PAGEUnit5教案撰寫：金逸勤 審核：張俊單元名稱Unit5SocialRules授課內容Warm-UpReading授課課時2教學目標1.能夠描述并理解社會規則，選出或寫出常見社交媒體禮儀，感受和體驗社會交往中規則意識的重要性。2.能夠理解什么是不成文規則，人們為什么應遵守這些規則；感知遵守不成文規則為自己他人帶來的便利與尊重，學會自覺遵守不成文規則。3.能夠理解作者是如何通過情境導入、理由闡釋、舉例說明和得出結論的方式來論證人們應自覺遵守不成文規則的論點的，并能區分、判斷論點和論據。4.能夠了解議論文的基本結構由論點、論據、論證三部分組成，即議論文“三要素”；能夠了解議論文觀點明確、論據充分、論證合理的文體特征。5.能夠運用略讀的閱讀策略，檢測讀前預測。運用掃讀的閱讀策略，獲取情境、理由、舉例和結論的具體內容。運用精讀的閱讀策略，獲取細節信息。6.能夠掌握語篇中的重要語言點，運用新學的重點詞匯討論生活中更多的不成文規則。教學重點1.閱讀并理解作者是如何論證人們應自覺遵守不成文規則的論點的。2.閱讀并分析語篇結構，理解文體特征。3.閱讀重點語句，理解掌握重要語言點并能運用以討論生活中更多的不成文規則。教學難點1.能理解什么是不成文規則并列舉出更多例子，學會在生活中自覺遵守各種不成文規則，并懂得遵守它們既是對自我的約束也是對他人的尊重。2.能模仿文章的議論，運用重點詞匯簡單討論生活中更多的不成文規則。教學過程教學環節時間分配主要內容教學活動設計意圖Step1Warm-Up12’1.MatchingofPicturesandDescriptions(1)TasksSstoreadthedescriptions,lookatthepicturesofsomesocialrulesanddothematching.(2)Ssworkingroupsoffour,matchthepictureswiththedescriptions.(3)Tasksonegrouptosharetheiranswerswiththewholeclass.從圖文配對出發，引出社會規則的話題，學生思考常見社會規則和社交媒體禮儀。2.TickingoftheCorrectSocialMediaEtiquette(1)TasksSstoreadthesocialmediaetiquetteandtrytotranslatethemeanings.(2)Sstickthecorrectsocialmediaetiquetteandtrytowritedownmoreintheblanks.Tprovidesguidanceandassistancewhenneeded.Step2Pre-Reading5’IntroductionandFreeTalkSituation:Andywantstobeapleasantandlikeablememberofhisnewclass.Hefindsthefollowingarticleontheschoolwebsiteveryuseful.TasksSstoreadthesituationandtitleofthetextandraisesquestionslike:Whatareunwrittenrules?Canyougivesomeexamplesofunwrittenrules?引導學生思考和探討不成文規則的定義和例子，引出課文主題，為課文閱讀做好鋪墊。Step3While-Reading33’1.SkimmingandAnswerCheckingSsskimthetextandcheckifthey’vegottherightdefinitionandexamplesofunwrittenrules.1.通過略讀的閱讀策略，檢測讀前討論結果。2.通過掃讀的閱讀策略，獲取主要信息。3.通過精讀的閱讀策略，抓取細節信息。4.通過頭腦風暴和討論，引發學生對更多社會不成文規則的思考。5.通過鼓勵學生觀察和總結，梳理議論文語篇結構和文體特征。2.ScanningandMindMapCompleting(1)TasksSstoscanthetextandfinishactivity1byfindingoutkeyinformationontheauthor’sopinionontheunwrittenrules.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.CarefulReadingandStatementsTicking(1)TasksSstoreadthetextcarefullyandfinishactivity2byfindingoutthespecificinformationinthepassage.(2)TaskssomeSstogivetheanswersandmakecorrectionfortheincorrectstatements.Tgivesexplanationswhenneeded.4.BrainstormandDiscussion(1)TencouragesSstobrainstormmoreunwrittenrulesandwritethemdownintheblanks.(2)Ssdiscusswiththeirpartnersabouttheunwrittenrulesandstatethereasonswhypeopleobeythem.(3)TinvitessomeSstosharetheiropinions.(4)Tmakescommentsonthevolunteerstudents’performance.5.TextAnalysis—StructureandFeatures(1)TasksSstofindoutthestructureofthetextwiththehelpofthemindmapinactivity1andencourageSstothinkofthegenreofthetext.(2)Tintroducesthethreebasicelementsofargumentativewritings—athesisstatement,evidence,claims.(3)Tintroducescommonfeaturesofnarrativewritings.(3)TencouragesSstosumupthefeaturesofargumentativewritingsandprovidesnecessaryguidancewhenneeded.Step4Post-Reading25’1.Retelling(1)TencouragesSstoretellthetexttotheirpartnersbyreferringtothemindmapinactivity1.(2)Tinvitesavolunteertoretellthetexttothewholeclass.(3)Tevaluatesthevolunteerstudent’sretellingandasksSstomakecommentsonhis/herperformance.1.通過文章復述，檢驗學生對語篇結構和內容的掌握程度。2.通過教授語篇中的語言點，提高學生對語言知識的掌握和運用能力。3.通過選詞填空，在語境中學習短語的含義。4.通過選詞填空，在語境中學習短語的含義。5.通過范例，學習由名詞+ful變為形容詞（表示“充滿”或者“有某種特質”）的構詞法。2.LanguageFocusesTexplainstheimportantwords,expressionsandgrammarpointsinthetext.3.WordChoosing(1)TasksSstochoosetherightwordtocompleteeachsentence.Changetheformifnecessary.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.4.WordCircling(1)TasksSstocircletherightprepositiontocompleteeachsentence.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.5.WordFormation(1)Tintroducesthebasicruleofaddingsuffix“-ful”toanountoformanadjectivethatmeans“fullof”or“havingthequalitiesof”.Sscompleteeachsentencebyfollowingtheexample.(2)TaskssomeSstogivetheanswers.(3)TasksSstothinkofothernounswhichcanbechangedintoanadjectivebyadding“-ful”,whichmeans“fullof,having”.Summary3’1.Definitionandsomeexamplesofsocialrulesandsocialmediaetiquette.2.Definitionofunwrittenrulesandtheirinfluenceonpeople’sbehaviours.3.Languagefocusesinthetext.Homework2’1.Copyandrecitethenewwordsandexpressions.2.Whatotherunwrittensocialrulesdoyouknowandhowdotheyinfluenceyourlife?Writeanargumentativeessayonthistopic.Uploaditontotheplatform.單元名稱Unit5SocialRules授課內容GrammarandUsageIntegratedSkills授課課時2教學目標1.能夠理解thereis/are句型的含義，掌握該句型肯定、否定和疑問的形式，正確、恰當地適用該句型表達“在什么地方有什么”。2.能夠通過觀察和分析，總結thereis/are句型謂語動詞的“就近原則”，使用be動詞的正確形式表達意義。3.能夠聽懂談論關于社會交往規則的對話大意，提取關鍵信息。4.能夠聽懂和說出表示同意或不同意他人觀點的表達方式，并在相關情境中恰當應用。5.能夠讀懂并理解家庭規則，將家庭規則填寫在合適位置完成演講稿；了解演講稿開頭、主體和結尾的基本結構，以及用舉例的方法來說明觀點的寫作方法。6.能夠了解并遵守基本社交禮儀和社會規則；通過比較中國和意大利的家庭規則，感知和尊重文化差異，堅定文化自信；理解遵守家庭規則所體現的家庭成員間的互相關愛和互相尊重。教學重點1.理解thereis/are句型的含義和用法，熟練掌握并正確運用其單復數形式及其肯定、否定和疑問的形式。2.聽懂并掌握表示同意或不同意他人觀點的表達方式，在相關情境中恰當應用相關表達方式進行交際。3.掌握使用祈使句描述家庭規則的表達方式，正確填寫《我的家庭規則》演講稿，了解演講稿的基本結構和文體特點。教學難點1.能在相關情境中得體地表達同意或不同意。2.能了解并掌握演講稿開頭、主體和結尾的基本結構，以及用舉例的方法說明觀點的寫作特點。教學過程教學環節時間分配主要內容教學活動設計意圖Step1GrammarandUsage20’1.Introductiontothereis/are(1)Tintroducesthedefinitionandfunctionofthereis/arestructure.(2)Tlistssomethereis/aresentencesandasksSstoobserveandconcludewhenweusethereisandwhenthereare.(3)Tintroducestheaffirmative,negativeandinterrogativeformsofthereis/are.引導學生運用觀察、歸納等學習策略，總結thereis/are句型的意義和不同形式及其正確用法。2.PictureObservingandBlankfilling(1)Tshowsapictureandsomesentenceswithablankeach.(2)Sswritethereisorthereareineachblank.(3)TaskssomeSstogivetheanswers.3.Q&AAccordingtothePicture(1)Tshowsapictureandsomequestionsoranswerswiththereis/areinthem.(2)TasksSstolookatthepictureandwritedowncorrespondingquestionsoranswers,usingthereis/are.(3)TaskssomeSstogivetheanswers.(4)TasksSstothinkofmorequestionsandanswerswiththereis/areaccordingtothepicture.Step2Listening(Conversation1)10’1.ListeningforMainIdea(1)TasksSstotakealookatthepicturesandreadthegivenstatements.(2)TasksSstopredictwhatAndydidthatannoyedhisfriendMike.(3)TasksSstolistentotheconversationandchecktheirprediction.(4)Tasksstudentstogivetheanswerandmakesexplanationwhenneeded.從簡單的聽力語篇入手，引導學生理解對話大意與關鍵信息，了解并遵守未經他人同意不公開發布他人照片的基本社交禮儀。2.ListeningforDetails(1)TasksSstolistentotherecordingagainandtickthecorrectstatements.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.Step2Listening&Speaking(Conversation2)28’1.ListeningforDetails(1)SsreadaconversationbetweenSandyandPaul.(2)TasksSstolistentotheconversationandfillintheblanks.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.1.從聽力語篇入手，步步深入，引導學生學習與應用表示同意或不同意他人觀點的表達方式。2.通過討論社區相關規則，運用所學句型表達觀點，引導學生了解并遵守社區規則。3.通過比較中國和意大利的家庭規則，引導學生感知中西方家庭規則的異同，尊重文化差異，堅定文化自信。2.UsefulExpressionsLearning(1)TasksSstoreadtheconversationagainandunderlineSandy’sandPaul’sopinionsonsocialmanners.(2)TleadsSstolearntheexpressionsforagreeinganddisagreeing.(3)ThelpsSstofindoutmoresuchexpressionstopreparefortherole-playactivity.3.NeighbourRulesDiscussion(1)TasksSstoreadthebehavioursoftheirneighboursandthesampledialogue.(2)TasksSstoworkinpairs,discusswiththepartnerandexpresswhethertheyagreeordisagreethebehavioursoftheirneighboursaccordingtotheirunderstandingaboutneighbourrules.(3)Somepairsperformtheirconversationsinfrontoftheclass.(4)TandSsevaluatetheperformance.4.FamilyRulesDiscussionSituation:Samuel,anexchangestudentfromItaly,introducedhisfamilyrules.Herearesomeofthem.Doyouagreewiththerules?(1)TasksSstoreadSamuel’sfamilyrulesinthetable.(2)TasksSstothinkofthecorrespondingChinesefamilyrules.(3)TasksSstodiscussandexpresswhethertheyagreeordisagreewiththeItalianfamilyrulesbyexplainingthecorrespondingChineserules.Step3Writing15’1.FamilyRulesReading(1)TasksSstoreadLily’sfamilyrules.(2)TasksSstomasterthesentencepatternfrequentlyusedtostatefamilyrules—imperativesentences.1.通過家庭規則的閱讀，使學生學會應用祈使句描述家規，并利用所給的家庭規則完成演講稿的書寫。2.通過該演講稿引導學生總結演講稿的基本結構和文體特點。感知遵守家庭規則所體現的家庭成員間的互相關愛和互相尊重。2.ProposalLetterWriting(1)SsreadthegivenspeechMyFamilyRulesandusethefamilyrulesabovetocompletethespeech.(2)TaskssomeSstogivetheanswersandconcludetheformatandcharacteristicsofaspeech.Summary5’1.Meaning,differentformsandusageofthereis/arestructure.2.Usefulexpressionsforagreeinganddisagreeing.3.Thesocialmannersandcommunityrulesweneedtofollow.4.Howtowritefamilyrulesandhowtowriteaspeechaboutfamilyrules.Homework2’1.Pairwork.Polishyourin-classroleplay,shootavideoanduploaditontotheplatform.2.ListyourfamilyrulesandwriteaspeechnamedMyFamilyRules.

單元名稱Unit5SocialRules授課內容ExtendedReadingReal-LifeActivity授課課時2教學目標1.能夠了解民俗、習俗、法律和法規等不同類型的社會規則以及破壞該規則的后果和懲罰措施。2.能夠掌握說明文分類別、下定義、舉例子的說明方法。3.能夠運用速讀策略定位文中提及的每種社會規則的定義以及打破該規則的后果和懲罰措施。4.能夠運用掃讀策略從文中獲取不同類型的社會規則所包含的具體規則示例，并通過列舉更多的例子，深入理解社會規則對人們的約束性，規范自己的言行舉止，遵守社會規則。5.能夠組織一項年輕人對于校園生活、日常生活、網絡生活中的社交禮儀和社會規則熟悉度的問卷調查。6.能夠繪制柱狀圖呈現調查結果，并通過解讀柱狀圖匯報調查結果，運用所學語言表達對數據理解和分析。教學重點1.閱讀并了解民俗、習俗、法律和法規等不同類型的社會規則以及破壞該規則的后果和懲罰措施。2.閱讀并分析說明文的說明方法。3.組織一項年輕人對于社交禮儀和社會規則熟悉度的問卷調查，整理匯報調查結果。教學難點1.能了解不同類型的社會規則，理解社會規則對人們的約束性，規范自己的行為。2.能在問卷調查后，繪制反映調查結果的柱狀圖并進行解讀和匯報。教學過程教學環節時間分配主要內容教學活動設計意圖Step1Pre-Reading8’SituationIntroductionTraisesquestionslike:Canyoulistsomesocialrules?Doyouthinksocialrulescanbeclassifiedintodifferenttypes?Whatwillbetheconsequencesifyoubreakthem？Ssdiscussandexpresstheirviewpointsfreely.導入閱讀語篇，引導學生思考：社會規則是否可以分為不同的類型；打破不同類型的社會規則是否會受到不同程度的懲罰。Step2While-Reading22’1.FastReadingandBlankFilling(1)Ssreadthetextquicklytoknowaboutdifferenttypesofsocialrulesandfillintheblankswithinformationfromthetext.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.1.訓練快速閱讀策略，獲取篇章主旨大意，抓取篇章細節信息。2.訓練掃讀的閱讀策略，深入了解不同類型的社會規則包含哪些具體的規則，使學生進一步規范自己的言行舉止。3.梳理說明文的結構，了解說明文的說明方法。2.ScanningandDetailFinding(1)TasksSstoscanthetextandfindoutexamplesofdifferenttypesofsocialrulesinthetext,providingguidanceandassistancewhenneeded.(2)TaskssomeSstogivetheanswers.(3)TasksSstothinkofmoreexamplesforeachtypebesidesthoseinthetextandmakeadiscussionwhenneeded.3.TextAnalysis—StructureandRhetoricalModes(1)TasksSstothinkabout:Whatisthestructureofanexpositorywriting?–introduction:startwithanintroductoryparagraphthatintroducesthetopicandprovidesathesisstatement;–bodyparagraphs:includeseveralbodyparagraphstocoverthetopicindepth;–conclusion:wrapthingsupandsummarizewhatthebodyparagraphsandthesisstatementsaid.Whataretherhetoricalmodesusedinthisexpositorywriting?–classification,definition,illustration,comparison.(2)Sstrytoconcludethestructureandrhetoricalmodesofanexpositorywriting.Step3Post-Reading10’RetellingandDiscussion(1)TasksSstoretellthedifferenttypesofsocialrules,includingtheirdefinitionsandtheconsequencesandpunishmentspeoplewillfacewhenbreakingthem.(2)Tinvitesavolunteertoretellthetexttothewholeclass.(3)Tevaluatesthevolunteerstudent’sretellingandasksSstomakecommentsonhis/herperformance.通過文章復述，檢驗學生對語篇內容的掌握程度。Step4Real-LifeActivity35’1.QuestionnaireCompletingTask:Understandingetiquetteandfollowingrulescanmakeabigdifferenceinhowweinteractwithothers.Somerulesaren’twrittendown,buteveryoneisexpectedtoknowandfollowthem.Createandconductasurveytoseehowfamiliaryourschoolmatesarewiththeseimportantsocialrules.Herearethestepstodoit.(1)TasksSst