教學(xué)目標：
1. 談?wù)撘巹t
2. 祈使語(yǔ)氣
3. 表示允許
4. 能夠用口頭或書(shū)面描述規則
教學(xué)重點(diǎn)和難點(diǎn)：
重點(diǎn)掌握祈使語(yǔ)氣的用法，包括表示允許的Can及其當情態(tài)動(dòng)詞用的 have to do；以及各種可以用在表述規章制度的動(dòng)詞和句型。難點(diǎn)在于情態(tài)動(dòng)詞的用法，以及祈使句與它的應答。
教學(xué)設計：
學(xué)習內容
學(xué)生活動(dòng)
教師活動(dòng)
1. 表示規則的句型：
* --- 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)撘巹t。
* Don’t talk loudly.
* Do your homework after school!
* Practice your guitar every day.
引導、啟發(fā)、教授需學(xué)內容。
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(tīng)錄音，回答問(wèn)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(wèn)題及答語(yǔ)。
3. 閱讀→遷移（讀、寫(xiě)、文化差異）。
閱讀/認圖標；閱讀信件→根據其信息找出規則→寫(xiě)出規則。
3. 引導、提示圖標含義；提示文化差異。
4. 用口頭或書(shū)面形式描述規則。
4. 利用本單元所學(xué)祈使語(yǔ)氣的用法，包括表示允許的Can及其當情態(tài)動(dòng)詞用的 have to do，根據常識或觀(guān)察, 為圖書(shū)館、生化實(shí)驗室、語(yǔ)音室、機房、健身房、游泳館等公共場(chǎng)所制定規章制度或使用規則。
4. 檢查學(xué)生討論制定規章制度或使用規則情況--句型、短語(yǔ)、動(dòng)詞形式是否正確；指導并落實(shí)學(xué)生寫(xiě)作情況。
教學(xué)過(guò)程設計：
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(diǎn)評與反思：
設計思路：
任務(wù)型課程的設計要自始至終體現任務(wù)的要求與特點(diǎn)，尤其要確保任務(wù)的設計與完成是從簡(jiǎn)單重復逐步過(guò)渡到真實(shí)或接近真實(shí)。基于這一要求與特點(diǎn)，本課的四個(gè)任務(wù)先以談?wù)撚嘘P(guān)學(xué)校各項規章制度為話(huà)題，初步感受祈使句，以及如何表達規則；然后聽(tīng)（通過(guò)聽(tīng)那些能做、哪些不能做的事兒，體會(huì )情態(tài)動(dòng)詞can和can’t的用法）、認（通過(guò)認圖標，說(shuō)出規則，并把說(shuō)出的規則寫(xiě)下來(lái)），最后根據常識或觀(guān)察, 為圖書(shū)館、生化實(shí)驗室、語(yǔ)音室、機房、健身房、游泳館等公共場(chǎng)所制定規章制度或使用規則。這樣，通過(guò)完成這一系列任務(wù)，既使學(xué)生學(xué)會(huì )了如何描述規章制度，又滲透了對學(xué)生的情感教育：通過(guò)對公共場(chǎng)所制定規章制度, 培養學(xué)生遵守公德、愛(ài)護公物的美德。同時(shí)，學(xué)生還可以學(xué)會(huì )發(fā)散思維，以擴展知識；口頭及書(shū)面表達能力也可隨之提高。
二、課后反思：
不足之處：圖標展示得不夠；還可通過(guò)圖標滲透中外文化差異。
可取之處：全方位的訓練了學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)的能力。
教案點(diǎn)評：
本設計采用任務(wù)型教學(xué)模式，設置四個(gè)任務(wù)先以談?wù)撚嘘P(guān)學(xué)校各項規章制度為話(huà)題，初步感受祈使句，及如何表達規則；然后通過(guò)聽(tīng)，體會(huì )情態(tài)動(dòng)詞can和can’t的用法，通過(guò)認圖標，說(shuō)出規則，最后為圖書(shū)館、實(shí)驗室等公共場(chǎng)所制定規章制度或使用規則。通過(guò)完成這一系列任務(wù)，既使學(xué)生學(xué)會(huì )了如何描述規章制度，又滲透了對學(xué)生的情感教育。