Unit 4 Rules Are Rules!-Section 2 Learning Through Practice 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 2 Learning Through Practice 教学目标和重难点 教学目标 It cultivates students’ language ability to use rule-related words and sentences, cultural awareness of respecting rules in diverse contexts, logical thinking to analyze rule significance, and autonomous learning ability to practice and summarize. 教学重难点 Key: Mastering core vocabulary and sentence patterns about rules; Difficulty: Flexibly applying learned knowledge to practical scenarios and analyzing the rationality of rules critically. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a question-and-answer activity: “What rules do you have in your daily life? Such as at school, at home or in public places?” Then, show some pictures on the screen, including students obeying classroom rules, people waiting in line in public, and drivers following traffic rules. Ask students to describe the pictures in simple English and discuss: “Why do we need these rules? What will happen if we break them?” After 5 minutes of group discussion, invite 2-3 groups to share their opinions. Finally, the teacher summarizes: “Rules are everywhere in our life, and they help maintain order and ensure fairness. Today, we will learn to talk about rules and practice using English to express views on rules through various activities.” Design Intention: This lead-in activity is closely connected with students’ real life, which can quickly activate their prior knowledge about rules and reduce their learning pressure. By asking questions and showing pictures, it arouses students’ interest in the topic and lays a foundation for the subsequent learning of language knowledge and practical application. At the same time, it implicitly guides students to realize the importance of rules, which is in line with the requirement of cultivating cultural awareness and emotional attitude in core literacy. Presentation: Master Core Language Knowledge First, the teacher presents the core vocabulary of this section according to the textbook content, including noun words such as “regulation, obligation, responsibility, consequence”, verb words such as “obey, follow, break, violate”, and adjective words such as “necessary, reasonable, strict, flexible”. For each word, the teacher explains its meaning, pronunciation and usage, and gives example sentences related to rules, such as “We must obey school regulations.” “Breaking traffic rules will bring serious consequences.” Then, let students read the example sentences aloud twice to familiarize themselves with the pronunciation and collocation of the words. After that, the teacher presents the key sentence patterns, such as “It is necessary for us to follow the rules in public places.” “If we violate the rules, we will be punished.” “Different places have different rules.” The teacher analyzes the structure of each sentence pattern, explains the usage of key structures such as “It is + adj. + for sb. to do sth.” and “if-clause”, and invites students to make simple sentences with the sentence patterns combined with their own life experience. Next, the teacher introduces the background of the practice activities in this section: “In a school, there are some rules for students to follow, and we will practice using the words and sentence patterns we just learned to discuss these school rules and solve related problems.” Then, present the short passage in the textbook about school rules, ask students to read it silently, find out the core vocabulary and sentence patterns we just learned, and underline them. After that, the teacher leads students to read the passage aloud, corrects their pronunciation and intonation, and explains the difficult sentences in the passage, such as “Students are required to arrive at school on time and not to be late or absent without reason.”, helping students understand the meaning of the passage and consolidate the learned language knowledge. Design Intention: The presentation of language knowledge follows the principle of “from words to sentences, from sentences to passages”, which is in line with the law of students’ language learning. By combining vocabulary and sentence patterns with the theme of rules, it ensures that students can learn in context and avoid mechanical memory. The short passage in the textbook is used as a carrier to integrate language knowledge into the theme context, which not only helps students master the language points, but also lays a foundation for the subsequent practical activities. At the same time, reading aloud and sentence-making activities can effectively improve students’ language expression ability. Practice: Consolidate Language Knowledge and Improve Application Ability This link is divided into three levels of practice activities, from basic to difficult, to help students consolidate the learned language knowledge and gradually improve their language application ability. Activity 1: Fill in the blanks with the correct form of the given words. The teacher prepares exercise papers, which include 10 blanks, and the words provided are the core vocabulary learned in this section, such as “obey, regulation, consequence, responsibility”. For example: We should ______ the traffic rules to keep safe. The school has strict ______ about students’ appearance. If you break the rules, you must bear the ______. Students finish the exercises independently, and then the teacher checks the answers in class, explains the wrong questions in detail, and emphasizes the collocation and usage of the words. For students who make mistakes, the teacher guides them to correct them and make similar sentences to strengthen their memory. Design Intention: This is a basic level practice activity, which mainly aims to help students consolidate the spelling, meaning and usage of core vocabulary, and lay a solid foundation for the subsequent more difficult practice. Independent completion and collective correction can help teachers understand students’ mastery of vocabulary and timely find and solve problems in students’ learning. Activity 2: Rewrite the sentences according to the requirements. The teacher gives 5 simple sentences, and asks students to rewrite them using the key sentence patterns learned in this section. For example: Following rules is necessary for us. (Rewrite using “It is + adj. + for sb. to do sth.”) We break the rules, and we will be punished. (Rewrite using “if-clause”) There are many rules in our school. (Expand the sentence with the core vocabulary learned) Students complete the rewriting in pairs, discuss with each other to check whether the sentences are correct and appropriate, and then the teacher invites several pairs to present their answers, comments on them, and guides students to use the sentence patterns correctly and flexibly. Design Intention: This activity is a transitional level practice, which connects the basic vocabulary and sentence patterns, and helps students master the application of key sentence patterns. Pair work can promote students’ communication and cooperation, let them learn from each other, and improve their language expression ability in interaction. At the same time, it can cultivate students’ cooperative learning awareness and lay a foundation for the subsequent group cooperative practice. Activity 3: Group discussion and role-play. Divide students into groups of 4-5, and assign each group a scenario: Scenario 1: In the classroom, some students are talking in class, not listening to the teacher; Scenario 2: In the school canteen, some students jump the queue when buying food; Scenario 3: On the school playground, some students destroy public facilities. Each group needs to complete two tasks: ① Discuss the rules that are violated in the scenario, analyze the consequences of breaking the rules, and put forward suggestions on how to obey the rules; ② Design a short role-play to show the scenario, the consequences of breaking the rules, and the correct way to obey the rules. During the group discussion, the teacher walks around the classroom, guides students to use the core vocabulary and sentence patterns learned, helps students solve the problems encountered in the discussion, and reminds students to focus on the theme of rules. After 15 minutes of discussion and preparation, each group takes turns to perform the role-play, and other groups watch and evaluate: Whether the language used is correct, whether the scenario is realistic, and whether the suggestions are reasonable. Finally, the teacher summarizes the performance of each group, affirms the advantages, points out the deficiencies, and guides students to use the language more flexibly. Design Intention: This is a high-level practice activity, which integrates language knowledge into practical scenarios, and aims to improve students’ ability to use language to solve practical problems. Role-play and group discussion can fully mobilize students’ enthusiasm and initiative, let them apply the learned language knowledge in real communication, and improve their oral expression ability and communication ability. At the same time, through analyzing the consequences of breaking the rules and putting forward suggestions, students can further understand the importance of rules, cultivate their sense of responsibility and rule awareness, and realize the integration of language learning and moral education. The evaluation link can let students learn from each other, find their own deficiencies, and improve their learning ability. Application: Expand the Context and Promote Knowledge Transfer After the practice activities, the teacher expands the teaching context and guides students to transfer the learned knowledge to a wider range. First, ask students: “Besides school rules, what other rules are there in our life? Such as family rules, social rules, international rules.” Then, show some pictures about different types of rules, such as family rules (e.g., “Finish homework on time every day”), social rules (e.g., “No smoking in public places”), and international rules (e.g., “Obey international laws in cross-border communication”). Invite students to choose one type of rules, write a short passage (about 80-100 words) to introduce the rules, explain their importance, and express their views on how to obey them. Students write independently, and the teacher walks around to guide them, helps them use the core vocabulary and sentence patterns correctly, and modifies the wrong sentences for students with weak foundation. After students finish writing, the teacher collects some representative compositions, reads them in class, and comments on them. For the compositions with correct language and clear views, the teacher affirms and praises them, and takes them as examples for students to learn from; for the compositions with problems, the teacher points out the problems and guides students to correct them together. Then, ask students to exchange their compositions with their deskmates, read each other’s compositions, and put forward modification suggestions, so as to improve their writing ability and learning ability. In addition, the teacher designs a discussion topic: “Are all rules reasonable? What should we do if we encounter unreasonable rules?” Guide students to think critically, express their own views, and use the language knowledge learned to support their views. For example, some students may say: “Some rules are too strict and not flexible enough. We can put forward suggestions to the relevant departments to modify them.” The teacher affirms students’ critical thinking, guides them to realize that rules are not static, and that reasonable suggestions can help improve rules, while at the same time emphasizing that we should first obey the rules and then put forward suggestions, which cultivates students’ critical thinking ability and correct rule awareness. Design Intention: This link focuses on knowledge transfer and application, expanding the context from school rules to various rules in life, which helps students connect language learning with real life and improve their ability to use language in different contexts. Writing and discussion activities can not only consolidate students’ language knowledge, but also improve their writing ability and critical thinking ability. The exchange and evaluation of compositions can promote students’ mutual learning and improve their learning ability. The discussion on the rationality of rules can cultivate students’ critical thinking, which is in line with the requirement of cultivating thinking quality in core literacy. Summary and Reflection: Consolidate Learning and Improve Awareness First, the teacher invites students to summarize the content of this class independently: “What have we learned today? What key words and sentence patterns have we mastered? What have we realized about rules?” After several students’ summaries, the teacher makes a comprehensive summary: In this class, we have mastered the core vocabulary and sentence patterns related to rules, practiced using English to discuss rules, analyze the consequences of breaking rules, and put forward suggestions on obeying rules. We have also realized that rules are important for maintaining order and fairness, and that we should obey rules consciously and have the courage to put forward reasonable suggestions for unreasonable rules. Then, guide students to reflect on their own learning: “What did you do well in this class? What problems did you encounter? How can you improve them?” For example, some students may reflect that they are not proficient in using the sentence pattern “It is + adj. + for sb. to do sth.”, and the teacher suggests that they do more sentence-making exercises after class; some students may reflect that they are not brave enough to speak in group activities, and the teacher encourages them to be more confident and actively participate in subsequent activities. At the same time, the teacher asks students to think about: “How can we apply what we have learned today to our daily life? How can we influence the people around us to obey rules together?” Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge structure, and consolidate the learning results. The reflection link guides students to realize their own advantages and deficiencies in learning, and put forward improvement measures, which is conducive to cultivating students’ autonomous learning ability and reflective ability. The connection with daily life helps students realize the practical significance of language learning, and guides them to translate the learned knowledge and concepts into practical actions, which further strengthens their rule awareness and sense of responsibility. 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 $