Unit 3 Economy and Society-Language Focus 1 教案-2025-2026学年高中英语人教版选修第二册

Unit 3 Economy and Society-Language Focus 1 内容导航 Language Focus 1 of Unit 3 Economy and Society in PEP High School English Elective Book 2 mainly centers on core vocabulary, key phrases and basic sentence structures related to economic development and social progress. It connects with the unit’s theme, focusing on words like metropolis, commerce, GDP, and phrases such as joint venture, utilise resources, aiming to help students master language tools to express economic and social phenomena accurately and lay a foundation for subsequent listening, speaking, reading and writing tasks. It also involves simple application of grammatical structures to enhance language comprehensibility and practicality. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and phrases about economy and society, and use basic sentence structures to express relevant concepts and phenomena. Cultural Awareness: Understand the connection between language and economic and social development, recognize the diversity of global economic models and the characteristics of China’s economic development, and enhance cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking through analyzing and applying language knowledge, and form the ability to think and express from an economic and social perspective. Learning Ability: Master effective vocabulary and grammar learning strategies, develop autonomous learning and cooperative inquiry abilities, and lay a foundation for lifelong English learning. 2. 教学重难点 Key Points: Master the pronunciation, spelling, meaning and usage of core vocabulary (metropolis, commerce, GDP, inhabitant, utilise, etc.) and key phrases (joint venture, special economic zone, gross domestic product, utilise resources, etc.); understand and use basic sentence structures related to economic and social description. Difficult Points: Flexibly use the learned vocabulary and phrases in specific contexts to express economic phenomena and social changes accurately; distinguish the usage of similar words (such as utilise and use) and master the correct collocation of phrases; apply the learned language knowledge to simple oral expression and written description. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a multimedia presentation, showing pictures and short video clips of modern metropolises, busy commercial streets, special economic zones, and scenes of joint ventures. Then the teacher asks the students the following questions in English: “Have you ever been to a modern metropolis? What do you think of its economic development? Do you know what a special economic zone is? Can you name some famous joint ventures in China?” After asking the questions, the teacher invites 3-4 students to answer freely, and gives appropriate comments and guidance, encouraging students to express their own views with simple English words and sentences. During the process, the teacher naturally leads out core vocabulary such as “metropolis”, “commerce”, “special economic zone” and “joint venture”, writes them on the blackboard, and guides students to read them correctly. Design Intention: The lead-in links the teaching content with students’ real life and known knowledge, stimulates students’ learning interest and enthusiasm through intuitive audio-visual materials. By asking questions, it activates students’ existing knowledge reserve, guides them to think about economic and social related topics, and lays a foundation for the learning of new vocabulary and phrases. At the same time, it naturally leads out the key content of this lesson, realizing the smooth transition from old knowledge to new knowledge, and helping students establish a connection between the unit theme and language learning. Step 2: Presentation of New Knowledge (Vocabulary and Phrases) This step focuses on the presentation and explanation of core vocabulary and key phrases, which is divided into two parts: vocabulary and phrases, to ensure that students understand and master the basic usage of each word and phrase. First, the teacher presents the core vocabulary one by one with the help of PPT, including metropolis, metropolitan, hub, commerce, trailblazer, brainchild, special economic zone (SEZ), inhabitant, gross, gross domestic product (GDP), trillion, utilise, joint venture (JV), delta, triangle, headquarters. For each word, the teacher first reads the pronunciation clearly, guides students to read after twice, corrects their wrong pronunciation, and emphasizes the stress and syllable division of difficult words (such as metropolis /məˈtrɒpəlɪs/, commerce /ˈkɒmɜːs/). Then, the teacher explains the meaning of the word in simple English, combines with specific examples and sentence patterns to help students understand, and supplements the word formation (such as metropolis → metropolitan, utilise → utilisation) and collocation to enrich students’ vocabulary reserve. For example, when explaining “metropolis”, the teacher says: “A metropolis is a very large and important city, usually a center of business, culture and industry. For example, Shanghai is an international metropolis with a long history.” Then writes the example sentence on the blackboard, guides students to read and understand, and asks students to try to make a simple sentence with “metropolis” by themselves. When explaining “commerce”, the teacher explains: “Commerce refers to the activity of buying and selling goods and services. Electronic commerce is very popular now, such as online shopping.” Then introduces the collocation “international commerce”, “electronic commerce” and the derivative “commercial” (adj. commercial), and gives the example sentence “The commercial development of this city is very fast.” Next, the teacher presents key phrases, such as joint venture, special economic zone, gross domestic product, utilise resources, set up a SEZ, establish a joint venture, metropolitan area, transportation hub. For each phrase, the teacher explains its meaning, combines with specific contexts to show its usage, and guides students to master the collocation and application of phrases. For example, when explaining “joint venture”, the teacher says: “A joint venture is a business activity or company that is started by two or more people or organizations working together. For example, they set up a joint venture with a foreign company to develop new products.” Then guides students to practice the phrase with the example sentence, and asks students to think about other examples of joint ventures they know. During the explanation process, the teacher pays attention to interacting with students, asks questions from time to time, such as “What’s the meaning of this word? Can you make a sentence with it? What’s the collocation of this phrase?” to attract students’ attention and ensure that students can keep up with the teaching rhythm. At the same time, the teacher writes the key words, phrases, example sentences and collocations on the blackboard or shows them on the PPT, so that students can review and remember at any time. Design Intention: Vocabulary and phrases are the foundation of language learning. This step adopts the way of “pronunciation → meaning → example → collocation → practice”, which conforms to the cognitive law of students, helps students understand and master new knowledge step by step. By combining with specific examples and real contexts, it makes abstract vocabulary and phrases concrete and vivid, reducing students’ learning difficulty. The interaction between teachers and students can stimulate students’ participation enthusiasm, avoid one-way indoctrination, and help teachers timely grasp students’ learning situation, adjusting the teaching progress and method according to the actual situation. Step 3: Consolidation Practice of Vocabulary and Phrases After the presentation of new knowledge, a variety of consolidation exercises are carried out to help students deepen their understanding and memory of vocabulary and phrases, and initially master their usage. This link is divided into three small activities to ensure the comprehensiveness and effectiveness of practice. Activity 1: Fill in the blanks with the correct words or phrases. The teacher prepares 10 fill-in-the-blank questions, which cover the core vocabulary and phrases learned in this lesson. The questions are closely combined with the unit theme, and the context is simple and easy to understand. For example: 1. Shanghai is an important international ______ (metropolis / inhabitant) in China. 2. The government decided to ______ (set up / utilise) a special economic zone to promote local economic development. 3. The company’s ______ (headquarters / delta) is located in Beijing. 4. We should ______ (utilise / gross) resources reasonably to protect the environment. 5. This is a ______ (joint venture / commerce) between a Chinese company and an American company. After distributing the exercise paper, students complete it independently. Then the teacher checks the answers one by one, explains the wrong questions in detail, emphasizes the usage of key words and phrases, and guides students to correct their mistakes. For students who answer correctly, the teacher gives timely praise and encouragement; for students who make mistakes, the teacher patiently guides them to find the reasons and master the correct usage. Activity 2: Match the words with their meanings. The teacher lists 12 words on the left (including metropolis, commerce, utilise, etc.) and 12 meanings on the right. Students are asked to match them in pairs. This activity can help students consolidate the meaning of words and avoid confusion between similar words. After students complete the matching, the teacher invites a student to present the answer on the blackboard, and checks and corrects it together with the whole class. For words that are easy to be confused, such as “utilise” and “use”, the teacher further explains their differences: “Utilise is more formal than use, and it is often used in written English or formal occasions, while use is more commonly used in daily oral English.” Then gives example sentences to help students distinguish. Activity 3: Group discussion and sentence making. Divide students into groups of 4-5, and each group is given a topic related to economic and social development, such as “Introduce a modern metropolis you know”, “Talk about the role of special economic zones in China’s economic development”, “What are the advantages of joint ventures?”. Each group discusses for a period of time, and each student in the group needs to make at least 2 sentences with the vocabulary and phrases learned in this lesson. After the discussion, each group invites a representative to present the group’s results to the whole class. The teacher listens carefully, gives comments and guidance, points out the advantages and deficiencies in the sentence making, and corrects the wrong expressions. For example, if a student says “Shanghai is a big metropolis, it has many commerce.”, the teacher corrects it: “Shanghai is a big metropolis, it has a lot of commerce.” or “Shanghai is a big metropolis with a developed commerce.”, and explains the collocation of “commerce” (uncountable noun, collocated with “a lot of”, “developed”, etc.). Design Intention: Consolidation practice is an important link to deepen students’ understanding of new knowledge. By designing different types of exercises (fill in the blanks, matching, group discussion and sentence making), it can train students’ ability to master vocabulary and phrases from different angles, and achieve the purpose of “understanding → memory → application”. The group discussion activity not only can enhance students’ cooperative learning ability, but also can provide students with an opportunity to use language in practice, stimulate their thinking, and make them flexibly apply the learned knowledge to specific contexts. Timely feedback and correction by teachers can help students find their own deficiencies, consolidate the correct knowledge, and avoid the formation of wrong usage habits. Step 4: Presentation and Practice of Sentence Structures On the basis of mastering vocabulary and phrases, this step focuses on the presentation and practice of basic sentence structures related to economic and social description, helping students use the learned language knowledge to form complete and correct sentences, and laying a foundation for subsequent oral expression and written description. The key sentence structures of this lesson mainly include three types: 1. Subject + predicate + object (used to describe economic and social phenomena, such as “The development of commerce promotes economic growth.”); 2. There be + noun + prepositional phrase (used to express the existence of economic and social things, such as “There are many joint ventures in this city.”); 3. Subject + be + adj. + to do (used to describe the characteristics and functions of economic and social things, such as “It is important to utilise resources reasonably.”). First, the teacher presents each sentence structure one by one with the help of PPT. For each sentence structure, the teacher first explains its structure and usage in simple English, then gives 2-3 example sentences closely related to the unit theme, and guides students to analyze the structure of the example sentences. For example, when presenting the first sentence structure (Subject + predicate + object), the teacher gives the example sentence: “The development of commerce (subject) promotes (predicate) economic growth (object).” Then guides students to find the subject, predicate and object in the sentence, and explains: “This sentence structure is used to express what the subject does, and it is very common in describing economic phenomena.” Then gives another example sentence: “People (subject) utilise (predicate) resources (object) to improve their lives.”, and asks students to analyze the structure by themselves. When presenting the second sentence structure (There be + noun + prepositional phrase), the teacher says: “This sentence structure is used to show that there is something in a certain place. For example, There are many special economic zones in China. (There be + many special economic zones + in China)”, and guides students to read the example sentence, then asks students to try to make a sentence with this structure by using the vocabulary learned in this lesson, such as “There is a large transportation hub in this city.” When presenting the third sentence structure (Subject + be + adj. + to do), the teacher gives the example sentence: “It (subject) is (be) important (adj.) to utilise resources reasonably (to do).”, and explains: “In this sentence, ‘it’ is a formal subject, and the real subject is the infinitive phrase ‘to utilise resources reasonably’. This structure is used to emphasize the importance, necessity or difficulty of doing something.” Then gives another example sentence: “It is necessary to establish more joint ventures to promote economic cooperation.”, and guides students to understand the usage of the structure. After the presentation of each sentence structure, the teacher organizes students to carry out targeted practice. First, individual practice: the teacher gives the prompts (subject, predicate, object or key words), and asks students to make sentences according to the prompts and the corresponding sentence structure. For example, for the first sentence structure, the teacher gives the prompt: “the government, set up, a special economic zone”, and asks students to make a sentence: “The government sets up a special economic zone.” For the second sentence structure, the prompt: “many inhabitants, in this metropolis”, students make a sentence: “There are many inhabitants in this metropolis.” For the third sentence structure, the prompt: “important, protect the environment, in economic development”, students make a sentence: “It is important to protect the environment in economic development.” Then, pair practice: students work in pairs, and each pair takes turns to give prompts and make sentences according to the three sentence structures. The other student checks whether the sentence is correct, and corrects it if there is a mistake. The teacher walks around the classroom, observes students’ practice situation, gives guidance to students who have difficulties, and corrects wrong sentences in time. After the pair practice, the teacher invites several pairs to present their practice results to the whole class, and gives comments and encouragement. Design Intention: Sentence structure is the basis of language expression. By focusing on the presentation and practice of key sentence structures, it helps students connect vocabulary and phrases into complete sentences, improving their language expression ability. The way of “structure explanation → example analysis → targeted practice” conforms to the cognitive law of students, and helps students master the usage of sentence structures step by step. Individual practice and pair practice are combined to ensure that each student has the opportunity to practice, and pair practice can also enhance students’ communication and cooperation ability, make students learn from each other and make progress together. Teachers’ on-site guidance and feedback can help students correct wrong expressions in time, and consolidate the correct usage of sentence structures. Step 5: Comprehensive Application (Integrated Practice) This step integrates the vocabulary, phrases and sentence structures learned in this lesson, carries out comprehensive application practice, and improves students’ ability to use language comprehensively in specific contexts. This link is divided into two activities: oral description and short paragraph writing, to train students’ oral and written expression ability respectively. Activity 1: Oral description. The teacher shows pictures of a modern metropolis (such as Shenzhen), which includes scenes of commercial streets, joint ventures, transportation hubs, etc. Each student is given 2 minutes to prepare, and then takes turns to describe the picture in English, requiring to use at least 5 core vocabulary and 3 key phrases learned in this lesson, and use at least 2 of the three sentence structures. When describing, students should be clear and fluent, and express their own views on the economic development of the metropolis. For example, a student can describe: “Shenzhen is an international metropolis and an important special economic zone in China. There are many joint ventures and a large transportation hub here. The development of commerce promotes its economic growth. It is important to utilise resources reasonably to make Shenzhen develop better.” After each student’s description, the teacher gives comments, affirms the advantages (such as correct use of vocabulary and sentence structures, fluent expression), and points out the deficiencies (such as wrong collocation, incomplete sentences), and gives guidance for improvement. At the same time, encourage other students to listen carefully and put forward their own opinions and suggestions. Activity 2: Short paragraph writing. The teacher assigns a writing task: “Write a short paragraph (about 80-100 words) to introduce a city’s economic development, using the vocabulary, phrases and sentence structures learned in this lesson.” Before writing, the teacher gives some tips: 1. Determine the city you want to introduce (such as Beijing, Shanghai, Guangzhou); 2. Introduce the city’s status (metropolis, commercial center, etc.); 3. Describe the city’s economic characteristics (joint ventures, special economic zones, resource utilisation, etc.); 4. Express your views on the city’s economic development. Then students complete the writing task independently. During the writing process, the teacher walks around the classroom, provides help to students who have difficulties (such as how to use a certain phrase, how to choose the appropriate sentence structure), and reminds students to pay attention to the correctness of vocabulary, phrases and sentence structures, as well as the fluency and coherence of the paragraph. After students finish writing, the teacher collects some students’ works (including good works and works with common problems), displays them on the PPT, and comments on them together with the whole class. For good works, the teacher analyzes their advantages, such as correct use of language knowledge, clear logic, fluent expression, and encourages other students to learn from them. For works with problems, the teacher points out the specific problems (such as wrong word usage, incorrect sentence structure, unclear logic), and guides students to correct them together, helping students sum up experience and avoid making the same mistakes again. Then students revise their own works according to the teacher’s comments and the suggestions of their classmates. Design Intention: Comprehensive application practice is the key to testing students’ learning effect and improving their language application ability. By combining oral description and short paragraph writing, it trains students’ oral and written expression ability comprehensively, and realizes the integration of “input → output” of language knowledge. The oral description activity can improve students’ oral expression ability and on-site response ability, while the short paragraph writing activity can cultivate students’ ability to organize language and express ideas in written form. The teacher’s comments and guidance, as well as the mutual evaluation among students, can help students find their own deficiencies, learn from each other, and further consolidate and improve the language knowledge and skills learned in this lesson. Step 6: Summary and Extension First, the teacher leads students to summarize the content of this lesson together. The teacher asks questions: “What core vocabulary and phrases have we learned today? What key sentence structures have we mastered? How to use these language knowledge to describe economic and social phenomena?” Then invites students to answer, and the teacher supplements and sorts out, summarizing the key points of this lesson clearly on the blackboard or PPT, helping students sort out the knowledge system and deepen their memory of the learned content. At the same time, the teacher emphasizes the importance of the learned language knowledge, pointing out that these knowledge are not only the key content of this unit, but also the important language tools for students to understand and express economic and social topics in the future. Then, the teacher carries out knowledge extension. The teacher introduces some common economic terms in daily life (such as per capita GDP, electronic commerce, consumption) in simple English, and connects them with the vocabulary and phrases learned in this lesson, such as “per capita GDP is a part of GDP”, “electronic commerce is a form of commerce”. Then asks students to think about: “What other economic terms do you know? How to express them in English?” Invites students to share, and the teacher gives appropriate supplements and guidance. In addition, the teacher assigns after-class tasks: 1. Review the vocabulary, phrases and sentence structures learned in this lesson, and recite the core vocabulary and example sentences; 2. Write a short paragraph (about 100 words) to talk about the economic development of your hometown, using the language knowledge learned in this lesson; 3. Collect 5-8 English economic terms and their meanings, and bring them to the next class to share with classmates. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and avoid fragmented memory. The knowledge extension activity can expand students’ knowledge scope, connect classroom learning with real life, and stimulate students’ interest in learning economic and social related English knowledge. The after-class tasks are designed to consolidate the knowledge learned in class, strengthen the application of language knowledge, and cultivate students’ autonomous learning ability, so that the teaching effect can be extended to after class, forming a virtuous circle of “classroom learning → after-class consolidation → application improvement”. Step 7: Evaluation and Feedback Evaluation and feedback run through the whole teaching process, including formative evaluation and summative evaluation. In the lead-in, consolidation practice, comprehensive application and other links, the teacher evaluates students’ performance in time through observation, questioning, comments and other ways, affirms students’ progress and advantages, and points out deficiencies and improvement directions. For example, in the group discussion and oral description links, the teacher evaluates students’ participation, language expression ability and the use of language knowledge; in the fill-in-the-blank, sentence making and writing links, the teacher evaluates the correctness and fluency of students’ answers and works. After the class, the teacher sorts out the students’ learning situation, including the mastery of vocabulary and phrases, the application of sentence structures, and the problems existing in oral and written expression. For common problems (such as wrong collocation of phrases, incorrect use of sentence structures), the teacher will focus on explaining and practicing in the next class. For individual students who have great difficulties in learning, the teacher will carry out individual guidance after class, help them find the reasons for their difficulties, and formulate targeted learning suggestions, ensuring that every student can make progress. In addition, the teacher encourages students to carry out self-evaluation and mutual evaluation. After the class, students can reflect on their own learning situation, think about what they have mastered and what they have not mastered, and make plans for subsequent learning. In the group practice and writing links, students can evaluate each other’s performance and works, put forward suggestions for improvement, and learn from each other’s advantages, so as to improve their learning ability and cooperative ability. Design Intention: Evaluation and feedback is an important part of teaching, which can help teachers timely grasp students’ learning situation, adjust teaching strategies and methods, and ensure the effectiveness of teaching. Formative evaluation can stimulate students’ learning motivation, enhance their learning confidence, and help students find their own deficiencies in time. Summative evaluation can help teachers sort out the overall learning effect of students, and provide a basis for subsequent teaching. Self-evaluation and mutual evaluation can cultivate students’ self-reflection ability and cooperative learning ability, making students the main body of learning and promoting their all-round development. 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 $