Unit 5 Play by the rules Starting out教学设计2025-2026学年外研版（2024）英语八年级上册

Unit 5 Play by the rules? Starting out I. Teaching Objectives (1) Language Ability · Identify key vocabulary related to rules (e.g., rule, noise, smelly, obey) through video analysis and discussion. · Extract specific rules from the video "Rules around us" and describe personal experiences of following rules. · Predict the main content of the passage "Rules" using visual clues (pictures of train passengers) and target vocabulary. (2) Cultural Awareness · Understand the universal importance of rules in social order through proverbs like "No rules, no standards" (from Mencius). · Recognize that rules vary across contexts but share the purpose of ensuring harmony. (3) Thinking Ability · Analyze the functions of common rules (e.g., maintaining public order, respecting others). · Infer possible rule-breaking behaviors in specific settings (e.g., on a train) based on context clues. (4) Learning Ability · Develop skills in extracting information from videos and connecting it to personal experiences. · Collaborate in groups to share opinions about rules and their significance. II. Teaching Key Points · Vocabulary: rule, noise, smelly, obey, public, behave. III. Teaching Difficult Points · Expressing personal understanding of proverbs about rules in English. IV. Teaching Procedures (1) Lead-in: Video "Rules around us" (15 mins) · Activity 1: First Viewing 1　 What can you see in the pictures? I can see a sign. It says “STOP". A boy follows the trafic rules and crosses the zebra crossing(斑马线). 2　 Play the video "Rules around us" (showing rules in public places: no littering, quiet in libraries, waiting in line). Students take notes on 3 rules mentioned. · Activity 2: Sharing Personal Rules 1.What kinds of rules do you follow daily life? In daily life, we need to follow many kinds of rules, such as family rules, school rules and traffic rules etc.. In pairs, students share: 1. One rule from the video that they follow daily (e.g., "I keep quiet in the library"). 1. One family or school rule they must obey (e.g., "I must finish homework before watching TV"). · Activity 3: Class Discussion Volunteers share their ideas... · Design Intent: Connect the video content to students’ real lives and activate vocabulary about rules. (2) Proverb Interpretation (15 mins) · Activity 1: Introducing Proverbs Present the Chinese proverb from Mencius: "不以规矩，不能成方圆" (Literal translation: "Without rules, you can’t form squares or circles"). Explain its meaning: "Rules help us create order and achieve goals." 1. What do these quotes mean? The first quote by Mencius means that nothing can be achieved or completed without rules or standards. The second quote by Edmund Burke means that good order is important for everything. 2. Which one do you agree with more? Why? I prefer with the first sentence. Because rules help us know what to do, make things fair, and keep everyone safe. · Activity 2: Pair Discussion Students discuss: 1. What does this proverb tell us about the importance of rules? 1. Can you think of an English saying with a similar meaning? (e.g., "No rules, no game") Activity 3: Summary(5 mins) Teacher concludes: "Rules guide our behavior so that people can live and work together peacefully." · Design Intent: Introduce cultural perspectives on rules and deepen understanding of their significance. (4) Summary and Homework Preview (5 mins) · Summary: Review key points: rules in daily life, the meaning of proverbs, and predictions about the passage. · Homework Preview: "Next lesson, we’ll read 'Rules' to check our predictions. Think about: Have you ever seen someone break rules in public? How did it make you feel?" · Design Intent: Prepare students for the next lesson’s 精读 and link learning to personal observations. V. Homework Basic Homework 1. List 5 rules you must follow in public places (e.g., "No talking loudly in cinemas"). 1. Design Intent: Reinforce vocabulary and awareness of public rules. Improving Homework 1. Write 2 sentences explaining why the proverb "No rules, no standards" is true (e.g., "Rules help students learn quietly in class"). 1. Design Intent: Practice expressing opinions about rules. Expanding Homework 1. Draw a picture of a rule-breaking behavior in public and write 1 sentence about it (e.g., "This person is littering, which violates the 'no littering' rule"). 1. Design Intent: Connect language learning to visual expression. VI. Teaching Reflection(5 mins) · Check if students can accurately extract rules from the video and link them to personal experiences. · Note difficulties in understanding the proverb’s meaning and provide simpler explanations if needed. · Evaluate if predictions about the passage are logical and based on visual/vocabulary clues. 学科网（北京）股份有限公司 $