Step1 Warming-up and revision 教师进教室后，使用祈使句请学生们完成一系列动作： Please stand up/ sit down. Close the door, please. Look at me and listen to me. Don’t open your books. Don’t talk. Let’s begin our class. 学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上考察祈使句的特点。 Step2 Presentation 教师出示书上1a 的图片，向学生提问。 指着图上奔跑的男孩提问 T：What’s the boy doing? S: He’s running. T: Where is he running? S: He’s running in the hallways.(板书，教读) T：Can you run in the hallways? S: No, I can’t. T: So please don’t run in the hallways.(板书，教读) （= You can’t run in the hallways.） 学生跟读数遍，明白祈使句和“can”的表达含意。 T：Why is he running in the hallways? S: He’s late. T: Oh, he’s late for class.(板书，教读) You can’t arrive late for class.(板书，教书) = Don’t arrive late for class. … Step3 To finish 1a. T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a. 学生看图，完成1a的内容，检查答案并大声朗读校规。 Step4 Listening 1. T: Now let’s listen! What rules are these students breaking? Write the numbers after names? 2. 学生们听录音，完成1b，选出四位学生都违反了哪条校规；听之前，学生要读会英文名。 3. Check the answers: Step5 Pair work 请两位学生朗读1c部分的句型；要求学生两人一组对话表演，SA扮演外校转来新生，SB告知本校校规。（学生可经过讨论，多说出他们想到的校规，不必只限于书上；教师应给予帮助） Step6 Listening 1. Work on 2a: First, let's read the sentences in 2a together. T: Now, let's listen to the recording. Check the activities Alan and Cindy talk about. Ss listen to the recording and check the activities they hear. Play the recording again for the Ss to check the answers. 2. Work on 2b: Make Sure Ss know what they should do. Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above. 3. Check the answers: Step7 Pair work 1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a. 2. Let some students come to the front and act out the conversations. Step8 Role-play 1. Read the conversation and find some rules in this school? 2. Ss read the conversations and find the answers to this question. 3. Check the answers: ( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. ) | 导入也可以采用呈现含有班级较乱的视频或图片的方式，然后问大家，他们的做法对不对。如果你是老师，你怎么引导大家遵守校园规则呢？
让学生了解祈使句的构成可以是动词原形。
可让学生齐读写在黑板上的祈使句，提醒注意语音语调。通过语音感受祈使句
1a的祈使句是重点，可以选择单个同学读，其他同学做动作。
这里是三位同学。
Look at the picture,what can you see in the picture?Who are they?Introduce two persons. 可以让学生在读句子时画出来中心词，有助于听力理解。
在听力之前特别强调can和can't的读音。
Listen and repeat the tapescripts. | 