教學(xué)目標(biāo)：
1. 談?wù)撘?guī)則
2. 祈使語氣
3. 表示允許
4. 能夠用口頭或書面描述規(guī)則
教學(xué)重點和難點：
重點掌握祈使語氣的用法，包括表示允許的Can及其當(dāng)情態(tài)動詞用的 have to do；以及各種可以用在表述規(guī)章制度的動詞和句型。難點在于情態(tài)動詞的用法，以及祈使句與它的應(yīng)答。
教學(xué)設(shè)計：
學(xué)習(xí)內(nèi)容
學(xué)生活動
教師活動
1. 表示規(guī)則的句型：
* --- Don’t run in the hallways.
--- Sorry, Ms Mendoza.
* Don’t watch TV after school.
* Don’t go out on school nights.
1. 思考、談?wù)撘?guī)則。
* Don’t talk loudly.
* Do your homework after school!
* Practice your guitar every day.
引導(dǎo)、啟發(fā)、教授需學(xué)內(nèi)容。
2. Can for permission, such as: We can do….
We can’t do….
Can we do…?
* --- What are the rules?
--- Well, we can’t arrive
late for class.
* --- Can we listen to
music, Alex?
--- We can’t listen to
music in the hallways,
but we can listen to it
outside.
2. 聽錄音，回答問題。
* --- Can we eat in the classroom?
--- No, we can’t.
* --- Can students wear hats in school?
--- Yes, they can.
放錄音；啟發(fā)、提示問題及答語。
3. 閱讀→遷移（讀、寫、文化差異）。
閱讀/認(rèn)圖標(biāo)；閱讀信件→根據(jù)其信息找出規(guī)則→寫出規(guī)則。
3. 引導(dǎo)、提示圖標(biāo)含義；提示文化差異。
4. 用口頭或書面形式描述規(guī)則。
4. 利用本單元所學(xué)祈使語氣的用法，包括表示允許的Can及其當(dāng)情態(tài)動詞用的 have to do，根據(jù)常識或觀察, 為圖書館、生化實驗室、語音室、機房、健身房、游泳館等公共場所制定規(guī)章制度或使用規(guī)則。
4. 檢查學(xué)生討論制定規(guī)章制度或使用規(guī)則情況--句型、短語、動詞形式是否正確；指導(dǎo)并落實學(xué)生寫作情況。
教學(xué)過程設(shè)計：
Task One:
Talk about school rules to “feel” Imperatives
Goal：Get to know about the structure to express rules
Step 1: Talk about the school rules they know / remember
Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours
Step 3: Add more rules to your school, which you think necessary
Task Two:
Listen and find out what Ss can do and what they cannot
Goal: Try to understand the rules by listening
Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do
Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b)
Step 3: Listen to conversations about the activities and find out what rules students break
→Section A (1b)
Step 4: Listen to the different rules that different people have to follow→Section B (2a / b)
Task Three:
Learn to read the signs for rules
Goal: Learn about the rules by reading the signs
Step 1: Learn about the rules by reading the pictures→Section B1
Step 2: Learn about the rules by reading the signs→Section B (3 b)
Step 3: Talk about the similarities or the differences about the signs between China and abroad
Task Four:
Write rules for libraries, labs, computer-rooms, and swimming pools etc.
Goal: Learn to take care of public things
Step 1:
Read the letter →Section B (3 a)
Find the rules in the letter
Write them down
Step 2:
Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.
Discuss in groups about the rules for these public places
Write down what have been talked about / discussed
教學(xué)點評與反思：
設(shè)計思路：
任務(wù)型課程的設(shè)計要自始至終體現(xiàn)任務(wù)的要求與特點，尤其要確保任務(wù)的設(shè)計與完成是從簡單重復(fù)逐步過渡到真實或接近真實�；谶@一要求與特點，本課的四個任務(wù)先以談?wù)撚嘘P(guān)學(xué)校各項規(guī)章制度為話題，初步感受祈使句，以及如何表達規(guī)則；然后聽（通過聽那些能做、哪些不能做的事兒，體會情態(tài)動詞can和can’t的用法）、認(rèn)（通過認(rèn)圖標(biāo)，說出規(guī)則，并把說出的規(guī)則寫下來），最后根據(jù)常識或觀察, 為圖書館、生化實驗室、語音室、機房、健身房、游泳館等公共場所制定規(guī)章制度或使用規(guī)則。這樣，通過完成這一系列任務(wù)，既使學(xué)生學(xué)會了如何描述規(guī)章制度，又滲透了對學(xué)生的情感教育：通過對公共場所制定規(guī)章制度, 培養(yǎng)學(xué)生遵守公德、愛護公物的美德。同時，學(xué)生還可以學(xué)會發(fā)散思維，以擴展知識；口頭及書面表達能力也可隨之提高。
二、課后反思：
不足之處：圖標(biāo)展示得不夠；還可通過圖標(biāo)滲透中外文化差異。
可取之處：全方位的訓(xùn)練了學(xué)生的聽、說、讀、寫的能力。
教案點評：
本設(shè)計采用任務(wù)型教學(xué)模式，設(shè)置四個任務(wù)先以談?wù)撚嘘P(guān)學(xué)校各項規(guī)章制度為話題，初步感受祈使句，及如何表達規(guī)則；然后通過聽，體會情態(tài)動詞can和can’t的用法，通過認(rèn)圖標(biāo)，說出規(guī)則，最后為圖書館、實驗室等公共場所制定規(guī)章制度或使用規(guī)則。通過完成這一系列任務(wù)，既使學(xué)生學(xué)會了如何描述規(guī)章制度，又滲透了對學(xué)生的情感教育。