Unit 4 Law and order-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第二册

Unit 4 Law and order-Welcome to the unit 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master basic vocabulary and expressions related to law and order, and initially use them to talk about legal phenomena and personal views. Thinking Quality: Guide students to analyze legal cases rationally, develop critical thinking and logical reasoning ability. Cultural Awareness: Help students understand the significance of the rule of law in different societies and cultivate respect for laws and social norms. Learning Ability: Encourage students to actively participate in group discussions and independent exploration, and improve their ability to learn and use English in legal themes. 2. 教学重难点 Key Points: Master core vocabulary such as crime, law, punishment, dispute and common expressions about legal issues; be able to carry out simple conversations about law and order. Difficult Points: Correctly use legal-related vocabulary and sentence patterns in practical communication; accurately express personal views on legal phenomena with clear logic and appropriate language. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a question: “Have you ever seen someone break the rules in daily life? For example, running a red light, littering or cheating in exams?” After asking, the teacher gives students 2 minutes to think and then invites 3-4 students to share their experiences and feelings. Then, the teacher shows some pictures on the screen, including scenes of obeying traffic rules, signing contracts, and police maintaining public order, and asks: “What do these pictures have in common?” Guide students to realize that all these behaviors are related to “rules” and “order”. Finally, the teacher naturally leads to the theme of the unit: “Today we will start to learn Unit 4 Law and order, and explore the importance of law and order in our lives and how we should abide by laws.” Design Intention: The lead-in activity is closely connected with students’ daily life, which can quickly arouse students’ interest and enthusiasm for learning. By asking questions and showing pictures, students can initially perceive the connection between “rules” and “law and order”, lay a foundation for the subsequent learning, and also cultivate students’ ability to observe and summarize daily life phenomena. At the same time, the simple English questions can help students adapt to the English teaching environment quickly and mobilize their existing language knowledge reserve. Step 2: Vocabulary Preview (Vocabulary Input) First, the teacher presents 10 core vocabularies related to the unit on the screen, including crime, law, punishment, dispute, enforce, innocent, guilty, abolish, amend, bullying. For each word, the teacher pronounces it clearly twice, and asks students to follow along to ensure that students master the correct pronunciation. Then, the teacher explains the meaning of each word with simple English and combines it with simple examples to help students understand. For example, when explaining “crime”, the teacher says: “Crime is an illegal act that harms society, such as theft and murder.” When explaining “innocent”, the teacher says: “If someone is innocent, it means he or she did not do the bad thing.” After explaining all the words, the teacher organizes a “word matching” activity. The teacher divides students into groups of 4, and distributes word cards and meaning cards to each group. Students need to match the words with their correct meanings within 3 minutes. After the activity, the teacher checks the results, corrects the wrong matches, and explains the easily confused words again, such as the difference between “innocent” and “guilty”, and the usage of “enforce” and “amend”. Finally, the teacher asks students to make simple sentences with 3 of the words, and invites some students to share their sentences in class, and gives appropriate comments and guidance. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabularies before formal teaching can help students reduce the difficulty of subsequent listening and speaking activities. The combination of pronunciation, explanation and examples makes it easier for students to understand and remember words. The group matching activity increases the interactivity of vocabulary learning, avoids the tediousness of mechanical memory, and cultivates students’ cooperative learning ability. Asking students to make sentences can test their mastery of words and lay a foundation for the subsequent language application. Step 3: Theme Exploration (Listening and Speaking Practice) Activity 1: Listening Comprehension The teacher tells students: “Now we will listen to a short conversation between two students, Tom and Lucy. They are talking about some legal problems in daily life. Please listen carefully and answer the following questions.” Then, the teacher plays the recording twice. The first time, students listen to get the general idea of the conversation; the second time, students listen carefully to answer the specific questions: 1. What problem are Tom and Lucy talking about? 2. What does Tom think of the problem? 3. What suggestion does Lucy put forward? After listening, the teacher invites students to answer the questions one by one, and checks the answers. For the wrong answers, the teacher plays the relevant part of the recording again to help students find the correct information. Then, the teacher plays the recording again, and asks students to follow the recording to read aloud, paying attention to the intonation and emotion in the conversation. Finally, the teacher asks students to role-play the conversation in pairs, and walks around the classroom to give guidance to students who have difficulties in pronunciation and expression. Design Intention: Listening comprehension is an important part of language ability training. The short conversation closely related to the theme of law and order can help students further understand the application of legal vocabulary in actual communication. Listening twice, from general idea to specific details, conforms to the law of listening learning and helps students improve their listening ability step by step. Role-playing can not only consolidate students’ mastery of the conversation content, but also improve their oral expression ability and cooperative learning ability. Activity 2: Group Discussion The teacher divides students into groups of 5, and puts forward the discussion topic on the screen: “What are the common illegal behaviors around us? What harm do these behaviors bring to society? What should we do to stop these behaviors?” Before the discussion, the teacher gives students 5 minutes to think independently and list their own views. Then, students start group discussion. During the discussion, each student should express their own views, and other students should listen carefully and put forward their own opinions. The teacher walks around the classroom, observes the discussion situation of each group, and gives appropriate guidance when students have difficulties in expression or deviate from the topic. For example, if a student does not know how to express “bullying”, the teacher can remind them of the vocabulary they just previewed. After the discussion, each group selects a representative to share the group’s views in class. The representative should briefly introduce the common illegal behaviors summarized by the group, their harms and solutions. After each representative’s sharing, the teacher gives positive comments, affirms the advantages of the group, and puts forward appropriate suggestions for improvement. For example, if a group only lists illegal behaviors but does not explain their harms, the teacher can ask: “Can you tell us what bad effects these behaviors will bring to our life?” Design Intention: Group discussion is an effective way to cultivate students’ critical thinking and cooperative learning ability. The discussion topic is closely related to students’ daily life, which can stimulate students’ desire to express and make them actively participate in the activity. Independent thinking before discussion can help students sort out their own ideas and lay a foundation for effective discussion. The teacher’s guidance can help students solve the difficulties in expression and ensure the smooth progress of the discussion. Sharing and commenting can not only let students learn from each other, but also improve their oral expression ability and logical thinking ability. Activity 3: Situation Simulation The teacher sets up two specific situations on the screen: Situation 1: You see a classmate being bullied by other students in the school. What will you do? Situation 2: You find someone littering in a public place and refusing to stop when you remind them. What will you do? The teacher divides students into two groups, and each group is responsible for one situation. Students in each group need to design a short scene according to the situation, and perform it in class. Before the performance, students have 10 minutes to discuss and arrange the plot, characters and lines. The teacher walks around to give guidance, helping students design reasonable plots and use the legal vocabulary and expressions they have learned. After the preparation, each group performs their scene in turn. After the performance, the teacher invites other students to comment on the performance, including the rationality of the plot, the appropriateness of the language and the performance effect. Then, the teacher makes a summary, affirms the efforts of each group, and emphasizes the correct way to deal with such situations in real life, guiding students to establish the awareness of abiding by laws and protecting themselves and others. For example, when commenting on Situation 1, the teacher says: “When we see someone being bullied, we should not stand by. We can ask teachers for help or call the police, which is the correct way to protect others and abide by the law.” Design Intention: Situation simulation combines language learning with practical application, which can make students apply the legal vocabulary and expressions they have learned to specific situations, and improve their comprehensive language application ability. Designing and performing scenes can stimulate students’ creativity and enthusiasm for participation, and also cultivate their cooperative ability and performance ability. Commenting and summarizing can help students further clarify the correct way to deal with legal problems in daily life, and strengthen their awareness of abiding by laws and social responsibility. Step 4: Summary and Extension (Consolidation and Application) Summary The teacher invites students to summarize what they have learned in this class. First, ask 2-3 students to share their gains, such as the core vocabulary they have mastered, the views on law and order, and the skills of talking about legal issues. Then, the teacher makes a comprehensive summary: “In this class, we have previewed the core vocabulary related to law and order, listened to a conversation about legal problems, discussed common illegal behaviors around us, and performed situation simulations. We have not only mastered some basic language knowledge, but also understood the importance of law and order in our lives. We should abide by laws and rules, and protect ourselves and others.” Design Intention: Letting students summarize independently can help them sort out the knowledge they have learned in this class, deepen their understanding and memory, and improve their ability to summarize and sort out knowledge. The teacher’s comprehensive summary can help students form a systematic knowledge framework and clarify the key points of this class, laying a foundation for the subsequent learning of the unit. Extension The teacher puts forward two extension tasks for students: 1. After class, find a news report about legal issues, read it carefully, and write a short comment (about 50 words) to express your own views. 2. Discuss with your family members about the importance of abiding by laws, and share the discussion results in the next class. Before ending the class, the teacher emphasizes: “Law and order are closely related to our daily life. We should pay more attention to legal issues in our life, constantly improve our legal awareness, and become a law-abiding citizen.” Design Intention: The extension tasks combine classroom learning with after-class life, which can help students consolidate the knowledge they have learned in class and apply it to practical life. Finding news reports and writing comments can improve students’ reading and writing ability, and also let them pay more attention to social legal phenomena. Discussing with family members can expand the scope of learning and strengthen the communication between students and family members, so that students can deeply understand the importance of abiding by laws in life. Step 5: Feedback and Evaluation (Teaching Feedback) During the whole teaching process, the teacher conducts timely feedback and evaluation on students’ performance. In the vocabulary preview link, the teacher evaluates students’ mastery of words through word matching and sentence making, and corrects the wrong usage in time. In the listening and speaking activities, the teacher evaluates students’ listening ability, oral expression ability and cooperative learning ability through their answers, discussions and performances, and gives positive encouragement and guidance. After class, the teacher checks students’ extension tasks, understands their mastery of knowledge and existing problems, and adjusts the teaching plan appropriately for the next class. Design Intention: Timely feedback and evaluation can help students understand their own learning situation, find their own advantages and disadvantages, and adjust their learning methods. Positive evaluation can stimulate students’ learning enthusiasm and confidence, while targeted guidance can help students solve their learning difficulties and improve their learning effect. The feedback after class can help the teacher grasp the teaching effect, optimize the teaching plan, and ensure the smooth progress of the subsequent teaching. Throughout the teaching process, all activities are carried out around the four-dimensional core literacy, focusing on cultivating students’ language ability, thinking quality, cultural awareness and learning ability. The teaching design is closely connected with students’ daily life, and adopts various teaching methods such as group discussion, situation simulation and role-playing to make the teaching process more vivid and interesting, and fully mobilize students’ enthusiasm and initiative in learning. At the same time, the design of each link pays attention to the connection and gradient of knowledge, which helps students master knowledge and improve ability step by step. 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 $