Unit5Playbytherules公開課一等獎(jiǎng)創(chuàng)新教案（共6份）英語(yǔ)外研版八年級(jí)上冊(cè)Developingideas—Readingforwriting

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What:ThetextoffersEnglishlearningmaterialsfocusedononlinesafety.Itstartswithpicturestopromptstudentstoanalyseonlinebehaviourandsafety.Then,thereisanonlinesafetyguidepassage,followedbytaskslikecompletingnoteswithkeyinformation,answeringquestionsandcreatingarulelistfornewthingsofmodernlifesuchasonlineshoppingandusingAI.

Why:Theactivitiesaimtoenhancestudents'observationofonlinebehaviour,developtheircriticalthinkingaboutonlinesafety,andimprovetheirEnglishreadingandwritingskills.Bycreatingrulelistsandansweringquestions,studentscanbetterunderstandtheimportanceoffollowingonlinesafetyrulesandhowtoprotectthemselvesinthedigitalworld.

How:ThematerialsuseaccessibleEnglishandvisualelements.Guidedandquestion-basedactivitieslikeanalysingpictures,fillinginnotes,andresearchingandwritingrulelistsareprovided.Theseinteractivetasksencouragestudentstoactivelyengagewiththecontentandthinkaboutonlinesafetyissues.

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Bytheendofthislesson,studentswillbeableto:

1.comprehendthemainideaofthepassageaboutonlinesafetyrules.

2.recognisethesignificanceoffollowinganddevelopingastrongsenseofonlinesafetyandruleawareness.

3.writearulelistfornewthingsofmodernlife,usingimperativesentencesandexpressingtheirunderstandingoftheimportanceofrulesinmodernlife.

4.learnthenewwordsandphrases“facetoface"“getintouchwith”and“avoiddoingsth",andusetheminthecontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tocomprehendthemainideaofthepassageaboutonlinesafetyrules.Step1Lead-in1.Presentwordslike“onlinestranger”tostudentstoarousetheirinterestinthetopicofinternetsafety.2.Askstudentstopredictwhatthepassagewilltalkaboutaccordingtothetitle“Areyousafeonline",guidingthemtothinkaboutthepossiblecontentrelatedtointernetsafety.Step2Pre-readingRemindstudentsthattheycanpredictthemainideaofthepassagefromthetitleandthepicture,helpingthemdevelopreadingpredictionskills.Observestudents'responsetoseeiftheyareengagedinthetopic.Checkiftheycanmakegoodguessesaboutonlinesafetyrulesandwhytheymatter.Thisshowsiftheyunderstandthemainideaofonlinesafetyatthestart.

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2.Torecognisethesignificanceoffollowinganddevelopingastrongsenseofonlinesafetyandruleawareness.Step3While-reading1.Havestudentsreadthepassagequicklyandfindtheanswertoaspecificquestion,trainingtheirskimmingskills.2.Letstudentscompletethenoteswiththewordsandexpressionsfromtheguide,checkingtheirunderstandingofkeyinformationinthepassage.3.Posequestionslike“Whydoesthewritermentionasituationfromthepastatthebeginning”and“Whatdoesthewritermeanbytheexpression‘inhotwater’"toguidestudentstothinkaboutthedeepermeaningandlanguageusageinthepassage.4.Instructstudentstothinkandsharewiththeirpartnersaboutwhypeopleneedtomakenewrules,promotingtheircommunicationandcriticalthinkingskills.Measurehowfaststudentsfindanswersaboutonlinesafetyrulesinthepassagetotesttheirskimmingskills.Checkiftheirnotesshowtheyunderstandkeyonlinesafetyrules.Evaluatehowwelltheyunderstandthemeaningandlanguageaboutonlinesafetyfromtheiranswerstoquestions.Also,seehowwelltheytalkandthinkwhendiscussingwithpartnersaboutfollowingrulesandbeingsafeonline.

1.Topresentwords,askforpredictionsandremindtitle-picturepredictionstoarousestudents'interest,promotetheirpre-readingthinking,teachthemreadingstrategyandboosttheirreadingefficiency.2.Totrainskimmingskills,checkunderstandingofkeyinformation,guidedeeptextanalysis,andpromotecommunicationandcriticalthinkingthroughvarioustasksduringreading.

3.Towritearulelistfornewthingsofmodernlife,usingimperativesentencesandexpressingtheirunderstandingoftheimportanceofrulesinmodernlife.Step4Post-reading1.Presentalistofnewthingsofmodernlifesuchastheunmannedaerialvehicletostudents.2.Organisestudentstoworkingroupsoffourtowritearulelistfornewthingsofmodernlife.Guidethemtofollowthesteps,useimperativesentences,andgivereasonsfortherules.3.Askstudentstochecktheirrulelistsaccordingtospecificrequirementsandthensharetheirlistswiththeclass,improvingtheirwritingandpresentationskills.Evaluatestudents'creativity,writingskillsinusingimperativesentences,understandingofrule-making,andpresentationabilitiesbyobservingwhethertheycancreateacomprehensivelistofrulesformoderninnovations,suchastheunmannedaerialvehicleingroups,providereasonsforeachrule,andeffectivelysharetheirworkwiththeclassaccordingtotherequirements.

Toexposestudentstonewthingsofmodernlifewiththelist.Havethemwriterulelistsingroupstoimprovewritingandcooperation.Makethemcheckandshareliststoenhancepresentationskillsandunderstandingofrules.

4.Tolearnthenewwordsandphrases“facetoface”“getintouchwith"and“avoiddoingsth”,andusetheminthecontext.Step5LanguagePointsTeachrelevantexpressionsandlanguagepoints,suchas“facetoface"getintouchwith”and“avoiddoingsth".Step6ExerciseGuidestudentstodofill-in-the-blankandtranslationexercises.Checkifstudentsgrasptheexpressionsbyevaluatingtheirperformanceonexercises.

Tointroducekeyexpressions,andthenguidestudentstopractisetheseexpressionsthroughexercisestoreinforcetheirunderstandingandapplication.

HomeworkBasichomework:Polishyourwritingagain.Practicalhomework:Makeashortvideoaboutonlinesafetyrules.Extendedhomework:ResearchonmoreaboutthelatesttrendsinonlinesafetyandwriteashortreportinEnglish.

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Startingout

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What:Thistextiscentredaroundrules.Itstartsbyshowinga“STOP”signinapicture,guidingstudentstoobserveandanswerquestions,suchasrulestobefollowedindailylife,andgiveexamples.Then,itpresentsfamoussayingsaboutrulesfromMenciusandEdmundBurke,askingstudentstointerprettheirmeaningsandstatewhichonetheyagreewithmoreandthereasons.Theaimistohelpstudentsunderstandtheimportanceofrulesandcultivatetheirthinkingaboutrulerelatedcontentandtheirlanguagecompetence.

Why:Thepurposeistocultivatestudents'observation,thinkingandexpressionabilities,makestudentsrealisetheimportanceofrulesinlife,andatthesametimeimprovetheirEnglishreadingcomprehensionandlanguageexpressionskills.Throughtheunderstandinganddiscussionofthequotes,studentscandeepentheirunderstandingofthesignificanceofrules.

How:ItusessimpleEnglishexpressions,whichareeasytounderstandbyEnglishlearners.Itguidesstudentstothinkthroughquestions,andhelpswiththeunderstandingoftheconceptofrulesbyusingpictures.Thequotesareshortandinspiring.

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Bytheendofthislesson,studentswillbeableto:

1.learndifferentexpressionsofrulesindifferentsituations.

2.knowtheimportanceofrulestotheirlife.

3.useEnglishtotalkaboutvariousrules.

4.learnandapplythekeylanguagepointscorrectly.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tolearndifferentexpressionsofrulesindifferentsituations.Step1Lead-in1.Showapictureofaboycrossingtheroad.Guidestudentstoobserveandthink.2.Askstudentswhatothertrafficrulestheyknow.Letstudentssharewhattheyknowtointroducetheconceptandimportanceofthetrafficrules.Assessstudents'understandingofthetrafficrulesbyevaluatingtheirbehaviour,andobserveiftheycanidentifyanddiscussvarioustrafficrulesclearly.

2.Toknowtheimportanceofrulestotheirlife.Step2Presentation1.Guidestudentstothinkabouttherulesindifferentscenarios.2.Listexamplesofschoolrules.Takestudentsatschoolasanexampleandlistschoolrulestoletstudentshaveanintuitiveunderstandingofrules.3.Playavideoabout“Rulesaroundus".Afterthat,askstudentsquestionstoguidethemtothinkandanswer,deepeningtheirunderstandingofrules.Assessstudents'understandingofrulesbyevaluatingtheirdiscussionsonvariousscenariosandreviewingtheirschoolruleslist,andcheckwhethertheygetthekeyinformationofthevideothroughinteractivequestions.

Toguidestudentstothinkaboutthetrafficrulesbyusingapicture,discussrulesindifferentscenarios,andwatchavideotohelpthemrealisethatrulesareeverywhereandunderstandtheirimportanceindailylife.

3.TouseEnglishtotalkaboutvariousrules.Step3Practice1.Organisegroupactivities.Dividestudentsintofivegroups,chooseonetypeofrules(schoolrules,familyrulesorpublicrules)andlistasmanyrulesaspossible.2.Haveeachgrouppresenttheirlistedrulesandexplainthem.3.Showquotesfromfamouspeopleabouttheimportanceofrules.Guidestudentstodiscusstheirunderstandingofthesequotes.Evaluatestudents'workbycheckingtheirgrouplistsofrulesthroughobservingtheirpresentationsandlisteningtotheirdiscussionsonfamousquotes.

Toguidestudentstoexploredifferenttypesofrulesthroughgroupworkandpresentations,andusefamousquotestoinitiatediscussionsontheimportanceofrulesineverydaylife.

4.Tolearnandapplythekeylanguagepointscorrectly.Step4LanguagePointsTeachrelevantexpressionsandlanguagepointsaboutrules.Step5ExerciseGuidestudentstocompleteexercises.Checkstudentsmasteryoflanguagepointsbyevaluatingtheirperformanceonexercises.

Tointroducekeylanguagepointsandthenguidestudentstopractisetheseexpressionsthroughexercisestoreinforcetheirunderstandingandapplication.

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HomeworkBasichomework:Reviewandwritethewordsyoulearnaboutrulesinthislesson.Practicalhomework:Introducetherulesyoulearntoyourfriendsandaskthemtoaddsomething.Extendedhomework:Trytosearchformorekindsofrulesindifferentaspects.

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Presentingideas&Reflection

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What:ThetextoffersEnglish-learningactivitiesfocusedonthedesignofclassrules.Itguidesstudentstoworkingroups,chooseanaspectofschoollife,identifyproblems,anddesignrules.Therearestepsforpresentingtherules,votingonthebestruleboards,andareflectionsectiontohelpstudentsunderstandtheimportanceofrulesandassesstheirlearningbythemselves.

Why:Theactivitiesaimtoenhancestudents'understandingofrulesinaschoolcontext,developtheircollaborative,thinkingandpresentationskills,andimprovetheirEnglishlanguageuse.Thereflectionparthelpsstudentsinternalisetheimportanceofrulesandassesstheirownlearningprogress,thuspromotingadeeperunderstandingoftheroleofrulesindailylife.

How:UsingaccessibleEnglishandstructuredoutlines,itprovidesaprocessforstudentstoengageinrule-designingstepbystep.Visualelementslikethe“Rules”titlewithahand-writingimageaddinterest.Thereflectionsectionusescheckboxesandpromptsself-evaluation.Thisapproachencouragesgroupcollaboration,criticalthinking,andself-awareness.

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Bytheendofthislesson,studentswillbeableto:

1.understandtheproblemsindifferentareasofschoollifeandcomeupwithcorrespondingrulestosolvethem.

2.usewordsandexpressionsfromtheunitandexplainthepurposeandimportanceofeachrule.

3.applytheunderstandingofrulesinreal-lifesituationsandexpressideasaboutmakingrulesandfollowingrules.

4.learnthenewphrasesandexpressionssuchas“with"and“atthemoment”,andusethemincontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tounderstandtheproblemsindifferentareasofschoollifeandcomeupwithcorrespondingrulestosolvethem.Step1Lead-inOrganiseacompetitionofdesigningruleboardstoarousestudentsinterest.Observestudents'responsetothetasktogaininsightintotheirknownandunknowninformationabouthowtomakearuleboard.

Tosparkstudentsinterestandencouragethemtoreflectontheirindividuality,preparingthemmentallyforthetaskofpresentingideas.

2.Tousewordsandexpressionsfromtheunitandexplainthepurposeandimportanceofeachrule.Step2Presentation1.Dividestudentsintogroups.Instructeachgrouptochooseanareaofschoollife(classroomteamwork,breaktimebehaviour,orin-classbehaviour).2.Guidegroupstodiscusstheproblemsintheirchosenareaandcomeupwithcorrespondingrulestosolvethoseproblems.3.Provideanoutlineandusefulexpressionstohelpstudentsdesignaruleboardtopresenttheirrules.Evaluatestudentsunderstandingofschoollifeproblemsandrule-makingbyobservingwhethergroupscanidentifyissuesinselectedareas,createrelatedrules,anduseunitvocabularytoexplaineachrule'spurposeandimportanceontheruleboard.

Todevelopstudents'creativity,andimprovetheirteamwork,problem-solving,languageskills,andtheirunderstandingofschoolrules.

3.Toapplytheunderstandingofrulesinreal-lifesituationsandexpressideasaboutmakingrulesandfollowingrules.Step3Production1.Requireeachgrouptopractisepresentingtheirruleboard.2.Organiseavotetoselectthebestthreepresentations.3.Guidestudentstosharetheirclassrulesusingthegivensentences.Step4Reflection1.Guidestudentstoreflectontheunitaboutrules.2.Guidestudentstoassesstheirabilitytoexpressrule-relatedunderstandingusingthevocabularytheylearntinthisunit,theinfinitiveofpurpose,anddescriptionsofruleimportance,andthenencouragethemtoidentifyareasforimprovement.Focusonwhetherstudentsquestionsandanswersduringgroupdiscussionsandclasspresentationscoverthemainfactualinformationandexpressionsmentionedinthetext.

Assessthedepthofstudentsreflectionandtheirabilitytosetrealisticgoalsforfurtherlearning.

1.Tobooststudents'presentationandlanguageskills,promotepeerevaluation,anddeepentheirunderstandingofrules.2.Tohelpstudentssummariseandinternaliseknowledgeaboutrules,improvetheirself-assessmentskillsinusingrelevantlanguageknowledge,andidentifyareasforgrowthinrule-relatedunderstandingandexpression.

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4.Tolearnthenewphrasesandexpressionssuchas“with"and“atthemoment”,andusethemincontext.Step5LanguagePointsTeachrelevantexpressionsandlanguagepointssuchas“with"and“atthemoment”.Step6ExerciseGuidestudentstocompletefill-in-the-blank,translationandquestion-answeringexercises.(詳見課件資源)Checkstudents'graspofexpressionsbyevaluatingtheirperformanceonexercises.

Tointroducekeyexpressions,andthenguidestudentstopractisetheseexpressionsthroughexercisestoreinforcetheirunderstandingandapplication.

HomeworkBasichomework:Reviewandcopythekeywordsandphrasesaboutrulesinthisunit.Practicalhomework:Doarole-playwithyourpartnerandhaveaQ&Aactivityaboutwhatclassrulesbringtoyourschoollife.Extendedhomework:Searchformoreusefulclassrulesandsharetheminclass.

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Understandingideas—Grammar

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What:ThetextpresentsEnglishgrammar-learningexercisesmainlyabouttheuseof“to"“inorderto”and“soasto"toexpresspurposes.Itcontainstaskslikesummarisingthegrammarrulesfromthegivensentences,rewritingthesentenceswiththesestructures,completingaletterusingthetargetgrammar,andsharingastoryoffollowingrulesinpairs.

Why:Theseactivitiesaimtohelpstudentsmasterthegrammarstructureforexpressingpurposes.Throughanalysingandrewritingthesentences,studentscanbetterunderstandthegrammarpletingtheletterandsharingstoriesnotonlystrengthentheirgrammarapplicationbutalsoimprovetheirwritingandcommunicationskillsinEnglish.

How:Thematerialstakesentencesaboutreallifeasexamplesandwritingtaskstohelpstudentslearngrammar.Byhavingstudentsanalysesentences,rewritethemandcreatetheirownwritingpieces,theyareencouragedtohavepracticalapplicationofthegrammarknowledge.Thepair-workactivityalsopromotescommunicationandcooperationamongstudents.

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Bytheendofthislesson,studentswillbeableto:

1.perceivetheformandunderstandthemeaningoftheinfinitiveofpurpose.

2.summarisethegrammarrulesoftheinfinitiveofpurpose.

3.usetheinfinitiveofpurposetotellastoryaboutfollowingrulesandrealisetheimportanceoffollowingrules.

4.usethekeylanguagepointsandtheinfinitiveofpurposecorrectlyinreal-lifecontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toperceivetheformandunderstandthemeaningoftheinfinitiveofpurpose.Step1Lead-inShowsentenceslike“Igotonthetraintogohome.”Guidestudentstoobservethecommonstructureandintroducethe“todosth"structure,namelytheinfinitiveofpurpose.Assessstudents'observationalabilitybytheirreactiontotheexamplesentence.Noteiftheycanquicklyspotthestructure.

Topresentasentencerelatedtoreallifetohelpstudentsquicklyperceivetheformoftheinfinitiveofpurposeandlayafoundationforfurthergrammarlearning.

2.Tosummarisethegrammarrulesoftheinfinitiveofpurpose.Step2GrammarFocus1.Presentpairsofsentences,suchas“Igotonthetraintogohome.”Helpstudentsunderstandthattheinfinitiveofpurposeisusedtoexpresspurposes.2.Guidestudentstoobservetheusageof“to"inorderto”and“soasto".Summarisethedifferencesintheirpositionswhenexpressingpurposes.3.Showsentenceslike“Iputonthecoatinordernottocatchacold.”Summarisethenegativeformsof“inorderto"and“soasto”.Assessstudents'understandingofthemeaningoftheinfinitiveofpurposeandrulesbyobservingtheirresponsesduringanalysingthesentences,checkingiftheycanspotdifferentusageandunderstandthenegativeform.

Tohelpstudentsunderstandthemeaningandgrammarrulesoftheinfinitiveofpurpose,includingthedifferencesbetweentheaffirmativeformandthenegativeformthroughanalysisandsummaries.

3.Tousetheinfinitiveofpurposetotellastoryaboutfollowingrulesandrealisetheimportanceoffollowingrules.Step3Practice1.Givesentencessuchas“Peoplewearseatbeltsincars."and“Peoplewanttostaysafeontheroad.”Askstudentstorewritethemwith“to"inorderto”and“soasto".2.Provideafillintheblankexerciseintheformofastory.Askstudentstousetheinfinitiveofpurposeinthecontext.Checkifstudentscandothetaskscorrectly.Judgethedegreebytheirperformanceindifferentcontexts.Observewhetherthefollowingproblemsexist:misusingexpressions,verbformerrorsandcontextmisunderstanding.

Tostrengthenstudents'abilitytousetheinfinitiveofpurposecorrectlybyhavingthemrewritesentencesandcompleteastory-basedfill-in-the-blankexercise,thusenhancingtheirpracticallanguageapplicationskills.

4.Tousethekeylanguagepointsandtheinfinitiveofpurposecorrectlyinreal-lifecontext.Step4LanguagePointsTeachsomerelevantexpressionsandlanguagepointssuchas“touch”“pickup"and“tellthetruth”.Step5ExerciseGuidestudentstocompletematchingexercises,fill-in-the-blankexercisesandtranslationexercises.(詳見課件資源)Checkstudents'graspofexpressionsbyevaluatingtheirperformanceonexercises.

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Tointroducekeyexpressions,andthenguidestudentstopractisetheseexpressionsthroughexercisestoreinforcetheirunderstandingandapplication.

HomeworkBasichomework:Finishtheexercisebook.Practicalhomework:Writedownyourstoryaboutruleswiththetargetgrammar.Extendedhomework:Trytosearchformorestoriesaboutrulesandsharetheminclass.

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Developingideas—Listeningandspeaking

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What:Thetextisaboutwhenit'sokaytobreakrules.There'salisteningtaskfromaradioprogrammeonrule-breakinginemergencies.Studentsneedtochoosethetopic,completethenotesabouttheradioprogramme,analysetheargumentsanddogroupdebatesonspecialcaseswithoutfollowingrules.

Why:Theseactivitieshelpstudentslistenbetter,thinkcriticallyandcommunicatebetterinEnglish.Byexaminingsituationswhererulescanbebroken,studentslearnthatrulesareimportantbuttheycanalsobeflexible.Debatinghelpsthemstateopinions,backuparguments,respectdifferentviewsandunderstandwhyrulesmatterinsociety.

How:Thematerialsuselistening-basedactivitiesrelatedtothetopicofrulestohelpstudentslearn.Byhavingstudentslistentoaradioprogrammeandholdadebate,choosetopics,andcompletenotesandarguments,theyencouragestudentstounderstandwhenit'sokaytobreakrules.Thegroup-workactivityofcarryingonthedebatealsopromotescommunicationandcriticalthinkingamongstudents.

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Bytheendofthislesson,studentswillbeableto:

1.getinformationaboutrules.

2.knowtheimportanceofrules.

3.givetheirownopinions,andthenhaveadebate.

4.learnthekeylanguagepointsandstructuresofthetextandapplythemincontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Togetinformationaboutrules.Step1Pre-listeningStartafreetalkwithstudents.Forexample,askthemtointerpretthemeaningofathought-provokingstatementlike“Tobe,ornottobe:thatisthequestion."toengagethemintheclass.Assessstudents'engagementlevelandcriticalthinkingabilitybyobservingtheirresponseduringthefreetalkaboutthethought-provokingstatement.

2.Toknowtheimportanceofrules.Step2While-listening1.Presentataskrelatedtoaradioprogramme,andaskstudentstolistentotheradioprogrammeandchoosethetopicamongthegivenoptions.2.Instructstudentstolistentotheradioprogrammeagain.GuidethemtocompletethenotesaboutAlexscaseofbreakingrules.3.Letstudentslistentothedebateintheradioprogramme.Directthemtocompletetheargumentsandanalysehowtheguests,ZhangXinyanandTomBlake,debate.4.Explaintherulesandskillsoftakingpartinadebate,suchasstartingwithstatingarguments,usingexamplestosupportandsummarisingmainpoints.Evaluatestudents'listeningcomprehension,information-extractionskills,andunderstandingofdebatestructuresbycheckingtheiranswersintasksliketopic-choosing,notecompleting,andargument-analysingrelatedtotheradioprogrammeandthedebate.

Tohelpstudentslearnaboutrules,developdebatingskills,andenhanceteamwork,summarisingandself-reflectionabilities.

3.Togivetheirownopinions,andthenhaveadebate.Step3Post-listening1.Organisestudentstoworkingroups.Guidethemtochoosetheprosandconsofatopicrelatedtorules.(e.g.,IsiteverOKtobreakrules)Assessgroupworkbyobservingtaskdivision,communication,andconsensus.Evaluateargument-buildingviarelevantexamples.Measurestudentsdebatingskillsthroughtheirexpressions,responseandlanguage.

2.Requireeachgrouptogiveagreementsandexamplesfortheirchosenstance.3.Facilitateagroupdebatebasedonthepreparedcontent.4.Remindstudentstosummarisetheirgroupsviewsattheendofthedebate,andusetheevaluationmechanismtoassesstheirperformance.Checkifthemainpointsareincluded.Judgestudentsself-awarenessfromtheirself-analysisandimprovementrecognition.

Todevelopstudents'groupwork,argument,debate,summary,andself-reflectionskillsthroughrule-topicactivities,andofferpracticalwaystoevaluatetheirlearning.

4.Tolearnthekeylanguagepointsandstructuresofthetextandapplythemincontext.Step4LanguagePointsTeachrelevantexpressionsandlanguagepoints.Step5ExerciseGuidestudentstocompletefill-in-the-blank,translationandsentencetransformationexercises.Checkifstudentsmastertheexpressionsbyevaluatingtheirperformanceontheseexercises.

Tointroducekeyexpressions,andthenguidestudentstopractisetheseexpressionsthroughexercisestoreinforcetheirunderstandingandapplication.

HomeworkBasichomework:WritedowntheargumentsandexamplesthatTomandXinyangave.Practicalhomework:Writedownmoreargumentsandexamples.Extendedhomework:Searchformorespecialcasesinfollowingrules.

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Understandingideas—Reading

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What:Thetextisanarrativepassage.Itmainlytellsthatpassengersonatrainbreakrules.Itincludesreadingpracticetaskssuchasansweringquestionsbasedonthepicture,findingoutpassengersrule-breakingbehaviour,choosingatitle,andcompletingaformtosortoutthesequenceofevents.Thereisalsoa“Thinkandshare”session,inwhichstudentsareencouragedtodiscussthesubsequentdevelopmentofthestoryandtherule-breakingbehaviourtheyhavewitnessedintheirowndailylife.

Why:Theseactivitiesaimtocultivatestudents'readingcomprehensionsothattheycanextractkeyinformationfromthetext.Atthesametime,theyguidestudentstothinkabouttheimportanceofrules,enhancestudentscriticalthinkingability,andexercisestudents'oralexpressionabilitythroughsharingandcommunication.

How:Thestoryispresentedthroughacombinationofpicturesandtext.Variousreadingtasksareusedtoguidestudentstounderstandthecontentofthetext,suchassearchingforinformationandsummarising.The“Thinkandshare"sessionencouragesstudentstodrawontheirownexperiencestodeepentheirunderstandingofthetheme“rules”int