Unit 5 Play by the rules-Presenting ideas 教学设计 2024-2025学年外研版英语八年级上册

该初中英语教学设计聚焦“规则”主题，核心知识点涵盖规则相关词汇（如follow/break the rules）、观点表达句型（如"In my opinion..."）及目的不定式语法（to/in order to/so as to + 动词原形）。课堂通过图片导入公共场所情境（图书馆、电影院等），引导学生讨论规则，激活生活经验，搭建从已知到新知的学习支架。 特色在于融合语言能力与思维品质培养，通过“读-议-说-写”任务链提升综合素养。读中引导学生分析文本中目的不定式句子，夯实语法基础；读后设置公交车让座争议情境，鼓励小组讨论并用核心句型表达观点，培养批判性思考与逻辑论证能力。同时，结合生活实例（如地铁规则、个人经历写作），强化知识应用与社会责任感，为教师提供可操作的活动设计与分层指导建议，助力高效课堂实施。

Unit 5 Play by the rules-Presenting ideas This unit focuses on the theme of "rules", which is highly relevant to students' daily lives. The "Presenting ideas" part aims to guide students to express their opinions and experiences regarding rules. Through various reading materials, students will encounter different situations related to rule - following or rule - breaking. They will also learn how to use appropriate language to present their thoughts clearly and logically, such as stating the importance of rules, sharing personal experiences of rule - related events, and giving suggestions on rule - making or improvement. This section not only enriches students' vocabulary and grammar related to rules but also helps them develop critical thinking skills and a sense of social responsibility. 教学目标 Students will be able to master the key vocabulary related to rules, such as "opposite", "packet", "picnic", "smelly", "reduce", "follow the rules", "break the rules", etc. Students can understand and use the key sentence patterns for presenting ideas, like "And rules are there for us to follow!", "In my opinion, rules are important for a well - ordered society." Students will learn the grammar usage of the infinitive of purpose, such as "to + verb 原形", "in order to + verb 原形", "so as to + verb 原形", and be able to use them correctly in sentences. 教学重难点 1 Key Points Key vocabulary and sentence patterns for presenting ideas about rules. The correct usage of the infinitive of purpose in expressing the purpose of an action. How to guide students to present their ideas in a clear and organized way, both orally and in writing. 2 Difficult Points Helping students to think critically about rules, such as when rules need to be adjusted or whether there are exceptions to rules. Teaching students to use appropriate language to support their opinions when presenting ideas, and avoid being one - sided or lack of evidence. Cultivating students' ability to apply the learned knowledge about rules to real - life situations and make rational judgments. 1 Key Vocabulary Nouns: rule, order, standard, norm, packet, picnic, smell Adjectives: smelly Verbs: follow, break, reduce, avoid, behave Phrases: in order to, so as to, ask sb to do sth, look after, follow a rule, take a breath, face to face, get in touch, avoid doing sth, behave badly, play loud music, take out, kick one's seat, turn around, block the noise, reduce the smell, post personal information 2 Key Sentence Patterns And rules are there for us to follow! Everyone knows the rules. They aren't just on the wall but also in our minds and hearts. Nothing can be done without norms or standards. Good order is the foundation of all things. In my opinion, rules are important for a well - ordered society. We should follow the rules in our hearts. 3 Grammar - Infinitive of Purpose Form: to + verb 原形 /in order to + verb 原形 /so as to + verb 原形 Usage: It is used to express the purpose of an action. For example, "I went to the library to borrow some books." "I covered my ears in order to block the noise." "She gets up early so as to catch the first bus." 教学过程 1 Warming - up (5 minutes) Activity: Show some pictures of different public places, such as a library, a cinema, a park, and a school. Ask students to work in pairs and discuss what rules should be followed in these places. Interaction: Invite several pairs of students to share their ideas with the class. Write down the key rules on the blackboard, such as "Keep quiet in the library", "Don't litter in the park", etc. 2 Pre - reading (10 minutes) Vocabulary Introduction: Teach the new vocabulary related to rules through pictures, examples, and explanations. For example, show a picture of a person sitting opposite another person and explain "opposite". Demonstrate the action of "taking out" something from a bag to teach the phrase. Let students repeat the words and phrases after the teacher to ensure correct pronunciation. Brainstorming: Present a question to the students: "Why do we need rules in our daily life?" Let students think independently for 1 - 2 minutes, and then discuss in groups of four. Encourage each group to list as many reasons as possible. Group Reporting: Ask each group to select a representative to report their group's discussion results. Summarize the reasons on the blackboard, such as "Rules can keep us safe", "Rules can make our society in order", etc. 3 While - reading (15 minutes) Fast Reading: Give out a short passage about rules in a public place (e.g., a subway). Ask students to read the passage quickly and answer two questions: "What is the main idea of the passage?" and "What rules are mentioned in the passage?" Careful Reading: Let students read the passage again carefully. This time, ask them to find out the sentences that use the infinitive of purpose. Underline these sentences and analyze their structures and meanings together. For example, "People wear masks to protect themselves from the virus." Explain that "to protect themselves from the virus" shows the purpose of wearing masks. Comprehension Questions: Pose some detailed comprehension questions, such as "Why is it important to follow the rules on the subway?" "What will happen if people break the rules?" Let students answer these questions based on the passage. 4 Post - reading (10 minutes) Group Discussion: Divide students into new groups. Present a controversial situation, such as "In a crowded bus, an old man asks a young man to give up his seat, but the young man refuses. What do you think of this situation? Are there any rules about seat - giving on the bus?" Let students discuss in groups and express their opinions. Each group needs to choose a recorder to write down the main points of their discussion. Group Presentation: Each group sends a representative to present their group's discussion results to the class. Other groups can ask questions or make comments. Guide students to use the key sentence patterns and vocabulary they have learned to present their ideas, such as "In my opinion, the young man should give up his seat because it is a traditional virtue to respect the elders." or "However, the young man may be very tired, and there is no strict rule that he must give up his seat." Summary: Summarize the different opinions expressed by the students. Emphasize that when presenting ideas, we should be clear, logical, and use evidence to support our views. 5 Homework Assignment (5 minutes) Written Task: Ask students to write a short passage about a rule - related event they have experienced. They need to describe the event in detail, including what happened, how they felt, and what they learned from it. Remind them to use the key vocabulary, sentence patterns, and the infinitive of purpose in their writing. Oral Task: Ask students to prepare a short speech about "The Most Important Rule in My Mind". They will share their speeches in the next class. 教学反思 Strengths: The use of pictures and real - life situations in the warming - up and pre - reading stages can effectively arouse students' interest and make them actively participate in the class discussion. Students are more likely to understand the importance of rules when they can relate to familiar scenarios. The step - by - step reading process, from fast reading to careful reading and then to post - reading discussion, helps students gradually master the reading skills and better understand the text content. The group discussion and presentation activities can train students' oral expression and critical thinking abilities. Weaknesses: In the group discussion, some students may be too shy to express their opinions, and the teacher may not be able to pay enough attention to every student. Also, the time for group discussion may be limited, which may cause some groups not to fully develop their ideas. When teaching grammar, such as the infinitive of purpose, some students may still have difficulties in using it correctly in their own sentences, indicating that more practice and guidance are needed. Improvements: For the next class, try to create a more relaxed atmosphere for group discussion. Encourage students who are less active to speak by asking some simple and guiding questions. Also, allocate more time for group discussion to ensure that each group can fully exchange ideas. Design more grammar exercises, both in - class and after - class, to help students consolidate the usage of the infinitive of purpose. Provide more examples and let students imitate and create their own sentences to enhance their understanding and application ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$