Unit 4 Rules Are Rules! Section 3 Using English in Context 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 3 Using English in Context 教学目标和重难点 教学目标 Language competence: Master context-related vocabulary and sentence patterns to use English flexibly. Cultural awareness: Understand rule cultures at home and abroad. Thinking quality: Develop critical thinking about rules. Learning ability: Improve autonomous and cooperative learning skills in context. 教学重难点 Key points: Master core vocabulary (e.g., regulation, violate, consequence) and sentence patterns for talking about rules; use English in real contexts. Difficult points: Apply language flexibly in different rule-related scenarios and express views logically. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing pictures of common rule scenarios: a "No Smoking" sign in a public place, students queuing in the cafeteria, traffic lights on the road, and a classroom rule poster. Then the teacher asks students questions in English: "What do these pictures show? What rules do you know in these situations? Have you ever seen someone violate these rules? What happened then?" After asking the questions, the teacher invites 3-4 students to share their answers. For example, if a student says, "I saw someone smoke in the library, and the librarian asked him to stop," the teacher responds positively: "Great! You observed carefully. That’s a violation of public rules. Today we will learn how to talk about rules and their consequences in English, and use English in real contexts related to rules." Design Intention: The lead-in links students’ daily life with the unit theme "Rules Are Rules!", which can quickly arouse students’ interest and activate their prior knowledge about rules. By asking open-ended questions, students are guided to think in English and lay a foundation for the subsequent context-based language learning. The pictures provide intuitive visual support, helping students better understand the meaning of rules and enter the English learning context quickly. Step 2: Pre-context Learning (Vocabulary and Sentence Patterns Preview) First, the teacher presents the core vocabulary of this section on the screen, including regulation, violate, consequence, obey, forbid, permission, penalty, responsibility, etc. For each word, the teacher provides the phonetic symbol, Chinese meaning, and a context-related example sentence. For example, for "violate", the example sentence is "If you violate the school rules, you will face a penalty." For "consequence", the example sentence is "Every action has its consequence, so we must think carefully before we act." Then, the teacher leads students to read the words and example sentences twice, correcting their pronunciation and intonation. After that, the teacher organizes a quick vocabulary game: "Word Matching". The teacher shows the English words on one side of the screen and their corresponding Chinese meanings and example sentences on the other side. Students are asked to match them quickly in pairs. The first pair to finish matching correctly gets a small reward. Next, the teacher introduces the key sentence patterns for talking about rules: 1. We must/should obey... 2. It is forbidden to... 3. If you violate..., you will... 4. You are not allowed to... 5. The consequence of... is... The teacher explains the usage of each sentence pattern with simple examples related to students’ daily life. For example, "We must obey the classroom rules." "It is forbidden to use mobile phones in class." "If you violate the traffic rules, you will get a fine." After explaining, the teacher asks students to make sentences with these sentence patterns, using the core vocabulary they just learned. Each student makes one sentence and shares it with the class. The teacher comments on their sentences, correcting mistakes in grammar and word usage, and praising good sentences. Design Intention: Vocabulary and sentence patterns are the foundation of using English in context. Previewing core vocabulary and key sentence patterns helps students remove language barriers in subsequent context learning. The example sentences are closely related to the theme of rules, which helps students understand the usage of words and sentences in specific contexts. The vocabulary game increases the interactivity of the class, stimulates students’ learning enthusiasm, and helps them memorize words more firmly. Making sentences by themselves enables students to initially apply the learned language knowledge and lay a solid foundation for the next context-based practice. Step 3: In-context Practice (Text Reading and Comprehension) The teacher distributes the reading material of Section 3 to students. The reading material is a short passage about school rules and a dialogue between a teacher and a student who violated the rules. The passage mainly introduces the basic school rules, such as arriving on time, not being late or absent, not using mobile phones in class, and keeping the classroom clean. The dialogue is about a student who was late for class and had a conversation with the teacher about the consequences of being late. First, the teacher asks students to read the passage and dialogue silently, and then answer the following questions: 1. What are the main school rules mentioned in the passage? 2. Why was the student late for class? 3. What consequence did the student face? 4. What advice did the teacher give to the student? After students finish reading, the teacher invites students to answer the questions one by one. For the first question, the teacher guides students to find the key sentences in the passage and summarize the school rules. For the dialogue-related questions, the teacher asks students to read the dialogue again and extract key information. If students have difficulty answering, the teacher gives appropriate hints, such as pointing out the paragraph or sentence where the answer is located. Then, the teacher leads students to read the passage and dialogue aloud, paying attention to the pronunciation, intonation, and emotional expression. For the dialogue, the teacher asks two students to role-play the teacher and the student, simulating the scene of the conversation. After the role-play, the teacher comments on their performance, including their pronunciation, intonation, and whether they can express the emotions of the characters correctly (e.g., the teacher’s seriousness and the student’s apology). Next, the teacher organizes a group discussion: "Do you think the school rules mentioned in the passage are reasonable? Why or why not? Are there any other school rules you think are important?" Students are divided into groups of 4-5, and each group discusses for a few minutes. Then, each group sends a representative to share their views with the class. The teacher listens carefully to their views, encourages them to express their opinions boldly, and guides them to use the key vocabulary and sentence patterns they learned earlier. Design Intention: Reading is an important way to understand context and apply language. The reading material is closely related to students’ school life, which makes it easier for students to understand and resonate. Answering questions helps students improve their ability to extract key information from the text. Role-playing the dialogue enables students to experience the language in real communication scenarios, improve their oral expression ability, and better understand the usage of language in specific contexts. Group discussion encourages students to think critically about rules, develops their critical thinking ability, and enables them to apply the learned language knowledge to express their own views. Step 4: In-context Application (Scenario-based Practice) This step is divided into three scenario-based activities to help students apply the learned language knowledge flexibly in different contexts related to rules. Activity 1: Role-play - "Public Place Rules". The teacher sets up two scenarios: Scenario 1: A tourist is smoking in a scenic spot, and a staff member comes to stop him. Scenario 2: A passenger is talking loudly on the subway, and another passenger reminds him. Students are divided into pairs, and each pair chooses one scenario to role-play. They need to use the key vocabulary and sentence patterns learned in this class to complete the dialogue. The teacher walks around the classroom, observes students’ performance, and gives timely guidance and help to students who have difficulty. After the role-play, the teacher invites 2-3 pairs to perform their dialogues in front of the class. The teacher and other students comment on their performance, focusing on whether they use the language correctly, whether the dialogue is natural, and whether they can express the meaning clearly. Activity 2: Group Work - "Design a Class Rule Poster". Each group is asked to design a class rule poster in English. The poster should include at least 5 class rules, and use the key vocabulary and sentence patterns learned in this class. Students need to discuss and determine the rules, design the layout of the poster, and write the rules in English neatly. The teacher provides some poster templates and materials for students to refer to. After the groups finish designing the posters, they display their posters in front of the class and introduce the rules on the poster to other students. The teacher evaluates the posters from the aspects of language correctness, rule rationality, and design creativity, and awards "Best Design Award" to the best poster. Activity 3: Writing - "A Letter to the Principal". Students are asked to write a short letter to the principal in English, suggesting one or two school rules that need to be improved or added. They need to explain the reason for the suggestion and the possible consequences of not improving the rules. The teacher provides a letter template, including the format of the letter (salutation, body, closing, signature) and some key sentences for reference, such as "I am writing to suggest that we should...", "The reason for my suggestion is that...", "If we can improve this rule, it will help..." After students finish writing, the teacher collects some letters and reads them aloud in class. The teacher comments on the letters, focusing on language correctness, logicality, and whether the suggestion is reasonable. For students who have good writing, the teacher praises them and shares their letters as examples. For students who have mistakes, the teacher helps them correct the mistakes and gives guidance on how to improve their writing. Design Intention: Scenario-based practice is the key to using English in context. The three activities cover oral expression, practical operation, and writing, which can comprehensively improve students’ language application ability. The scenarios are closely related to students’ daily life, which makes it easier for students to integrate into the context and use the language flexibly. Role-play and group work can improve students’ cooperative learning ability and communication ability. Writing a letter enables students to apply the learned language knowledge to practical writing, improve their writing ability, and at the same time cultivate their sense of responsibility and ability to put forward reasonable suggestions. Step 5: Summary and Consolidation First, the teacher invites students to summarize what they have learned in this class. The teacher guides students to review the core vocabulary, key sentence patterns, and the main content of the reading material. For example, the teacher asks: "What key words did we learn today? What sentence patterns can we use to talk about rules? What did we learn from the reading passage and dialogue?" After students finish summarizing, the teacher makes a supplement and summary: "Today we learned the core vocabulary and key sentence patterns related to rules, read a passage and a dialogue about school rules, and participated in various scenario-based practice activities. We have mastered how to use English to talk about rules, express views on rules, and apply English in real contexts related to rules. Remember, rules are important in our life, and we should obey rules and take responsibility for our actions." Then, the teacher assigns a consolidation task: 1. Recite the core vocabulary and key sentence patterns learned today. 2. Complete the exercises in the textbook related to Section 3. 3. With a partner, practice the role-play of public place rules again and record the dialogue. 4. Revise the letter to the principal according to the teacher’s comments. Design Intention: Summarizing by students themselves can help them sort out the knowledge they have learned, deepen their understanding and memory of the knowledge. The teacher’s supplement and summary can help students form a systematic knowledge framework. The consolidation task is designed to consolidate the knowledge and skills learned in class, and further improve students’ language application ability. The diversified tasks meet the needs of different students and help them consolidate the knowledge in different ways. 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 $