Unit5Playbytherules-Startingout

Thisunitfocusesonthethemeof"rules",whichbelongstothecategoryof"ManandSociety",specifically

relatedtothesub-themeof"History,SocietyandCulture0.The"Startingout"partservesasanintroductiontothe

unit.Itusespicturesandfamoussayingstoarousestudents'initialthoughtsaboutrules.Byobservingthepictures,

studentscanidentifydifferentsituationswhererulesareapplied,suchasinaschoollibrary,onaroad,orina

publicpark.Thefamoussayingsaboutrulesfurtherstimulatestudents'thinkingaboutthesignificanceandessence

ofniles,layingafoundationforthein-depthexplorationofvariousrulesinthefollowingpartsoftheunit.

,教學目標、教學重難點

Studentswillbeabletomaster(hekeywordsandphrasesrelatedtorules,suchas

"rule","follow","break","inorderto","takeout","turnaround",etc.

教學目標Theycanunderstandandusesomecommonsentencepatternsaboutexpressingrules,

like"Rulesarethereforustofollow!"and"Everyoneknowstherules.Theyaren'tjustonthe

wallbutalsoinourmindsandhearts."

1KeyPoints

Keyvocabularyandphrasesrelatedtorulesandhowtousethemcorrectlyinsentences.

UnderstandingtheimportanceofrulesandbeingabletoexpressitinEnglish.

2DifficultPoints

教學重難點

Helpingstudentsdeeplyunderstandthesignificanceofrulesindifferentaspectsoflife

andguidingthemtoformacorrectattitudetowardsrules.

Teachingstudentstousethelearnedknowledgetoanalyzeandsolvepracticalproblems

relatedtorulesinreal-lifesituations.

知識清單

1KeyWordsandPhrases

Nouns:rule,noise,seat,passenger,sign,responsibility,belt,station,honesty,respect

Verbs:follow,break,reduce,turn,take,avoid,ask

Phrases:inorderto,soasto,takeout,turnaround,takeabreath,lookafter,getintouchwith,beawareof

becarefulwith,turnto...forhelp

2KeySentencePatterns

Rulesarethereforustofollow!

Everyoneknowstherules.Theyaren'tjustonthewallbutalsoinourmindsandhearts.

Icoveredmyearsinordertoblockthenoise.

Iaskedhimtostop.

Avoidpostingpersonalinformationonline.

3GrammarFocus

Infinitiveofpurpose:To+verb原形/inorderto+verb原形/soasto+verb原形.Itisusedtoexpress

thepurposeofanaction.Forexample,"Iwenttothelibrarytoborrowsomebooks.""Shegetsupearlyinorderto

catchthefirstbus.""Herunseverydaysoastokeepfit."

教學過程

1Lead-in(5minutes)

Activity1:PictureDiscussion

Showstudentssomepicturesofdifferentscenes,suchasatrafficintersectionwithtrafficlights,aclassroom

withstudentssittingquietly,andazoowith"Donotfeedtheanimals"signs.

Askstudentstoworkinpairsanddiscussthefollowingquestions:

Whatcanyouseeinthepictures?

Whatrulesarethereintheseplaces?

Whydoweneedtheserules?

Inviteseveralpairsofstudentstosharetheirideaswiththewholeclass.

2Presentation(15minutes)

Activity2:VocabularyTeaching

PresentthenewwordsandphrasesrelatedtorulesontheblackboardorthroughPPT.Teachstudentsthe

pronunciation,meaning,andusageofeachwordandphrase.

Forexample,whenteachingtheword"rule",showsomecommonrulesinEnglish,like"Nosmoking","Keep

quiet",andexplainhowtouse"rule"insentences,suchas"Weshoildfollowtheschoolrules."

Forthephrase"inorderto”,giveexampleslike"Istudyhardinordertogetgoodgrades."andaskstudentsto

maketheirownsentences.

Activity3:FamoushayingsaboutRules

Showstudentssomefamoussayingsaboutrules,suchas"Nothingcanbedonewithoutnormsorstandards."

and"Goodorderisthefoundationofallthings."

ExplainthemeaningofthesesayingsinsimpleEnglishandletstudentsthinkaboutwhattheyimplyabout

rules.

AskstudentstoshareanysimilarsayingstheyknowinChineseorEnglish.

3Practice(15minutes)

Activity4:ListeningPractice

Playashortrecordingaboutaperson'sexperienceonabuswheresomepeoplebreaktherules.The

recordingcanincludedetailslikesomeoneplayingloudmusic,achildkickingtheseatinfront,etc.

Beforeplayingtherecording,givestudentssomequestionstoguidetheirlistening,suchas:

Whathappenedonthebus?

Howdidthespeakerfeel?

Whatdidthespeakerdo?

Afterplayingtherecording,askstudentstoanswerthequestions.Checktheanswerstogetherandplaythe

recordingagainifnecessary.

Activity5:SpeakingPractice

Dividestudentsintogroupsoffour.Eachgroupisgivenasituationcard,whichdescribesascenariowhere

rulesareinvolved,suchasaschoolsportsmeeting,ashoppingmall,oramovietheater.

Studentsineachgroupneedtcdiscussandmakeupadialogueaboutthesituation.Theyshouldmentionthe

rulesinthatplace,whatmighthappenifsomeonebreakstherules,andhowtodealwithrule-breakers.

Invitesomegroupstocometothefrontoftheclassandactouttheirdialogues.Therestoftheclasslistens

andcanaskquestionsorgivecommentsaftertheperformance.

4Production(7minutes)

Activity6:WritingPractice

Askstudentstowriteashortpassageaboutaruletheythinkisveryimportantintheirdailylives.Theyshould

includethefollowingaspects:

Whattheruleis.

Whereandwhenitisusuallyapplied.

Whyitisimportant.

Whatwillhappenifpeoplebreaktherule.

Walkaroundtheclassroomtoofferhelpandguidancewhilestudentsarewriting.Aftertheyfinishwriting,

asksomestudentstoreadtheirpassagesaloud.Givepraiseandsuggestionsforimprovement.

5SummaryandHomework(3minutes)

Activity7:Summary

Summarizethekeypointsofthisclasswithstudents,includingthenewwords,phrases,sentencepatterns,

andtheunderstandingofrules.

Askstudentstosharewhattheyhavelearnedandwhattheythnkisthemostimportantthingaboutrules.

Activity8:Homework

Askstudentstofindmoreinformationaboutrulesindifferentcountriesandcultures.Theycansearchfor

relevantinformationontheInternetorinbooksandpreparetoshareitinthenextclass.

Letstudentsmakeaposteraboutaruletheycareabout.Thepostershouldincludepictures,words,and

explanations,andtheycanusecolorstomakeitmoreattractive.

教學反思

Afterthisclass,studentsshowedgreatinterestinthetopicofrules.Theuseofpictures?sayings,and

variousactivitieseffectivelymotivatedstudentstoparticipateinclassdiscussionsandpractices.However,there

arestillsomeaspectsthatneedimprovement.

Duringthelisteningpractice,somestudentshaddifficultycaichingallthekeyinformation,whichmaybe

duetothelimitedvocabularyanclisteningskills.Inthefuture,morelisteningmaterialswithdifferentlevelsof

difficultyshouldbeprovided,andsomepre-listeningguidanceonkeywordsandpossiblecontentshouldbe

strengthened.

Inthespeakingandwritingpractice,althoughmoststudentsi?nnldcompletethetasks,therewere"illafew

studentswhohadproblemsexpressing(heirideasclearly.For(hesestudents,moreindividualtutorngandbasic

languagetrainingareneeded.

Overall,thisclassachievedmostoftheteachingobjectives,butcontinuousimprovementinteaching

methodsandcontentisrequired(obettermeetthelearningneedsofallstudents.

Unit5Playbytherules-Understandingideas

Thisunitfocuseson(he(hemeof"rules".The"Understandingideas"partmainlypresentssomereal-life

situationswhererulesareeitherfollowedorviolated.Throughreadingmaterials,studentswillencountervarious

scenariossuchasbehavioronpublictransportation,inrestaurants,andonline.Theseexamplesaimtohelpstudents

understandtheimportanceofrulesindifferentaspectsoflifeandhowpeople'sactionsarerelatedtorule-

followingorbreaking.Thetextalsoinvolvestheuseofcertainlanguagestructures,especiallytheinfinitiveof

purpose,whichisusedtoexpresstheintentionorpurposebehindanaction,closelyrelatedtothethemeofrules.

Studentswillbeabletomasterthekeyvocabularyrelatedtorules,suchas"opposite",

"packet","picnic',"smelly","noise","reduce","lookafter","followtherules","breakthe

rules",etc.

教學目標Studentscanrecognizeandunderstandtheusageoftheinfinitiveofpurposeinthetext,

andbeabletoidentifysentenceswiththisgrammarstructure.

Studentswillunderstandthemainideasanddetailsof(hereadingpassageaboutrule-

relatedreal-lifestories.

1.KeyPoints

Keyvocabulaiyandphrasesrelatedtorulesandthesituationsdescribedinthetext.

Theusageoftheinfinitiveofpurpose,includingitsformation(to+verb原形/inorder

to+verb原形/soasto+verb原形)andhowtouseittoexpresspurposeinsentences.

Comprehendingthemainideaanddetailsofthereadingpassageaboutrule-related

events.

教學重難點2.DifficultPoints

Distinguishingthesubtledifferencesintheusageof"to+verb原形“，"inorderto+

verb原形二and"soasto+verb原形“indifferentcontexts.

Helpingstudentsunderstandthedeep-seatedmeaningbehindrule-followingand

breaking,andguidingthemtoexpress(heirownopinionsandjustificationsinEnglish.

Applyingtheinfinitiveofpurposeaccuratelyandflexiblyinvariouswritingand

speakingtasks.

知識清單

1.KeyVocabulary

Nouns:

opposite/'opazit/(prep.)在...的對面

packet/'paekit/(n.)(裝商品的)小包，小盒，小袋

picnic/'pikmk/(n.)野餐

noise/noiz/(n.)噪聲：嘈雜聲-Adjectives;

smelly/'smeli/(adj.)有臭味的(smellv.聞起來;smelln.氣味)

noisy/'n>zi/(adj.)吵鬧的(noisen.噪聲)

Verbs:

reduce/n'dju:s/(v.)縮??；減少；降低

lookafter照顧，照料

follow/'folsu/(v.)遵守；跟隨

break/breik/(v.)違反；打破

2.KeyPhrases

inordertodosth為了做某事

soastodosth以便做某事

asksbtodosth請求某人做某事

playloudmusic播放大聲的音樂

takeout拿出

kickone'sseat踢座位

turnaround轉(zhuǎn)身

blockthenoise阻擋噪音

reducethesmell減少氣味

postpersonalinformation發(fā)布個人信息

breaktherules違反規(guī)則

followtherules遵守規(guī)則

3.KeySentencePatterns

Andrulesarethereforustofollow!規(guī)則的存在是為了我們?nèi)プ袷?

Everyoneknowstherules.Theyaren'tjustonthewallbutalsoinourmindsandhearts,每個人都知道這些

規(guī)則，它們不僅在墻上，也在我們的頭腦和心中。

IcoveredmyearsinordertoblockthenoisecomingfromRockGirl.我捂住耳朵,以阻擋來自"搖滾女孩"

的噪音。

Iaskedhimtostop.However,hismotherreplied,'Compon,he'sjustakid.'我要求他停下來。然而.他的母

親回答說：“算了吧，他只是個孩子。”

4.Grammar-InfinitiveofPurpose

Formation:

to+verb原形：Iwenttothelibrarytoborrowsomebooks.

inorderto+verb原形：Shegetsupearlyinordertocatchthefirstbus.

soasto+verb原形:Theyworkedhardsoastopasstheexam.

Usage:Itisusedtoexpressthepurposeorintentionofanaction.Thenegativeformis"notto+verb原形”，

forexample,Hestudieshardnottofailtheexam.

教學過程

1.Lead-in(5minutes)

Activity:Showsomepictureso'differentpublicplaces,suchasabus,arestaurant,apark,andanInternetbar.

Askstudentstoworkinpairsanddiscusswhatrulesshouldbefollowedintheseplaces.Theninviteseveralpairs

tosharetheirideaswiththeclass.

Purpose:Thisactivitycanarousestudents'interestinthetopicofrulesandactivatetheirpriorknowledge,

makingthemmoreengagedinthefollowinglearningprocess.

2.Pre-reading(10minutes)

VocabularyTeaching:TeachthenewwordsandphrasesontheblackboardorusingPPT.Explaintheir

meanings,pronunciations,andusagesthroughexamplesandsimpleexplanations.Forexample,whenteaching

"opposite",showapictureoftwobuildingsoppositeeachotherandsay"Thebankisoppositethesupermarket."

Drillthewordsandphraseswithstudents,askingthemtoreadaloudandrepeat.

Prediction:Letstudentslookatthetitle"Playbytherules?"andthepicturesinthereadingpassage.Ask

themtopredictwhatthepassagemightbeabout.Encouragethemtothinkaboutpossiblesituationswhererules

areinvolvedandwhetherpeoplefolloworbreaktherules.

Purpose:Byteachingvocabularyinadvance,studentswillhavelessdifficultyinunderstandingthereading

passage.Predictioncanstimulatestudents'curiosityandhelpthemsetapurposeforreading.

3.While-reading(15minutes)

Skimming:Askstudentstoreadthepassagequicklytogetthegeneralidea.Thenanswerthequestion:"What

arethemainsituationsdescribedinthepassage?"Aftertheyfinishreading,invitesomestudentstosharetheir

answers.Themainsituationsmayincludeagirlplayingloudmusiconthebus,achildmisbehavinginarestaurant,

andissuesrelatedtoonlinerules.

Scanning:Instructstudentstoreadthepassageagaincarefullyandfindspecificinformationtoanswersome

detailedquestions.Forexample:

"Whatdidthewriterdotoblockthenoiseonthebus?"(Answer:Thewritercoveredhis/herearsinorderto

blockthenoise.)

"Howdidthemotherreactwhenthewriteraskedthechildtostopkickingtheseat?"(Answer:Themother

said'Comeon,he'sjustakid.')

"Whatkindofpersonalinformationshouldweavoidpostingonline?"(Answer:Weshouldavoidposting

personalinformationsuchasouraddress,phonenumber;etc.)

Inference:Askstudentstoinferthemeaningofsomenewwordsorphrasesfromthecontext.Forexample,

fortheword"reduce",ifthesentenceis"Icoveredmynosetoreducethesmell",studentscanguessthat

"reduce"meanstomakethesmellless.

Purpose:Skimminghelpsstudentsgrasptheoverallcontentofthepassage,scanningtrainstheirabilityto

findspecificdetails,andinferenceimprovestheirabilitytodealwithnewlanguageincontext.

4.GrammarFocus-InfinitiveofPurpose(10minutes)

Presentation:Pickoutsentenceswiththeinfinitiveofpurposefromthereadingpassage,suchas"Icovered

myearsinordertoblockthenoisecomingfromRockGirl."WritethesesentencesontheblackboardAnalyzethe

structureandfunctionoftheinfinitiveofpurposeinthesesentenceswithstudents.Explainthethreeformsofthe

infinitiveofpurpose(to+verb原形/inorderto+verb原形/soasto+verb原形)andtheirusages.

Practice:Givestudentssomeexercises.Forexample:

Fillintheblanks:Shegoestothegymeveryday(keep)fit.(Answer:tokeep/inordertokeep/soasto

keep)

Rewritethesentence:Hegotupearly.Hewantedtocatchthefirsttrain.(Answer:Hegotupearlyto/in

orderto/soastocatchthefirsttrain.)

Letstudentsmaketheirownsentencesusingtheinfinitiveofpurposetoexpressthepurposeofanaction.

Theninvitesomestudentstosharetheirsentenceswiththeclass.

Purpose:Throughpresentationandpractice,studentscanbetterunderstandandmasterthegrammar

structureoftheinfinitiveofpurpose,andbeabletouseitcorrectlyintheirownlanguageoutput.

5.Post-reading(3minutes)

GroupDiscussion:Dividestudentsintogroupsoffourorfive.Askthemtodiscussthequestion:'Whyisit

importanttofollowrulesinourdailylife?Givesomeexamples."Eachgroupselectsarepresentativetosummarize

thegroup'sdiscussionandreporttotheclass.

Purpose:Thisdiscussioncandeepenstudents'understandingofthethemeofthepassage,cultivatetheir

cooperativelearningabilityandoralexpressionability,andatthesametimestrengthentheirawarenessof

followingrules.

6.SummaryandHomework(2minutes)

Summary:Brieflysummarizethekeyvocabulary,phrases,sentencepatterns,andthegrammarofthe

infinitiveofpurposelearnedinthisclass.Emphasizetheimportanceoffollowingrulesinlife.

Homework:

Askstudentstowriteashortpassageaboutarule-relatedexperienceintheirownlives,usingatleastthree

sentenceswiththeinfinitiveofpurpose.

Reviewthewordsandgrammarlearnedinthisclassandpreviewthenextpartoftheunit.

Purpose:Thewritinghomeworkcanhelpstudentsconsolidatewhattheyhavelearnedandimprovetheir

writingability.Reviewandpreviewcanhelpstudentsformagoodlearninghabitandlayafoundationforthenext

class.

教學反思

Afterthisclass,Ithinkthefollowingaspectshavebeenachievedwell.Thelead-inactivitysuccessfully

arousedsludenls1interestinthetopicofrules,andtheyactivelyparticipatedin(hediscussion.Thepre-reading

vocabularyteachingandpredictionactivitiespreparedstudentswellforreading.Duringthewhile-reading

process,students'readingskillswereeffectivelytrainedthroughskimming,scanning,andinference.The

grammarteachingoftheinfinitiveofpurposewasrelativelyclear,andstudentscouldmasterthebasicusage

throughpractice.

However,therearealsosomeareasthatneedimprovement.Inthegroupdiscussionpart,somestudents

wereabitshyanddidnotactivelyparticipateinthediscussion.Inthefuture,Iwillencouragethesestudents

moreandcreateamorerelaxedandinclusivediscussionatmosphere.Also,inthegrammarpractice,some

studentsstillmademistakeswhenusingthenegativeformoftheinfinitiveofpurpose.Ineedtodesignmore

targetedexercisestohelpthembettermasterthispoint.Overall,thisteachingprocesshasprovidedmewith

valuableexperienceforfutureteaching.

Unit5Playbytherules-Developingideas

Thisunitfocusesonthethemeof"rules0.The"Developingideas1'partcontinuestoexplorevariousrulesin

differentscenarios.Throughreadingmaterials,studentswillencountermoredetaileddescriptionsofrules,suchas

rulesinpublicplaces,onlinesafetyrules,etc.Theywillalsolearnaboutpeople'saltitudestowardsrules,including

bothcomplianceandviolation.Thecontentaimstodeepenstudents'understandingofthesignificanceofrulesin

maintainingsocialorderandpersonalsafety,andguidethemtothinkabouthowtobetterabidebyandevenmake

rulesintheirdailylives.

Studentswillbeabletomasterthekeyvocabularyrelatedtorules,suchas"opposite",

"packet","picnic；"smelly'1,"noise","reduce'；）,seat'\"fool","sign'1,"responsibility'；

"station","flowerpot","respect","spread",etc.

Studentswillunderstandandbeabletouseimportantphrases,like"lookafter","geton

thetrain","takeout","turnaround","takeadeepbreath","staysafe","arriveat","pickup",

"tellthetruth","followtherules".

教學目標Studentswilllearnandbeabletoapplysentencepatternsforexpressingrules,

experiences,opinionsandsuggestions,suchas"Andrulesarethereforustofollow!”,

"Suddenly,agirloppositemestartedplayingloudmusiconherphone.Whatashock!","In

myopinion,rulesareimportantforawell-orderedsociety."

Studentswillgraspthegrammarpointsofusingtheinfinitiveofpurpose（to+verb原

形/inorderto+verb原形/soasto+verb原形），"asksbtodosth"structureand"avoid

doingsth"structure.

Keyvocabularyandphrasesrelatedtorules,andtheircorrectusageinsentences.

Sentencepatternsforexpressingniles,experiences,opinionsandsuggestions,and

students*abilitytoimitateandcreatesentences.

教學重難點Theusageoftheinfinitiveofpurpose,"asks5todosth"structureand"avoiddoingsth"

structureingrammar.

Helpingstudentsunderstandtheimportanceofrulesthroughreadingmaterialsand

discussions.

知識清單

1KeyVocabulary

opposite/'opazit/prep.在...的對面

Thebankisoppositethesupermarket.（銀行在超市對面。）

packet/'paekit/n.（裝商品的）小包，小盒，小袋

Sheboughtapacketofbiscuits.（她買了一包餅干。）

picnic/'pikmk/n.野餐

Wearegoingonapicnicthisweekend.（我們這個周末要去野餐。）

smelly/'smeli/adj.有臭味的

Thegarbagebinissmelly.（垃圾桶有臭味。）

noise/noiz/n.噪聲；嘈雜聲

Thenoisefromtheconstructionsiteistooloud.（建筑工地的噪音太大了。）

reduce/ridju:s/v.縮小;減少；降低

Weshouldreducewasteinourdailylife.（我們應該在日常生活中減少浪費。）

seat/si:t/n.座，座位

Pleasetakeyourseat.（請就座。）

fool/fu:l/n.蠢人，傻子，笨蛋

Don'tbeafool!（別犯傻!）

sign/sam/n.標記；指示牌,標牌

Lookatthesign.Itsays“NoSmoking”.（看那個指示牌,上面寫著“禁止吸煙

responsibility/n.sponss'bilati/n.責任

Weallhavetheresponsibilitytoprotecttheenvironment.（我們都有保護環(huán)境的責任。）

belt/belt/n.腰帶，皮帶

Hetightenedhisbelt.（他系緊了腰帶。）

station/'steijn/n.車站

Iwillmeetyouatthetrainstation.（我會在火車站接你。）

flowerpot/'flaoapot/n.花盆

Thereisabeautifulflowerintheflowerpot.（花盆里有一朵漂亮的花。）

respect/n'spekt/v.尊重

Weshouldrespectourteachersandparents.（我們應該尊重老師和父母。）

spread/spred/v.傳播

Thenewsspreadquickly.（消息傳播得很快。）

2KeyPhrases

lookafter照顧

Shelooksafterherlittlebrothereveryday.（她每天照顧她的弟弟。）

getonthetrain上火車

Hurryup,orwecan'tgetonthetrain.（快點，否則我們上不了火車了。）

takeout拿出

Hetookoutabookfromhisbag.（他從書包里拿出一本書。）

turnaround轉(zhuǎn)身

Sheturnedaroundandsawherfriend.（她轉(zhuǎn)過身看到了她的朋友。）

takeadeepbreath深呼吸

Takeadeepbreathbeforeyoustartrunning.（在你開始跑步前深呼吸。）

staysafe保持安全

Weshouldwearhelmetstostaysafewhenridingabike.（我們騎自行車時應該戴頭盔以保持安全。）

arriveat到達（小地點）

Wearrivedattheairportontime.（我們準時到達了機場。）

pickup撿起

Pickupthetrashandputitinthebin.（撿起垃圾并把它放進垃圾桶。）

tellthetruth告訴真相

Youshouldalwaystellthetruth.（你應該總是說實話。）

followtherules遵守規(guī)則

Everyoneshouldfollowthetrafficrules.（每個人都應該遵守交通規(guī)則。）

3KeySentencePatterns

Rulesdescription

Andrulesarethereforustofollow!（規(guī)則的存在是為了我們?nèi)プ袷?）

Everyoneknowstherules.Theyaren'tjustonthewallbutalsoinourmindsandhearts.（每個人都知道這些

規(guī)則，它們不僅在墻上，也在我們的頭腦和心中。）

Nothingcanbedonewithoutnormsorstandards.（不以規(guī)矩,不能成方圓。）

Goodorderisthefoundationofallthings.（良好的秩序是一切的基礎。）

Experiencesandproblems

Suddenly,agirloppositemestartedplayingloudmusiconherphone.Whatashock!（突然,我對面的?個

女孩開始用手機大聲播放音樂。太令人震驚了?。?/p>

IcoveredmyearsinordertoblockthenoisecomingfromRockGirl.（我捂住耳朵，以阻擋來自“搖滾女

孩”的噪音。）

Iaskedhimtostop.However,hismotherreplied,'Comeon,he'sjustakid."（我要求他停下來,然而，他的

母親回答說：“算了吧，他只是個孩子

Whenmydishesfinallyarrived90minuteslater,theywerestonecold!（當我的菜終于在90分鐘后送達

時，已經(jīng)涼透了！）

Viewsandsuggestions

Inmyopinion,rulesareimportantforawell-orderedsociety.（在我看來，規(guī)則對一個秩序井然的社會很

重要。）

Weshouldfollowtherulesinourhearts.（我們應該遵守我們心中的規(guī)則。）

Therearelotsofthingstodotofollowtherules.（有很多事情要做來遵守規(guī)則。）

Whateffecthasbreakingruleshadonourlife?（違反規(guī)則對我們的生活有什么影響？）

Futureoutlook

Whatwillrulesbelikeinthefuture?（未來的規(guī)則會是什么樣的？）

Ithinkruleswillchangeovertime.（我認為規(guī)則會隨著時間的推移而改變。）

Schoolsinthefuturewillhavenewrules.（未來的學校將有新的規(guī)則。）

RuleswillhelpusliveabetterIfe.（規(guī)則將幫助我們過上更好的生活。）

4GrammarPoints

Infinitiveofpurpose

構成：to+動詞原形/inorderto+動詞原形/soasto+動詞原形

用法：表示做某事的目的

Iwenttothelibrarytoborrowsomebooks.（我去圖書館借一些書。）

Shegotupearlyinordertocatchthefirstbus.（她早起為了趕上第一班公交車。）

Heputonamasksoastoprotecthimselffromthedust.（他戴上面具以保護自己免受灰塵侵害。）

asksbtodosthstructure

構成：ask+賓語+to+動詞原形

用法：請求、要求某人做某事

Theteacheraskedthestudentstocleantheclassroom.（老師要求學生打掃教室。）

Sheaskedmetohelpherwiththemathproblem.（她請我?guī)退鉀Q數(shù)學問題。）

avoiddoingsthstructure

構成：avoid+動詞-ing形式

用法：避免做某事

Avoidmakingthesamemistakeagain.（避免再犯同樣的錯誤。）

Weshouldavoidtalkingloudlyinthelibrary.（我們應該避免在圖書館大聲喧嘩。）

教學過程

1Lead-in（5minutes）

Activity:Showsomepicturesofpeopleindifferentpublicplaces,suchasalibrary,apark,acinema,etc.Ask

studentstodescribewhatishappeninginthepicturesandpointouttherulesthatshouldbefollowedinthese

places.Forexample,inthelibrarypicture,studentsmaysay“Peopleshouldkeepquietinthelibrary.Theyshould

nottalkloudly.”

Purpose:Thisactivitycanarousestudents'interestinthetopicofrules,andreviewsomecommonrulesin

dailylifethatstudentsarefamiliarwith,layingafoundationforthefollowingin-depthlearning.

2VocabularyLearning（1Uminutes）

Presentation:PresentthenewwordsandphrasesonthePPTonebyone.Explainthemeaning,pronunciation

andusageofeachwordorphrase.Forexample,whenteachingtheword“opposite”,showapictureoftwo

buildingsoppositeeachother;andsay"Look,thesetwobuildingsareoppositeeachother.Thebankisopposite

thesupermarket/*Demonstratethephrase“takeout"bytakingoutapenfromabagandsaying"\takeoutapen

frommybag.”

Practice:

Word-readingpractice:Letstudentsreadthenewwordsandphrasesaftertheteacherseveraltimes,and

thenreadthemindividuallytocorrect