Unit 1 Beware and take care-Grammar and composition 教案-2025-2026学年高中英语译林版选修第二册

Unit 1 Beware and take care-Grammar and composition 教学目标和重难点 1. 教学目标 It focuses on language ability by mastering linking words and argumentative writing skills. It cultivates thinking quality through logical analysis and critical thinking. It strengthens cultural awareness by distinguishing information credibility. It develops learning ability via independent and cooperative practice. 2. 教学重难点 Key points: Master the usage of linking words to ensure logical coherence and learn to write argumentative essays on information identification. Difficult points: Flexibly use linking words in context and write persuasive and logical argumentative essays. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme The teacher starts the class by showing students two short paragraphs about "how to identify false information" on the screen. One paragraph is logically coherent with proper linking words, while the other is disjointed without any connecting words. Then the teacher asks students to read the two paragraphs carefully and discuss the following questions in pairs: "Which paragraph is easier to understand? Why? What makes the first paragraph more coherent?" After 5 minutes of discussion, invite 2-3 groups to share their opinions. The teacher summarizes students’ answers, points out that linking words play a crucial role in ensuring the logical flow of the text, and naturally leads to the grammar focus of this lesson—linking words. Then, the teacher connects the grammar with the unit theme "Beware and take care" and says, "In our daily life, we often encounter various information, some true and some false. When we express our views on how to distinguish false information, we need to use linking words to organize our ideas logically, which is also the core of our composition today." Design Intention: By presenting two contrasting paragraphs, students can intuitively feel the function and importance of linking words, which helps activate their prior knowledge of linking words they have learned before. The discussion link encourages students to participate actively and express their views, laying a foundation for the subsequent learning of linking words. At the same time, connecting the grammar with the unit theme closely combines the knowledge points with the practical application scenario, making students realize the practical significance of learning linking words, thus improving their learning motivation. Grammar Presentation: Classify and Explain Linking Words First, the teacher guides students to recall the linking words they have learned before and writes down the words they mention on the blackboard, such as and, but, so, because, however, therefore, besides, etc. Then, the teacher classifies these linking words according to their functions, and explains each category in detail with examples related to the unit theme "identifying false information". The first category is linking words for addition, including besides, also, in addition, furthermore, etc. The teacher gives an example: "Beware of false information on the Internet. Besides checking the source of the information, we should also verify it with other reliable channels." Then the teacher explains that these words are used to add more relevant information or views, making the content more comprehensive. The teacher asks students to try to make one sentence with "besides" combined with the unit theme, and invites several students to share their sentences to check their understanding. The second category is linking words for contrast and concession, such as but, however, yet, although, though, in spite of, etc. The example given by the teacher is: "Some information on the Internet seems true at first glance; however, it may be misleading if we don’t check it carefully." The teacher explains that these words are used to show the contrast or concession between two ideas, making the logical relationship more clear. Then the teacher organizes students to work in groups of three, and each group makes two sentences with contrast or concession linking words related to information identification, then shares them with the whole class. The third category is linking words for cause and effect, including because, since, as, therefore, so, as a result, etc. The teacher’s example is: "Many people are misled by false information because they are too eager to get the latest news and don’t take time to verify it." The teacher explains that these words are used to show the cause and effect relationship between events or views, helping readers understand the logical connection between different parts of the text. Then the teacher gives a cause, "Some false information spreads quickly on social media", and asks students to use cause and effect linking words to complete the sentence, which can be done individually first and then checked in pairs. The fourth category is linking words for sequence and order, such as first, first of all, then, next, finally, in the end, etc. The example is: "To identify false information, first of all, we should check the source of the information; then, we can compare it with other sources; finally, we can ask professionals for advice." The teacher explains that these words are used to arrange the order of steps or events, making the text structure clear and easy to follow. Then the teacher asks students to list the steps of identifying false information with sequence linking words, and write them down on their exercise books. After explaining all categories of linking words, the teacher summarizes: "Linking words are like bridges between sentences and paragraphs, which can make our writing more logical and coherent. In this lesson, we focus on these four categories of linking words, and we will use them in our composition later to express our views on how to avoid being misled by false information." Design Intention: Classifying linking words according to their functions helps students form a systematic understanding of linking words, instead of memorizing them scattered. Using examples related to the unit theme makes the explanation more closely connected with the actual learning content, which is conducive to students’ understanding and application. The interactive links such as making sentences, group discussions and completing sentences can fully mobilize students’ enthusiasm, let students apply the learned knowledge in practice in time, and deepen their memory and understanding of linking words. At the same time, the summary at the end helps students sort out the key points of the grammar part and lay a foundation for the subsequent composition teaching. Grammar Practice: Consolidate and Improve Application Ability This part is divided into three levels of practice, from easy to difficult, to help students consolidate the usage of linking words and gradually improve their application ability. The teacher provides several groups of disjointed sentences related to the unit theme, and asks students to use appropriate linking words to connect them into coherent sentences. For example: ① We should not believe all information on the Internet. We should check it carefully. (contrast) ② False information can mislead people. It can also affect social order. (addition) ③ We check the source of the information. We can know whether it is reliable. (cause and effect) Students complete the exercise in pairs, and then each pair shares one of their reconstructed sentences. The teacher comments on their answers, affirms the correct usage of linking words, and points out the problems in the wrong answers, guiding students to correct them. The teacher asks students to write a short paragraph (about 50 words) about "the importance of using linking words to express views on information identification", using at least three different categories of linking words they have learned. Students write individually, and the teacher walks around the classroom to provide guidance for students who have difficulties. After students finish writing, invite 3-4 students to read their paragraphs aloud, and the teacher comments on them, focusing on the correct usage of linking words and the logical coherence of the paragraph, and puts forward suggestions for improvement. Design Intention: The three-level practice from fill-in-the-blank to sentence reconstruction to paragraph writing conforms to the law of students’ cognitive development, which can help students consolidate the usage of linking words step by step. The practice content is closely related to the unit theme, which not only consolidates the grammar knowledge, but also deepens students’ understanding of the unit theme. The individual practice, pair practice and group practice are combined to ensure that every student can participate in the practice, and the teacher’s guidance and comments can help students find their own problems in time and improve their application ability of linking words. Composition Guidance: Connect Grammar with Writing, Clarify Writing Requirements First, the teacher connects the grammar practice with the composition, and says: "We have mastered the usage of linking words just now. Now we will use these linking words to write an argumentative essay on the topic ‘How to avoid being misled by false information’, which is also the composition task of this lesson." Then the teacher clarifies the writing requirements: ① The essay should have a clear topic sentence, which expresses the main view on how to avoid being misled by false information. ② At least three methods should be listed, and appropriate linking words should be used to connect the methods and ensure the logical coherence of the essay. ③ The essay should be about 150 words, with correct grammar and appropriate vocabulary. ④ Combine the content of the unit, such as the harm of false information, the ways to identify false information, etc. Next, the teacher guides students to brainstorm the writing ideas. The teacher asks students to think about "what methods we can use to avoid being misled by false information" and writes down the methods mentioned by students on the blackboard, such as checking the source of information, verifying with other channels, keeping a skeptical attitude, learning to distinguish the authenticity of information, etc. Then the teacher guides students to sort out these methods and determine the structure of the essay: the opening part puts forward the topic (the harm of false information and the necessity of avoiding being misled); the main body part lists 2-3 methods, using linking words to connect them; the closing part summarizes the views and puts forward expectations. Then, the teacher provides a model essay for students to refer to. The model essay is as follows: "Nowadays, false information is widespread and brings great harm to our life. Therefore, it is very important for us to learn how to avoid being misled by it. First of all, we should check the source of the information carefully. We should avoid believing information from unknown sources, such as anonymous WeChat messages. Besides, we can verify the information with other reliable channels, such as official websites and authoritative news media. Although it takes some time to do these things, it can help us avoid making wrong decisions. In addition, we should keep a skeptical attitude and not believe everything we read or hear. In conclusion, by taking these measures, we can effectively avoid being misled by false information and live a better life." After showing the model essay, the teacher analyzes it with students, focusing on how the model essay uses linking words to connect ideas and the structure of the essay, and points out the highlights of the model essay, such as the clear topic sentence, the appropriate use of linking words, and the close combination with the unit theme. Finally, the teacher reminds students of the key points in writing: pay attention to the correct usage of linking words, ensure the logical coherence of the essay; use appropriate vocabulary and sentence patterns to make the essay more persuasive; avoid grammatical mistakes and spelling mistakes. Design Intention: Connecting grammar with composition closely combines the learned grammar knowledge with practical writing, which makes students realize the practical value of grammar and improves their writing ability. Brainstorming helps students expand their thinking and find rich writing materials. The model essay provides a reference for students, helps them understand the structure and writing skills of argumentative essays, and reduces their difficulty in writing. The teacher’s reminder of key points helps students pay attention to the details in writing and improve the quality of their compositions. Composition Writing: Independent Practice and Teacher Guidance Students start to write the composition independently according to the writing requirements and the model essay. The teacher walks around the classroom to observe students’ writing situation, and provides targeted guidance for students who have difficulties. For example, for students who don’t know how to start the essay, the teacher guides them to refer to the model essay and put forward the topic from the harm of false information; for students who can’t use linking words flexibly, the teacher reminds them of the categories and usages of linking words they have learned, and helps them choose appropriate linking words; for students who have problems in vocabulary and sentence patterns, the teacher provides appropriate suggestions and helps them improve their expressions. During the writing process, the teacher pays attention to the writing progress of each student, and reminds students to check their compositions after finishing writing, focusing on the correct usage of linking words, the logical coherence of the essay, grammatical mistakes and spelling mistakes. For students who finish writing early, the teacher asks them to exchange their compositions with their deskmates and put forward suggestions for revision according to the writing requirements. Design Intention: Independent writing provides students with the opportunity to apply the learned knowledge in practice, which helps them consolidate the grammar knowledge and improve their writing ability. The teacher’s targeted guidance can help students solve the problems encountered in writing in time, and ensure that every student can complete the composition task smoothly. The peer review link helps students learn from each other, find their own problems and deficiencies, and improve their ability of evaluating and revising compositions. Composition Evaluation and Feedback: Summarize and Improve First, the teacher collects some students’ compositions (including excellent compositions and compositions with common problems) and displays them on the screen. For excellent compositions, the teacher reads them aloud, analyzes their advantages, such as clear structure, flexible use of linking words, appropriate vocabulary and sentence patterns, and encourages other students to learn from them. For compositions with common problems, the teacher points out the problems, such as incorrect usage of linking words, disjointed logic, grammatical mistakes, etc., and guides students to discuss how to revise them. For example, if a student uses "because" instead of "however" when expressing contrast, the teacher guides students to correct it and explains the reason again. Then, the teacher summarizes the overall situation of students’ compositions, affirms the progress made by students, such as the correct use of most linking words, the clear structure of the essay, etc., and points out the common problems that need to be improved, such as the inflexible use of linking words, the lack of persuasive arguments, etc. The teacher puts forward specific revision suggestions for these problems, such as accumulating more linking words and practicing their usage frequently, enriching the content of the essay by combining specific examples, etc. Next, students revise their own compositions according to the teacher’s evaluation and feedback and the suggestions from their deskmates. The teacher walks around the classroom again to provide guidance for students who have difficulties in revision. After students finish revising, they hand in their revised compositions to the teacher for further evaluation. Finally, the teacher makes a summary of the whole lesson: "In this lesson, we have learned four categories of linking words and their usages, and used them to write an argumentative essay on how to avoid being misled by false information. Linking words are very important for improving the logical coherence of writing, and we should continue to practice and use them in our daily English learning. At the same time, we also need to pay attention to the identification of false information in our daily life, which is also the meaning of the unit theme ‘Beware and take care’." Design Intention: The evaluation and feedback link helps students understand their own writing level and existing problems, and the teacher’s analysis and guidance help students find the direction of improvement. Revising the composition after evaluation can help students consolidate the learned knowledge and improve their writing ability. The final summary of the lesson helps students sort out the key points of the whole lesson, connect the grammar and composition with the unit theme, and realize the integration of knowledge and practical application. 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 $