Unit 4 Rules Are Rules! Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版选择性必修第四册

Unit 4 Rules Are Rules! Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 It focuses on cultivating students’ language ability to use English to discuss rules, develops cultural awareness to respect rule differences among countries, fosters critical thinking about rule significance, and improves autonomous and cooperative learning abilities. 教学重难点 Key points: Master core vocabulary and sentence patterns about rules; understand the theme and structure of the text. Difficult points: Analyze the rationality of different rules and express personal views in English logically. 教学过程 Lead-in The teacher starts the class with an open question: “Have you ever encountered a situation where you had to follow a special rule? What was it and how did you feel about it?” Then, the teacher shows pictures of common rules in different scenarios, such as school rules, traffic rules, and international rules (e.g., airport security rules, public place rules in foreign countries). After 3 to 4 students share their experiences and views in simple English, the teacher summarizes: “Rules exist everywhere in our life, and different regions and fields have different rules. Today, we will learn Section 4 Expanding Our Horizons to explore more about rules around the world and deepen our understanding of the theme ‘Rules Are Rules!’” Design Intention: The lead-in links students’ existing life experiences with the unit theme, which can quickly arouse their learning interest and enthusiasm. By asking open questions and showing familiar rule scenarios, it lowers the threshold of English expression, helps students quickly enter the learning state, and lays a solid foundation for the subsequent text learning and theme exploration. At the same time, it subtly points out the diversity of rules, which is consistent with the core purpose of “Expanding Our Horizons” in this section. Pre-reading: Vocabulary and Background Preview Vocabulary Learning The teacher presents the core vocabulary of this section on the screen, including “constitution, liberty, consistent, harm, crime, punitive, framework, warning” and other words related to rules and laws. For each word, the teacher provides accurate English definitions, example sentences closely related to the theme of rules, and guides students to read aloud to master the pronunciation and usage. For example, for “constitution”, the teacher says: “Constitution refers to a set of basic rules and principles that a country or organization is based on. Every citizen should abide by the national constitution.” For “punitive”, the teacher explains: “Punitive means intended to punish someone for breaking rules or laws. The school will take punitive measures against students who cheat in exams.” After explaining the vocabulary, the teacher organizes pair work: students work in pairs to make simple sentences with the newly learned words, and then invites several pairs to present their sentences to check their mastery. For students who make mistakes in sentence making, the teacher corrects them patiently and guides them to use the words correctly in the context of rules. Background Introduction The teacher briefly introduces the background of the text: this section mainly includes three parts of content—“The Rules Are the Rules”, “Tougher Rules for Drunk Driving” and “Funny International Laws You’d Never Know Are Real”. It aims to help students understand the importance of rules in different fields, understand the differences of rules among different countries and regions, and expand their international vision. The teacher adds: “These texts involve not only serious legal rules but also interesting international minor laws, which can let us see the diversity and rationality of rules from different perspectives.” Design Intention: Vocabulary is the foundation of text reading and expression. By focusing on the core vocabulary related to rules, it helps students remove the language barriers in subsequent reading. The example sentences closely combined with the theme of rules can help students understand the usage of words in context and lay a foundation for their subsequent reading and expression. The background introduction enables students to have a preliminary understanding of the text content and structure, clarify the learning objectives of this section, and stimulate their desire to explore the text. While-reading: Text Analysis and Comprehension Fast Reading (Skimming) The teacher asks students to read the three texts in the section quickly, and complete two tasks: first, find out the main idea of each text; second, list one key rule mentioned in each text. After students finish reading, the teacher organizes a class discussion to check the reading results. For the main idea, the teacher guides students to summarize concisely: Text 1 mainly emphasizes that rules are important to maintain social order and everyone must abide by them; Text 2 introduces the stricter rules and penalties for drunk driving in some countries and regions; Text 3 introduces some interesting and unexpected international laws. For the key rules, the teacher invites students to share their answers, such as “In Text 1, it is mentioned that people must follow the rules in public places to avoid chaos”; “Text 2 points out that drunk drivers may face severe fines, license suspension and even imprisonment”; “Text 3 mentions that in some countries, it is illegal to chew gum in public.” Intensive Reading (Scanning) The teacher guides students to read each text carefully and designs targeted questions to help students deeply understand the text content, language points and logical structure. For Text 1 “The Rules Are the Rules”: What is the author’s attitude towards rules? (The author thinks rules are necessary and everyone must abide by them, because rules can maintain social order and protect everyone’s rights and interests.) Find out the sentences in the text that support the author’s view and analyze their functions. (For example, “Without rules, society would be in chaos. People would not know how to behave, and conflicts would break out everywhere.” This sentence uses a hypothetical situation to emphasize the importance of rules.) For Text 2 “Tougher Rules for Drunk Driving”: What are the common punitive measures for drunk driving mentioned in the text? (Fines, license suspension, imprisonment, and even installing an ignition interlock device.) Why do some countries formulate stricter rules for drunk driving? (Because drunk driving is a serious threat to public safety, causing a large number of traffic accidents and casualties every year. Stricter rules can deter people from drunk driving and protect public safety.) For Text 3 “Funny International Laws You’d Never Know Are Real”: List two funny international laws mentioned in the text and express your views on them. (For example, “In Singapore, it is illegal to chew gum in public”; “In Italy, it is illegal to wear high heels in some ancient sites.” Students can express their views freely, such as thinking that these laws are for protecting public health or cultural relics.) What do these funny laws tell us? (Rules are closely related to the cultural, historical and social background of a country, and different countries have different rules according to their own actual conditions.) In the process of intensive reading, the teacher focuses on guiding students to analyze the key sentences and language points in the text, such as the usage of “consistent with”, “do harm to”, “send sb. to prison” and other phrases, as well as the usage of complex sentences such as conditional clauses and causal clauses. For example, when analyzing the sentence “His actions are always consistent with his words”, the teacher explains the usage of “consistent with” and asks students to make sentences with this phrase. When analyzing “Smoking can do great harm to your health”, the teacher guides students to master the structure of “do harm to” and extend it to similar phrases such as “do good to”. Design Intention: Fast reading helps students grasp the main idea and key information of the text quickly, cultivate their ability to extract information efficiently. Intensive reading, with the help of targeted questions, guides students to dig deep into the text content, understand the author’s intention and the logical structure of the text, and at the same time master the key language points, which effectively improves students’ language understanding and application ability. The design of open questions also provides space for students to think independently and lays a foundation for the subsequent discussion and expression. Post-reading: Consolidation, Discussion and Extension Vocabulary and Sentence Pattern Consolidation The teacher arranges a fill-in-the-blank exercise on the screen, which uses the core vocabulary and sentence patterns learned in this section. The exercise content is closely combined with the theme of rules, such as: Everyone should abide by the national ______ (constitution). His behavior is not ______ (consistent) with his words. Drunk driving will ______ (harm) public safety. The government has formulated a new ______ (framework) for environmental protection. After students finish the exercise, the teacher checks the answers and explains the key and difficult points. Then, the teacher organizes a sentence-making competition: students are divided into groups, and each group uses the learned vocabulary and sentence patterns to make sentences related to rules. The group that makes the most correct and appropriate sentences wins. This activity not only consolidates the students’ mastery of vocabulary and sentence patterns but also enhances the interactivity and fun of the class. Group Discussion The teacher puts forward two discussion topics for students to discuss in groups of 4-5: What are the similarities and differences between the rules in our country and the international rules mentioned in the text? Please take specific examples to illustrate. Do you think all rules should be strictly followed? Why or why not? Can you give some examples to support your view? Before the discussion, the teacher reminds students to use the vocabulary and sentence patterns learned in this section to express their views, and encourages each student to participate in the discussion actively. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and provides guidance and help for students who have difficulties in expression. For example, if a student does not know how to express “There are both similarities and differences between...”, the teacher can prompt them: “We can say ‘There are both similarities and differences between the rules in our country and those in foreign countries.’” After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher comments on the representatives’ speeches, affirms their correct views and good expressions, and corrects their mistakes in language use. At the same time, the teacher guides students to think deeply: rules are formulated to maintain social order and protect the interests of the majority of people. We should abide by the rules consciously, but we should also view the rules from a critical perspective. For some unreasonable rules, we can put forward suggestions for improvement through legal channels. Theme Extension The teacher extends the theme of the unit and asks students to think: “As senior high school students, what rules should we abide by in school, family and society? How can we use the knowledge learned in this section to better understand and abide by the rules?” Then, the teacher invites students to share their views freely. Some students may say that they should abide by school rules such as not being late, not leaving early, and not cheating in exams; some students may say that they should abide by family rules such as respecting their parents and helping with housework; some students may say that they should abide by social rules such as abiding by traffic rules and not littering. Then, the teacher introduces some international rules closely related to students’ lives, such as the rules of international exchanges and the rules of online behavior, and guides students to realize that with the development of globalization, we need to understand and respect the rules of different countries and regions, so as to better integrate into the international society. At the same time, the teacher encourages students to learn more about international rules and expand their international vision, which is the core purpose of this section “Expanding Our Horizons”. Design Intention: Vocabulary and sentence pattern consolidation helps students consolidate the knowledge learned in class and improve their ability to use language flexibly. Group discussion provides students with a platform for communication and cooperation, encourages students to express their views in English, improves their oral expression ability and cooperative learning ability, and at the same time cultivates their critical thinking ability. Theme extension connects the text content with students’ real life, deepens students’ understanding of the significance of rules, and realizes the integration of knowledge learning and moral education, which is in line with the requirements of core literacy cultivation. Summary and Homework Summary The teacher summarizes the content of this class with the help of PPT: in this class, we have learned three texts about rules, mastered the core vocabulary and sentence patterns related to rules, understood the importance of rules in different fields and the diversity of rules among different countries and regions, and discussed the significance of abiding by rules. The teacher emphasizes again: rules are the cornerstone of social order, and everyone should abide by the rules consciously, while keeping an open mind to understand and respect the rules of different countries and regions, so as to expand their horizons and become qualified citizens in the globalized society. Homework The teacher assigns three levels of homework to meet the needs of different students: Level 1 (Basic): Review the core vocabulary and sentence patterns learned in this class, copy each word and sentence pattern twice, and make 5 sentences with the learned vocabulary. Level 2 (Improvement): Read the three texts again, write a 100-word summary of the text content, and express your views on one of the rules mentioned in the text. Level 3 (Challenge): Find one more interesting international rule on the Internet, write a short passage of 150 words to introduce it, and analyze the reasons for the formulation of this rule and its significance. The passage should use the vocabulary and sentence patterns learned in this class as much as possible. Design Intention: The summary helps students sort out the knowledge learned in class, form a systematic knowledge framework, and deepen their understanding of the theme. The hierarchical homework takes into account the differences of students’ learning levels, so that every student can gain something in after-class learning. The basic homework helps students consolidate the basic knowledge, the improvement homework helps students improve their reading and writing ability, and the challenge homework encourages students to explore independently, expand their knowledge, and further achieve the goal of “Expanding Our Horizons”. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $