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

Unit 4 Law and order-Grammar and composition 教学目标和重难点 1. 教学目标 Language Competence: Master the differences between formal and informal language styles, and be able to apply appropriate language styles in legal-related writing and communication. Cultural Awareness: Understand the characteristics of legal language in different cultural contexts and enhance cross-cultural communication ability in legal scenarios. Thinking Quality: Cultivate critical thinking and logical reasoning ability through analyzing legal cases and organizing writing ideas. Learning Ability: Develop autonomous learning and cooperative inquiry ability by participating in interactive activities and independent writing practice. 2. 教学重难点 Key Points: Grasp the grammatical features of formal and informal language styles (such as sentence structure, voice, and vocabulary) in legal contexts; master the basic structure and writing skills of legal-related short essays (e.g., argumentative essays on legal issues). Difficult Points: Flexibly use appropriate language styles according to different legal communication scenarios; integrate legal knowledge and language expression organically in writing to ensure logical rigor and language formality. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme Entry The teacher starts the class by showing two short dialogues on the screen. Dialogue 1: "Hi, Tom. Did you hear about the theft case near our school? The police caught the thief yesterday!" Dialogue 2: "Dear Sir/Madam, I am writing to report a theft incident that occurred near our school. The suspect has been apprehended by the police." Then the teacher asks students two questions: "What are the two dialogues about?" "What differences do you find between them in terms of language expression?" After students discuss in pairs for a few minutes, the teacher invites several groups to share their findings. Students may point out that Dialogue 1 is more casual, uses simple sentences and colloquial language, while Dialogue 2 is more formal, with polite expressions and complete sentence structures. On this basis, the teacher summarizes: "These two dialogues reflect two different language styles in English—informal and formal styles. In our daily life, we use informal style when talking with friends, but in formal occasions such as legal reports, letters, and official documents, we need to use formal style. Today, we will focus on learning the differences between formal and informal language styles and applying them in legal-related writing, which is closely related to our unit theme 'Law and Order'." Design Intention: By presenting two contrasting dialogues closely related to the unit theme of "Law and Order", students can intuitively perceive the differences between formal and informal language styles. This not only activates students' prior knowledge of language styles but also connects the grammar content with the unit theme, laying a foundation for the subsequent learning of legal language characteristics. At the same time, pair discussion can stimulate students' participation and cultivate their cooperative learning ability. Grammar Presentation: Explore the Characteristics of Formal and Informal Language Styles First, the teacher divides students into groups of 4 and distributes learning materials. The materials include two passages: one is an informal conversation between two students about a traffic violation case, and the other is a formal report on the same traffic violation case written by a police officer. The teacher asks students to read the passages carefully and complete the following tasks in groups: (1) Underline the words and phrases that reflect formal or informal styles in the two passages. (2) Compare the sentence structures of the two passages and summarize the differences. (3) Discuss the reasons why different language styles are used in the two passages. During the group discussion, the teacher walks around the classroom, observes students' discussion status, and provides appropriate guidance when students encounter difficulties. For example, if students cannot distinguish formal and informal vocabulary, the teacher can prompt them to pay attention to the difference between "got a ticket" (informal) and "was issued a fine" (formal), or "tell" (informal) and "inform" (formal). If students have problems analyzing sentence structures, the teacher can guide them to find that informal passages often use simple sentences, active voice, and contractions (e.g., don't, can't), while formal passages often use complex sentences, passive voice, and subordinate clauses. After the discussion, the teacher organizes a class sharing session. Each group sends a representative to report their findings, and the teacher supplements and summarizes systematically. The key points of the summary are as follows: (1) Vocabulary difference: Informal style uses colloquial words, contractions, and phrasal verbs (e.g., chat, hang out, figure out), while formal style uses formal words, abstract nouns, and academic vocabulary (e.g., communicate, assemble, determine). (2) Sentence structure difference: Informal style tends to use simple sentences, short sentences, and active voice; formal style often uses complex sentences (including attributive clauses, adverbial clauses, etc.), long sentences, and passive voice to enhance objectivity and formality. (3) Context difference: Informal style is suitable for daily conversations, personal letters, and other casual occasions; formal style is applicable to legal documents, official reports, academic papers, and other formal occasions, especially in legal contexts, formal language can reflect the seriousness and authority of the law. Then, the teacher combines the unit theme "Law and Order" and gives more examples of legal language to deepen students' understanding. For example, in legal documents, we often use "shall" instead of "will" to express obligations and requirements, such as "The defendant shall appear in court on time"; we use "hereinafter referred to as" to simplify expressions, such as "The plaintiff, hereinafter referred to as Party A"; we also use passive voice to emphasize the object of the action, such as "The contract was signed by both parties". The teacher explains the usage of these expressions and asks students to read them aloud to feel the formality of legal language. Design Intention: Adopting the group inquiry learning method allows students to explore the characteristics of formal and informal language styles independently, which is more conducive to deepening their understanding than passive acceptance of knowledge. The selection of materials closely related to traffic violation cases combines grammar learning with the unit theme of "Law and Order", making the grammar knowledge more practical. The teacher's guidance and summary can help students sort out the knowledge systematically, and the additional legal language examples can lay a foundation for the subsequent writing practice. Grammar Practice: Consolidate Knowledge and Improve Application Ability This link is divided into three levels of practice, from basic to difficult, to help students consolidate the learned grammar knowledge and improve their ability to apply formal and informal language styles flexibly. Level 1: Vocabulary Conversion. The teacher presents a list of words and phrases on the screen, including both informal and formal forms (e.g., ask → request, help → assist, important → significant, get → obtain, don't → do not). Students are asked to complete the exercise individually: convert the informal words and phrases in the following sentences into formal ones. For example: 1. The police asked the witness to provide evidence. (convert "asked" to "requested") 2. This case is very important for our investigation. (convert "very important" to "of great significance") After students finish the exercise, the teacher checks the answers in class, explains the key and difficult points, and emphasizes the applicable scenarios of formal vocabulary, especially in legal contexts. Level 2: Sentence Transformation. The teacher provides several informal sentences related to legal cases and asks students to transform them into formal sentences. For example: 1. The thief stole a lot of money from the bank. (transform into passive voice: A lot of money was stolen from the bank by the thief.) 2. We think the defendant is innocent. (transform into complex sentence: We hold the opinion that the defendant is innocent.) Students complete the exercise in pairs, then exchange their answers with another group, and finally the teacher selects several typical answers for comment, pointing out the advantages and areas for improvement. For example, if a student transforms "The police will catch the criminal soon" into "The criminal will be caught by the police soon", the teacher should affirm the correct use of passive voice and remind students that in formal legal language, "shall" can be used instead of "will" to enhance formality: "The criminal shall be caught by the police soon". Level 3: Contextual Application. The teacher sets up two scenarios: Scenario 1: You are talking with your friend about a neighbor who was accused of theft. Scenario 2: You are writing a letter to the police to report the theft case of your neighbor. Students are asked to write 3-5 sentences for each scenario, using appropriate language styles. After students finish writing, the teacher invites several students to read their works aloud, and the whole class comments on whether the language style is appropriate, whether the vocabulary and sentence structure are correct. The teacher summarizes the common problems and gives guidance, such as reminding students to use informal language (colloquial words, simple sentences) in Scenario 1 and formal language (formal vocabulary, passive voice, complex sentences) in Scenario 2, and pay attention to the politeness of the language in the letter to the police. Design Intention: The three-level practice is designed according to the principle of "from easy to difficult", which conforms to the law of students' cognitive development. The basic level of vocabulary conversion helps students master the corresponding relationship between formal and informal vocabulary; the intermediate level of sentence transformation enables students to apply the knowledge of sentence structure and voice to practice; the advanced level of contextual application connects grammar knowledge with practical scenarios, especially legal-related scenarios, which not only consolidates the learned knowledge but also improves students' ability to use language flexibly, laying a solid foundation for the subsequent composition teaching. Composition Guidance: Connect Grammar and Theme, Master Writing Skills First, the teacher introduces the writing task of this lesson: Write an argumentative essay of about 150 words on the topic "Should teenagers be tried as adults for serious crimes?" The teacher explains the requirements of the essay: (1) Clearly state your point of view (agree or disagree). (2) List 2-3 reasons to support your point of view, combined with simple legal knowledge or real cases. (3) Use formal language style, pay attention to the logical connection between paragraphs, and ensure the rigor of the argument. (4) Correctly use the formal vocabulary, complex sentences, and passive voice learned in this lesson. Then, the teacher guides students to analyze the topic and sort out the writing ideas. First, ask students to discuss in groups: "What are the advantages and disadvantages of trying teenagers as adults for serious crimes?" "What legal knowledge or cases can support your point of view?" During the discussion, the teacher guides students to think from multiple perspectives, such as the physical and mental characteristics of teenagers, the purpose of legal punishment, and social impact. For example, students who agree may put forward reasons such as "Serious crimes committed by teenagers cause great harm to society, and trial as adults can deter potential crimes"; students who disagree may argue that "Teenagers are not yet mentally mature, and they should be given more opportunities for education and correction, rather than severe punishment". After the discussion, the teacher helps students sort out the basic structure of the argumentative essay: (1) Introduction: Clearly state the topic and your point of view. (2) Body: List 2-3 reasons to support your point of view, each reason is supported by specific examples or legal basis. (3) Conclusion: Summarize your point of view, and put forward suggestions or prospects if necessary. At the same time, the teacher emphasizes the application of formal language in the essay: avoid using colloquial words and contractions, properly use formal vocabulary (e.g., commit crimes, deterrent, rehabilitation, legal liability), use complex sentences to connect ideas (e.g., although, because, therefore), and use passive voice to enhance objectivity (e.g., Teenagers who commit serious crimes are often influenced by their family environment). Next, the teacher presents a model essay on the topic. The model essay clearly states the point of view (disagreeing that teenagers should be tried as adults for serious crimes), lists two reasons: 1. Teenagers are in the period of physical and mental development, and their ability to distinguish right from wrong is not yet mature; 2. The purpose of the law is not only to punish crimes but also to educate and correct criminals, and trying teenagers as adults is not conducive to their rehabilitation. The model essay uses a lot of formal vocabulary and complex sentences, such as "It is inappropriate to try teenagers as adults for serious crimes because they are not mentally mature enough to fully understand the consequences of their actions" and "The law should focus on the rehabilitation of teenage criminals rather than severe punishment, which can help them return to society and become useful people". The teacher analyzes the structure, language style, and argumentation methods of the model essay with students, and emphasizes how to apply the grammar knowledge learned in this lesson to the essay, such as the use of formal vocabulary, passive voice, and complex sentences. Then, the teacher invites students to put forward questions about the writing task, such as "How to find appropriate examples to support the point of view?" "How to ensure the logical connection between paragraphs?" The teacher answers the questions one by one and gives specific guidance. For example, for finding examples, the teacher suggests that students can combine the cases they have heard or read, or use the legal knowledge learned in the unit; for logical connection, the teacher recommends using transition words and phrases such as "firstly, secondly, finally", "in addition", "however", "therefore" to connect paragraphs and sentences. Design Intention: The writing task is closely related to the unit theme of "Law and Order" and the grammar content learned in this lesson, realizing the integration of grammar and composition. Group discussion helps students broaden their thinking and find sufficient reasons to support their point of view. The analysis of the model essay enables students to have a clear understanding of the writing requirements and skills, and the teacher's guidance on common problems can help students avoid mistakes in writing, improve their writing ability, and at the same time cultivate their logical reasoning ability and critical thinking ability. Composition Practice: Independent Writing and Peer Evaluation Students start independent writing according to the writing task and requirements. During the writing process, the teacher walks around the classroom, provides individual guidance for students who have difficulties, such as helping students sort out writing ideas, modifying inappropriate language expressions, and reminding students to use formal language styles and the grammar knowledge learned. For example, if a student uses the informal phrase "got into trouble" in the essay, the teacher reminds them to replace it with the formal phrase "committed a crime"; if a student only uses simple sentences, the teacher guides them to combine simple sentences into complex sentences to enhance the formality and rigor of the essay. After students finish writing, the teacher organizes peer evaluation. Each student exchanges their essay with a deskmate, and evaluates according to the following evaluation criteria: (1) Is the point of view clear? (2) Are the reasons sufficient and reasonable? (3) Is the language style formal and appropriate? (4) Are the grammar and vocabulary used correctly? (5) Is the logic clear and the structure complete? Students are required to put forward positive comments and suggestions for improvement, such as "Your point of view is clear, but you can add a specific case to support your reason" or "You used a lot of formal vocabulary, but there is a mistake in the use of passive voice, which should be corrected to...". After peer evaluation, students revise their own essays according to the suggestions put forward by their deskmates. The teacher collects several typical essays (including excellent essays and essays with common problems) and comments on them in class. For excellent essays, the teacher affirms their advantages, such as clear point of view, sufficient reasons, correct use of formal language, and logical structure, and asks students to learn from them. For essays with common problems, the teacher points out the existing problems, such as unclear point of view, insufficient reasons, inappropriate language style, or grammar mistakes, and guides students to correct them together. For example, if an essay has the problem of confusing formal and informal language, the teacher points out the specific inappropriate expressions and guides students to modify them into formal language; if an essay has logical confusion, the teacher helps students sort out the writing ideas and adjust the order of paragraphs. Design Intention: Independent writing is an important link to test students' ability to apply grammar and writing skills. Individual guidance from the teacher can help students solve their own problems in time and improve their writing level. Peer evaluation not only can let students learn from each other's strengths and make up for their own shortcomings but also can cultivate their ability to evaluate and modify essays. Class comment by the teacher can help students summarize common problems and key points for attention, further consolidate the writing skills and grammar knowledge learned, and improve the overall writing level of the class. Summary and Extension: Consolidate and Expand Knowledge First, the teacher leads students to summarize the content of this lesson: "In this class, we have learned the differences between formal and informal language styles, including the differences in vocabulary, sentence structure, and applicable scenarios. We have also practiced how to apply these grammar knowledge in legal-related contexts and completed an argumentative essay on legal issues. We should remember that in legal communication and writing, formal language is usually used to reflect the seriousness and authority of the law." Then, the teacher puts forward the extension task: (1) After class, read a legal report or article, underline the formal language expressions in it, and sort out the characteristics of legal language. (2) Revise the essay written in class again, and submit it to the teacher for review. (3) Discuss with your family or friends about a legal issue you are interested in, and try to use the formal language learned in this lesson to express your views. Finally, the teacher makes a conclusion: "Law is an important part of society, and legal language is the carrier of legal communication. Mastering the characteristics of formal legal language and being able to use it flexibly in writing and communication is not only an important part of our English learning but also helpful for us to understand the law and safeguard our own rights and interests. I hope you can continue to consolidate the knowledge learned in this lesson and apply it to practical life." Design Intention: The summary of the lesson helps students sort out the knowledge system of the whole lesson and deepen their understanding of the key points. The extension task connects classroom learning with after-class practice, expands students' learning space, and enables students to further consolidate and apply the grammar and writing knowledge learned. At the same time, the conclusion combines the unit theme of "Law and Order" with students' practical life, enhances the practical significance of learning, and cultivates students' awareness of abiding by the law and using legal knowledge to solve problems. 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 $