Unit 3 Economy and Society-Exploring the Theme 教案-2025-2026学年高中英语人教版选修第二册

Unit 3 Economy and Society-Exploring the Theme 内容导航 Exploring the Theme in Unit 3 Economy and Society focuses on the close connection between economy and society, covering core contents such as the evolution of economic systems, the impact of economic development on social progress, and the common challenges faced by global economy and society. It guides students to understand basic economic concepts, observe economic phenomena around them, and explore the mutual promotion and restriction between economic development and social harmony, laying a foundation for further learning of economic and social related knowledge and forming a correct view of economy and society. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence patterns related to economy and society, and be able to use English to describe economic phenomena and express views on economic and social issues. Cultural Awareness: Understand the differences and commonalities of economic development models and social systems in different countries, respect cultural diversity, and establish a global perspective. Thinking Quality: Cultivate logical thinking and critical thinking through analyzing economic and social problems, and learn to explore the essence of problems from multiple perspectives. Learning Ability: Master effective learning strategies such as autonomous inquiry and cooperative learning, and be able to actively collect and sort out information related to economy and society to improve independent learning ability. 2. 教学重难点 Key Points: Master core vocabulary (such as economy, society, policy, development, benefit, challenge, etc.) and functional sentence patterns used to discuss economic and social issues; understand the main content and logical structure of the theme exploration, and be able to express personal views on economic and social phenomena in simple English. Difficult Points: How to accurately use English vocabulary and sentence patterns to describe complex economic concepts and social phenomena; how to analyze the internal connection between economic development and social changes from a critical perspective; how to effectively carry out cooperative inquiry and express views clearly in group activities. 教学过程 Warm-up and Lead-in Activity 1: Video Watching and Discussion The teacher plays a 3-minute English short video, which shows the changes of a city's economy and society in the past 20 years, including the improvement of people's living standards, the development of urban infrastructure, the changes of employment structure and other contents. After watching the video, the teacher asks students the following questions in English: ① What changes have you seen in the video? ② How do these changes relate to economy and society? ③ Can you give examples of economic and social changes around you? Then, students are invited to answer the questions freely, and the teacher gives appropriate comments and guidance, guiding students to realize the close connection between economy and society. Design Intention: The short video is intuitive and vivid, which can quickly attract students' attention and arouse their interest in learning. By watching the video and answering questions, students can initially perceive the theme of economy and society, activate their existing knowledge and life experience, and lay a good foundation for the subsequent theme exploration. At the same time, it can exercise students' listening comprehension ability and oral expression ability, and create a good English learning atmosphere. Activity 2: Vocabulary Preview and Consolidation The teacher presents the core vocabulary of the theme exploration on the blackboard or PPT, including economy, society, development, policy, industry, employment, benefit, challenge, opportunity, promote, improve, influence, etc. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple English examples related to economy and society, such as "Economic development can promote social progress." "Unemployment is a major challenge for society." Then, the teacher organizes students to carry out a quick memory game: divide students into groups of 4, and each group takes turns to read the word and make a simple sentence. The group that makes the most correct sentences wins. After the game, the teacher checks the students' mastery of vocabulary and explains the difficult words again. Design Intention: Vocabulary is the foundation of English learning. Previewing and consolidating core vocabulary before theme exploration can help students reduce the difficulty of subsequent learning, ensure that they can understand the relevant content smoothly, and lay a solid language foundation for the development of follow-up activities. The form of group game can increase the fun of vocabulary learning, mobilize students' enthusiasm and initiative, and make students master vocabulary in a relaxed and pleasant atmosphere. Theme Exploration and Core Content Learning Activity 1: Text Reading and Comprehension The teacher distributes the reading materials of Exploring the Theme (the text is closely related to the unit theme, introducing the basic relationship between economy and society, the evolution of economic systems and their impact on society, and the common challenges faced by global economy and society). First, students are asked to read the text silently, and mark the new words, difficult sentences and key information. Then, the teacher guides students to read the text aloud together, corrects their pronunciation and intonation, and helps students understand the difficult sentences. For example, for the sentence "The development of the economy is closely related to the progress of society, and social progress will also promote economic development in turn.", the teacher analyzes the sentence structure, explains the meaning of "in turn", and guides students to understand the mutual promotion relationship between economy and society. After reading, the teacher designs the following comprehension questions to check students' understanding of the text: ① What is the relationship between economic development and social progress? ② What are the main stages of the evolution of economic systems? ③ What common challenges are faced by the global economy and society? Students are asked to answer the questions independently first, then discuss with their deskmates, and finally the teacher invites some students to share their answers and makes a summary, emphasizing the key points of the text. Design Intention: Reading is an important way to obtain information and improve language ability. Through silent reading, aloud reading and comprehension questions, students can deeply understand the core content of the theme exploration, master the logical structure of the text, and improve their reading comprehension ability. At the same time, guiding students to analyze difficult sentences can help them break through the language difficulties, consolidate their grammatical knowledge, and lay a foundation for the subsequent expression and application. Activity 2: Group Discussion on Core Issues The teacher divides students into groups of 5-6, and puts forward the following core discussion questions: ① What are the positive impacts of economic development on society? Please give specific examples. ② What negative problems may be brought about by rapid economic development? How to solve these problems? ③ As senior high school students, what can we do to promote the coordinated development of economy and society? Before the discussion, the teacher gives students 5 minutes to think independently and sort out their own ideas. During the discussion, each group elects a recorder to record the key points of the group's discussion, and a speaker to prepare to share the group's views. The teacher walks around the classroom, observes the discussion situation of each group, and gives appropriate guidance when students encounter difficulties, such as reminding students to combine their own life experience and the knowledge learned in the text to express their views, and guiding students to use the core vocabulary and sentence patterns learned. After the discussion, each group's speaker shares the group's views in English. After each group's sharing, other groups can ask questions or put forward supplementary opinions. The teacher makes comments on each group's performance, affirms their advantages, points out their deficiencies, and guides students to form a comprehensive and objective understanding of the relationship between economy and society. For example, when students talk about the negative impacts of rapid economic development, the teacher guides them to think about environmental pollution, the gap between the rich and the poor and other issues, and discusses how to balance economic development and social equity, environmental protection. Design Intention: Group discussion is an effective way to cultivate students' cooperative learning ability and critical thinking ability. By discussing core issues, students can deeply explore the theme of economy and society, express their views in English, and improve their oral expression ability and logical thinking ability. At the same time, through mutual communication and learning between groups, students can broaden their horizons, learn from each other's advantages, and form a more comprehensive understanding of the theme. The teacher's guidance can help students grasp the direction of discussion, solve the difficulties encountered in the discussion, and ensure the effectiveness of the discussion. Activity 3: Case Analysis and Deep Exploration The teacher presents two typical cases on the PPT: Case 1: The economic development of a certain country has achieved remarkable results, with the per capita income increasing significantly, but at the same time, it has also brought serious environmental pollution and a growing gap between the rich and the poor, leading to some social contradictions. Case 2: A certain region adheres to the concept of coordinated development of economy and society, pays attention to environmental protection and social equity while developing the economy, and has achieved sustained and healthy economic development and stable social order. Then, the teacher asks students to analyze the two cases in groups, and discuss the following questions: ① What are the advantages and disadvantages of the economic development model in Case 1? ② What enlightenment can we get from Case 2? ③ How to achieve the coordinated development of economy and society in practice? During the analysis, the teacher guides students to combine the knowledge learned in the text, use the core vocabulary and sentence patterns, and analyze the cases from multiple perspectives. For example, when analyzing Case 1, the teacher guides students to think about the relationship between economic development and environmental protection, social equity, and how to solve the problems brought about by unbalanced development. When analyzing Case 2, the teacher guides students to summarize the experience and methods of coordinated development of economy and society. After the group analysis, each group shares their analysis results, and the teacher makes a summary, emphasizing that economic development and social progress are interdependent and mutually restrictive, and only by adhering to coordinated development can we achieve long-term stability and prosperity. Design Intention: Case analysis can make abstract economic and social concepts more specific and vivid, help students connect theory with practice, and deepen their understanding of the theme. By analyzing different cases, students can cultivate their critical thinking ability and problem-solving ability, learn to analyze problems from multiple perspectives, and form a correct view of economy and society. At the same time, it can further exercise students' oral expression ability and logical analysis ability, and improve their ability to apply the knowledge learned to practice. Language Application and Ability Training Activity 1: Sentence Pattern Imitation and Expansion The teacher presents the functional sentence patterns commonly used in discussing economic and social issues on the PPT, such as: ① Economic development plays an important role in promoting social progress. ② With the development of the economy, people's living standards have been greatly improved. ③ Although economic development brings many benefits, it also brings some challenges. ④ We should take effective measures to promote the coordinated development of economy and society. For each sentence pattern, the teacher explains its structure and usage, and gives examples related to the theme. Then, students are asked to imitate the sentence patterns and make sentences according to the prompts given by the teacher. For example, the teacher gives the prompt "technology development / economy / society", and students are asked to make sentences using the sentence patterns learned, such as "Technology development can promote economic growth, which in turn contributes to social progress." After the sentence pattern imitation, the teacher organizes students to carry out an expansion activity: each student writes 3-5 sentences about economy and society using the sentence patterns learned, and then exchanges their sentences with their deskmates, checks each other's mistakes and makes corrections. The teacher selects some students' sentences to display on the PPT, makes comments and corrections, and guides students to use the sentence patterns correctly and flexibly. Design Intention: Sentence pattern imitation and expansion is an important way to improve students' language application ability. By imitating the functional sentence patterns commonly used in the theme, students can master the way of expressing views on economic and social issues in English, and improve their ability to use language flexibly. The exchange and mutual correction between deskmates can help students find their own mistakes and learn from each other, and the teacher's comments and corrections can ensure that students master the sentence patterns correctly, laying a foundation for the subsequent writing and oral expression. Activity 2: Short Speech Practice The teacher asks students to prepare a short speech with the theme "My Views on the Coordinated Development of Economy and Society". The speech time is 1-2 minutes, and students are required to use the core vocabulary and sentence patterns learned, combine their own life experience and the knowledge learned in the theme exploration, and express their own views clearly. Before the speech, students are given 10 minutes to prepare, and they can consult the teacher or their deskmates if they encounter difficulties. During the speech, each student takes turns to give a speech in front of the class, and other students listen carefully, take notes, and give comments after the speech, such as the advantages and deficiencies of the speech, the correctness of vocabulary and sentence patterns, etc. The teacher makes a summary comment on each student's speech, affirms their efforts and achievements, points out the problems that need to be improved, and guides students to improve their oral expression ability and logical thinking ability. Design Intention: Short speech practice can comprehensively exercise students' oral expression ability, logical thinking ability and language application ability. By preparing and giving speeches, students can further consolidate the knowledge learned, express their views on economic and social issues in English, and improve their confidence in speaking English. The comments from teachers and classmates can help students find their own deficiencies, learn from each other's advantages, and continuously improve their oral expression level. Activity 3: Writing Practice The teacher assigns a writing task: Write a short passage of 120-150 words with the title "The Relationship Between Economy and Society". The requirements are: ① Clarify the relationship between economic development and social progress; ② Give specific examples to illustrate; ③ Put forward your own views on how to promote the coordinated development of economy and society. Before writing, the teacher guides students to sort out the writing ideas: first, put forward the core view (the close relationship between economy and society); then, use specific examples to illustrate the mutual promotion and restriction between economy and society; finally, put forward suggestions on promoting coordinated development. The teacher also reminds students to use the core vocabulary and sentence patterns learned, pay attention to the coherence and logicality of the passage, and avoid grammatical mistakes. After students finish writing, the teacher collects some students' compositions, displays them on the PPT, and makes comments and corrections, pointing out the advantages and deficiencies of the compositions, such as the correctness of vocabulary and sentence patterns, the coherence of the passage, the rationality of examples, etc. Then, students are asked to revise their own compositions according to the teacher's comments and the compositions of excellent students. After revision, students exchange their compositions with their deskmates and check each other's revisions. Design Intention: Writing is an important way to test students' language application ability. Through writing practice, students can further consolidate the core vocabulary and sentence patterns learned, improve their ability to organize language and express views in English, and cultivate their logical thinking ability and writing ability. The teacher's comments and students' mutual revision can help students find their own mistakes, learn from excellent compositions, and continuously improve their writing level. Summary and Extension Activity 1: Theme Summary The teacher guides students to summarize the core content of this lesson together: ① The close relationship between economic development and social progress — mutual promotion and mutual restriction; ② The evolution of economic systems and their impact on society; ③ The common challenges faced by global economy and society and the ways to solve them; ④ The core vocabulary and sentence patterns used to discuss economic and social issues. The teacher emphasizes that this theme is closely related to our daily life, and hopes that students can pay more attention to economic and social phenomena around them, use the knowledge learned to analyze and think about related issues, and form a correct view of economy and society. Design Intention: Summarizing the theme can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the core content of the theme. At the same time, it can help students review and consolidate the knowledge learned, and lay a foundation for the subsequent learning of the unit. Activity 2: Knowledge Extension The teacher introduces some extended knowledge related to the theme: ① The development trend of global economy and society in the new era, such as digital economy, green economy, etc.; ② The important policies formulated by China to promote the coordinated development of economy and society, such as rural revitalization, common prosperity, etc. The teacher uses simple English to introduce these extended knowledge, and combines pictures and short videos to make the content more intuitive and easy to understand. Then, the teacher asks students to think about the impact of these new trends and policies on our life, and invites some students to share their views. Design Intention: Knowledge extension can broaden students' horizons, let students understand the latest developments in economy and society, connect the knowledge learned in the classroom with the real world, and improve their ability to apply knowledge to practice. At the same time, it can arouse students' interest in learning, stimulate their enthusiasm for understanding economic and social issues, and cultivate their global perspective and sense of social responsibility. Activity 3: Homework Arrangement The teacher assigns the following homework: ① Review the core vocabulary and sentence patterns learned in this lesson, and write 10 sentences using the sentence patterns; ② Complete the revised writing task and submit it in the next class; ③ Collect one piece of news about economic and social development, and prepare to share it in the next class, explaining its impact on economy and society in simple English; ④ Think about the question: "How can senior high school students contribute to the development of the economy and society?" and prepare to discuss it in the next class. Design Intention: Homework is an important part of teaching, which can help students review and consolidate the knowledge learned in class, and further improve their language application ability. The homework arranged combines review, practice and exploration, which not only helps students consolidate the basic knowledge, but also guides students to pay attention to the real world, cultivate their ability to collect and sort out information, and lay a foundation for the subsequent teaching activities. Teaching Reflection (Embedded in the Teaching Process) In the whole teaching process, the teacher should pay attention to observing students' performance, understand their mastery of knowledge and the problems encountered in learning, and adjust the teaching progress and methods in a timely manner. For example, if students have difficulty in understanding the difficult sentences in the text, the teacher should slow down the teaching progress, explain them in detail, and use more examples to help students understand. If students are not active in group discussion, the teacher should guide them to participate actively, design more attractive discussion topics, and mobilize their enthusiasm. At the same time, the teacher should pay attention to the differences between students, give more care and guidance to students with poor foundation, help them build confidence in learning, and ensure that every student can gain something in the teaching activities. Design Intention: Teaching reflection is an important way to improve teaching quality. By reflecting on the teaching process, the teacher can find the advantages and deficiencies of the teaching design and teaching implementation, summarize experience and lessons, and continuously optimize the teaching plan, so as to improve the teaching effect and promote the all-round development of students. 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 $