Unit 1 Beware and take care-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第二册

Unit 1 Beware and take care-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on language ability, cultivates critical thinking about safety risks, strengthens cultural awareness of safety norms at home and abroad, and develops autonomous learning ability to explore safety knowledge. 2. 教学重难点 Key: Master safety-related vocabulary and expressions, and talk about common safety risks. Difficulty: Use language flexibly to describe safety scenarios and put forward preventive suggestions. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a question-and-answer interaction: “Have you ever met a safety problem in your daily life? For example, getting lost, being cheated online, or encountering a fire?” After asking, the teacher invites 2-3 students to share their own experiences or见闻 briefly. Then, the teacher shows 4 pictures on the screen, which are common safety scenarios: a student crossing the road without obeying traffic rules, a person using electrical appliances improperly, a stranger asking for personal information, and a student leaving school with school supplies forgotten. The teacher asks students to look at the pictures carefully and discuss in pairs for 2 minutes: “What’s wrong in each picture? What possible dangers may happen?” After the discussion, the teacher invites several groups to present their opinions. When students express their ideas, the teacher guides them to use simple English expressions, such as “He is crossing the road when the light is red. It’s dangerous.” or “She is using a wet hand to touch the socket. She may get an electric shock.” Then, the teacher summarizes: “These pictures show some common safety risks around us. They seem small, but they may bring great harm to us. Today, we will start our unit ‘Beware and take care’ and learn how to recognize and avoid these safety risks.” Design Intention: The lead-in links students’ real life, which can arouse their learning interest and enthusiasm quickly. By asking questions and showing pictures, students can intuitively perceive common safety scenarios, lay a foundation for the subsequent learning of safety-related vocabulary and expressions. At the same time, pair discussion can train students’ oral expression ability and cooperative learning awareness, and let students realize the importance of safety in daily life, which is in line with the requirements of cultivating students’ language ability and thinking quality. Step 2: Vocabulary and Expression Learning (Key Knowledge Input) First, the teacher introduces the core vocabulary and expressions related to the unit’s theme. The teacher writes the following words and phrases on the blackboard or shows them on the screen, and explains their meanings, pronunciations and usages one by one, combining with the pictures in the lead-in link: 1. Safety (n.): the state of being safe; freedom from danger. Example: We should pay attention to our personal safety when going out. 2. Risk (n.): a possibility of danger, harm or loss. Example: There is a high risk of accidents when driving after drinking. 3. Danger (n.): the possibility of suffering harm or injury. Example: Keep children away from danger. 4. Prevent (v.): to stop something from happening or someone from doing something. Example: We should take measures to prevent fires. 5. Avoid (v.): to keep away from something or someone; to not do something. Example: Try to avoid going out alone at night. 6. Be careful with: to pay attention to something to avoid mistakes or danger. Example: Be careful with the sharp knife. 7. Stay away from: to keep a distance from something or someone that is dangerous. Example: Stay away from the broken glass. 8. Take care: to be careful; to pay attention to safety. Example: Take care when you cross the road. When explaining, the teacher pays attention to guiding students to read the words and phrases correctly, and invites students to read them one by one to correct their pronunciation. At the same time, the teacher combines the safety scenarios in the lead-in link to let students make sentences with these words and phrases, so as to help students understand and master their usages. For example, when explaining “prevent”, the teacher asks: “How can we prevent fires in our homes?” and guides students to answer: “We can prevent fires by turning off the gas when we leave home.” After learning the core vocabulary and expressions, the teacher designs a small activity: “Vocabulary Matching”. The teacher prepares some cards, with words and phrases on one side and their Chinese meanings or example sentences on the other side. Students are divided into groups of 4, and each group takes turns to match the words and phrases with their corresponding meanings or example sentences. The group that finishes the matching correctly and quickly wins a small reward. Design Intention: Vocabulary is the foundation of language learning. By introducing core vocabulary and expressions combined with real scenarios, students can better understand their meanings and usages, avoiding mechanical memorization. The vocabulary matching activity can mobilize students’ learning enthusiasm, test their mastery of vocabulary, and strengthen their memory of words and phrases. This link focuses on cultivating students’ language ability, helping them accumulate basic language knowledge and lay a solid foundation for subsequent oral communication and scenario application. Step 3: Scenario Discussion and Practice (Application of Knowledge) In this step, the teacher designs 4 specific safety scenarios, which are closely related to students’ daily life, and guides students to discuss and practice in groups, so as to apply the learned vocabulary and expressions flexibly. Scenario 1: You are walking on the street, and a stranger comes up to you and asks for your home address and phone number. What should you do? Should you tell him/her? Why or why not? How can you refuse politely? Scenario 2: When you are doing homework at home, you smell something burning. You find that the socket is smoking. What should you do first? How can you put out the potential fire? What precautions should you take in daily use of electrical appliances? Scenario 3: You are going to school by bike. When you cross the road, you find that the traffic light is red, but some people are crossing the road. What should you do? How can you remind them of the danger? What are the traffic rules we should obey when going out? Scenario 4: You are chatting with a stranger online. The stranger asks you to meet him/her alone in a park. He/she also promises to give you a gift. What should you do? What risks may there be in meeting strangers online? The teacher divides students into 4 groups, and each group is responsible for one scenario. The groups are given 5 minutes to discuss, and each group needs to complete two tasks: 1. Analyze the possible dangers in the scenario; 2. Put forward specific solutions and suggestions, using the vocabulary and expressions learned in the previous step. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance to students who have difficulties in expression, helping them organize their language and put forward reasonable suggestions. After the discussion, each group sends a representative to present their group’s opinions. When presenting, the representative should use English to express clearly, and other members of the group can supplement. For example, for Scenario 1, the representative may say: “We think we should not tell the stranger our home address and phone number. It’s dangerous because the stranger may be a bad person. We can refuse politely by saying ‘I’m sorry, I can’t tell you that. My parents tell me not to share personal information with strangers.’” After each group’s presentation, the teacher makes comments, affirms the advantages of the group, points out the deficiencies in language expression, and guides students to use more accurate vocabulary and sentences. For example, if a student says “It’s not good to tell him”, the teacher can guide him to say “It’s dangerous to tell him our personal information, because it may bring us harm.” After all groups finish presenting, the teacher summarizes the key points of each scenario, emphasizes the important safety knowledge, and reminds students to keep these safety precautions in mind in daily life. At the same time, the teacher sorts out the key expressions used by students in the discussion, writes them on the blackboard, and lets students read them again to strengthen their memory. Design Intention: Scenario discussion and practice is an important link to connect knowledge input and output. By setting specific and real safety scenarios, students can apply the learned vocabulary and expressions to practical communication, improving their oral expression ability and language application ability. Group discussion can cultivate students’ cooperative learning awareness and critical thinking ability, as students need to analyze the dangers in the scenario and put forward reasonable solutions. The teacher’s guidance and comments can help students correct their language mistakes and improve their language accuracy, which is in line with the requirements of cultivating students’ language ability and thinking quality. Step 4: Video Watching and Deep Thinking (Expansion and Improvement) The teacher plays a short English video (about 3 minutes) for students. The video is about common safety risks in daily life, including traffic safety, home safety, online safety and personal safety. The video uses simple English and vivid pictures to introduce the dangers of these safety risks and corresponding preventive measures. Before playing the video, the teacher puts forward two questions to guide students to watch carefully: 1. What kinds of safety risks are mentioned in the video? 2. What preventive measures are suggested in the video? After playing the video once, the teacher invites students to answer the two questions. If students have not fully understood, the teacher plays the video again, pausing at key points to explain difficult sentences or expressions. For example, if the video mentions “Don’t open the door for strangers when you are at home alone”, the teacher can explain the sentence structure and the meaning of “open the door for sb”, and guide students to make similar sentences. After students answer the questions correctly, the teacher designs a deep thinking activity: “Think and Share”. The teacher asks students: “Compared with the safety scenarios we discussed just now, what new safety knowledge have you learned from the video? Do you have any other safety suggestions that are not mentioned in the video? Share your ideas with your partner.” Students discuss in pairs for 3 minutes, then the teacher invites several students to share their ideas with the whole class. For example, some students may say: “The video mentions that we should not use mobile phones while crossing the road, which we didn’t discuss just now. I think it’s very important because using mobile phones will distract our attention and cause traffic accidents.” Or “I think we should tell our parents where we are going when we go out, so that our parents can find us if we have any accidents.” After the sharing, the teacher summarizes: “The video provides us with more safety knowledge and preventive measures. Safety is everywhere in our life, and we need to always be careful and keep these safety rules in mind. At the same time, we should also learn to protect ourselves and help others avoid safety risks.” Design Intention: Watching English videos can not only enrich students’ safety knowledge, but also improve their listening comprehension ability. The questions raised before watching the video can guide students to watch with purpose, improving their listening efficiency. The deep thinking activity can stimulate students’ thinking, let them combine the learned knowledge with the content of the video, and expand their thinking scope. This link not only cultivates students’ language ability (listening and speaking), but also strengthens their awareness of safety, which is in line with the requirements of cultivating students’ cultural awareness and thinking quality. Step 5: Summary and Extension (Consolidation and Application) First, the teacher leads students to review the key content of this class: 1. The core vocabulary and expressions related to safety, such as safety, risk, danger, prevent, avoid, be careful with, etc.; 2. Common safety scenarios and corresponding preventive measures; 3. The importance of safety in daily life. The teacher invites students to retell the key content in their own words, and corrects their language mistakes in time to strengthen their mastery of the knowledge. Then, the teacher designs an extension activity: “Safety Proposal”. Students are asked to work in groups to write a short safety proposal (about 50 words) in English, which includes at least 3 safety suggestions for students in daily life. The proposal should use the vocabulary and expressions learned in this class. The groups are given 4 minutes to complete the proposal, then each group sends a representative to read their proposal to the whole class. The teacher makes comments on the proposals, affirms the good proposals, and puts forward suggestions for improvement. For example, if a group’s proposal is “We should be careful with sharp things. We should avoid going out alone at night. We should take care when crossing the road.”, the teacher can guide them to add more details, such as “We should be careful with sharp things to avoid getting hurt. We should avoid going out alone at night because it’s dangerous. We should take care when crossing the road and obey traffic rules.” Finally, the teacher assigns the after-class task: 1. Recite the core vocabulary and expressions learned in this class, and make 5 sentences with them; 2. Share the safety proposal written in class with your family, and tell them the safety knowledge you learned today in English; 3. Observe the safety risks around you in daily life, and write down 2-3 safety suggestions to solve these risks in English. Design Intention: The summary link helps students sort out the knowledge learned in this class, strengthen their memory and understanding of the knowledge. The extension activity of writing a safety proposal can further improve students’ written expression ability, and let them apply the learned knowledge to practical writing. The after-class tasks connect the classroom learning with daily life, which can consolidate the knowledge learned, cultivate students’ autonomous learning ability, and let students pass on safety knowledge to their families, which is in line with the requirements of cultivating students’ learning ability and cultural awareness. At the same time, observing safety risks around can enhance students’ safety awareness and critical thinking 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 $