教學目標：
1. 談論規則
2. 祈使語氣
3. 表示允許
4. 能夠用口頭或書面描述規則
教學重點和難點：
重點掌握祈使語氣的用法，包括表示允許的Can及其當情態動詞用的 have to do；以及各種可以用在表述規章制度的動詞和句型。難點在于情態動詞的用法，以及祈使句與它的應答。
教學設計：
學習內容
學生活動
教師活動
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、談論規則。
* Don’t talk loudly.
* Do your homework after school!
* Practice your guitar every day.
引導、啟發、教授需學內容。
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、提示問題及答語。
3. 閱讀→遷移（讀、寫、文化差異）。
閱讀/認圖標；閱讀信件→根據其信息找出規則→寫出規則。
3. 引導、提示圖標含義；提示文化差異。
4. 用口頭或書面形式描述規則。
4. 利用本單元所學祈使語氣的用法，包括表示允許的Can及其當情態動詞用的 have to do，根據常識或觀察, 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章制度或使用規則。
4. 檢查學生討論制定規章制度或使用規則情況--句型、短語、動詞形式是否正確；指導并落實學生寫作情況。
教學過程設計：
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
教學點評與反思：
設計思路：
任務型課程的設計要自始至終體現任務的要求與特點，尤其要確保任務的設計與完成是從簡單重復逐步過渡到真實或接近真實�；谶@一要求與特點，本課的四個任務先以談論有關學校各項規章制度為話題，初步感受祈使句，以及如何表達規則；然后聽（通過聽那些能做、哪些不能做的事兒，體會情態動詞can和can’t的用法）、認（通過認圖標，說出規則，并把說出的規則寫下來），最后根據常識或觀察, 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章制度或使用規則。這樣，通過完成這一系列任務，既使學生學會了如何描述規章制度，又滲透了對學生的情感教育：通過對公共場所制定規章制度, 培養學生遵守公德、愛護公物的美德。同時，學生還可以學會發散思維，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：圖標展示得不夠；還可通過圖標滲透中外文化差異。
可取之處：全方位的訓練了學生的聽、說、讀、寫的能力。
教案點評：
本設計采用任務型教學模式，設置四個任務先以談論有關學校各項規章制度為話題，初步感受祈使句，及如何表達規則；然后通過聽，體會情態動詞can和can’t的用法，通過認圖標，說出規則，最后為圖書館、實驗室等公共場所制定規章制度或使用規則。通過完成這一系列任務，既使學生學會了如何描述規章制度，又滲透了對學生的情感教育。