Unit 4 Lesson5 教学设计 2025-2026学年冀教版八年级英语下册

初 二 年级下 (英语)教学案 　 备课时间： 使用者 Unit 4：Rules make for a better life! Lesson 5: Public rules 主备教师 卢学林 参与教师 八年级全体英语教师 缺课学生 审核人 卢学林 课 时 授课时间 核心 素养目标 Key Competencies Objectives Language Competence：Through group cooperation and situational practice, master the learning methods of independent inquiry and cooperative communication, and improve the ability to use English language. Cultural Awareness：Understand the differences between Chinese and foreign public rules, respect the norms of civilization in different cultures, and establish a global consensus on civilization. Thinking Quality：By analyzing and discussing the meaning of public rules, we can cultivate logical thinking and critical thinking, and learn to dialectically view the relationship between rules and freedom. Learning Ability：Master core vocabulary such as public, rule, obey, queue and rule sentence patterns such as "Don't.../We should...", be able to understand and read dialogues and short texts related to public rules, and be able to verbally express common public rules. 教学重难点 Key and Difficult Points Key Points:Master core words and phrases such as public, obey, queue, no smoking, etc. Be able to read short passages about public rules and extract key information Difficult Points:Flexibly apply the target sentence patterns in specific public contexts to accurately express the rules of prohibition and advocacy. Understand the profound meaning of public rules and internalize the awareness of rules into conscious actions; Distinguish the usage differences of similar sentence patterns to avoid grammatical errors. 教学准备Preparation textbook, exercise book, notebook, recorder, ppt 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in Create a real-life situation to arouse students' interest. Guide students to connect with prior knowledge and naturally enter the learning theme. Ask students: “What do you think of the behaviour in the pictures? What will you do when you see them? 活动设计 Activity Design Reading & Comprehension Activity 1: Read the email and choose the right answer. 1. How many aspects are talked in the passage? 2. What behaviour can case arguments and fights according to the passage ? 3. What behaviour is bad for both environment and people? Activity 2: Read the passage and answer the questions. Read the passage and answer the questions. A How does spreading rumours affect others? This behaviour can damage someone’s reputation. B Why is littering considered a bad behaviour? When people litter, not only the environment but also the health and safety of others are affected. C Do you think it is important to follow public rules? Why? Yes, I do. Because following public rules protects people and the world around us. / following public rules can make a better life and make the world in order. Thinking & sharing What will you do if you see someone cutting in line? Discuss with your partner and give some advice. Group work Work in groups. Write a proposal for students to follow public rules in your school. Summary & Language points 思政渗透与学科育人有机融合点Subject-based Character Education 教师呈现中外公共规则的差异图片或短文，如“在英国，人们排队意识很强，即使只有一个人，也会自觉排队；在日本，公共场所禁止大声喧哗，垃圾分类非常严格”，引导学生阅读和讨论：“What are the differences between Chinese and foreign public rules? Why are there these differences? Should we respect these differences?” 让学生了解不同文化中的公共规则，尊重文化差异，树立全球文明共识。同时，引导学生思考：“What can we do to obey public rules in our daily life?” 鼓励学生说出自己的做法，如“Queue when waiting for the bus.”“Don’t talk loudly in the library.”，将规则意识内化为自觉行为。 板书设计 Blackboard Design 教学反思Teaching Reflection 审 查 意 见 签 字： 年 月 日 学科网（北京）股份有限公司 $