Unit 11 Rules Matter!-Developing the Topic-Reading for Writing 教学设计2024-2025学年仁爱科普版英语七年级下册

Unit 11 Rules Matter!-Developing the Topic-Reading for Writing This part of the teaching material in Unit 11 of Grade 7 focuses on "Rules Matter!" under the "Developing the Topic - Reading for Writing" section. It presents reading materials related to rules in different scenarios, such as school rules, family rules, and public place rules. Through reading, students are expected to understand the importance of rules and how to express various rules. The following writing task aims to guide students to write about rules they are familiar with, which helps to improve their reading comprehension and writing skills in the context of rules. 教学目标 Students will be able to understand key vocabulary and phrases related to rules, such as "obey", "break", "rule", "regulation", "in order to", "be supposed to", etc. Master the usage of simple present tense in expressing rules, for example, "We must wear school uniforms at school." "Students are not allowed to eat in class." Grasp sentence patterns used to state rules, like "It's necessary to...", "Don't...", "You should/shouldn't...". 教学重难点 1. Key Points Teach students how to understand and extract information about rules from reading materials. Guide students to use appropriate vocabulary, grammar, and sentence patterns to write about rules. Help students understand different types of rules and their significance. 2. Difficult Points Enable students to use various sentence structures flexibly when writing about rules to avoid monotony. Cultivate students' ability to express their own opinions on rules in English. Improve students' logical thinking in writing, such as organizing paragraphs and presenting ideas in a clear way. 1. Vocabulary Rules - related nouns: rule (n.), regulation (n.), law (n.), order (n.), discipline (n.) Example sentences: We must follow the school rules. (我们必须遵守校规。) Traffic regulations ensure our safety on the road. (交通规则确保我们在路上的安全。) Everyone should obey the law. (每个人都应该遵守法律。) Keep order in the library. (在图书馆保持秩序。) Good discipline is important in a class. (良好的纪律在课堂上很重要。) Action verbs related to rules: obey (v.), follow (v.), break (v.), violate (v.), enforce (v.) Example sentences: We should obey our parents' words. (我们应该听从父母的话。) Follow the instructions carefully. (仔细按照说明做。) Don't break the window. (不要打破窗户。) Whoever violates the rules will be punished. (任何违反规则的人都将受到惩罚。) The teacher enforces the class rules strictly. (老师严格执行班级规则。) Phrases: in order to (为了), be supposed to (应该), be allowed to (被允许), forbid sb. to do sth. (禁止某人做某事) Example sentences: We get up early in order to catch the first bus. (我们早起为了赶上第一班公交车。) You are supposed to finish your homework on time. (你应该按时完成作业。) Students are not allowed to use mobile phones in class. (学生们不被允许在课堂上使用手机。) The school forbids students to smoke. (学校禁止学生吸烟。) 2. Grammar Simple Present Tense for stating rules: Structure: Subject + verb (base form or -s/-es form) + other elements. Example: The library closes at 5 p.m. every day. (图书馆每天下午 5 点关门。) Tom often helps his mother with housework on weekends. (汤姆周末经常帮他妈妈做家务。) Modal verbs for expressing necessity and prohibition: "Must" for strong necessity: You must wear a seatbelt in the car. (你必须在车里系安全带。) "Mustn't" for strong prohibition: You mustn't play with fire. (你绝对不能玩火。) "Should" and "Shouldn't" for advice and mild obligation: You should keep quiet in the hospital. (你在医院应该保持安静。) You shouldn't talk loudly in the cinema. (你不应该在电影院大声喧哗。) 3. Sentence Patterns Imperative sentences for giving instructions and making requests: Positive imperative: Open the door, please. (请开门。) Negative imperative: Don't run in the hallway. (不要在走廊里跑。) Sentences with "It's + adjective + to do sth.": It's important to respect others. (尊重他人很重要。) It's necessary to follow the traffic rules. (遵守交通规则是必要的。) 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures on the PPT, such as a traffic light, a "No Smoking" sign in a public place, and students raising hands in class. Then ask students some simple questions: "What can you see in the picture?" "Do you know what these signs or behaviors mean?" "Why do we have these signs or rules?" Let several students answer the questions. This activity can arouse students' interest in the topic of rules and help them recall some related knowledge in their daily life. 2. Pre - reading (10 minutes) Present some new words and phrases related to rules on the blackboard or PPT, such as "obey", "break", "rule", "regulation", "in order to", "be supposed to", etc. Teach the pronunciation, meaning, and usage of these words and phrases through example sentences and simple explanations. For example, when teaching "obey", write the sentence "We should obey the school rules." on the blackboard and explain that "obey" means to follow the rules or commands. For "be supposed to", give sentences like "You are supposed to be here at 8 o'clock." and explain its meaning of "should". Then, show the title of the reading passage "Rules Around Us" to the students and let them predict what the passage might be about. Ask them to share their predictions in pairs and then invite some pairs to report to the class. This can activate students' prior knowledge and get them ready for reading. 3. While - reading (15 minutes) Skimming: Let students read the passage quickly (about 2 - 3 minutes) without paying too much attention to details. Ask them to find out the main idea of the passage and each paragraph. After reading, ask some students to answer the following questions: "What is the main topic of this passage?" "What are the main types of rules mentioned in each paragraph?" Guide students to summarize the main idea of each paragraph, for example: Paragraph 1: Introduction of the importance of rules in our life. Paragraph 2: School rules and their functions. Paragraph 3: Family rules and how they affect family members. Paragraph 4: Public place rules and the significance of following them. Scanning: Let students read the passage again more carefully. This time, give them some specific questions to answer, such as: "What are some examples of school rules mentioned in the passage?" "Why are family rules important?" "What will happen if people don't follow public place rules?" Let students scan the passage to find the relevant information. After they finish, check the answers together. This can help students improve their ability to find specific information in the text. Inferring meaning from context: Select some sentences from the passage that contain new or difficult words. Ask students to guess the meaning of these words according to the context. For example, in the sentence "If you violate the traffic rules, you may get a fine or even cause an accident.", ask students what "violate" might mean. Encourage them to think about the relationship between the words around it and the whole sentence. Then explain the correct meaning and usage of the word. 4. Post - reading (10 minutes) Group discussion: Divide the students into groups of 4 - 5. Ask each group to discuss one of the following topics: "The most important school rule and why you think so." "A family rule that has a great influence on you." "A public place rule that people often ignore and the possible consequences." Let each group choose a representative to report their discussion results to the class. During the report, other groups can ask questions or make comments. This can help students further understand the topic and improve their oral English and communication skills. Language focus review: Summarize the key vocabulary, grammar, and sentence patterns used in the reading passage on the blackboard or PPT. Review the usage of simple present tense for stating rules, modal verbs for expressing necessity and prohibition, and some important phrases. Give students some additional example sentences and ask them to analyze the structure and usage. 5. Writing guidance (5 minutes) Introduce the writing task: Ask students to write a short passage about a kind of rules they are familiar with, such as school rules, family rules, or rules in their favorite places. Guide students to organize their writing. First, let them think about the main idea and the structure of their passage. For example: Introduction: Briefly introduce the topic of rules. Body: List some specific rules and explain their importance or the reasons for them. Conclusion: Summarize the significance of following these rules. Remind students to use the vocabulary, grammar, and sentence patterns they have learned in this class, such as "obey", "should", "It's necessary to...", etc. 教学反思 After this class, overall, students showed a certain level of interest in the topic of rules. The warming - up activity successfully attracted their attention and activated their prior knowledge. In the pre - reading stage, teaching new words and phrases in an example - based way helped students better understand and remember them. During the while - reading process, the skimming, scanning, and inferring activities effectively improved students' reading skills. However, in the group discussion part, some students were a bit shy to express their opinions, and the discussion time was a little tight for some groups to fully explore the topics. In the future, more time should be allocated for group discussions, and more encouragement should be given to those less - active students. Also, in the writing guidance, some students still had difficulties in organizing their ideas clearly. In the following classes, more writing exercises and guidance on logical thinking in writing are needed to help students improve their writing 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 $$