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

Unit 1 Beware and take care-Integrated skills 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, guiding students to master safety-related language, understand cross-cultural safety norms, develop critical thinking and form autonomous learning habits through integrated listening, speaking, reading and writing activities. 2. 教学重难点 Key points: Master safety-related vocabulary and sentence patterns, and improve integrated language skills of listening, speaking, reading and writing. Difficult points: Use language flexibly in real safety scenarios and develop critical thinking in information judgment. 教学过程 Lead-in: Situational Activation and Vocabulary Preview The teacher starts the class with a real-life safety scenario: show students pictures and short video clips of common safety hazards in daily life, such as traffic accidents, fire hazards, false information fraud, and campus safety risks. Then, the teacher asks open-ended questions in English: “Have you ever met a safety hazard around you? What did you do to deal with it?” “Why is it important for us to keep alert in daily life?” After students share their own experiences briefly, the teacher presents core vocabulary and phrases related to the unit and this integrated skills lesson, including “beware”, “trap”, “release”, “investigate”, “priority”, “accurate”, “contradict”, “be committed to”, “come about”, “bring sth to light” and “sum up”. For each word and phrase, the teacher provides simple and real example sentences combined with safety scenarios, such as “Beware of fake news online—it may mislead you.” “Journalists are committed to presenting accurate information about safety accidents.” Then, organize a quick pair work: students take turns to make sentences with the new words and phrases, and the teacher walks around to offer guidance and correction. Design Intention: This lead-in links the lesson content with students’ real life, which can quickly arouse students’ interest and attention, and let them realize the practical significance of learning safety-related English. Previewing core vocabulary in advance lays a solid foundation for the smooth development of subsequent listening, speaking, reading and writing activities, and helps students reduce language barriers in the learning process. The pair work activity also enables students to initially master the usage of new words and phrases through practice, reflecting the principle of “learning by doing”. Listening: Comprehension and Skill Training 1. Pre-listening: The teacher briefly introduces the background of the listening material—an interview between a journalist and a safety expert about how to identify false safety information and respond to safety emergencies. Then, the teacher raises two guiding questions to help students predict the content of the listening material: “What kinds of false safety information may the expert mention?” “What suggestions will the expert give to deal with safety emergencies?” Students discuss in groups of 3-4 for a short time and share their predictions, which helps them form a preliminary cognitive framework and improve their listening comprehension efficiency. 2. While-listening: The teacher plays the listening material twice. For the first time, students are asked to listen for the main idea and fill in the blanks of the main idea summary: “The interview mainly talks about how to ________ false safety information and how to ________ when facing safety emergencies.” For the second time, students need to listen carefully and complete a detailed information form, which includes the following contents: Types of false safety information mentioned by the expert, harms of false safety information, and specific suggestions for dealing with safety emergencies. During the listening process, the teacher reminds students to take notes briefly, focus on key words and sentences, and pay attention to the connection between context and information. 3. Post-listening: First, the teacher checks the answers with the whole class, explains the key listening points and difficult sentences, such as “It is crucial to distinguish between true and false information before spreading it.” and “When encountering a fire, we should keep calm and find the nearest safe exit instead of taking the elevator.” Then, organize a group discussion: “Do you agree with the expert’s suggestions? Why or why not? What other suggestions can you add?” Each group selects a representative to share their views, and the teacher comments and supplements appropriately, guiding students to think deeply about the practical application of listening content. Design Intention: The pre-listening prediction activity helps students establish a connection between existing knowledge and new listening content, which conforms to the cognitive law of “from known to unknown” and improves students’ listening prediction ability. The while-listening activity is designed from “main idea” to “detailed information”, which is gradual and helps students improve their listening comprehension skills step by step. The post-listening discussion not only helps students consolidate the listening content, but also provides them with an opportunity to express their own views, which is conducive to improving their oral expression ability and critical thinking ability. At the same time, explaining difficult sentences helps students break through listening barriers and deepen their understanding of the listening material. Reading: Analysis and Information Extraction 1. Pre-reading: The teacher presents a news report about a safety accident (related to the unit theme) and asks students to look at the title and pictures of the report, then predict the content of the report: “What happened in the accident? What may be the cause of the accident? What measures were taken after the accident?” This activity helps students activate their background knowledge about safety accidents and lay a foundation for reading comprehension. 2. While-reading: Students read the news report independently. The teacher assigns two tasks: Task 1: Skim the report and find out the main elements of the news—who, what, when, where, why and how. Task 2: Scan the report and underline the key information about the cause of the accident, the process of the accident and the measures taken after the accident. Then, students exchange their answers in pairs, check each other and supplement each other. The teacher walks around to observe students’ reading status, and provides guidance for students who have difficulties in reading, such as helping them understand long and difficult sentences, such as “A team is currently investigating the accident, and new facts are being brought to light day by day.” 3. Post-reading: First, the teacher invites several students to share their answers to the two tasks, and sorts out the main content of the news report with the whole class, helping students clarify the structure of the news report (lead, body and conclusion). Then, the teacher leads students to analyze the language features of the news report, such as the extensive use of past tense and passive voice, and the use of accurate and formal vocabulary. Then, organize a critical reading activity: “Do you think the news report is accurate and objective? What evidence can you find in the report to support your view?” Students discuss in groups, express their own views and give reasons, and the teacher guides students to form a critical attitude towards news information, which is in line with the unit theme “Beware and take care”. Design Intention: The pre-reading prediction activity can stimulate students’ reading interest and improve their reading initiative. The while-reading tasks of skimming and scanning help students master different reading skills, which is conducive to improving their reading efficiency and information extraction ability. The post-reading analysis of the news structure and language features helps students understand the genre characteristics of news reports and accumulate writing experience for subsequent writing activities. The critical reading activity focuses on cultivating students’ thinking quality, guiding them to not only understand the information in the text, but also judge and evaluate the information, which is an important part of the four-dimensional core literacy. Speaking: Discussion and Language Application Based on the listening and reading content, the teacher designs a situational speaking task: Suppose you are a member of the school safety publicity group, and you need to give a short speech to your classmates about “How to keep safe at school and in daily life”. The teacher first provides a speaking framework to help students organize their ideas: 1. The importance of safety awareness; 2. Common safety hazards at school and in daily life; 3. Specific suggestions to avoid safety hazards; 4. Call on everyone to pay attention to safety and stay alert. First, students prepare their speeches independently for a few minutes, using the vocabulary, sentence patterns and information learned in listening and reading. Then, students practice their speeches in pairs, and each other gives suggestions on language expression, pronunciation and intonation. After that, the teacher invites 3-4 students to give their speeches in front of the whole class, and makes comments from the aspects of content completeness, language accuracy, fluency and emotional expression. For students who have difficulties in speaking, the teacher gives timely guidance and encouragement, such as helping them organize sentences or correct pronunciation. After the speech activity, the teacher organizes a group debate: “Is it more important to improve safety awareness or to master safety skills?” Each group is divided into two sides, and they have a 5-minute debate. During the debate, students need to use the knowledge and information learned in the lesson to support their own views, and listen to the opposite side’s views carefully and refute them rationally. The teacher presides over the debate and summarizes the debate at the end, emphasizing that both safety awareness and safety skills are important and complementary. Design Intention: The situational speaking task combines the knowledge learned with real life, which helps students apply the language they have mastered flexibly and improve their oral expression ability. The speaking framework provides a scaffold for students, especially those with weak oral expression ability, helping them overcome the difficulty of “not knowing what to say”. The pair practice and class speech activities provide students with more opportunities to speak, which is conducive to building their confidence in speaking English. The debate activity not only improves students’ oral expression ability and logical thinking ability, but also deepens their understanding of the importance of safety, and cultivates their critical thinking and ability to argue rationally. Writing: Integration and Output 1. Pre-writing: The teacher guides students to review the listening, reading and speaking activities, and summarizes the key information and language points that can be used in writing, such as safety-related vocabulary, sentence patterns, and the structure of news reports and speeches. Then, the teacher assigns the writing task: Write a short news report (about 150 words) about a safety activity held in the school, including the time, place, participants, process and significance of the activity. The teacher provides a writing outline to help students organize their ideas: ① Lead: Briefly introduce the activity (time, place, participants and purpose); ② Body: Describe the process of the activity in detail; ③ Conclusion: Explain the significance of the activity. In addition, the teacher presents a model essay to students, analyzes its structure, language features and key points, and reminds students to pay attention to the use of past tense, passive voice and accurate vocabulary in news writing, and to ensure the logic and fluency of the article. Students can refer to the model essay, but they are not allowed to copy it. They need to combine their own imagination and the knowledge learned in the lesson to complete the writing task. 2. While-writing: Students complete the writing task independently. The teacher walks around to observe students’ writing status, and provides guidance for students who have difficulties, such as helping them sort out their ideas, correct grammatical errors, and improve the accuracy of language expression. The teacher reminds students to check their writing after finishing, including spelling, grammar, punctuation, logic and content completeness. 3. Post-writing: First, organize peer evaluation. Students exchange their compositions in pairs, and evaluate each other according to the evaluation criteria (content completeness, language accuracy, fluency, structure clarity and punctuation correctness). They need to put forward suggestions for improvement. Then, the teacher collects some typical compositions (including excellent ones and those with common problems), displays them in front of the whole class, and comments on them. For excellent compositions, the teacher affirms their advantages and asks students to learn from them; for compositions with problems, the teacher points out the problems and guides students to correct them together. Finally, students revise their own compositions according to the peer evaluation and teacher’s comments, and submit the revised compositions to the teacher for further evaluation. Design Intention: The pre-writing guidance helps students integrate the knowledge learned in listening, speaking and reading, and provides a clear direction and scaffold for writing, which reduces the difficulty of writing. The model essay helps students understand the writing requirements and genre characteristics, and provides a reference for their own writing. The while-writing guidance ensures that each student can complete the writing task smoothly, and helps students solve problems in the writing process in a timely manner. The post-writing peer evaluation and teacher’s comment not only help students find their own problems and improve their writing ability, but also cultivate their ability to evaluate and appreciate works, and enhance their sense of participation and responsibility in learning. Summary and Homework 1. Summary: The teacher summarizes the whole lesson with the students, reviewing the core vocabulary, key sentence patterns and the integrated skills of listening, speaking, reading and writing trained in the lesson. The teacher emphasizes that this lesson not only helps students master safety-related English language, but also cultivates their safety awareness and critical thinking ability, and hopes that students can apply the knowledge and skills learned in the lesson to real life, keep alert and take care of themselves. 2. Homework: ① Review the core vocabulary and key sentence patterns of this lesson, and make sentences with each word and phrase; ② Listen to the listening material again and retell the main content in your own words; ③ Revise your composition again and improve it according to the teacher’s comments; ④ Collect 3-5 safety-related English sentences or short passages, and share them in the next class. Design Intention: The summary helps students sort out the knowledge and skills learned in the lesson, strengthen memory and form a systematic knowledge framework. The homework is designed to consolidate the knowledge and skills learned in the lesson, and extend the learning content to after-class, which helps students form a good learning habit of reviewing and consolidating in time. The homework of collecting safety-related English materials also encourages students to pay attention to safety in daily life and accumulate English language materials, which is conducive to improving 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 $