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

Unit 2 Building the future-Integrated skills 教学目标和重难点 1. 教学目标 Language Competence: Master topic-related vocabulary and expressions, and improve listening, speaking, reading and writing skills. Cultural Awareness: Understand global sustainable development and China’s efforts, fostering a sense of global community. Thinking Quality: Develop logical and critical thinking through analyzing and solving future-building issues. Learning Ability: Cultivate autonomous and cooperative learning skills in integrated practice. 2. 教学重难点 Key Points: Master core vocabulary (e.g., renewable energy, sustainable) and sentence patterns; complete integrated tasks of listening, speaking, reading and writing around "building the future". Difficult Points: Use language flexibly to discuss practical solutions for future development and improve logical coherence in expression. 教学过程 Lead-in: Activate Background and Arouse Interest The teacher starts the class by showing a short video clip, which includes scenes of environmental pollution caused by fossil fuels, the application of renewable energy such as solar and wind power, and the changes brought by sustainable development to communities around the world. After playing the video, the teacher asks two guiding questions: “What problems do we face when building a better future?” and “What measures can we take to solve these problems?” Then, the teacher invites 2-3 students to share their answers freely. After that, the teacher summarizes the students’ opinions, connects them with the unit theme “Building the future”, and introduces the learning objectives of this Integrated skills class: to integrate listening, speaking, reading and writing skills to discuss sustainable development and practical ways to build a better future. Design Intention: The video clip, as a multi-modal teaching resource, can visually present the core content of the unit, help students quickly enter the theme context, and activate their existing knowledge and life experience related to environmental protection and sustainable development. The guiding questions can stimulate students’ thinking, arouse their learning interest and participation enthusiasm, and lay a solid foundation for the smooth development of subsequent integrated skill training. Meanwhile, clarifying the learning objectives helps students establish a clear learning direction and improve learning efficiency. Listening Practice: Obtain Information and Improve Listening Ability First, the teacher presents the core vocabulary and key expressions related to the listening material on the blackboard, including “renewable energy, solar power, wind turbine, carbon dioxide, sustainable development, infrastructure”, and briefly explains their meanings and usages, helping students remove language obstacles in listening. Then, the teacher plays the listening material twice. For the first time, students are asked to listen carefully and get the main idea: an interview about the development and application of renewable energy in a city. For the second time, students are required to finish the blank-filling exercise designed by the teacher, which involves key details such as the types of renewable energy used in the city, the advantages of each type, and the existing challenges. After the listening practice, the teacher checks the answers with the whole class. For the wrong answers, the teacher plays the corresponding part of the listening material again, guides students to listen carefully again, and analyzes the reasons for the mistakes, such as missing key information due to inattention or not mastering the pronunciation of key words. Then, the teacher organizes students to read the listening script in pairs, paying attention to the intonation and stress of the interviewer and the interviewee, and imitating their dialogues. Finally, the teacher invites several pairs to perform the dialogue in front of the class, and gives appropriate comments and guidance. Design Intention: Previewing core vocabulary before listening helps students reduce listening difficulties and improve the efficiency of obtaining information. Playing the listening material twice follows the principle of gradual improvement in listening training: the first listening focuses on the main idea, and the second listening focuses on details, which conforms to the cognitive law of students’ listening ability development. Checking answers, replaying key parts and analyzing mistakes can help students find their own deficiencies in listening, consolidate the listening skills and key information they have learned. Pair reading and dialogue performance not only help students deepen their understanding of the listening material, but also lay a foundation for the subsequent speaking practice, realizing the connection and integration of listening and speaking skills. Reading Practice: Analyze Texts and Master Reading Skills The teacher distributes two reading materials related to the unit theme. The first material is a news report about China’s achievements in renewable energy development, introducing the application of solar panels and wind turbines in China and the proportion of renewable energy in total energy consumption. The second material is an opinion article discussing the challenges and solutions in the process of promoting sustainable development, such as the storage problem of renewable energy and the need for global cooperation. First, students are asked to read the two materials independently. For the first reading, they need to judge the genre of each material and summarize the main idea. For the second reading, they are required to finish the following tasks: (1) Underline the core vocabulary and key sentences in each material; (2) Answer the guided questions designed by the teacher, such as “What achievements has China made in renewable energy development?” and “What solutions are put forward in the article to solve the challenges of sustainable development?”; (3) Analyze the structure of the two materials and discuss the differences between news reports and opinion articles in terms of language style and writing purpose. After independent reading, the teacher organizes group discussions. Each group has 4-5 students, and they discuss the tasks together, exchange their ideas and solve the problems they encounter in reading. During the group discussion, the teacher walks around the classroom, observes the students’ performance, and gives timely guidance to the groups with difficulties, such as helping them understand difficult sentences or sort out the logical structure of the text. After the group discussion, each group sends a representative to report the discussion results, and the teacher makes a summary and evaluation, emphasizing the key points of the text and the reading skills needed, such as skimming for main ideas and scanning for details. Design Intention: Choosing two different genres of reading materials can help students contact different types of discourses, enrich their reading experience and improve their ability to adapt to different discourses. Independent reading can cultivate students’ autonomous learning ability and enable them to actively obtain information and solve problems. Group discussion can stimulate students’ thinking collision, help them learn from each other, and improve their cooperative learning ability and expression ability. The teacher’s guidance and summary can help students sort out the key knowledge, master reading skills, and deepen their understanding of the theme of “sustainable development”, laying a foundation for the subsequent writing practice. Speaking Practice: Express Views and Improve Communicative Ability Based on the listening and reading materials, the teacher designs a speaking task: “Group Debate: How can we, as senior high school students, contribute to building a sustainable future?” First, the teacher divides the students into two groups: the affirmative group holds the view that senior high school students can make great contributions through practical actions, and the negative group holds the view that senior high school students are limited by their ability and can only make a small contribution. Then, the teacher gives students 10 minutes to prepare for the debate. During the preparation, students can use the vocabulary, expressions and views learned from listening and reading materials, and discuss with their group members to sort out their debating points and supporting materials. After the preparation, the debate begins. Each group takes turns to state their views and refute the other group’s views. The teacher acts as the host and referee, guiding the debate to proceed in an orderly manner, and reminding students to use appropriate language and polite expressions during the debate. After the debate, the teacher makes a comment on the performance of both groups, affirming their advantages, such as clear viewpoints, sufficient supporting materials and fluent expression, and pointing out their deficiencies, such as lack of logical coherence or inappropriate use of language. Then, the teacher summarizes the debate, emphasizing that senior high school students can contribute to building a sustainable future through various ways, such as saving energy, reducing waste and advocating environmental protection. After the debate, the teacher organizes a free discussion activity. Students are asked to talk about their own plans to contribute to building a better future, such as “I will save electricity by turning off the lights when leaving the room” or “I will persuade my family and friends to use environmentally friendly products”. Each student has the opportunity to share their ideas, and the teacher gives positive feedback and encouragement. Design Intention: The debate task combines the knowledge and skills learned earlier, and can effectively stimulate students’ thinking, improve their logical thinking ability and oral expression ability. The free discussion activity is close to students’ life, enabling them to connect the unit theme with their own actual life, deepen their understanding of the theme, and cultivate their sense of social responsibility. The teacher’s guidance and comment can help students improve their oral expression skills and master the skills of polite communication, realizing the integration of listening, reading and speaking skills. Writing Practice: Integrate Skills and Improve Writing Ability On the basis of the previous listening, reading and speaking activities, the teacher assigns a writing task: Write a speech titled “My Contribution to Building the Future”, which requires students to combine the knowledge and views learned in this class, introduce their own understanding of building the future, and talk about their own plans and actions. Before writing, the teacher guides students to sort out the writing framework: the opening part introduces the importance of building a sustainable future; the main part talks about their own understanding and specific plans; the closing part calls on everyone to work together to build a better future. At the same time, the teacher reminds students to use the core vocabulary and key sentences learned in this class, pay attention to the logical coherence and language fluency of the speech, and use appropriate rhetorical devices to enhance the persuasiveness of the speech. Students start to write independently. During the writing process, the teacher walks around the classroom, provides timely help to students who have difficulties, such as helping them sort out their ideas, choose appropriate words and expressions, and correct grammatical mistakes. After students finish writing, the teacher collects some representative compositions, including excellent compositions and compositions with common problems, and displays them on the blackboard or projection screen. Then, the teacher leads the whole class to comment on these compositions, affirming the advantages of excellent compositions, such as clear structure, fluent language and distinct viewpoints, and analyzing the common problems, such as incorrect use of vocabulary, grammatical mistakes and lack of logical coherence. After the class comment, students are asked to revise their own compositions according to the comments and suggestions, and then exchange their revised compositions with their deskmates for mutual evaluation. Design Intention: The writing task is closely connected with the previous integrated skill training, which can help students integrate the listening, reading and speaking skills they have learned into writing, and improve their comprehensive language application ability. Guiding students to sort out the writing framework helps them clarify the writing ideas and avoid disorganized writing. The teacher’s guidance during writing and the class comment after writing can help students find their own deficiencies in writing, master writing skills, and improve their writing level. Mutual evaluation between deskmates can not only help students learn from each other, but also cultivate their ability to evaluate and modify compositions. Summary and Extension: Consolidate Knowledge and Expand Vision First, the teacher leads the students to review the key content of this class, including the core vocabulary, key sentences, listening skills, reading skills, speaking skills and writing skills. The teacher emphasizes that Integrated skills is to integrate listening, speaking, reading and writing, and use language comprehensively to solve practical problems. Then, the teacher summarizes the theme of this class: Building a sustainable future is the common responsibility of all human beings, and everyone, including senior high school students, can contribute their own strength through practical actions. For the extension activity, the teacher assigns a homework task: Students are required to collect more information about global sustainable development or China’s efforts in building the future after class, and make a short PPT (3-5 pages). The PPT should include the key information collected, their own views and feelings, and be prepared to present it in the next class. At the same time, the teacher encourages students to put their own plans into action in daily life, such as saving water and electricity, reducing the use of plastic products, and advocating low-carbon travel. Design Intention: Reviewing the key content helps students consolidate the knowledge and skills learned in this class, and form a systematic knowledge framework. The extension activity can expand students’ vision, cultivate their ability to collect and sort out information, and deepen their understanding of the unit theme. Assigning practical homework tasks can connect classroom learning with daily life, enable students to apply the knowledge and skills learned in class to practice, and truly realize the goal of cultivating students’ core literacy. 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 $