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Unit 5 Play by the rules
Understanding ideas
I. Teaching Objectives
(1) Language Ability
Comprehend the passage "Rules" and identify specific rule-breaking behaviors on the train (e.g., loud music, smelly food, seat-kicking) and the author’s emotional responses.
Analyze the function of written rules (e.g., "Please be quiet") in public spaces using examples from the text.
Discuss reasons for rule-breaking with sentences like "People might violate rules because...", "The sign reminds us to...".
(2) Cultural Awareness
Recognize that respect for public rules reflects social norms and consideration for others across cultures.
Understand that written rules serve as a universal way to guide behavior in shared spaces.
(3) Thinking Ability
Evaluate the impact of rule-breaking on others (e.g., how loud noise affects fellow passengers).
Infer underlying reasons for ignoring rules (e.g., lack of awareness, self-centeredness).
(4) Learning Ability
Use a table to organize details (behaviors, author’s feelings, responses) from the passage.
Collaborate in discussions to propose solutions for encouraging rule-following.
II. Teaching Key Points
Vocabulary: violate, disturb, reminder, ignore, considerate, annoyed, frustrated.
Sentence patterns: "The passenger... which made the author feel...", "The sign says '...' to remind people to...", "Some people break rules because...".
Skills: Extracting specific details from a text, analyzing the purpose of public rules.
III. Teaching Difficult Points
Explaining the relationship between rule-breaking behaviors and their impact on others.
Expressing complex reasons for ignoring rules in simple English.
IV. Teaching Procedures
(1) Warm-up: Review Predictions (5 mins)
Activity: Revisit predictions from Lesson 1 about the passage "Rules". Ask:
"What rule-breaking behaviors did we guess would be in the text Let’s check if we were right."
Design Intent: Connect prior learning to the current lesson and activate engagement with the text.
(2) While-reading: Analyzing "Rules" (15 mins)
Activity 1: First Reading (Gist)
Students read the passage quickly and answer:
Where does the story take place
What is the author’s main complaint
Activity 2: Second Reading (Details)
Complete a table with specific information from the text:
Rule-breaking Behavior Author’s Feeling Author’s Response
A man playing music loudly Annoyed Moved to another seat
A woman eating smelly food Uncomfortable Covered nose with a scarf
A child kicking the seat Frustrated Asked the parent to stop politely
Activity 3: Third Reading (Deep Understanding)
Highlight sentences about written rules in the passage (e.g., "A sign on the wall said 'Please keep quiet'") and discuss:
Why are these signs placed in public spaces
Did the rule-breakers notice the signs How do you know
Design Intent: Guide students to grasp specific details and analyze the role of written rules.
(3) Post-reading: Discussion & Analysis (15 mins)
Activity 1: Group Discussion
Discuss the following questions:
How did the rule-breaking behaviors affect other passengers
Why do people sometimes ignore public rules, even when signs are present (Possible answers: not caring about others, forgetting, thinking "it’s no big deal")
Activity 2: Role-play
Students role-play as the author and a rule-breaker. Example dialogue:
Author: "Excuse me, the sign says 'Please be quiet'. Could you turn down the music "
Rule-breaker: "Sorry, I didn’t notice. I’ll turn it down right away."
Activity 3: Class Sharing
Volunteers share their group’s ideas about preventing rule-breaking, e.g., "We think more reminders (like announcements) could help people remember rules."
Design Intent: Connect text details to real-life social behavior and encourage problem-solving.
(4) Summary & Homework Preview (5 mins)
Summary: Review key points: the rule-breaking behaviors in the passage, the author’s reactions, and the purpose of public rules.
Homework Preview: "In the next lesson, we’ll learn how to use grammar to talk about purposes (e.g., 'I moved to study quietly'). Think about why you follow certain rules."
Design Intent: Prepare students for the grammar focus and reinforce understanding of rules’ purposes.
V. Homework
Basic Homework
Rewrite the table from Activity 2 in your notebook, using your own words.
Design Intent: Reinforce comprehension of text details.
Improving Homework
Write 3 sentences about a time you saw someone break a public rule, describing: what happened, how it made you feel.
Design Intent: Connect the text to personal observations.
Expanding Homework
Find a public rule sign (e.g., in a park, on a bus) and take a photo. Write 2 sentences explaining its purpose.
Design Intent: Encourage awareness of real-world rules.
VI. Teaching Reflection(5 mins)
Check if students accurately identified the author’s feelings and responses in the table.
Note difficulties in explaining abstract reasons for rule-breaking (e.g., "selfishness") and provide simpler terms if needed.
Evaluate if discussions effectively linked the text to students’ own experiences with public rules.

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