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

Unit 1 Beware and take care-Project 教学目标和重难点 1. 教学目标 Language Ability: Master safety-related vocabulary and sentence patterns, and be able to use English to express safety tips, describe dangerous situations and respond methods. Cultural Awareness: Understand the importance of safety awareness in different cultural backgrounds and respect the differences in safety behaviors among various cultures. Thinking Quality: Cultivate critical thinking to analyze potential safety risks and put forward reasonable preventive suggestions. Learning Ability: Master cooperative and inquiry-based learning strategies to independently collect safety information and complete project tasks. 2. 教学重难点 Key Points: Master core vocabulary and phrases related to safety, such as beware of, take care, emergency, etc.; understand the structure and language features of safety promotion materials; be able to complete group projects and present results in English. Difficult Points: Flexibly use learned language knowledge to create practical safety promotion works; accurately express safety suggestions in appropriate English; cooperate effectively in group projects to solve practical problems. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of pictures and short videos about common safety risks in daily life, such as campus bullying, cyber fraud, traffic accidents and fire hazards. Then the teacher asks students some guiding questions in English: “Have you ever encountered a dangerous situation in your life? What did you do to protect yourself? What safety tips do you know?” After that, invite 3-4 students to share their experiences and opinions in English. The teacher listens carefully, gives positive comments and supplements relevant safety-related words and simple sentences timely, such as “stay alert”, “keep away from danger”, “ask for help immediately”. Design Intention: This link combines visual materials and interactive questions to closely connect the teaching content with students’ real life. It not only activates students’ prior knowledge and life experience related to safety, but also stimulates their interest in learning and enthusiasm for participation. At the same time, it imperceptibly infiltrates basic safety-related vocabulary and sentences, laying a solid foundation for the subsequent learning of the Project section. It also guides students to realize the importance of safety awareness, which is in line with the requirements of cultivating students’ emotional attitude and values in core literacy. Pre-project: Input Language Knowledge and Clarify Task Requirements Vocabulary and Sentence Pattern Teaching First, the teacher sorts out and presents the core vocabulary and phrases of the Project section, including nouns (emergency, hazard, fraud, prevention), verbs and verb phrases (beware of, take care, guard against, respond to, investigate), adjectives (dangerous, critical, alert, secure) and adverbs (carefully, immediately, effectively). For each word and phrase, the teacher explains its meaning and usage in simple English, and gives example sentences closely related to safety scenarios, such as “We must beware of cyber fraud when shopping online.” “In case of emergency, we should call the police at once.” Then, organize students to do quick oral exercises: ask students to make sentences with the given words and phrases in pairs, and invite several pairs to present their sentences to check the mastery of vocabulary and sentence patterns. For the confusing points, the teacher timely corrects and explains. Next, the teacher introduces the common sentence patterns used in safety promotion materials, such as suggestion sentences (We should... / It is necessary to... / We’d better...), warning sentences (Beware of... / Don’t... / Watch out for...), and descriptive sentences (... is a common hazard that may cause... / The correct way to deal with... is...). The teacher analyzes the structure and usage of these sentence patterns with specific examples, and guides students to find and summarize these sentence patterns in the sample safety promotion materials provided in the textbook. Design Intention: Vocabulary and sentence patterns are the basis for students to complete the Project task. This link focuses on the input of language knowledge, combining explanation, example and practice, which helps students master the core language points solidly. The example sentences and practice content are closely combined with the safety theme, which ensures the pertinence of language learning and lays a language foundation for students to carry out project design and expression in English. At the same time, guiding students to find sentence patterns in sample materials cultivates their ability of observing and summarizing language rules, which is in line with the requirements of cultivating learning ability. Task Explanation and Group Division The teacher clearly explains the task requirements of the Project section in English: Students need to work in groups to design a safety promotion work (it can be a poster, a leaflet, a short video script or a speech draft) to remind people of common safety risks and put forward practical preventive and response suggestions. The work should be in English, with clear theme, complete content and appropriate language. Then, the teacher introduces the evaluation criteria of the project: theme relevance, language correctness and fluency, content practicality, creativity and team cooperation. After that, students are divided into groups of 4-5 people. The teacher guides students to divide roles reasonably according to their strengths, such as group leader (responsible for organizing and coordinating the team), information collector (responsible for collecting safety-related materials and information), content designer (responsible for designing the content and structure of the promotion work), language editor (responsible for checking the correctness and fluency of English expression), and presenter (responsible for preparing the final presentation). The teacher walks around to understand the grouping situation and helps students with unreasonable role division to adjust, ensuring that each student can participate in the project actively. Design Intention: Clarifying the task requirements and evaluation criteria helps students establish a clear learning goal and know what to do and how to do well. Reasonable group division and role assignment can give full play to the strengths of each student, avoid the phenomenon of some students being lazy and some students being overburdened, and cultivate students’ team cooperation awareness and ability. At the same time, different forms of promotion works are allowed, which respects students’ individual differences and creativity, and is conducive to cultivating students’ thinking quality and innovative ability. While-project: Group Cooperation and Project Implementation Brainstorming and Theme Determination Each group carries out brainstorming activities in English under the organization of the group leader. Students discuss and exchange common safety risks in different scenarios, such as campus, family, public places, online and so on, and determine the theme of their own group’s safety promotion work. For example, some groups may choose “Campus Safety Tips”, some may choose “How to Prevent Cyber Fraud”, and some may choose “Fire Safety in Daily Life”. During the discussion, the teacher walks around each group, listens to their discussions, and gives appropriate guidance when students encounter difficulties. For example, if students are not clear about the direction of the theme, the teacher can put forward guiding questions: “What safety problems do we often encounter in our campus life? Which safety problem do you think is the most important to remind everyone?” If students have difficulty expressing in English, the teacher can prompt relevant words and sentences to help them complete the communication. After the discussion, each group sends a representative to briefly introduce their group’s determined theme in English, and the teacher gives simple comments and suggestions to ensure that the theme is clear, practical and in line with the requirements of the Project task. Design Intention: Brainstorming activities can stimulate students’ thinking, enable them to fully tap their life experience and knowledge reserves, and determine a suitable theme for the group. Conducting discussions in English not only provides students with an opportunity to practice oral English, but also improves their ability to communicate and cooperate in English. The teacher’s timely guidance can help students solve problems in a timely manner, ensure the smooth progress of the project, and cultivate students’ ability to solve practical problems. Information Collection and Content Design After determining the theme, each group carries out information collection and content design work according to the division of roles. Information collectors can collect relevant safety knowledge, cases and pictures through textbooks, reference books, the Internet and other channels, and sort out and organize the collected information in English. Content designers, combined with the collected information, design the structure and specific content of the promotion work. For example, if the group chooses to make a poster, the content designer needs to design the layout of the poster, determine the key content to be displayed (such as safety risks, preventive measures, emergency contact methods), and match the corresponding pictures and English text. Language editors check the English text designed by the content designer, correct grammatical errors, adjust inappropriate expressions, and ensure that the language is correct, fluent and appropriate. The group leader coordinates the progress of each link, organizes members to discuss and revise the designed content, and ensures that the content is complete, logical and practical. During this process, the teacher walks around to understand the progress of each group, provides help and guidance for students in need. For example, if students have difficulty collecting information, the teacher can recommend some reliable information sources; if students have problems in English expression, the teacher can help them revise the text; if there are conflicts in the group, the teacher can guide students to communicate and solve them peacefully. At the same time, the teacher reminds students to pay attention to the combination of language and content, and ensure that the promotion work can really play a role in reminding people of safety. Design Intention: This link is the core part of the Project teaching, which integrates language learning, practical operation and team cooperation. Information collection helps students expand their knowledge reserve, improve their ability to obtain and process information, which is in line with the requirements of cultivating learning ability. Content design and language editing can help students flexibly use the learned vocabulary and sentence patterns, improve their English writing ability and language application ability. Team cooperation in the process of work can further enhance students’ team spirit and communication ability. The teacher’s guidance and help can ensure that students can complete the task smoothly and improve the quality of the project. Draft Revision and Improvement After completing the first draft of the promotion work, each group organizes members to carry out revision and improvement work. Members of the group read the draft carefully, put forward their own opinions and suggestions from the aspects of theme expression, content completeness, language correctness, creativity and practicality, and the group leader organizes everyone to discuss and adopt reasonable suggestions to revise the draft. For example, if the content of the draft is not comprehensive, students need to supplement relevant information; if there are grammatical errors or inappropriate expressions, the language editor needs to correct them; if the design is not creative, students need to put forward new ideas to improve it. In addition, the teacher organizes groups to carry out mutual evaluation activities. Each group sends a representative to present the first draft of their own group’s work to other groups, and other groups put forward their own opinions and suggestions in English according to the evaluation criteria. The teacher guides students to put forward constructive suggestions, such as “You can add more specific examples to make the content more persuasive.” “The English sentences here can be simplified to make it easier to understand.” After the mutual evaluation, each group revises and improves their own work again according to the opinions and suggestions put forward by other groups and the teacher. Design Intention: Draft revision and improvement help students improve the quality of their works and cultivate their critical thinking ability and ability to find and solve problems. Mutual evaluation activities not only provide students with an opportunity to learn from each other, but also enable them to look at their own works from a more comprehensive perspective. Expressing opinions and suggestions in English can further improve students’ oral expression ability and language application ability. At the same time, mutual evaluation activities can enhance students’ sense of participation and responsibility, and cultivate their ability to evaluate and appreciate works. Post-project: Presentation, Evaluation and Summary Group Presentation Each group sends a presenter to present their group’s safety promotion work in English. The presenter needs to introduce the theme of the work, the design ideas, the main content and the significance of the work clearly and fluently. For example, if the group makes a poster, the presenter can introduce the layout of the poster, the key safety tips displayed, and the reasons for choosing these contents; if the group designs a short video script, the presenter can read the script and introduce the plot and the safety knowledge to be conveyed. During the presentation, other students listen carefully, take notes, and can ask questions in English after the presentation, and the presenter of the group answers the questions. The teacher requires students to pay attention to the language expression, content presentation and demeanor of the presenter during the presentation, and gives positive encouragement and affirmation to each group’s presentation. For example, “Your presentation is very fluent and clear, and the content of the poster is practical and creative.” “You have a good command of English, and you can answer questions accurately and confidently.” Design Intention: Group presentation is an important link to show the results of the project, which can not only test students’ English oral expression ability and comprehensive application ability, but also enhance their self-confidence and expression ability. Asking and answering questions in English can further stimulate students’ thinking and improve their ability to communicate in English. The teacher’s encouragement and affirmation can enhance students’ sense of achievement and enthusiasm for learning, and lay a foundation for their future English learning. Comprehensive Evaluation The evaluation adopts the combination of self-evaluation, group evaluation and teacher evaluation. First, each group carries out self-evaluation: members of the group discuss and score their own group’s work according to the evaluation criteria, and write a short self-evaluation report in English, introducing the advantages and disadvantages of their own group’s work and the gains and experiences in the process of completing the project. Then, group evaluation: each group scores other groups’ works according to the evaluation criteria, and writes down the advantages and suggestions of each group’s work. Finally, teacher evaluation: the teacher comprehensively evaluates each group’s work according to the performance of each group in the whole project process (including group cooperation, information collection, content design, draft revision, presentation, etc.), combines the self-evaluation and group evaluation results, gives a final score and a detailed evaluation comment. The teacher’s evaluation focuses on affirming the advantages of each group, pointing out the existing problems and putting forward specific improvement suggestions. For example, “Your group has done a good job in team cooperation, and the content of the work is very practical. However, there are some small grammatical errors in the English text, and you can pay more attention to it in the future.” After the evaluation, the teacher announces the evaluation results, commends the groups with excellent performance, and encourages other groups to learn from them and make progress. Design Intention: The comprehensive evaluation method combining self-evaluation, group evaluation and teacher evaluation is conducive to making the evaluation results more fair and comprehensive. Self-evaluation helps students reflect on their own learning process and results, and improve their self-reflection ability and learning ability. Group evaluation helps students learn from each other and improve their ability to evaluate and appreciate works. Teacher evaluation can give students professional guidance and suggestions, help them find their own problems and improve their learning level. At the same time, the evaluation process can further enhance students’ sense of responsibility and team spirit. Summary and Extension First, the teacher summarizes the whole Project teaching process in English, reviews the core vocabulary, sentence patterns and key knowledge learned in this section, and affirms the efforts and achievements of each group. The teacher emphasizes that safety awareness is very important in our daily life, and we should always keep alert and master relevant safety knowledge and self-protection skills. At the same time, the teacher summarizes the gains of students in the process of completing the project, such as improving English language ability, enhancing team cooperation ability, cultivating critical thinking ability and so on. Then, the teacher puts forward extended tasks: 1. Each group revises and improves their own safety promotion work according to the evaluation comments, and posts it in the classroom or school campus to remind more students to pay attention to safety. 2. Students collect more safety-related English materials after class, such as safety news, safety tips, etc., and share them in the next class. 3. Students write a short English passage about their gains and experiences in completing the Project task, and hand it in to the teacher. Design Intention: The summary link helps students sort out and consolidate the knowledge and skills learned in this section, and deepen their understanding of the theme of safety. The extended tasks connect the classroom teaching with the after-class life, which not only consolidates the learning results, but also expands students’ learning channels and improves their autonomous learning ability. Posting the promotion works in the campus can also play a role in popularizing safety knowledge, which embodies the practical significance of the Project task. Writing a short passage about gains and experiences helps students reflect on their own learning process and improve their English writing 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 $