资源简介

Developing ideas—Reading for writing
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text offers English learning materials focused on online safety. It starts with pictures to prompt students to analyse online behaviour and safety. Then, there is an online safety guide passage, followed by tasks like completing notes with key information, answering questions and creating a rule list for new things of modern life such as online shopping and using AI.
Why: The activities aim to enhance students'observation of online behaviour, develop their critical thinking about online safety, and improve their English reading and writing skills. By creating rule lists and answering questions, students can better understand the importance of following online safety rules and how to protect themselves in the digital world.
How: The materials use accessible English and visual elements.Guided and question-based activities like analysing pictures, filling in notes, and researching and writing rule lists are provided. These interactive tasks encourage students to actively engage with the content and think about online safety issues.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.comprehend the main idea of the passage about online safety rules.
2.recognise the significance of following and developing a strong sense of online safety and rule awareness.
3.write a rule list for new things of modern life, using imperative sentences and expressing their understanding of the importance of rules in modern life.
4.learn the new words and phrases “face to face” “get in touch with” and “avoid doing sth”, and use them in the context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To comprehend the main idea of the passage about online safety rules. Step 1　Lead-in 1.Present words like“online stranger”to students to arouse their interest in the topic of internet safety. 2.Ask students to predict what the passage will talk about according to the title“Are you safe online ”, guiding them to think about the possible content related to internet safety. Step 2　Pre-reading Remind students that they can predict the main idea of the passage from the title and the picture, helping them develop reading prediction skills. Observe students' response to see if they are engaged in the topic. Check if they can make good guesses about online safety rules and why they matter. This shows if they understand the main idea of online safety at the start.
(续表)
2.To recognise the significance of following and developing a strong sense of online safety and rule awareness. Step 3　While-reading 1.Have students read the passage quickly and find the answer to a specific question, training their skimming skills. 2.Let students complete the notes with the words and expressions from the guide, checking their understanding of key information in the passage. 3.Pose questions like“Why does the writer mention a situation from the past at the beginning ”and“What does the writer mean by the expression‘in hot water’ ”to guide students to think about the deeper meaning and language usage in the passage. 4.Instruct students to think and share with their partners about why people need to make new rules, promoting their communication and critical thinking skills. Measure how fast students find answers about online safety rules in the passage to test their skimming skills. Check if their notes show they understand key online safety rules. Evaluate how well they understand the meaning and language about online safety from their answers to questions. Also, see how well they talk and think when discussing with partners about following rules and being safe online.
1.To present words, ask for predictions and remind title-picture predictions to arouse students'interest, promote their pre-reading thinking, teach them reading strategy and boost their reading efficiency. 2.To train skimming skills, check understanding of key information, guide deep text analysis, and promote communication and critical thinking through various tasks during reading.
3.To write a rule list for new things of modern life, using imperative sentences and expressing their understanding of the importance of rules in modern life. Step 4　Post-reading 1.Present a list of new things of modern life such as the unmanned aerial vehicle to students. 2.Organise students to work in groups of four to write a rule list for new things of modern life. Guide them to follow the steps, use imperative sentences, and give reasons for the rules. 3.Ask students to check their rule lists according to specific requirements and then share their lists with the class, improving their writing and presentation skills. Evaluate students' creativity, writing skills in using imperative sentences, understanding of rule-making, and presentation abilities by observing whether they can create a comprehensive list of rules for modern innovations, such as the unmanned aerial vehicle in groups, provide reasons for each rule, and effectively share their work with the class according to the requirements.
To expose students to new things of modern life with the list. Have them write rule lists in groups to improve writing and cooperation. Make them check and share lists to enhance presentation skills and understanding of rules.
4.To learn the new words and phrases“face to face”“get in touch with”and“avoid doing sth”, and use them in the context. Step 5　Language Points Teach relevant expressions and language points, such as“face to face”“get in touch with”and“avoid doing sth”. Step 6　Exercise Guide students to do fill-in-the-blank and translation exercises. Check if students grasp the expressions by evaluating their performance on exercises.
To introduce key expressions, and then guide students to practise these expressions through exercises to reinforce their understanding and application.
Homework Basic homework: Polish your writing again. Practical homework: Make a short video about online safety rules. Extended homework: Research on more about the latest trends in online safety and write a short report in English.
　　　　　　　　　　　　　　　　　　　　　　　







Starting out
　　　　　　　　　　　　　　　　　　　　　　　
What: This text is centred around rules. It starts by showing a “STOP” sign in a picture, guiding students to observe and answer questions, such as rules to be followed in daily life, and give examples. Then, it presents famous sayings about rules from Mencius and Edmund Burke, asking students to interpret their meanings and state which one they agree with more and the reasons. The aim is to help students understand the importance of rules and cultivate their thinking about rule related content and their language competence.
Why: The purpose is to cultivate students'observation, thinking and expression abilities, make students realise the importance of rules in life, and at the same time improve their English reading comprehension and language expression skills. Through the understanding and discussion of the quotes, students can deepen their understanding of the significance of rules.
How: It uses simple English expressions, which are easy to understand by English learners. It guides students to think through questions, and helps with the understanding of the concept of rules by using pictures. The quotes are short and inspiring.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn different expressions of rules in different situations.
2.know the importance of rules to their life.
3.use English to talk about various rules.
4.learn and apply the key language points correctly.
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn different expressions of rules in different situations. Step 1　Lead-in 1.Show a picture of a boy crossing the road. Guide students to observe and think. 2.Ask students what other traffic rules they know. Let students share what they know to introduce the concept and importance of the traffic rules. Assess students' understanding of the traffic rules by evaluating their behaviour, and observe if they can identify and discuss various traffic rules clearly.
2.To know the importance of rules to their life. Step 2　Presentation 1.Guide students to think about the rules in different scenarios. 2.List examples of school rules. Take students at school as an example and list school rules to let students have an intuitive understanding of rules. 3.Play a video about“Rules around us”. After that, ask students questions to guide them to think and answer, deepening their understanding of rules. Assess students' understanding of rules by evaluating their discussions on various scenarios and reviewing their school rules list, and check whether they get the key information of the video through interactive questions.
To guide students to think about the traffic rules by using a picture, discuss rules in different scenarios, and watch a video to help them realise that rules are everywhere and understand their importance in daily life.
3.To use English to talk about various rules. Step 3　Practice 1.Organise group activities. Divide students into five groups, choose one type of rules (school rules, family rules or public rules) and list as many rules as possible. 2.Have each group present their listed rules and explain them. 3.Show quotes from famous people about the importance of rules. Guide students to discuss their understanding of these quotes. Evaluate students' work by checking their group lists of rules through observing their presentations and listening to their discussions on famous quotes.
To guide students to explore different types of rules through group work and presentations, and use famous quotes to initiate discussions on the importance of rules in everyday life.
4.To learn and apply the key language points correctly. Step 4　Language Points Teach relevant expressions and language points about rules. Step 5　Exercise Guide students to complete exercises. Check students mastery of language points by evaluating their performance on exercises.
To introduce key language points and then guide students to practise these expressions through exercises to reinforce their understanding and application.
(续表)
Homework Basic homework: Review and write the words you learn about rules in this lesson. Practical homework: Introduce the rules you learn to your friends and ask them to add something. Extended homework: Try to search for more kinds of rules in different aspects.
　　　　　　　　　　　　　　　　　　　　　　　　


Presenting ideas & Reflection
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text offers English-learning activities focused on the design of class rules. It guides students to work in groups, choose an aspect of school life, identify problems, and design rules. There are steps for presenting the rules, voting on the best rule boards, and a reflection section to help students understand the importance of rules and assess their learning by themselves.
Why: The activities aim to enhance students' understanding of rules in a school context, develop their collaborative, thinking and presentation skills, and improve their English language use. The reflection part helps students internalise the importance of rules and assess their own learning progress, thus promoting a deeper understanding of the role of rules in daily life.
How: Using accessible English and structured outlines, it provides a process for students to engage in rule-designing step by step. Visual elements like the “Rules” title with a hand-writing image add interest. The reflection section uses check boxes and prompts self-evaluation. This approach encourages group collaboration, critical thinking, and self-awareness.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the problems in different areas of school life and come up with corresponding rules to solve them.
2.use words and expressions from the unit and explain the purpose and importance of each rule.
3.apply the understanding of rules in real-life situations and express ideas about making rules and following rules.
4.learn the new phrases and expressions such as “with” and “at the moment”, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the problems in different areas of school life and come up with corresponding rules to solve them. Step 1　Lead-in Organise a competition of designing rule boards to arouse students interest. Observe students' response to the task to gain insight into their known and unknown information about how to make a rule board.
To spark students interest and encourage them to reflect on their individuality, preparing them mentally for the task of presenting ideas.
2.To use words and expressions from the unit and explain the purpose and importance of each rule. Step 2　Presentation 1.Divide students into groups. Instruct each group to choose an area of school life (classroom teamwork, breaktime behaviour, or in-class behaviour). 2.Guide groups to discuss the problems in their chosen area and come up with corresponding rules to solve those problems. 3.Provide an outline and useful expressions to help students design a rule board to present their rules. Evaluate students understanding of school life problems and rule-making by observing whether groups can identify issues in selected areas, create related rules, and use unit vocabulary to explain each rule's purpose and importance on the rule board.
To develop students'creativity, and improve their teamwork, problem-solving, language skills, and their understanding of school rules.
3.To apply the understanding of rules in real-life situations and express ideas about making rules and following rules. Step 3　Production 1.Require each group to practise presenting their rule board. 2.Organise a vote to select the best three presentations. 3.Guide students to share their class rules using the given sentences. Step 4　Reflection 1.Guide students to reflect on the unit about rules. 2.Guide students to assess their ability to express rule-related understanding using the vocabulary they learnt in this unit, the infinitive of purpose, and descriptions of rule importance, and then encourage them to identify areas for improvement. Focus on whether students questions and answers during group discussions and class presentations cover the main factual information and expressions mentioned in the text. Assess the depth of students reflection and their ability to set realistic goals for further learning.
1.To boost students' presentation and language skills, promote peer evaluation, and deepen their understanding of rules. 2.To help students summarise and internalise knowledge about rules, improve their self-assessment skills in using relevant language knowledge, and identify areas for growth in rule-related understanding and expression.
(续表)
4.To learn the new phrases and expressions such as“with”and“at the moment”, and use them in context. Step 5　Language Points Teach relevant expressions and language points such as“with”and“at the moment”. Step 6　Exercise Guide students to complete fill-in-the-blank, translation and question-answering exercises. (详见课件资源) Check students' grasp of expressions by evaluating their performance on exercises.　
To introduce key expressions, and then guide students to practise these expressions through exercises to reinforce their understanding and application.
Homework Basic homework: Review and copy the key words and phrases about rules in this unit. Practical homework: Do a role-play with your partner and have a Q & A activity about what class rules bring to your school life. Extended homework: Search for more useful class rules and share them in class.
　　　　　　　　　　　　　　　　　　　　　　　　






Understanding ideas—Grammar
　　　　　　　　　　　　　　　　　　　　　　　
What: The text presents English grammar-learning exercises mainly about the use of “to” “in order to” and “so as to” to express purposes. It contains tasks like summarising the grammar rules from the given sentences, rewriting the sentences with these structures, completing a letter using the target grammar, and sharing a story of following rules in pairs.
Why: These activities aim to help students master the grammar structure for expressing purposes. Through analysing and rewriting the sentences, students can better understand the grammar pleting the letter and sharing stories not only strengthen their grammar application but also improve their writing and communication skills in English.
How: The materials take sentences about real life as examples and writing tasks to help students learn grammar. By having students analyse sentences, rewrite them and create their own writing pieces, they are encouraged to have practical application of the grammar knowledge. The pair-work activity also promotes communication and cooperation among students.
　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.perceive the form and understand the meaning of the infinitive of purpose.
2.summarise the grammar rules of the infinitive of purpose.
3.use the infinitive of purpose to tell a story about following rules and realise the importance of following rules.
4.use the key language points and the infinitive of purpose correctly in real-life context.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To perceive the form and understand the meaning of the infinitive of purpose. Step 1　Lead-in Show sentences like“I got on the train to go home.”Guide students to observe the common structure and introduce the“to do sth”structure, namely the infinitive of purpose. Assess students' observational ability by their reaction to the example sentence. Note if they can quickly spot the structure.
To present a sentence related to real life to help students quickly perceive the form of the infinitive of purpose and lay a foundation for further grammar learning.
2.To summarise the grammar rules of the infinitive of purpose. Step 2　Grammar Focus 1.Present pairs of sentences, such as“I got on the train to go home.”Help students understand that the infinitive of purpose is used to express purposes. 2.Guide students to observe the usage of“to”“in order to”and“so as to”. Summarise the differences in their positions when expressing purposes. 3.Show sentences like“I put on the coat in order not to catch a cold.”Summarise the negative forms of“in order to”and“so as to”. Assess students'understanding of the meaning of the infinitive of purpose and rules by observing their responses during analysing the sentences, checking if they can spot different usage and understand the negative form.
To help students understand the meaning and grammar rules of the infinitive of purpose, including the differences between the affirmative form and the negative form through analysis and summaries.
3.To use the infinitive of purpose to tell a story about following rules and realise the importance of following rules. Step 3　Practice 1.Give sentences such as“People wear seat belts in cars.”and“People want to stay safe on the road.”Ask students to rewrite them with“to”“in order to”and“so as to”. 2.Provide a fill in the blank exercise in the form of a story. Ask students to use the infinitive of purpose in the context. Check if students can do the tasks correctly. Judge the degree by their performance in different contexts. Observe whether the following problems exist: misusing expressions, verb form errors and context misunderstanding.
To strengthen students'ability to use the infinitive of purpose correctly by having them rewrite sentences and complete a story-based fill-in-the-blank exercise, thus enhancing their practical language application skills.
4.To use the key language points and the infinitive of purpose correctly in real-life context. Step 4　Language Points Teach some relevant expressions and language points such as“touch”“pick up”and“tell the truth”. Step 5　Exercise Guide students to complete matching exercises, fill-in-the-blank exercises and translation exercises. (详见课件资源) Check students' grasp of expressions by evaluating their performance on exercises.
(续表)
To introduce key expressions, and then guide students to practise these expressions through exercises to reinforce their understanding and application.
Homework Basic homework: Finish the exercise book. Practical homework: Write down your story about rules with the target grammar. Extended homework: Try to search for more stories about rules and share them in class.
　　　　　　　　　　　　　　　　　　　　　　

Developing ideas—Listening and speaking
　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about when it's okay to break rules. There's a listening task from a radio programme on rule-breaking in emergencies. Students need to choose the topic, complete the notes about the radio programme, analyse the arguments and do group debates on special cases without following rules.
Why: These activities help students listen better, think critically and communicate better in English. By examining situations where rules can be broken, students learn that rules are important but they can also be flexible.Debating helps them state opinions, back up arguments, respect different views and understand why rules matter in society.
How: The materials use listening-based activities related to the topic of rules to help students learn. By having students listen to a radio programme and hold a debate, choose topics, and complete notes and arguments, they encourage students to understand when it's okay to break rules. The group-work activity of carrying on the debate also promotes communication and critical thinking among students.
　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get information about rules.
2.know the importance of rules.
3.give their own opinions, and then have a debate.
4.learn the key language points and structures of the text and apply them in context.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get information about rules. Step 1　Pre-listening Start a free talk with students. For example, ask them to interpret the meaning of a thought-provoking statement like“To be, or not to be: that is the question.”to engage them in the class. Assess students' engagement level and critical thinking ability by observing their response during the free talk about the thought-provoking statement.
2.To know the importance of rules. Step 2　While-listening 1.Present a task related to a radio programme, and ask students to listen to the radio programme and choose the topic among the given options. 2.Instruct students to listen to the radio programme again. Guide them to complete the notes about Alex s case of breaking rules. 3.Let students listen to the debate in the radio programme. Direct them to complete the arguments and analyse how the guests, Zhang Xinyan and Tom Blake, debate. 4.Explain the rules and skills of taking part in a debate, such as starting with stating arguments, using examples to support and summarising main points. Evaluate students' listening comprehension, information-extraction skills, and understanding of debate structures by checking their answers in tasks like topic-choosing, notecompleting, and argument-analysing related to the radio programme and the debate.
To help students learn about rules, develop debating skills, and enhance teamwork, summarising and self-reflection abilities.
3.To give their own opinions, and then have a debate. Step 3　Post-listening 1.Organise students to work in groups. Guide them to choose the pros and cons of a topic related to rules. (e.g., Is it ever OK to break rules ) Assess group work by observing task division, communication, and consensus. Evaluate argument-building via relevant examples. Measure students debating skills through their expressions, response and language.
2.Require each group to give agreements and examples for their chosen stance. 3.Facilitate a group debate based on the prepared content. 4.Remind students to summarise their group s views at the end of the debate, and use the evaluation mechanism to assess their performance.　 Check if the main points are included. Judge students self-awareness from their self-analysis and improvement recognition.
To develop students' group work, argument, debate, summary, and self-reflection skills through rule-topic activities, and offer practical ways to evaluate their learning.
4.To learn the key language points and structures of the text and apply them in context. Step 4　Language Points Teach relevant expressions and language points. Step 5　Exercise Guide students to complete fill-in-the-blank, translation and sentence transformation exercises. Check if students master the expressions by evaluating their performance on these exercises.
To introduce key expressions, and then guide students to practise these expressions through exercises to reinforce their understanding and application.
Homework Basic homework: Write down the arguments and examples that Tom and Xinyan gave. Practical homework: Write down more arguments and examples. Extended homework: Search for more special cases in following rules.
　　　　　　　　　　　　　　　　　　　　　　　



Understanding ideas—Reading
　　　　　　　　　　　　　　　　　　　　　
What: The text is a narrative passage. It mainly tells that passengers on a train break rules. It includes reading practice tasks such as answering questions based on the picture, finding out passengers rule-breaking behaviour, choosing a title, and completing a form to sort out the sequence of events. There is also a “Think and share” session, in which students are encouraged to discuss the subsequent development of the story and the rule-breaking behaviour they have witnessed in their own daily life.
Why: These activities aim to cultivate students' reading comprehension so that they can extract key information from the text. At the same time, they guide students to think about the importance of rules, enhance students critical thinking ability, and exercise students'oral expression ability through sharing and communication.
How: The story is presented through a combination of pictures and text. Various reading tasks are used to guide students to understand the content of the text, such as searching for information and summarising. The “Think and share” session encourages students to draw on their own experiences to deepen their understanding of the theme “rules” in the text.
　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.use words and expressions in the lesson to talk about different types of rules.
2.know the story and the rules on the train.
3.understand the importance of following the rules.
4.grasp the key language points such as “cover” “anger” and the infinitive of purpose, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use words and expressions in the lesson to talk about different types of rules. Step 1　Lead-in Start the class by asking students questions to guide them to share their experiences and feelings about taking the train, thus introducing the topic of the lesson. Step 2　Pre-reading Instruct students to observe a picture and answer questions. The questions include what rules the people in the picture break and what other rules should be followed on the train, laying a foundation for reading. Evaluate students' answers when observing the picture and answering questions to assess their understanding of train rules. Check if they can spot rule-breaking behaviour and list other rules.
To introduce the topic, teach relevant vocabulary, prepare students for reading and foster their critical thinking skills.
2.To know the story and the rules on the train.　 Step 3　While-reading 1.Require students to read the passage, find out the rule-breaking behaviour of passengers on the train, summarise the main idea of the passage, and choose another suitable title. 2.Have students complete a table to sort out what happened in the passage, how the writer felt, and what actions the writer took, deepening their understanding of the passage's details. Evaluate students performance when reading the passage by checking if they can accurately identify passengers rule-breaking behaviour, summarise the main idea, select a proper title and complete the table to show a thorough understanding of the passage's details.
To enhance students'reading comprehension, including finding key information, summarising and analysing passage details.
3.To understand the importance of following the rules. Step 4　Post-reading 1.Guide students to think and share what might happen next in the story.Encourage students to speculate based on the story's characters actions and thoughts. 2.Organise students to act out the story in groups and try to stop the bad behaviour by using relevant expressions such as“Please be quiet”during the performance. 3.Summarise the importance of following rules in public places. Assess students' speculation skills, group acting performance with the use of expressions, and understanding of public rules through their participation in these activities.
To develop students'logical thinking and creativity in story speculation, improve their language application and teamwork through acting, and enhance their awareness of public rules compliance.
4.To grasp the key language points such as “cover”“anger”and the infinitive of purpose, and use them in context. Step 5　Language Points Teach relevant expressions and language points, such as“cover”“anger”and the infinitive of purpose. Step 6　Exercise Guide students to complete fill-in-the-blank and translation exercises. (详见课件资源) Check if students grasp the expressions by evaluating their performance on exercises.
To introduce key expressions and then guide students to practise these expressions through exercises to reinforce their understanding and application.
Homework Basic homework: Read the passage fluently and emotionally. Practical homework: Try to retell the passage according to the table of Exercise 4. Extended homework: Try to make a vlog about bad behaviour around us and how to stop it.
　　　　　　　　　　　　　　　　　　　　　　　

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