Unit 2 The Universal Language-Assessment 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-Assessment 教学目标和重难点 1. 教学目标 It focuses on language ability, cultural awareness, thinking quality and learning ability, helping students master related vocabulary and grammar, understand the diversity of universal languages, develop critical thinking and form autonomous learning habits. 2. 教学重难点 Key points: Master core vocabulary like universal, rhythm and gesture, grasp verb-ing forms as subjects and objects, and understand the main idea of related texts. Difficult points: Using target grammar flexibly and expressing views on universal languages in English. 教学过程 Step 1: Lead-in (Warm-up & Lead-in) The teacher starts the class by playing a short video that combines different forms of universal languages, including classical Chinese erhu music, Western piano music, and body language communication in international exchanges. After playing the video, the teacher asks students two questions in English: “What kinds of universal languages do you see in the video?” and “Why can these forms be called universal languages?” Then, invite 3-4 students to share their answers freely. After the sharing, the teacher makes a brief summary, points out that music, body language and other forms are all universal languages that transcend national boundaries, and naturally leads to the theme of this unit — The Universal Language. Finally, the teacher writes the unit title on the blackboard and guides students to read it twice loudly to arouse their learning enthusiasm. Design Intention: The video can intuitively show students different forms of universal languages, which is helpful for students to quickly enter the unit theme. The open questions can stimulate students' thinking and mobilize their existing knowledge reserves about universal languages. Meanwhile, the oral expression in English at the beginning can create an English learning atmosphere, lay a foundation for the subsequent English teaching, and cultivate students' initial language expression ability. Step 2: Vocabulary & Phrases Teaching First, the teacher presents the core vocabulary of the unit on the PPT, including universal, rhythm, gesture, deserve, transform, rely on, consist of, get down to (doing) sth, etc. For each word and phrase, the teacher first reads it aloud twice, and guides students to follow along, correcting their pronunciation and intonation in time. Then, combined with specific contexts and examples to explain the meaning and usage of words and phrases: for example, when explaining “universal”, the teacher gives the sentence “Music is a universal language that can be understood by people all over the world.”; when explaining “rely on”, the teacher uses the example “We can rely on music to convey our emotions when we have no words.” For difficult words such as “transform”, the teacher also introduces its derivative “transformation” and relevant collocations like “transform...into...”, and asks students to make simple sentences in pairs to deepen their understanding. After explaining all the core vocabulary and phrases, the teacher organizes a quick memory game: the teacher says the Chinese meaning, and students compete to say the corresponding English words or phrases; then the teacher says the English words or phrases, and students say the Chinese meaning. Those who answer correctly will get verbal praise to stimulate students' learning motivation. Design Intention: Vocabulary and phrases are the foundation of language learning. By combining pronunciation guidance, context explanation and example demonstration, students can accurately grasp the meaning and usage of core vocabulary and phrases. The pair work and quick memory game can increase the interactivity of the class, make students participate in the learning actively, avoid the tediousness of mechanical memory, and improve the efficiency of vocabulary learning. At the same time, it lays a solid foundation for students to understand the subsequent texts and carry out language output activities. Step 3: Grammar Teaching — Verb-ing Forms as Subjects and Objects First, the teacher reviews the verb-ing forms that students have come into contact with in previous units by presenting sentences on the PPT, such as “Sliding into the habit was easy, but it was difficult to quit the habit.” and “We’re also considering taking them to the city to live with us.” Then, the teacher asks students to observe these sentences and think about the functions of the underlined verb-ing forms. After students' discussion, the teacher summarizes: the verb-ing form can be used as the subject and object in a sentence. Next, the teacher focuses on explaining the usage of verb-ing forms as subjects and objects respectively. When explaining the verb-ing form as the subject, the teacher points out that when the verb-ing form is used as the subject, it usually expresses a behavior or thing, and the predicate verb is usually singular. For example, “Listening to music is a good way to relax.” The teacher also introduces the common structure “It is + adj. + doing sth”, such as “It is interesting learning about different universal languages.”, and asks students to make 2-3 sentences according to this structure. When explaining the verb-ing form as the object, the teacher first lists some common verbs that can be followed by the verb-ing form as the object, such as enjoy, practice, consider, avoid, suggest, finish, etc., and gives corresponding examples for each verb, such as “She enjoys listening to country music.” and “We should avoid making mistakes in grammar.” Then, the teacher explains that some phrases can also be followed by the verb-ing form as the object, such as look forward to, be used to, get down to, etc., and emphasizes the difference between “be used to doing sth” and “used to do sth” to avoid students' confusion. After the explanation, the teacher arranges group work: each group is given 5 verbs/phrases that can be followed by the verb-ing form, and the group members work together to make sentences, and each group selects 2 representative sentences to share with the whole class. The teacher comments on the sentences made by students, corrects mistakes in time, and emphasizes key points again. Design Intention: Grammar teaching adheres to the principle of “reviewing old knowledge and learning new knowledge”, which helps students connect the existing knowledge with the new knowledge and reduce the difficulty of learning. By means of observation, discussion, example explanation and group practice, students can deeply understand the usage of verb-ing forms as subjects and objects, and flexibly apply them in sentences. Group work can also cultivate students' cooperative learning ability and make them learn from each other in communication. Step 4: Reading Teaching (Text 1: Butterfly Lovers & Text 2: Country Music) First, the teacher introduces the background of the two texts briefly: Text 1 is about the Chinese classic music Butterfly Lovers, which conveys the beautiful love and traditional Chinese culture through music; Text 2 introduces the history, characteristics and representative works of country music, showing the cultural connotation of Western music. Then, the teacher guides students to carry out three-level reading activities. 1. Skimming: Ask students to read the two texts quickly, grasp the main idea of each text, and fill in the blanks: Text 1 mainly introduces __________ through __________; Text 2 mainly introduces __________ through __________. After students finish reading, invite them to answer, and the teacher makes a summary to ensure that students can grasp the core content of the texts quickly. Design Intention: Skimming training can help students improve their reading speed and the ability to capture key information, which is in line with the requirements of improving students' reading ability in core literacy. 2. Scanning: Ask students to read the texts again carefully, find out the key details according to the following questions, and answer them in groups. For Text 1: ① What is the plot of the story Butterfly Lovers? ② What musical instruments are used in the music? ③ What emotions does the music convey? For Text 2: ① What is the history of country music? ② What are the typical instruments of country music? ③ What are the characteristics of country music? After the group discussion, each group selects a representative to answer the questions, and the teacher supplements and corrects them, helping students sort out the key details of the texts. Design Intention: Scanning training can help students find specific information accurately, deepen their understanding of the texts, and cultivate their ability to analyze and sort out information. Group discussion can stimulate students' participation and make them learn from each other. 3. Deep Reading: Ask students to read the texts again, think about the following questions and discuss in groups: ① Why can Butterfly Lovers and country music be regarded as universal languages? ② What is the relationship between music and culture? ③ How can we promote the communication of universal languages in the context of globalization? After the discussion, invite students to share their views freely. The teacher guides students to realize that music, as a universal language, can transcend national boundaries and convey emotions and culture, and that we should respect the diversity of different cultures and promote cross-cultural communication through universal languages. Design Intention: Deep reading can guide students to think deeply about the theme of the texts, connect the texts with real life, cultivate their critical thinking and cultural awareness, and realize the educational value of the texts. After the reading activities, the teacher arranges a retelling activity: ask students to retell one of the texts in their own words, using the core vocabulary and grammar learned in this class. Each student has 1-2 minutes to prepare, and then invite 2-3 students to retell in front of the whole class. The teacher comments on their retelling, affirming their advantages and pointing out the areas that need improvement, such as the use of vocabulary and grammar, and the fluency of expression. Design Intention: Retelling activities can test students' understanding of the texts, and also help students consolidate the core vocabulary and grammar learned, improve their oral expression ability and logical thinking ability. Step 5: Listening Teaching First, the teacher introduces the listening material briefly: the listening material is a dialogue between two students, talking about their favorite universal languages and their views on the role of universal languages. Then, the teacher guides students to carry out listening activities in three steps. 1. Pre-listening: The teacher presents some key words and phrases related to the listening material on the PPT, such as erhu, piano, body language, communication, globalization, etc., and asks students to read them aloud, which helps students predict the content of the listening material and reduce the difficulty of listening. 2. While-listening: Play the listening material twice. For the first time, ask students to listen carefully and answer the general question: “What are the two students talking about?” For the second time, ask students to listen carefully again and fill in the blanks in the listening task sheet, which includes key information such as the students' favorite universal languages and their views on the role of universal languages. After playing the listening material, the teacher checks the answers with students, explains the difficult points in the listening material, and plays the relevant parts again if necessary. 3. Post-listening: Organize students to discuss in pairs: “What is your favorite universal language? What role do you think it plays in our life?” After the discussion, invite several pairs to share their dialogues with the whole class. The teacher makes comments, encourages students to use the key vocabulary and sentences learned in this class, and guides students to express their views freely. Design Intention: Listening teaching adheres to the principle of “pre-listening, while-listening and post-listening”, which helps students improve their listening ability step by step. The pre-listening preparation can help students build a connection between new and old knowledge; the while-listening task can test students' ability to capture key information; the post-listening discussion and dialogue can help students consolidate the listening content and improve their oral expression ability. Step 6: Speaking Teaching The teacher designs a speaking task with the theme “My Favorite Universal Language”. First, the teacher gives a sample speech: “My favorite universal language is music. I think music is a magical language that can convey all kinds of emotions, such as happiness, sadness and excitement. When I feel tired, listening to light music can make me relax; when I feel sad, listening to cheerful music can cheer me up. Music can also help us understand different cultures. For example, through Chinese erhu music, we can feel the beauty of traditional Chinese culture; through Western classical music, we can understand the cultural connotation of the West. I believe that music can promote cross-cultural communication and make the world more harmonious.” Then, the teacher guides students to prepare their own speeches. Students can choose any universal language they like, such as music, body language, art, etc., and use the core vocabulary, phrases and grammar learned in this class to express their views. Students have 5 minutes to prepare individually, and then they are divided into groups of 4 to practice their speeches. Each student in the group gives a speech, and other group members make comments and put forward suggestions for improvement, such as the fluency of expression, the use of vocabulary and grammar, and the clarity of views. After the group practice, invite 3-4 students to give speeches in front of the whole class. The teacher makes detailed comments on each student's speech, affirming their advantages, such as accurate use of vocabulary and grammar, clear views, and fluent expression, and points out the areas that need improvement, such as adjusting the intonation and increasing eye contact with the audience. Finally, the teacher summarizes the speaking activity, emphasizes the key points of oral expression, and encourages students to use English to express their views in daily life. Design Intention: The speaking task is closely combined with the unit theme and the knowledge learned, which can help students consolidate the knowledge and improve their oral expression ability. The sample speech can give students a clear direction for preparation; group practice can let students learn from each other and improve their speaking ability in communication; the teacher's comments can help students find their own shortcomings and make progress continuously. Step 7: Writing Teaching The teacher assigns a writing task: Write an article about “The Importance of Universal Languages” with about 120 words. First, the teacher guides students to sort out the writing ideas: ① The definition of universal languages (including what universal languages are); ② The types of universal languages (such as music, body language, etc.); ③ The importance of universal languages (promoting cross-cultural communication, conveying emotions, etc.); ④ The prospect of universal languages (we should cherish and promote universal languages). Then, the teacher presents some key sentences and phrases that can be used in writing, such as “Universal languages are forms of communication that can be understood by people all over the world.”, “There are many kinds of universal languages, such as music, body language and art.”, “Universal languages play an important role in promoting cross-cultural communication.”, etc. Next, students start to write independently. The teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out ideas, choose appropriate vocabulary and sentences, and correct grammatical mistakes. After students finish writing, the teacher collects some students' works, displays them on the PPT, and comments on them with the whole class. For the excellent works, the teacher affirms their advantages and asks students to learn from them; for the works with problems, the teacher points out the mistakes and guides students to correct them together. Then, students exchange their works with their deskmates, check each other's works, and put forward suggestions for improvement. Finally, students revise their own works according to the teacher's comments and their deskmates' suggestions. Design Intention: Writing teaching is carried out step by step from guiding ideas to providing key sentences, which helps students reduce the difficulty of writing and improve their writing ability. The teacher's on-site guidance can help students solve problems in writing in time; the display and comment of works can let students learn from each other and improve their writing level; the mutual revision between deskmates can cultivate students' ability to check and correct mistakes. Step 8: Summary & Homework Summary: The teacher summarizes the content of this unit with the whole class, reviews the core vocabulary, phrases and grammar (verb-ing forms as subjects and objects), and emphasizes the theme of the unit — The Universal Language. The teacher guides students to review the key points of listening, speaking, reading and writing activities, and helps students sort out the knowledge system of the unit, so that students can have a comprehensive understanding of the unit content. Homework: 1. Recite the core vocabulary and phrases of the unit, and write 5 sentences with each key grammar point (verb-ing forms as subjects and objects). 2. Read the two texts of the unit again and retell them in your own words. 3. Revise the writing task and hand it in the next class. 4. Find more information about universal languages after class, and share it with the class in the next class. Design Intention: The homework is designed to consolidate the knowledge learned in class, help students review and deepen their understanding of the unit content. Reciting vocabulary and writing sentences can consolidate the basic knowledge; retelling the texts can improve students' oral expression and understanding ability; revising the writing can help students improve their writing level; finding extra-curricular information can expand students' horizons and cultivate 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 $