Unit 2 Section A(2a－2f)（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）

该教案聚焦用情态动词和祈使句描述规则的核心知识点，通过头脑风暴结合图片引导学生列举课堂规则，用目标语言表达并分享观点，为听前预测、听中信息提取及后续说写活动搭建学习支架。 特色在于融合多模态输入输出活动，听前看图预测激活背景知识，听中利用音频材料训练信息抓取能力，听后辩论“是否允许带手机”培养批判性思维（思维品质），角色扮演关注重音语调提升语言表达准确性（语言能力），小组合作讨论校规增强学习主动性（学习能力）。既帮助学生提升综合语言运用能力，又为教师提供可操作的分层教学方案，高效落实教学目标。

第二课时　Section A(2a－2f) 1、 Teaching Objectives In this class，students will： 1. describe rules using modal verbs and imperatives. 2. talk about their own school rules and express opinions. 3. reflect on why students need to follow these school rules. 4. identify the key information and the speakers' attitude through the stressed words in the conversation. 2、 Teaching Advice Lead-in Brainstorm 1. Have students brainstorm what they have to/must/can/can't do in the classroom. The teacher can elicit the answers using some pictures. 2. Invite some students to share their answers and remind them to use the modal verbs. 3. Give feedback and encourage more different answers. The teacher can also ask students to express their opinions towards these rules. Pre-listening Look and Predict 1. Have students look at the picture in 2a and discuss the following questions in pairs: · Where are the two students? · What's the boy doing? · What's the girl doing? · There is a cellphone on the boy's desk. Do you think it's allowed or not? · What are they probably talking about? 2. Ask students to skim the conversation and check their answers. Then predict which coloured words will be circled. The teacher can remind them to infer based on the context. While-listening 2a 1. Play the audio and have students circle the coloured words they hear while listening. 2.Check the answers with the whole class. Cultural Tip:Lockers are small cabinets(储藏柜)or compartments(隔间).In schools， students can put their books, pencil boxes,and other personal belongings in lockers. Lockers can be locked to keep things safe. 2b 1. Have students read the conversation carefully and complete the notes. Invite some students to share answers by saying the completed sentences. 2. Present the correct answers and check with the whole class. 2c 1. Have students read the questions in 2c and read the conversation again to get answers. 2. Invite some students to share their answers and then give feedback. 3.Explain the language points in the conversation. 2d 1. Have students read the summary and complete it based on the conversation. 2. Ask students to check answers in pairs. 3. Present the correct answers and explain the language points if needed. Post-listening Debate 1. Divide students into two groups to debate the last question in 2c. Provide sample arguments for each side. 2. Each group summarizes their opinions and reasons. 2e 1. Have students listen to the conversation again and pay attention to the stressed words and the intonation. 2. Have students work in pairs to role-play the conversation. Invite one or two pairs to role-play in class. Ask other students to give feedback. 2f 1. Have students work in groups to talk about their school rules. The teacher can provide some places of school like the library,classroom, playground and so on as prompts. Each group can choose a place to think about the related rules. 2. Each group presents the rules they brainstormed using the expressions in 2f. Share in the form of conversations. 3. The teacher gives feedback and writes it down on the blackboard. 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 successfully engaged students in discussing school rules using target modal verbs. The listening and role-play activities were effective, and students could express basic opinions. However, the debate activity was challenging for some students due to limited vocabulary. I should provide more sentence starters and vocabulary support next time. Also, timing for the pronunciation practice was slightly rushed. Overall, the objectives were met, but differentiation needs improvement to support weaker learners. 学科网（北京）股份有限公司 $