 1.祈使句一般用来表示请求、命令、劝说、号召、警告等。祈使句的主语一般是第二人称you,但往往省略。祈使句的肯定式以动词原形开头,否定式在动词原形前加don't。 2.肯定的祈使句:动词原形+其他. e.g. Walk in the hallways./Stand up!/Be polite!/Keep quiet! 否定的祈使句:Don't十动词原形+其他. e. g. Don't run in the hallways. Let 型祈使句:Let十第一/三人称+动词原形+其他. e.g. Let me tell you the way to my house./Let's see the lions./Let him go. No型祈使句:No+名词/动名词. e. g. No photos./No parking. Grammar Exercises 3b 1. Ask students to complete the sentences using the correct modal verbs. 2. Have students check answers in pairs. And invite some pairs to share their answers by reading the completed sentences. 3. Explain the difficult parts for students. 3c 1. Let students read the instructions of 3c to understand the meaning. 2. Guide students to look at the first sign and read the rules. Then identify the types of the sentences. The teacher can also ask students to infer where the sign can be seen. 3. Ask students to write rules for the other signs and invite some volunteers to share their answers like this: T:Where can we see the fourth sign? S:By the river. T:What does it mean? S:Don't swim./You mustn't swim here./ No swimming. 3d 1. Have students read the instructions to make sure they get the meaning. The teacher can take the library as an example and list the common rules in the library using the sentence structures above. 2. Ask students to work in groups to choose a place to list the related rules using the expressions. 3. Have students make the corresponding signs according to the rules. 4. Have each group present the signs they make and explain the meanings. 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 some important grammar rules and sample sentences on the blackboard. Teaching Reflection This lesson effectively introduced rules and signs using modals and imperatives. Students were engaged in identifying structures and meanings through clear examples. The group activity successfully promoted collaborative learning and creativity as students designed their own signs. However, the grammar explanation may have been too lengthy. Next time,I will encourage more student-centred discovery and shorten the lecture part. Some learners confused “mustn't”and “don't have to”,so I need to provide clearer contrast and practice. 学科网（北京）股份有限公司 $