Unit 3 Economy and Society-Language Focus 2 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 2 内容导航 This section focuses on the key vocabulary (e.g., metropolis, commerce, GDP) and grammatical structures (past perfect tense and its passive voice) related to economy and society. It aims to help students master language points through context-based exercises and practical application, laying a foundation for talking about economic phenomena. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and past perfect tense, and use them to describe economic events and social changes accurately. Cultural Awareness: Understand the connection between language and economic development, respect diverse economic cultures and values. Thinking Quality: Develop logical thinking by analyzing sentence structures and critical thinking by applying language points to practical scenarios. Learning Ability: Cultivate autonomous learning and cooperative inquiry ability through independent practice and group activities, mastering effective language learning strategies. 2. 教学重难点 Key Points: Master the usage of economic-related vocabulary (such as joint venture, gross domestic product, utilise) and phrases; grasp the structure and basic usage of past perfect tense and its passive voice. Difficult Points: Correctly use past perfect tense to express "past in the past" in specific contexts; distinguish past perfect tense from general past tense; flexibly apply vocabulary and grammar to discuss economic and social topics in real communication. 教学过程 Step 1: Lead-in (Warm-up and Revision) Activity 1: Daily Talk and Vocabulary Revision. The teacher starts with a casual talk: “Good morning, everyone. Last class, we learned some basic vocabulary about economy and society, such as economy, society, development. Now, let’s have a quick review. Who can tell me the Chinese meaning of ‘commerce’? And can you make a simple sentence with it?” Invite 2-3 students to answer, then the teacher corrects and supplements. Then, show pictures of modern metropolises, transportation hubs and special economic zones on the screen, and ask: “What can you see in these pictures? What economic activities do you think happen here?” Guide students to use the vocabulary they learned last class to describe the pictures, such as “I can see a modern metropolis. There are many commercial activities there.” Design Intention: The warm-up talk is close to students’ learning experience, which can quickly attract students’ attention and activate their prior knowledge. Revising the learned vocabulary lays a foundation for the new lesson. The pictures of economic scenes can connect the language with real life, help students understand the practical meaning of vocabulary, and stimulate their interest in learning the new lesson. Activity 2: Lead-in to New Knowledge. The teacher says: “In our daily life, we often hear about economic data such as GDP, and we also talk about events that happened before a certain time in the past. For example, ‘By the end of last year, our city’s GDP had increased a lot.’ Do you know what tense is used in this sentence? Today, we will focus on Language Focus 2, learning more economic vocabulary and the past perfect tense and its passive voice to better talk about economy and society.” Design Intention: By giving practical examples related to economic life, the teacher naturally leads to the core grammatical point of the lesson, making students realize the practical value of the new knowledge, and clarifying the learning objectives of the lesson, so that students can learn with clear goals. Step 2: Presentation of New Knowledge (Vocabulary and Grammar) Part 1: New Vocabulary Presentation The teacher presents the new vocabulary one by one with context, pictures and example sentences, focusing on pronunciation, part of speech, meaning and usage. 1. Metropolis: Show a picture of Shanghai and say: “Shanghai is an international metropolis with a long history. Metropolis means a large and important city.” Write the word on the blackboard, mark the pronunciation /məˈtrɒpəlɪs/, part of speech (noun), and the plural form (metropolises). Then, give another example: “New York is one of the most famous metropolises in the world.” 2. Commerce: Combine the picture of international trade and say: “The development of commerce has promoted economic growth. Commerce refers to the activity of buying and selling goods.” Mark the pronunciation /ˈkɒmɜːs/, part of speech (noun), and the derivative (commercial, adj.). Example: “Electronic commerce is very popular nowadays.” 3. Gross Domestic Product (GDP): Explain: “GDP is the total value of all goods and services produced in a country in a year. We often talk about GDP growth rate.” Give an example: “The country’s GDP has maintained steady growth this year.” 4. Joint Venture (JV): Show a picture of a Sino-foreign joint venture and say: “They set up a joint venture with a foreign company to develop new products. Joint venture means a business owned by two or more different companies.” 5. Utilise (AmE utilize): Explain the meaning (to use something effectively), part of speech (verb), past tense (utilised), and derivative (utilisation, n.). Example: “We should utilise solar energy to reduce environmental pollution.” After presenting each word, the teacher invites students to read it aloud, corrects their pronunciation, and asks them to make simple sentences with the words, so as to consolidate the understanding and usage of the words. For difficult words such as “joint venture” and “gross domestic product”, the teacher repeats the explanation and gives more examples to ensure that students can understand. Design Intention: Presenting vocabulary in combination with context and pictures can help students understand the meaning of words more intuitively, avoid mechanical memory. Example sentences are closely related to economic and social topics, which is consistent with the unit theme. Letting students read aloud and make sentences can enhance their sense of language and improve their ability to use vocabulary flexibly. Part 2: Grammar Presentation - Past Perfect Tense and Its Passive Voice 1. Presentation of Past Perfect Tense. The teacher first writes two sentences on the blackboard: Sentence 1: Sam joined them at 7 pm. Sentence 2: They finished their dinner at 6:30 pm. Then, ask students: “When did Sam join them? When did they finish their dinner? Which action happened first?” Guide students to answer that finishing dinner happened first, and Sam joined them later. Then, the teacher combines the two sentences into one: “By the time Sam joined them, they had finished their dinner.” Explain: “In this sentence, ‘had finished’ is the past perfect tense. It is used to express an action that was completed before another action or a certain time in the past. The structure is: had + past participle.” Then, the teacher gives more examples related to economic and social topics: Example 1: By the end of last year, we had set up three new joint ventures. Example 2: Before the policy was issued, many companies had already utilised new technologies. Example 3: When I arrived in the city, the new commercial center had been built. Ask students to observe the structure and usage of the past perfect tense in these sentences, and summarize the usage of the past perfect tense with the help of students: (1) Express an action completed before another past action (usually indicated by conjunctions such as by the time, before, when). (2) Express an action completed before a certain time in the past (usually indicated by prepositional phrases such as by the end of last year, by 2023). Design Intention: By comparing two simple sentences, students can easily understand the logical relationship between the two actions, and naturally grasp the core meaning of the past perfect tense. The examples are closely related to the unit theme, which can help students realize the practical application of grammar in the context of economy and society, and reduce the difficulty of grammar learning. 2. Presentation of Past Perfect Tense Passive Voice. The teacher says: “We have learned the passive voice of the general tense before. Now, let’s learn the passive voice of the past perfect tense. It is used to express that an action was done to the subject before another past action. The structure is: had been + past participle.” Then, give examples: Example 1: By the time we arrived, the meeting had been held. Example 2: All the products had been sold out before the store closed. Example 3: The new policy had been discussed many times before it was implemented. The teacher analyzes the structure of each example, points out the subject, the predicate (had been + past participle) and the adverbial of time, and guides students to distinguish the active and passive voices of the past perfect tense. For example, compare “They had held the meeting before we arrived.” (active) and “The meeting had been held before we arrived.” (passive), let students find the differences in structure and meaning. Design Intention: On the basis of students’ mastery of the past perfect tense and the general passive voice, the teacher introduces the passive voice of the past perfect tense, which conforms to the law of students’ cognitive development. By comparing active and passive voices, students can better understand the usage of the passive voice and improve their ability to use grammar flexibly. 3. Key Points and Notes of Grammar. The teacher summarizes the key points and notes of the past perfect tense and its passive voice: (1) The past perfect tense must have a reference point in the past (another past action or a past time), which is the key to distinguishing it from the general past tense. For example, “He worked hard last year.” (general past tense, only stating an action in the past) and “He had worked hard before he got the promotion.” (past perfect tense, indicating that the action of working hard was completed before getting the promotion). (2) Common signal words of the past perfect tense: by the time, before, after, by the end of + past time, until, etc. (3) The passive voice of the past perfect tense is mainly used when the doer of the action is unknown, unimportant or needs to be emphasized on the receiver of the action. (4) Irregular past participles should be memorized carefully, such as done, written, built, etc. Design Intention: Summarizing the key points and notes can help students sort out the knowledge system, clarify the easily confused points, avoid mistakes in use, and lay a solid foundation for the subsequent practice. Step 3: Controlled Practice (Consolidation of Vocabulary and Grammar) Part 1: Vocabulary Practice Activity 1: Fill in the blanks with the correct form of the given words. The teacher hands out practice sheets, which include the following exercises: 1. Shanghai is an international ________ (metropolis) with a long history. 2. The development of ________ (commerce) has promoted the exchange between different countries. 3. Our country’s ________ (gross) domestic product has increased steadily in recent years. 4. They plan to establish a ________ (joint) venture with a foreign company. 5. We should ________ (utilise) our resources effectively to protect the environment. After students finish the exercises independently, the teacher checks the answers, corrects the mistakes, and explains the reasons for the mistakes. For example, if a student writes “metropoli” as the plural form of “metropolis”, the teacher reminds them that the plural form of “metropolis” is “metropolises”. Design Intention: This exercise is a basic controlled practice, which aims to help students consolidate the spelling, part of speech and basic usage of new vocabulary, and find out the problems in students’ mastery of vocabulary in time, so as to carry out targeted guidance. Activity 2: Match the words with their meanings. The left column lists new vocabulary (metropolis, commerce, GDP, joint venture, utilise), and the right column lists their corresponding English explanations. Students match them independently, then the teacher checks the answers and asks students to read the words and their explanations aloud to strengthen memory. Design Intention: This exercise helps students deepen their understanding of the meaning of words, avoid confusing the meanings of similar words, and improve their ability to recognize and understand vocabulary. Part 2: Grammar Practice Activity 1: Fill in the blanks with the correct form of the given verbs (active voice). Exercises: 1. By the time we got to the airport, the plane ________ (take) off. 2. She ________ (finish) her homework before her mother came back. 3. They ________ (set up) two new factories by the end of last year. 4. Before I met him, I ________ (hear) of him many times. 5. When the teacher arrived, the students ________ (start) their discussion. Students finish the exercises independently, then the teacher invites students to write the answers on the blackboard, corrects them, and explains the usage of the past perfect tense in each sentence. For example, in the first sentence, “by the time” guides a past action (“got to the airport”), so the main clause uses the past perfect tense “had taken”. Design Intention: This exercise focuses on the consolidation of the active voice of the past perfect tense, helping students master the structure and usage of the past perfect tense in different contexts, and improving their ability to apply grammar accurately. Activity 2: Fill in the blanks with the correct form of the given verbs (passive voice). Exercises: 1. By the end of last month, the new bridge ________ (build). 2. The letter ________ (send) before I realized I made a mistake. 3. All the books ________ (sell) out by the time we got to the bookstore. 4. The problem ________ (discuss) many times before it was solved. 5. The meeting ________ (hold) when we arrived. After students finish the exercises, the teacher checks the answers, focuses on explaining the structure of the passive voice of the past perfect tense (“had been + past participle”), and reminds students to pay attention to the irregular past participles. Design Intention: This exercise focuses on the consolidation of the passive voice of the past perfect tense, helping students master the structure and usage of the passive voice, and distinguish the active and passive voices in different contexts. Activity 3: Choose the correct tense (general past tense or past perfect tense). Exercises: 1. He ________ (work) in the company for five years before he ________ (leave) last month. (worked / had worked; left / had left) 2. When I ________ (arrive) at the station, the train ________ (already leave). (arrived / had arrived; left / had left) 3. She ________ (not see) him for a long time when she ________ (meet) him yesterday. (didn’t see / hadn’t seen; met / had met) Students choose the correct tense independently, then the teacher explains the reasons for each choice, emphasizing the difference between the general past tense and the past perfect tense: the general past tense indicates an action that happened at a certain time in the past, while the past perfect tense indicates an action that was completed before another past action. Design Intention: This exercise aims to help students distinguish the easily confused points between the general past tense and the past perfect tense, avoid mistakes in use, and improve their ability to choose the correct tense according to the context. Step 4: Guided Practice (Application of Vocabulary and Grammar) Part 1: Sentence Making Practice Activity 1: Make sentences with the given words and the past perfect tense. The teacher gives the following words and phrases: metropolis, commerce, joint venture, utilise, by the end of last year, before, when. Ask students to make at least 3 sentences, using the past perfect tense (active or passive voice). For example: 1. By the end of last year, our city had become a modern metropolis. 2. Before we established the joint venture, we had utilised a lot of advanced technologies. 3. When I visited the city, the commerce there had developed very rapidly. Students make sentences independently, then invite 5-6 students to share their sentences with the class. The teacher comments on their sentences, affirms the correct ones, and corrects the mistakes in vocabulary and grammar. Design Intention: This exercise combines vocabulary and grammar, allowing students to apply the learned knowledge to sentence making, which helps improve their ability to use language comprehensively. Sharing sentences in class can enhance students’ confidence in speaking English and create a positive learning atmosphere. Part 2: Dialogue Practice Activity 2: Group Dialogue. Divide students into groups of 4. Each group is given a scenario related to economy and society: “You and your group members are talking about the economic development of your city in the past five years. You need to use the vocabulary and past perfect tense learned in this lesson to talk about the changes in commerce, transportation, and enterprises.” The teacher provides some prompt words for each group: metropolis, commerce, GDP, joint venture, utilise, build, develop, improve. Each group discusses for a few minutes, then invites 2-3 groups to perform their dialogues in front of the class. The teacher comments on their dialogues, focusing on the correct use of vocabulary and grammar, and the fluency of the dialogue. Design Intention: The dialogue practice is close to real communication, which can help students apply the learned knowledge to practical scenarios, improve their oral expression ability and cooperative learning ability. The prompt words can provide appropriate support for students, reduce the difficulty of dialogue, and ensure that all students can participate in the activity. Part 3: Paragraph Writing Practice Activity 3: Write a short paragraph. Ask students to write a short paragraph (about 80-100 words) about “The Economic Development of My Hometown in the Past Ten Years”, using at least 5 new vocabulary words and 3 sentences in the past perfect tense. The teacher provides a writing outline: 1. The general situation of the economic development of the hometown. 2. The changes in commerce, enterprises or infrastructure. 3. Your feelings about the changes. Students write independently, then the teacher collects some students’ works, reads them aloud in class, and comments on them, focusing on the correct use of vocabulary and grammar, the coherence of the paragraph, and the richness of the content. For students with good works, the teacher affirms and praises them; for students with problems, the teacher gives targeted guidance. Design Intention: Paragraph writing is a comprehensive application of vocabulary and grammar, which can help students improve their writing ability and logical thinking ability. The writing outline can guide students to organize their ideas, ensure that the writing content is focused and coherent, and help students establish confidence in writing English paragraphs. Step 5: Consolidation and Extension Part 1: Summary of the Lesson The teacher invites students to summarize the key points of this lesson: “Today, we learned some new vocabulary about economy and society, such as metropolis, commerce, GDP, joint venture and utilise. We also learned the past perfect tense and its passive voice, including their structures and usages. Who can briefly summarize the structure of the past perfect tense and its passive voice?” Invite 2-3 students to summarize, then the teacher supplements and sorts out, helping students form a complete knowledge system. The teacher says: “In this lesson, we not only mastered the language points, but also learned to use them to talk about economic and social topics. I hope you can review the knowledge after class and apply it to your daily English communication.” Design Intention: Letting students summarize the key points of the lesson can help them consolidate the learned knowledge, improve their ability to sort out and summarize knowledge, and deepen their understanding of the lesson content. The teacher’s supplement and summary can ensure that students grasp the key points of the lesson accurately. Part 2: Extension Activity Activity 1: Group Inquiry. Divide students into groups of 4. Each group is assigned a task: “Find a recent news report about economic development (such as the development of electronic commerce, the establishment of new joint ventures, the growth of GDP), read it carefully, and find out the vocabulary and grammar points learned in this lesson. Then, discuss with your group members and retell the news in your own words, using the learned vocabulary and past perfect tense.” Each group collects materials and discusses, then invites 2-3 groups to share their retelling in class. The teacher comments on their performance, affirming their efforts and pointing out the areas that need improvement. Design Intention: The extension activity connects the classroom knowledge with real life and current events, which can help students understand the practical application of the learned language points, broaden their horizons, and improve their ability to collect and process information, as well as their oral expression ability. Cooperative inquiry can also enhance students’ cooperative learning ability and autonomous learning ability. Activity 2: Error Correction. The teacher presents some wrong sentences related to the vocabulary and grammar of this lesson on the screen, such as: 1. Shanghai is a big metropolis, and it has many commerce. 2. By the time we arrived, the meeting has been held. 3. They had utilise the resources effectively. Ask students to find the mistakes in the sentences and correct them. Students correct the mistakes independently, then the teacher checks the answers and explains the reasons for the mistakes, helping students avoid similar mistakes in the future. Design Intention: Error correction can help students find out the common mistakes in the use of vocabulary and grammar, deepen their understanding of the knowledge points, and improve their ability to use language accurately. Step 6: Homework Arrangement 1. Review the new vocabulary and grammar points learned in this lesson, and copy the new words and their example sentences 3 times. 2. Finish the grammar exercises in the textbook related to the past perfect tense and its passive voice. 3. Improve the short paragraph written in class, and add more details to make it more vivid and coherent (about 120 words). 4. Find a news report about economic development, underline the vocabulary and grammar points learned in this lesson, and write a 50-word summary of the news. Design Intention: The homework is designed to consolidate the knowledge learned in class, help students review and deepen their understanding of vocabulary and grammar. The combination of written homework and practical inquiry homework can not only improve students’ writing ability, but also enhance their ability to apply knowledge to real life, achieving the goal of “learning for use”. 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 $