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Unit 2: No Rules, No Order
Section B Project 教案
Teaching Objectives:
1. Language Knowledge:
(1)Introduce and consolidate vocabulary related to rules, order, and community behavior.
(2)Practice the use of sentence structures for discussing rules and making suggestions (e.g., “We should...,” “It’s important to...”).
(3)Strengthen the ability to express opinions, give advice, and discuss the necessity of rules.
2. Language Skills:
(1)Listening: Students will practice listening for specific information and understanding details in a project-related task.
(2)Speaking: Develop students’ ability to express personal opinions on rules and order, particularly through a group or class project.
(2)Reading: Encourage students to read and comprehend texts related to rules and their roles in society.
(3)Writing: Develop skills to write about the importance of rules and make suggestions for improvement.
3. Cultural Awareness:
(1)Foster an understanding of how rules create order in different environments, such as school, family, and society.
(2)Encourage students to appreciate the value of rules in maintaining fairness and harmony in communities.
4. Critical Thinking :
Encourage students to critically reflect on the importance of rules and work collaboratively on a project to create or improve rules for a specific environment (e.g., school, classroom, or community).
Teaching Focus:
1. Vocabulary related to rules and order (e.g., behavior, follow, community, etc.).
2. Sentence structures for making suggestions and providing reasons for rules (e.g., “We should… because…”).
3. Working collaboratively on a project to propose rules and suggest improvements for a better environment.
Teaching Difficulties:
1. Encouraging students to express their thoughts clearly and confidently during the group work.
2. Helping students link their personal experiences to the creation of practical rules and solutions.
3. Ensuring the language used in the project reflects appropriate vocabulary and sentence structures for giving advice and making suggestions.
Teaching Procedures:
Step 1: Lead-in (5 minutes)
(1)Greet students and quickly review the key concepts learned in the previous lesson (rules, behavior, suggestions).
(2)Write "No Rules, No Order" on the board and ask the class what this means in their own words.
(3)Explain that today's lesson will involve a project where students work in groups to create a set of rules for a specific community or environment.
Step 2: Brainstorming Rules (10 minutes)
1. Vocabulary Review:
(1)Quickly review key vocabulary that students may use in their project:
- Rules (n.)
- Order (n.)
- Follow (v.)
- Respect (v.)
- Behavior (n.)
- Fairness (n.)
- Cooperate (v.)
(2)Encourage students to give examples of each word in a sentence.
2. Group Brainstorming:
(1)Divide the class into small groups (3-4 students per group).
(2)Ask each group to choose one environment for their project (classroom, playground, etc.).
(3)Within their groups, have students brainstorm the most important rules they think should be applied to that environment.
(4)Encourage them to consider the purpose of each rule and how it can help people behave well and maintain order.Students should also think about consequences for breaking these rules.
Step 3: Group Presentation and Discussion (15 minutes)
1. Group Presentations:
(1)After 5-7 minutes of brainstorming, ask each group to present their list of rules to the class.
They should include:
- The rule(s).
- Why the rule(s) are necessary (provide a reason).
- How the rule(s) will help maintain order and create a positive environment.
2. Class Discussion:
(1)After each group presents, encourage a brief discussion on their rules. Ask questions like:
- “Do you agree with this rule Why or why not ”
- “What might happen if we don’t have this rule ”
- “How can we improve this rule to make it clearer or fairer ”
(2)Discuss the different perspectives and how rules can vary depending on the environment.
Step 4: Writing Task (8 minutes)
1. Writing Task Instructions:
(1)Ask students to write a short paragraph (5-6 sentences) about one rule they think is most important in any environment (school, home, park, etc.).
They should include:
- The rule.
- Why it’s important.
- How it helps maintain order and fairness.
- Who should follow the rule.
2. Independent Writing:
Allow students 5-6 minutes to write. Walk around the classroom to provide support and monitor students' progress.
Step 6: Homework (2 minutes)
(1)For homework, students should write a letter to their teacher or family members explaining why rules are important at school or home and suggest a new rule they think would improve the environment.
(2)They should use at least three vocabulary words from today’s lesson (e.g., rules, order, behave, fairness).
Reflection:
- Did students engage well in the group work and discussions
- Were the students able to use the vocabulary and sentence patterns effectively in their writing and speaking tasks
- How could the project have been improved for better engagement or clarity

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