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

Unit 2 Building the future-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to express future-building themes, cultural awareness to respect global development diversity, thinking quality to analyze practical issues, and learning ability to independently explore related knowledge and cooperate in tasks. 2. 教学重难点 Key points: Master core vocabularies and sentence patterns about future development; understand the logical structure of related texts. Difficult points: Use language flexibly to discuss future-building strategies and express personal views logically and coherently. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme Entry The teacher starts the class by showing a short video clip, which includes scenes of technological progress, environmental protection, urban construction and poverty alleviation around the world. After playing the video, the teacher asks two guiding questions: “What changes have you seen in the video? How do these changes help build a better future?” Then, the teacher invites 3-4 students to share their views freely. After the sharing, the teacher summarizes: “All the changes we have seen are closely related to ‘building the future’, which is the theme of our unit today. Today, we will comprehensively review and assess what we have learned in this unit, and further improve our ability to discuss and express issues related to building the future.” Design Intention: The video clip, as a visual and auditory teaching resource, can quickly attract students’ attention and arouse their interest in learning. The guiding questions are closely linked to the video content and the unit theme, which helps activate students’ prior knowledge and life experience related to future development. By inviting students to share their views, it not only provides an opportunity for students to practice oral expression, but also naturally leads to the core theme of the unit, laying a good foundation for the subsequent assessment and teaching activities. Vocabulary and Sentence Pattern Review: Consolidate Basic Language Knowledge First, the teacher organizes a “vocabulary brainstorming” activity. The teacher writes the core theme word “building the future” on the blackboard, and asks students to take turns to say the vocabularies related to it that they have learned in this unit, such as “sustainable”, “innovation”, “cooperation”, “challenge”, “opportunity”, “promote”, “achieve”, “overcome” and so on. The teacher writes down these vocabularies on the blackboard and corrects the pronunciation and spelling of the words in time. For some difficult words, such as “sustainable development”, “technological innovation”, the teacher further explains their usage and collocations with simple example sentences, such as “We should advocate sustainable development to protect our planet.” “Technological innovation plays an important role in building the future.” Then, the teacher focuses on reviewing the key sentence patterns in the unit. The teacher presents the following sentence patterns on the multimedia courseware and explains their functions and usages: ① “It is necessary/important/essential for us to do sth.” (expressing importance); ② “Only by doing sth. can we...” (expressing conditions for achieving goals); ③ “With the development of..., more and more people begin to...” (describing changes brought by development); ④ “We should not only..., but also...” (expressing multiple requirements). For each sentence pattern, the teacher gives an example sentence related to the unit theme, and then asks students to make their own sentences with the sentence patterns. Each student chooses one sentence pattern to make a sentence, and exchanges it with their deskmate for correction. The teacher walks around the classroom to guide and help students who have difficulties in making sentences, and selects several typical sentences to comment on, pointing out the advantages and areas for improvement. Design Intention: Vocabulary and sentence patterns are the foundation of language expression. The “vocabulary brainstorming” activity can help students systematically sort out and review the core vocabularies in the unit, and enhance their memory and mastery of the words. By explaining the usage of difficult words and collocations, it helps students avoid mistakes in using words. The review and practice of key sentence patterns can enable students to master the ways of expressing different meanings, laying a solid foundation for their subsequent reading comprehension, listening and speaking, and writing. The peer correction link can not only improve students’ enthusiasm for participation, but also help them find and correct their own mistakes in time with the help of their deskmates. Reading Comprehension Assessment: Improve Text Analysis and Information Extraction Ability The teacher distributes a reading material related to the unit theme. The reading material is about the efforts made by a certain country to promote sustainable development, including measures such as developing renewable energy, protecting the ecological environment and promoting educational equity. Before reading, the teacher asks students to read the title and the first paragraph quickly, and predict the main content of the article. Then, the teacher asks students to read the article carefully and complete the following tasks: Task 1: Choose the best answer for each question (multiple-choice questions), which mainly examines students’ ability to extract specific information and understand the details of the article. The questions involve the measures taken by the country, the effects of these measures, and the challenges faced in the process. Task 2: Fill in the blanks according to the article, which mainly examines students’ mastery of core vocabularies and sentence patterns in the unit. The blanks are filled with the key words and phrases learned in the unit, such as “sustainable”, “renewable energy”, “promote”, “overcome challenges”. Task 3: Answer the following questions in complete sentences, which mainly examines students’ ability to understand the main idea of the article and express their own views. The questions include: “What is the main idea of this article?”, “What do you think of the measures taken by this country?”, “What can we learn from these measures to help build our future?” After students finish the tasks, the teacher organizes the correction and explanation. For Task 1 and Task 2, the teacher invites students to report their answers, and explains the reasons for the correct answers and the common mistakes made by students. For Task 3, the teacher invites several students to share their answers, and guides other students to comment on their answers, focusing on whether the expression is logical, coherent and accurate. The teacher also summarizes the methods of reading comprehension: when reading, we should first grasp the main idea of the article, then extract key information according to the questions, and finally combine the text content to express our own views. Design Intention: Reading comprehension is an important part of English learning, which can not only improve students’ language input ability, but also cultivate their ability to analyze and solve problems. The selected reading material is closely related to the unit theme, which can help students further deepen their understanding of “building the future”. The three tasks are designed from easy to difficult, which conform to the law of students’ cognitive development. The multiple-choice questions and cloze questions focus on examining the basic knowledge and information extraction ability, while the subjective questions focus on examining the students’ ability to understand and express. The correction and explanation link can help students find their own deficiencies in reading, master the skills of reading comprehension, and improve their reading ability. Listening and Speaking Practice: Enhance Oral Expression and Communication Ability First, the teacher arranges the listening practice. The teacher plays a recording twice. The recording is a dialogue between two students, discussing their views on how teenagers can contribute to building the future. The dialogue involves topics such as studying hard, participating in volunteer activities, protecting the environment and advocating low-carbon life. After playing the recording twice, the teacher asks students to complete the listening tasks: Task 1: Judge whether the following statements are true (T) or false (F); Task 2: Fill in the missing information in the dialogue according to the recording. After students finish the listening tasks, the teacher checks the answers and explains the key points in the recording, such as the key sentences and vocabularies. For the parts that students find difficult to understand, the teacher plays the relevant part of the recording again to help students understand. Then, the teacher organizes the speaking practice. The teacher divides students into groups of 4-5, and assigns the discussion topic: “As senior high school students, what can we do to contribute to building a better future?” The teacher gives students some tips to help them carry out the discussion, such as starting from study, life, society and other aspects. During the group discussion, the teacher walks around the classroom, listens to the discussion of each group, and guides students to use the vocabularies and sentence patterns learned in the unit to express their views. For example, guide students to use sentences such as “We should study hard to master professional knowledge and skills.” “We can participate in volunteer activities to help those in need.” “We should protect the environment by saving water and electricity.” After the group discussion, each group selects a representative to make a group report, introducing the views of their group. After each group’s report, the teacher and other students can ask questions and put forward suggestions. The teacher comments on each group’s report, focusing on the accuracy, fluency and logicality of the oral expression, and affirms the advantages of each group, putting forward suggestions for improvement. Design Intention: Listening and speaking are important language skills, which are crucial for students to communicate in English. The listening material is closely related to the unit theme and the life of teenagers, which can arouse students’ resonance and improve their listening comprehension ability. The speaking practice in the form of group discussion can provide students with more opportunities for oral expression, cultivate their cooperative learning ability and communication ability. The teacher’s guidance and comments can help students correct their mistakes in oral expression, master the skills of English communication, and enhance their confidence in speaking English. Writing Assessment: Improve Written Expression and Logical Thinking Ability The teacher assigns a writing task: “Write an essay entitled ‘My Views on Building the Future’. You should include the following points: ① The importance of building the future; ② The challenges we may face in building the future; ③ What we can do to build a better future. You should use the vocabularies and sentence patterns learned in the unit, and ensure that the article is logical, coherent and accurate.” Before students start writing, the teacher guides students to sort out the writing ideas. The teacher asks students to think about how to arrange the structure of the article: the first paragraph can introduce the importance of building the future; the second paragraph can discuss the challenges faced in building the future; the third paragraph can put forward specific measures that we can take; the last paragraph can summarize and express expectations for the future. The teacher also reminds students to pay attention to the use of core vocabularies and sentence patterns in the unit, and avoid grammatical mistakes and spelling mistakes. Students start writing independently. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties in writing. For example, some students may not know how to express a certain idea, and the teacher can give appropriate hints; some students may have problems in the logical structure of the article, and the teacher can help them sort out their ideas. After students finish writing, they exchange their articles with their deskmates for peer review. The peer review focuses on the following aspects: whether the content covers all the required points, whether the logical structure is clear, whether the vocabularies and sentence patterns are used correctly, and whether there are grammatical and spelling mistakes. Students can put forward suggestions for revision to their deskmates. Then, the teacher collects some typical articles, including excellent articles and articles with common problems, and comments on them in class. For excellent articles, the teacher affirms their advantages, such as clear logical structure, accurate use of language, and rich content, and invites students to learn from them. For articles with common problems, the teacher points out the existing problems and puts forward specific revision suggestions, such as how to improve the logical coherence of the article, how to use vocabularies and sentence patterns more accurately. Finally, the teacher asks students to revise their own articles according to the peer review and the teacher’s comments. Design Intention: Writing is an important way to test students’ comprehensive language ability, which can reflect students’ mastery of vocabularies, sentence patterns, grammar and logical thinking ability. The writing topic is closely related to the unit theme, which can help students integrate the knowledge learned in the unit and express their own views on building the future. The guidance before writing helps students sort out their writing ideas and avoid blindness in writing. The peer review and teacher’s comment links can help students find their own deficiencies in writing, learn from each other’s strengths, and improve their written expression ability. The revision link can further deepen students’ understanding and mastery of the knowledge, and improve the quality of their writing. Summary and Reflection: Consolidate Learning Achievements and Guide Self-improvement First, the teacher summarizes the whole class. The teacher reviews the key contents of this class, including the core vocabularies, key sentence patterns, reading comprehension skills, listening and speaking skills and writing methods related to the unit theme. The teacher emphasizes that building the future is the responsibility of every one of us, and as senior high school students, we should study hard, improve our comprehensive quality, and make our own contributions to building a better future. Then, the teacher guides students to carry out self-reflection. The teacher asks students to think about the following questions: “What have I learned in this class? What are my strengths in this class? What are my deficiencies? What should I do to improve my deficiencies?” Students can think independently for a few minutes, and then share their reflection results with their deskmates. The teacher invites several students to share their reflection results with the whole class, and encourages students to put forward their own learning plans for the future. Finally, the teacher assigns after-class tasks: ① Revise the writing according to the revision suggestions; ② Review the core vocabularies and sentence patterns of the unit, and make a vocabulary card; ③ Find a passage related to building the future and read it, and write a short summary (about 50 words). Design Intention: The summary link can help students systematically sort out the knowledge learned in this class, consolidate the learning achievements, and deepen their understanding of the unit theme. The self-reflection link can help students understand their own learning status, find their own deficiencies, and cultivate their self-evaluation ability and self-improvement awareness. The after-class tasks are closely linked to the content of the class, which can help students further consolidate the knowledge learned, improve their learning ability, and lay a good foundation for the subsequent 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 $