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

Unit 2 Building the future-Project 教学目标和重难点 1. 教学目标 Language competence: Master project-related vocabulary and sentence patterns to complete listening, speaking, reading and writing tasks. Cultural awareness: Understand global efforts in building the future and foster a sense of global community. Thinking quality: Develop critical and innovative thinking through project design. Learning ability: Cultivate autonomous and cooperative learning skills to solve practical problems in project practice. 2. 教学重难点 Key points: Master core vocabulary such as safeguard, leftover and phrases like dry up, open the door to; grasp the structure and logic of project design. Difficult points: Apply learned knowledge to design practical future-building projects and express ideas clearly and logically in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a short English video that presents global challenges in building the future, such as energy depletion, environmental pollution, food waste and global warming, as well as positive efforts like renewable energy development and food conservation campaigns. After playing the video, the teacher asks two guiding questions: “What challenges do we face when building the future?” and “What can we do to deal with these challenges?” Then, the teacher invites 3-4 students to share their answers in English, and gives positive comments and supplements. After that, the teacher introduces the topic of this Project: “Design a small project to contribute to building a better future”, and briefly explains the purpose and requirements of the project—students will work in groups to design a practical project, present it in English and put forward feasible implementation plans. Design Intention: The video can quickly attract students’ attention and arouse their interest in the topic by combining visual and auditory stimulation. The guiding questions help activate students’ prior knowledge and life experience, enabling them to connect the unit theme with real life. Meanwhile, introducing the project task in advance helps students clarify the learning goal and lay a foundation for the subsequent group cooperation and project design. This link also implicitly cultivates students’ cultural awareness by letting them understand global common challenges and enhance their sense of social responsibility. Step 2: Language Input (Vocabulary and Sentence Pattern Review & Expansion) First, the teacher reviews the core vocabulary and phrases of Unit 2 related to the Project. On the blackboard or multimedia courseware, the teacher lists key vocabulary such as titanic-sized, kilowatt-hour, landfill, safeguard, leftover, pineapple and key phrases such as dry up, open the door to, wind up, in hot water. For each word and phrase, the teacher provides simple and practical example sentences combined with the theme of “building the future”, such as “We should safeguard our environment to build a better future.” and “The new technology opens the door to solving energy problems.” Then, the teacher invites students to make their own sentences with these words and phrases, and checks and corrects them in time to ensure that students can master and use them flexibly. Next, the teacher expands some practical sentence patterns suitable for project design and presentation, such as “Our project aims to...”, “To achieve this goal, we will...”, “The advantages of our project are...”, “We predict that this project will help...”. The teacher explains the usage of these sentence patterns and gives examples related to future-building projects, such as “Our project aims to reduce food waste in our school. To achieve this goal, we will set up a food sharing corner and carry out publicity activities.” Then, the teacher organizes a pair-work activity: students work in pairs to practice these sentence patterns by talking about simple project ideas, and the teacher walks around to guide and help students who have difficulties in expression. Design Intention: Vocabulary and sentence patterns are the foundation of language expression. Reviewing the core vocabulary and phrases of the unit helps consolidate students’ prior learning and ensure that they can use the learned language knowledge in project design. Expanding practical sentence patterns provides students with language support for subsequent project presentation, reducing their difficulty in English expression. The pair-work activity enables students to practice language in real communication, improving their language competence and learning ability in mutual assistance. Step 3: Project Exploration (Sample Analysis and Group Discussion) First, the teacher presents a sample project design on the multimedia courseware, which is closely related to the students’ daily life, such as “A Project to Promote Energy Conservation in the Classroom”. The sample includes four parts: Project Goal, Implementation Steps, Expected Effects and Advantages. The teacher reads the sample with the students, and analyzes the structure and logic of the project design, emphasizing that a good project should be practical, feasible and targeted. Then, the teacher asks students to discuss in groups: “What are the advantages of this sample project? What can we learn from it?” After 5 minutes of discussion, each group sends a representative to share their views, and the teacher summarizes and supplements, guiding students to understand the key points of project design. Then, the teacher divides the students into groups of 4-5, and assigns the group task: design a practical project that can contribute to building the future, which can be related to environmental protection, energy conservation, food conservation, community service or other fields closely related to students’ life. The teacher reminds students to refer to the sample structure, use the learned vocabulary and sentence patterns, and ensure that the project is feasible and operable. During the group discussion, the teacher walks around each group, listens to their discussions, and provides guidance when necessary: for groups with no clear project direction, the teacher puts forward guiding suggestions, such as “You can think about the problems in our school or community and design a project to solve them”; for groups with unclear project steps, the teacher helps them sort out the logic; for groups with insufficient English expression, the teacher provides appropriate language support. Design Intention: The sample analysis helps students have a clear understanding of the structure and requirements of project design, avoiding blindness in their own design. Group discussion encourages students to communicate and cooperate, give full play to their subjective initiative, and cultivate their cooperative learning ability and innovative thinking. The teacher’s guidance in the process ensures that each group can carry out the task smoothly, and helps students solve problems in time, enhancing their confidence in completing the project. At the same time, combining the project with students’ daily life makes the task more targeted and practical, which is conducive to cultivating students’ sense of responsibility. Step 4: Project Design and Improvement (Group Collaboration and Drafting) On the basis of group discussion, each group starts to draft the project design plan. The teacher assigns different roles to each member of the group to ensure the efficiency of cooperation: one student is responsible for writing the Project Goal and Expected Effects, one student is responsible for writing the Implementation Steps, one student is responsible for sorting out the Advantages and Possible Problems, and the remaining students are responsible for checking the language and logic, and putting forward modification suggestions. During the drafting process, the teacher continues to walk around to guide, focusing on checking whether the students use the learned vocabulary and sentence patterns correctly, whether the project design is feasible, and whether the logic is clear. After the groups complete the first draft of the project plan, the teacher organizes a “group mutual evaluation” activity. Each group exchanges their project plans with another group, and evaluates the other group’s plan from three aspects: feasibility, language expression and logic. The teacher provides an evaluation form with specific evaluation criteria, such as “Whether the project goal is clear”, “Whether the implementation steps are feasible”, “Whether the vocabulary and sentence patterns are used correctly”. After the mutual evaluation, each group modifies and improves their own project plan according to the evaluation suggestions. The teacher provides targeted guidance for groups with major problems in the plan, helping them improve the plan and ensure the quality of the project. Design Intention: Assigning roles in groups helps improve the efficiency of cooperation and let each student participate in the project design, avoiding the phenomenon of some students being absent. The mutual evaluation activity enables students to learn from each other, find their own shortcomings, and improve their critical thinking ability and language evaluation ability. The teacher’s guidance and modification help students improve the quality of the project plan, consolidate the learned language knowledge, and further improve their language competence and thinking quality. Step 5: Project Presentation and Evaluation (Display and Feedback) Each group selects a representative to present their project design plan in English. The presentation time is 3-5 minutes, and the representative needs to clearly introduce the Project Goal, Implementation Steps, Expected Effects and Advantages of the project, and answer the questions raised by other students and the teacher. During the presentation, the teacher asks other students to listen carefully, take notes, and prepare to ask questions and evaluate. After each group’s presentation, the teacher organizes the evaluation. First, other students give evaluations, focusing on the feasibility of the project, the fluency and accuracy of English expression, and the clarity of the presentation. Then, the teacher makes a summary evaluation: affirming the advantages of each group’s project, such as novel ideas, feasible plans and fluent expression, and pointing out the areas that need improvement, such as incorrect use of vocabulary and sentence patterns, unclear logic, or insufficient feasibility of the project. The teacher also gives targeted suggestions for improvement, such as “You can use more complex sentence patterns to make your presentation more vivid” or “You need to further refine the implementation steps to make the project more operable”. After all groups finish their presentations, the teacher selects the “Best Project Design” and “Best Presenter” according to the evaluation results, and gives appropriate praise and encouragement to stimulate students’ learning enthusiasm. At the same time, the teacher summarizes the key points of project design and language expression, emphasizing that when designing a project, we should combine reality, be feasible and targeted, and when expressing in English, we should use vocabulary and sentence patterns flexibly and ensure the clarity and fluency of expression. Design Intention: Project presentation is an important link to test students’ language expression ability and project design ability. It enables students to show their learning achievements, enhance their confidence in speaking English, and improve their oral expression ability. The evaluation link, including student mutual evaluation and teacher evaluation, helps students comprehensively understand their own advantages and shortcomings, and improve their critical thinking ability and language evaluation ability. Praise and encouragement can stimulate students’ learning enthusiasm and cultivate their learning ability and sense of achievement. Step 6: Summary and Extension (Consolidation and Application) First, the teacher summarizes the whole class: reviews the core vocabulary, phrases and sentence patterns learned in this class, and combs the process of project design, emphasizing that project design requires teamwork, practicality and feasibility, and English expression requires accuracy, fluency and clarity. Then, the teacher guides students to reflect on their own performance in this class: “What have you learned in this class? What difficulties have you encountered? How did you solve them? What can you do better next time?” Invite 2-3 students to share their reflections, helping students sort out their learning experience and improve their learning ability. Next, the teacher arranges the extension task: each group revises and improves their project design plan according to the evaluation suggestions in class, and writes a 150-200 word English report to introduce their project in detail. At the same time, the teacher encourages students to practice the project in real life if possible, such as carrying out the food conservation project in the school canteen, or carrying out the energy conservation publicity in the community, and records the process and effects of the practice, which will be shared in the next class. Design Intention: The summary link helps students consolidate the knowledge and skills learned in class, sort out the learning context, and deepen their understanding of the unit theme. The reflection link enables students to self-evaluate and self-improve, cultivating their learning ability and reflective thinking. The extension task not only consolidates students’ language expression ability, but also connects classroom learning with real life, enabling students to apply the learned knowledge to practice, which is conducive to cultivating their sense of social responsibility and practical ability, and further improving their four-dimensional 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 $