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

Unit 4 Law and order-Reading 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master core legal vocabulary such as “code”, “abolish”, “amend” and complex sentences about legal evolution, and improve their ability to read and understand expository texts on legal themes. Cultural Awareness: Help students understand the origin and development of global legal systems, recognize the differences between civil law and common law, and cultivate respect for diverse legal cultures. Thinking Quality: Guide students to analyze the logical structure of the text, explore the reasons for legal evolution, and develop critical thinking and logical reasoning abilities. Learning Ability: Equip students with reading strategies such as skimming and scanning, and cultivate their abilities of independent learning, cooperative inquiry and knowledge transfer. 2. 教学重难点 Key Points: Master the core vocabulary and phrases related to law and legal systems; understand the origin of law, the characteristics of ancient law codes, the ways of legal evolution and the differences between civil law and common law; grasp the expository structure of the text. Difficult Points: Understand the deep meaning of legal evolution and its connection with social development; accurately analyze long and difficult sentences in legal texts; use legal knowledge and language to express personal views on legal issues. 教学过程 Pre-reading Activity 1: Lead-in by Real-life Situations The teacher starts the class with real-life legal scenarios: “Good morning, everyone. Have you ever seen a traffic light? What will happen if we run a red light? And if someone steals others’ things, what consequences will he or she face?” After asking these questions, the teacher invites 2-3 students to share their answers. Then the teacher summarizes: “All these behaviors are regulated by law. Law is everywhere in our life, protecting our rights and maintaining social order. Today, we will learn a passage about the origin, evolution and classification of law, to explore the secrets of law and order.” Design Intention: This activity connects the text content with students’ real life, which can quickly arouse students’ interest in the theme of “law and order”. By asking simple and practical questions, it lowers the threshold of students’ understanding, activates their existing life experience and relevant knowledge, and lays a good emotional and cognitive foundation for the subsequent reading teaching. At the same time, it naturally leads to the core topic of the reading text, realizing the smooth transition from real life to text learning. Activity 2: Vocabulary Preview The teacher presents the core vocabulary of the text on the screen, including nouns (code, civilization, legislature, conflict), verbs (abolish, amend, implement, resolve), and phrases (date back to, be grounded in, amount to). For each word and phrase, the teacher provides simple and easy-to-understand English explanations and example sentences related to legal scenarios, instead of direct Chinese translations. For example, for “code”, the teacher explains: “A code is a set of laws or rules that are written down and used in a particular country or society.” And gives an example: “The Code of Hammurabi is one of the most famous ancient law codes.” Then, the teacher asks students to read the words and example sentences aloud in pairs, and checks their pronunciation and understanding randomly. Design Intention: Previewing core vocabulary before reading can help students remove language obstacles in the process of reading. Using English explanations and legal-related example sentences is in line with the requirements of immersive English teaching, which can not only help students master the meaning and usage of words in context, but also implicitly infiltrate legal knowledge, laying a solid language foundation for their smooth reading and understanding of the text. Pair reading and random checking can ensure that every student participates in the activity and improve the efficiency of vocabulary preview. Activity 3: Predict the Text Content The teacher shows the title of the reading text “The rules of law” and the first sentence of the text “Have you ever wondered when and where the law originated?” to the students. Then asks: “According to the title and the first sentence, what do you think the passage will talk about? You can discuss in groups of 4 and list 2-3 possible contents.” After 3 minutes of group discussion, each group sends a representative to share their predictions, such as “the origin of law”, “the development of law”, “different kinds of law” and so on. The teacher writes down the students’ predictions on the blackboard and says: “Let’s read the passage carefully to check whether your predictions are correct.” Design Intention: Predicting the text content before reading is an important reading strategy. It can stimulate students’ reading motivation, make students read with clear goals, and improve their reading efficiency. Group discussion can cultivate students’ cooperative learning ability, and encourage students to express their views boldly. At the same time, the teacher’s guidance can help students form a preliminary framework of the text, which is conducive to their grasp of the overall structure of the text in the subsequent reading process. While-reading Activity 1: Skimming for the Main Idea The teacher asks students to read the whole passage quickly without stopping at new words or difficult sentences, and answer two questions: 1. What is the main topic of the passage? 2. How is the passage structured? After students finish reading, the teacher invites several students to share their answers. Then the teacher summarizes: “The main topic of the passage is the origin, evolution and classification of law. The passage is an expository text, which is structured in a logical way: first introducing the origin of law, then talking about the evolution of law, and finally introducing the two main types of global legal systems.” At the same time, the teacher helps students sort out the structure of the text and writes it on the blackboard: Origin of law → Evolution of law → Classification of legal systems. Design Intention: Skimming is a basic reading strategy that helps students grasp the main idea and overall structure of the text quickly. By setting simple and targeted questions, it guides students to focus on the key information of the text, avoid being distracted by details, and cultivate their ability to extract the main idea. Summarizing the structure of the text by the teacher can help students form a clear cognitive framework of the text, which lays a foundation for the detailed reading of each part later. Activity 2: Scanning for Specific Information The teacher divides the text into three parts according to its structure, and asks students to read each part carefully and find specific information to complete the following tasks: Part 1 (Paragraph 1): Answer the questions: 1. When and where did the law originate? 2. Why was the concept of law born? Part 2 (Paragraph 2): Fill in the blanks: The oldest discovered law code is ________, which dates back to about ________ years ago. The Code of Hammurabi was composed around ________ years later, and it was among the first to implement the concept “________”. Part 3 (Paragraphs 3-4): Complete the table: Ways of legal evolution | Examples; Types of legal systems | Features | Countries/Regions that adopt it After students finish the tasks independently, the teacher organizes students to check the answers in pairs. For the key and difficult points, such as the examples of legal evolution and the differences between civil law and common law, the teacher explains them in detail, and asks students to mark the relevant sentences in the text. Design Intention: Scanning is a strategy to find specific information quickly. Dividing the text into parts and setting different types of tasks (questions, filling in the blanks, completing the table) can make the tasks more targeted, help students extract specific information accurately, and deepen their understanding of each part of the text. Independent completion of tasks can cultivate students’ independent learning ability, while pair checking can help students find their own mistakes and learn from each other, improving the efficiency of learning. The teacher’s detailed explanation of key and difficult points can help students solve doubts in time and master the core content of the text. Activity 3: Close Reading for Language and Logic 1. Sentence Analysis: The teacher selects several long and difficult sentences in the text for analysis, helping students understand the structure and meaning of the sentences. For example, “Another one discovered, the Code of Hammurabi, was composed around 300 years later, which is one of the longest, best-organized and best-preserved legal texts.” The teacher analyzes: “This is a complex sentence. The main clause is ‘The Code of Hammurabi was composed around 300 years later’; ‘Another one discovered’ is an appositive phrase, modifying ‘The Code of Hammurabi’; ‘which is one of the longest, best-organized and best-preserved legal texts’ is a non-restrictive attributive clause, modifying ‘The Code of Hammurabi’.” Then, the teacher asks students to read the sentence aloud and try to translate it into English orally. In addition, the teacher guides students to pay attention to the transitional words in the text, such as “hence”, “besides”, “notably”, and analyzes their functions in connecting the context and promoting the logical development of the text. 2. Logical Analysis: The teacher guides students to discuss in groups: “Why do laws evolve? What is the relationship between legal evolution and social development?” After group discussion, each group shares their views. The teacher summarizes: “Societies constantly transform, so legal systems must respond accordingly to ensure laws remain relevant. Legal evolution (abolishing outdated laws, amending current laws, making new laws) is to adapt to the changes of society, which reflects the progress of society. At the same time, legal systems tend to remain relatively stable to maintain social order.” Design Intention: Close reading is the key link to improve students’ language competence and thinking quality. Analyzing long and difficult sentences can help students break through language difficulties, master the structure of complex sentences, and improve their ability to understand and use English. Analyzing transitional words can help students grasp the logical structure of the text and improve their ability to analyze the text’s logic. Group discussion on the relationship between legal evolution and social development can guide students to think deeply, develop their critical thinking and logical reasoning abilities, and realize the integration of language learning and thinking training. Post-reading Activity 1: Text Retelling The teacher asks students to retell the passage with the help of the text structure and key information on the blackboard. The requirements are: 1. Use the core vocabulary and phrases learned in the text; 2. Keep the logical structure of the text clear; 3. Express fluently and accurately. Students can retell the passage individually, in pairs or in groups. The teacher selects 2-3 students to retell in front of the class, and gives comments and guidance, focusing on evaluating whether students use the core vocabulary correctly, whether the logical structure is clear, and whether the expression is fluent. For the deficiencies, the teacher corrects them in time and encourages students to improve. Design Intention: Text retelling is an effective way to consolidate the text content and improve students’ oral expression ability. With the help of the text structure and key information, it can reduce the difficulty of retelling, help students sort out the text content again, and deepen their memory of the core vocabulary and key information. Individual, pair and group retelling can meet the needs of different students, ensure that every student participates in the activity, and improve their oral expression ability and language organization ability. The teacher’s comments and guidance can help students find their own deficiencies and improve their language expression level. Activity 2: Group Discussion and Presentation The teacher puts forward the discussion topic: “With the development of technology and society, what new laws do you think our country needs to make? Why? Please combine the content of the text and your own life experience to discuss.” Then, the teacher divides students into groups of 4-5, and gives them 5 minutes to discuss. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when necessary. After the discussion, each group sends a representative to make a presentation in front of the class, and the presentation time is 2-3 minutes. After each group’s presentation, other students can ask questions or put forward their own views. Finally, the teacher makes a summary, affirming the students’ positive performance and valuable views, and guiding students to realize that laws are closely related to social development and people’s life. Design Intention: Group discussion and presentation can cultivate students’ cooperative learning ability, oral expression ability and critical thinking ability. The discussion topic is closely related to the text content and real life, which can stimulate students’ thinking, guide them to apply the legal knowledge and language learned in the text to practice, and realize the transfer and application of knowledge. The teacher’s guidance and summary can help students deepen their understanding of the theme of the text, and cultivate their sense of social responsibility and legal awareness. Activity 3: Vocabulary and Sentence Consolidation 1. Vocabulary Exercise: The teacher designs fill-in-the-blank exercises using the core vocabulary and phrases of the text. For example: (1) The new law will ________ (abolish) some outdated regulations. (2) The tradition of respecting the elderly is deeply ________ (grounded in) our culture. (3) The accident ________ (amount to) a serious crime. Students complete the exercises independently, and then the teacher checks the answers and explains the key points. 2. Sentence Making: The teacher asks students to make sentences using the long and difficult sentence structures analyzed in the close reading link. For example, ask students to make a sentence using the non-restrictive attributive clause. Students make sentences independently, then share their sentences in pairs, and the teacher selects some excellent sentences to display on the screen and give comments. Design Intention: Vocabulary and sentence consolidation exercises can help students consolidate the language knowledge learned in the class, master the usage of core vocabulary and sentence structures, and improve their ability to use language accurately. Independent completion, pair sharing and teacher’s comments can ensure the effectiveness of consolidation, and help students apply the language knowledge learned to practical writing and expression, laying a foundation for their future English learning. Activity 4: Summary and Homework 1. Summary: The teacher leads students to summarize the content of the class together: “Today, we learned a passage about the origin, evolution and classification of law. We mastered the core vocabulary and phrases related to law, grasped the structure and key information of the text, and discussed the new laws needed in society. Through this class, we not only improved our English reading and expression ability, but also understood the importance of law in social life.” 2. Homework: (1) Read the passage aloud for 15 minutes every day, and recite the key paragraphs (Paragraphs 2 and 3). (2) Write a short passage of 100-120 words about “The Importance of Law in Our Life”, using the core vocabulary and phrases learned in the class. (3) Surf the Internet to find one ancient law code (except the ones mentioned in the text) and write a short introduction of it in English (about 50 words). Design Intention: Summarizing the class content can help students sort out the knowledge learned in the class, form a systematic knowledge structure, and deepen their memory. The homework is designed hierarchically: reading and reciting can consolidate the text content and language knowledge; writing a short passage can improve students’ writing ability and apply the language knowledge learned; surfing the Internet to find information and write an introduction can cultivate students’ autonomous learning ability and expand their knowledge of legal culture, which is in line with the requirements of core literacy training. 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 $