Unit 2 Building the future-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第二册

Unit 2 Building the future-Welcome to the unit 教学目标和重难点 1. 教学目标 Language Ability: Master key words and expressions about sustainable development and develop basic listening and speaking skills to talk about future construction. Cultural Awareness: Understand global sustainable development goals and China’s achievements in renewable energy to foster a global vision. Thinking Quality: Cultivate critical and logical thinking through analyzing future development issues. Learning Ability: Form autonomous and cooperative learning habits in theme-based activities. 2. 教学重难点 Key Points: Grasp core vocabulary such as equity, sustainability and renewable energy; understand the three core elements of sustainability and express views on future building. Difficult Points: Using target language fluently to discuss sustainable development issues and connecting personal actions with global future construction. 教学过程 Step 1: Lead-in (Theme Introduction) The teacher starts the class with a question: “What will our world be like in 50 years? Will we have cleaner energy, greener cities or better living conditions?” Then, show students a 3-minute short video about sustainable development, which includes scenes of renewable energy application (solar panels, wind turbines), environmental protection actions and the three core elements of sustainability (ecology, economy, equity) mentioned by Ralph Bicknese. After watching the video, ask students to share their initial impressions with the whole class, such as “What did you see in the video?” “Which part impresses you most?” Step 2: Vocabulary and Phrase Learning (Foundation Building) First, present the key vocabulary and phrases related to the unit theme on the blackboard or courseware, including sustainability, equity, ecology, environmental protection, renewable energy, global warming, food waste, sustainable development goals (SDGs). For each word and phrase, the teacher provides accurate pronunciation, English definition and simple example sentences to help students understand their meaning and usage. For example, “Equity means fairness and justice, and it is one of the core elements of sustainability.” “Renewable energy refers to energy that can be reused, such as solar energy and wind energy.” Then, organize a “Vocabulary Matching” activity. Divide students into groups of 4, give each group a set of word cards and definition cards, and ask them to match the words with their correct definitions within a certain time. After the activity, invite one group to present their answers, and the teacher corrects mistakes and explains difficult points in detail. In addition, guide students to discuss the connections between these words and phrases, such as “How are renewable energy and environmental protection related?” Design Intention: Vocabulary is the foundation of language learning. This step focuses on teaching core vocabulary and phrases closely related to the theme, which helps students remove language barriers in subsequent listening, speaking and discussion activities. The group matching activity changes the traditional rote memorization mode, makes students learn vocabulary in interaction and cooperation, and improves their learning enthusiasm and efficiency. The discussion on the connections between words helps students form a systematic vocabulary network and lay a solid foundation for the application of language knowledge. Step 3: Video Listening and Comprehension (Skill Training) Play the short video again, and ask students to finish two listening tasks. Task 1: Fill in the blanks with the key words and phrases learned just now. The blanks include the three core elements of sustainability (“Sustainability is about ecology, economy and ______.”) and the main content of SDGs (“One of the SDGs is to provide affordable and decent ______ for all people.”). Task 2: Answer the following questions: 1. What is sustainable development according to the video? 2. What are the main problems mentioned in the video that human beings are facing in sustainable development? 3. What efforts have people made to achieve sustainable development? After playing the video twice, ask students to check their answers in groups first, then invite individual students to answer the questions in front of the class. The teacher comments on their answers, emphasizes the key information in the video, and supplements relevant knowledge, such as the specific content of SDGs and the importance of sustainable development for the future of human beings. For students who have difficulties in answering, the teacher gives appropriate hints and guidance, such as reminding them of the key sentences in the video. Design Intention: Listening is an important part of language ability. This step combines listening practice with the video content, which not only consolidates the vocabulary and phrases learned earlier, but also improves students’ ability to obtain key information and details from listening materials. The group check link encourages students to help each other and learn from each other, reflecting the concept of cooperative learning. The teacher’s guidance and supplement help students deepen their understanding of the theme and lay a foundation for the following speaking activities. Step 4: Theme Discussion (Application and Practice) Divide students into groups of 5-6, and assign different discussion topics to each group based on the video content and the unit theme. The topics are as follows: Group 1: What are the three core elements of sustainability? How do they affect each other? Group 2: What problems do we face in building the future (such as energy shortage, environmental pollution, food waste)? What solutions can you think of? Group 3: As senior high school students, what can we do to contribute to building a better future? Group 4: What achievements has China made in the field of renewable energy? How do these achievements help build the future? Before the discussion, the teacher puts forward clear requirements: each group member should actively participate in the discussion, express their own views, and record the key points of the discussion; the group leader should organize the discussion and summarize the group’s views. During the discussion, the teacher walks around the classroom, observes the situation of each group, and provides timely guidance for groups with difficulties. For example, for groups that cannot put forward effective solutions to environmental pollution, the teacher can prompt: “Can we start from daily life? What small actions can we take to reduce pollution?” After the discussion, each group sends a representative to present their views to the whole class. The presentation time is 2-3 minutes per group. After each group’s presentation, other groups can ask questions or put forward supplementary opinions. For example, after Group 3 presents their views on what senior high school students can do, other groups can ask: “Do you think there are other actions we can take besides saving water and electricity?” The teacher makes comments on each group’s presentation, affirms their advantages, points out their deficiencies, and guides students to think more comprehensively and deeply. Design Intention: Discussion is an important way to improve students’ speaking ability and thinking quality. This step designs different discussion topics according to the teaching content and students’ actual level, which can meet the needs of different students and stimulate their thinking. The group discussion mode cultivates students’ cooperative learning ability and communication ability, and makes students learn to listen to others’ views and express their own opinions politely. The teacher’s guidance and comments help students standardize their language expression, improve their logical thinking ability, and deepen their understanding of the theme “Building the future”. Step 5: Quote Interpretation (Cultural and Thinking Guidance) Present the quote by Ralph Bicknese on the courseware: “Sustainability is about ecology, economy and equity.” Ask students to read the quote aloud twice, then discuss in pairs: “What does this quote mean? Why are ecology, economy and equity important for sustainability? How can we balance these three elements in building the future?” After the pair discussion, invite several students to share their interpretations. The teacher summarizes and explains the quote in detail: Ecology is the foundation of sustainable development, which requires us to protect the environment and maintain ecological balance; economy is the driving force, which requires us to develop economy in an environmentally friendly way; equity is the guarantee, which requires us to ensure that all people can benefit from sustainable development and avoid the gap between the rich and the poor. Then, guide students to think about the relationship between the quote and the current global sustainable development situation, such as “How do countries around the world practice this quote in building the future?” In addition, the teacher introduces the background of Ralph Bicknese (an American architect who has long been engaged in sustainable architecture research) to help students understand the significance of the quote and expand their cultural knowledge. Finally, ask students to write a short sentence to express their understanding of the quote, such as “Sustainability needs the joint efforts of all people to balance ecology, economy and equity.” Design Intention: The quote interpretation is designed to integrate cultural knowledge and thinking quality training. By interpreting the quote, students can deepen their understanding of the core connotation of sustainable development, cultivate their critical thinking ability and cultural literacy. The pair discussion and short sentence writing activities not only improve students’ language expression ability, but also help them internalize the theme of the unit and establish a correct concept of future development. The introduction of the author’s background enriches students’ cultural knowledge and broadens their horizons. Step 6: Summary and Extension (Consolidation and Migration) First, the teacher leads students to summarize the content of this class: review the key vocabulary and phrases about sustainable development, the three core elements of sustainability, the main content of SDGs, and the views on building the future discussed in the class. Then, the teacher emphasizes the key points and difficult points of this class, and reminds students to pay attention to the application of target language in daily communication. Then, arrange the extension task: Ask students to surf the Internet after class to collect more information about sustainable development, such as the latest achievements of renewable energy in the world, the actions taken by different countries to protect the environment, or the stories of individuals contributing to building the future. Then, write a short passage (80-100 words) to introduce the information they collected and express their own views. The passage will be shared in the next class. In addition, the teacher recommends some learning resources to students, such as English documentaries about sustainable development, English websites introducing SDGs, and English magazines about environmental protection, to help students expand their learning channels and improve their autonomous learning ability. Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge structure, and consolidate the learning results. The extension task combines classroom learning with after-class practice, which not only consolidates the language knowledge and skills learned in class, but also improves students’ autonomous learning ability and information collection ability. The recommendation of learning resources provides students with more learning opportunities, helps them expand their horizons, and lays a foundation for the in-depth learning of the unit. Step 7: Homework Arrangement (Reinforcement) 1. Recite the key vocabulary and phrases learned in this class, and write 5 sentences using these words and phrases to describe sustainable development or future building. 2. Finish the extension task: collect information about sustainable development and write a short passage. 3. Preview the next part of the unit (Reading) and find out the key words and main ideas of the passage. Design Intention: Homework is an important way to consolidate classroom learning. The first homework focuses on the consolidation of vocabulary and sentence patterns, helping students master the basic language knowledge. The second homework is the extension of classroom discussion, which encourages students to learn independently and apply the knowledge learned in class to practice. The third homework helps students preview the next class, improve their learning efficiency, and ensure the continuity of the unit learning. 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 $