教学目标：
1. 谈论规则 2. 祈使语气 3. 表示允许 4. 能够用口头或书面描述规则
教学重点和难点：
重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。
教学设计：
1. 表示规则的句型：
* --- 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、谈论规则。
* Don’t talk loudly.
* Do your homework after school!
* Practice your guitar every day.
引导、启发、教授需学内容。
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. 听录音，回答问题。
* --- Can we eat in the classroom?
--- No, we can’t.
* --- Can students wear hats in school?
--- Yes, they can.
放录音；启发、提示问题及答语。
3. 阅读→迁移（读、写、文化差异）。
阅读/认图标；阅读信件→根据其信息找出规则→写出规则。
3. 引导、提示图标含义；提示文化差异。
4. 用口头或书面形式描述规则。
4. 利用本单元所学祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do，根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。
4. 检查学生讨论制定规章制度或使用规则情况——句型、短语、动词形式是否正确；指导并落实学生写作情况。
教学过程设计：
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
教学点评与反思：
设计思路：
任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。
二、课后反思：
不足之处：图标展示得不够；还可通过图标渗透中外文化差异。
可取之处：全方位的训练了学生的听、说、读、写的能力。
教案点评：
本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can’t的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。
