Unit 2 The Universal Language-Project 教案-2025-2026学年高中英语译林版选择性必修第一册

Unit 2 The Universal Language-Project 教学目标和重难点 1. 教学目标 Language Ability: Master key vocabulary and sentence patterns related to universal language, and improve abilities in listening, speaking, reading and writing to express views on language communication. Cultural Awareness: Understand the diversity of world languages and the significance of cross-cultural communication, and cultivate respect for different cultures. Thinking Quality: Develop logical thinking and critical thinking through analyzing the functions of universal language. Learning Ability: Cultivate autonomous learning and cooperative inquiry abilities in project-based learning. 2. 教学重难点 Key Points: Grasp the core content of the Project, master key words and expressions such as "universal", "communicate", "cultural exchange" and related sentence patterns; understand the process and requirements of completing the project. Difficult Points: Applying the learned knowledge to design and complete a project about universal language, and expressing views clearly and logically in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a short video about people from different countries communicating with each other in different ways—some using English, some using body language, and some using music. After playing the video, the teacher asks students two questions: “What difficulties do people from different countries face when communicating? What can we do to solve these difficulties?” Then, the teacher invites several students to share their answers in English. After the sharing, the teacher summarizes: “Today, we will focus on the universal language, explore its forms and significance, and complete a project related to it. This project will help us better understand how to communicate across cultures and improve our English application ability.” Design Intention: The video can attract students’ attention quickly and arouse their interest in the topic of universal language. By asking questions, the teacher guides students to think actively and connect their life experience with the teaching content, laying a good foundation for the follow-up project learning. At the same time, this link can also help students review the relevant knowledge learned in the previous lessons of the unit, such as the types of universal language and the importance of cross-cultural communication, and activate their existing knowledge reserve. Step 2: Project Introduction and Task Analysis First, the teacher introduces the Project task clearly to the students: “Our project is to design a poster and give a presentation about ‘The Universal Language Around Us’. The poster should include the forms of universal language (such as English, music, body language, etc.), their characteristics and functions. The presentation should introduce the content of the poster, explain the significance of universal language in cross-cultural communication, and express your own views on how to use universal language to promote cultural exchange.” Then, the teacher analyzes the task in detail, breaking it down into three parts: poster design, content preparation and presentation practice. For the poster design, the teacher reminds students to pay attention to the layout, color matching and the accuracy of the content; for the content preparation, the teacher guides students to sort out the key points, such as the definition of universal language, common forms, typical examples and practical significance; for the presentation practice, the teacher emphasizes the requirements of pronunciation, intonation, fluency and logicality. After that, the teacher shows some excellent poster samples and presentation videos related to universal language, letting students have a clear understanding of the task requirements and evaluation standards. Then, the teacher asks students to put forward their questions about the project, such as “What specific examples can we use in the poster?” “How long should the presentation be?” and answers them patiently one by one. Design Intention: By clearly introducing the project task and breaking it down into specific parts, students can have a clear understanding of what they need to do, avoiding confusion in the process of completing the project. Showing excellent samples can provide students with reference, help them clarify the direction of their efforts, and enhance their confidence in completing the project. Answering students’ questions in time can solve their doubts and ensure the smooth progress of the follow-up learning. Step 3: Group Cooperation and Project Preparation The teacher divides the students into groups of 4-5 people, and asks each group to elect a group leader to be responsible for organizing the group activities and coordinating the division of labor. Then, the teacher guides each group to carry out a discussion, determine the theme of their poster and presentation, and divide the tasks among the group members. The specific division of labor can be as follows: one student is responsible for collecting information about the forms of universal language, one student is responsible for designing the poster, one student is responsible for writing the presentation script, and the other students are responsible for revising the script and practicing the presentation. During the group discussion and preparation process, the teacher walks around the classroom, observes the situation of each group, and provides timely guidance and help. For groups that have difficulty determining the theme, the teacher gives suggestions, such as “Focus on the role of English as a universal language in international communication” or “Introduce the influence of music as a universal language on people of different countries”. For groups that have problems in collecting information, the teacher guides them to use English dictionaries, online resources and other tools to find relevant materials. For groups that have difficulties in writing the presentation script, the teacher reminds them to use the key words and sentence patterns learned in the unit, such as “play an important role in...”, “help people communicate with each other”, “promote cultural exchange” and so on. In addition, the teacher encourages students to communicate actively within the group, express their own opinions, and learn from each other. For example, when designing the poster, students can discuss the layout and color matching together to make the poster more attractive; when writing the script, students can revise each other’s works to improve the accuracy and fluency of the language. At the same time, the teacher reminds students to pay attention to the time arrangement and ensure that all tasks can be completed on time. Design Intention: Group cooperation is an important part of project-based learning. By dividing into groups and assigning tasks, students can cultivate their cooperative spirit and sense of responsibility. During the preparation process, students need to collect information, design posters, write scripts and practice presentations, which can improve their autonomous learning ability, information processing ability and English application ability. The teacher’s timely guidance can help students solve problems in time, ensure the quality of project preparation, and let students experience the fun of cooperative learning. Step 4: Preliminary Display and Revision After the groups complete the preliminary preparation of the poster and the presentation script, the teacher organizes a preliminary display activity. Each group sends one representative to briefly introduce the content of their poster and read the key parts of the presentation script. After each group’s display, the teacher and other students put forward suggestions for revision. For example, if the content of the poster is not comprehensive enough, the teacher suggests adding more examples; if the presentation script has grammatical errors, other students point them out and help revise them; if the logical structure of the presentation is not clear, the teacher guides the group to adjust the order of the content. After the preliminary display, the teacher gives a summary, affirming the advantages of each group, such as clear theme, beautiful poster design, fluent script, etc., and pointing out the common problems, such as insufficient examples, incorrect use of sentence patterns, and lack of logicality. Then, the teacher gives students a certain amount of time to revise their posters and presentation scripts according to the suggestions put forward, and the group members cooperate again to improve the quality of the project. During the revision process, the teacher continues to provide guidance, focusing on helping students improve the accuracy of language expression and the rationality of the logical structure. For example, for students who have difficulty using complex sentences, the teacher gives examples to guide them to combine simple sentences into complex sentences; for students who have problems in the logical connection of the presentation, the teacher guides them to use transition words such as “firstly”, “secondly”, “finally” to make the presentation more coherent. Design Intention: The preliminary display and revision link can help students find their own shortcomings in time and improve the quality of the project. By letting students put forward suggestions for each other, they can learn from each other’s strengths and make progress together. At the same time, this link can also exercise students’ ability to express their views and evaluate others’ works, which is conducive to the improvement of their thinking quality and language ability. Step 5: Formal Presentation and Evaluation When all groups complete the revision, the teacher organizes the formal presentation activity. Each group sends 2-3 representatives to present their project—one student introduces the poster, and the other students give the presentation. During the presentation, the teacher asks other students to listen carefully, record the key points and the advantages and disadvantages of each group’s presentation. After all groups finish their presentations, the teacher carries out the evaluation activity. The evaluation is divided into three parts: self-evaluation, peer evaluation and teacher evaluation. For self-evaluation, each group’s representative summarizes their own advantages and shortcomings in the process of completing the project, such as “We did well in collecting information, but we were not fluent enough in the presentation” or “Our poster design is beautiful, but the content is not detailed enough”. For peer evaluation, students are invited to comment on the presentations of other groups, focusing on the content of the poster, the fluency of the presentation, the accuracy of the language and the logicality of the expression. For teacher evaluation, the teacher makes a comprehensive evaluation of each group’s project, affirming their efforts and achievements, and putting forward targeted suggestions for improvement. At the same time, the teacher evaluates the performance of each student in the group, focusing on their participation in group activities, the ability to cooperate with others and the improvement of English application ability. After the evaluation, the teacher selects the excellent groups and excellent works, and displays their posters in the classroom, encouraging all students to learn from them. Then, the teacher gives awards to the excellent groups, such as “Best Poster Design Award” and “Best Presentation Award”, to stimulate students’ learning enthusiasm. Design Intention: The formal presentation is the key link to test the effect of project-based learning. Through the presentation, students can show their learning achievements and exercise their oral expression ability. The multi-dimensional evaluation (self-evaluation, peer evaluation and teacher evaluation) can help students have a comprehensive understanding of their own performance, enhance their self-awareness and improve their ability to evaluate themselves and others. Rewarding excellent groups can stimulate students’ learning motivation and make them more active in participating in future project-based learning. Step 6: Summary and Extension First, the teacher summarizes the whole teaching process: “In this class, we have completed the Project about ‘The Universal Language Around Us’ through group cooperation. We have learned about the forms and significance of universal language, improved our English application ability and cooperative learning ability, and also deepened our understanding of cross-cultural communication.” Then, the teacher reviews the key points of the unit, such as the key words, sentence patterns and the importance of universal language, helping students consolidate the learned knowledge. Next, the teacher carries out the extension activity. The teacher asks students: “In addition to the forms of universal language we discussed today, what other forms of universal language are there in our life? How can we use these universal languages to promote cross-cultural communication in our daily life?” Then, the teacher invites students to share their views, and guides them to apply the learned knowledge to real life. Finally, the teacher assigns the after-class task: “Please write a short passage (about 150 words) to introduce your understanding of universal language, combined with the project you completed in class. You can also collect more information about universal language and share it with the class in the next lesson.” Design Intention: The summary link can help students sort out the knowledge learned in the class and consolidate the learning effect. The extension activity can expand students’ thinking, let them connect the teaching content with real life, and deepen their understanding of the significance of universal language. The after-class task can further consolidate students’ English writing ability and encourage them to continue to explore the knowledge related to universal language after class, cultivating their autonomous learning ability. 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 $