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

Unit 4 Law and order-Integrated skills 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master core vocabulary and sentence patterns related to law and order, improve their ability to listen for key information, express views on legal issues in English, and complete comprehensive language tasks such as listening, speaking, reading and writing. Cultural Awareness: Help students understand the differences and commonalities of legal systems in different countries, cultivate the awareness of abiding by laws and respecting rules, and form a correct concept of the rule of law. Thinking Quality: Guide students to analyze legal cases rationally, judge right and wrong from multiple perspectives, and develop critical thinking and logical reasoning abilities. Learning Ability: Cultivate students' ability of autonomous learning, cooperative inquiry and problem-solving, and help them master effective learning strategies in integrated skills practice. 2. 教学重难点 Key Points: Master legal vocabulary (such as enforce, violate, compensation, court) and functional sentence patterns for expressing opinions and putting forward suggestions; accurately obtain key information from listening materials about legal cases; skillfully conduct oral discussions on legal issues and complete written tasks related to legal advice. Difficult Points: Understand the subtle differences in legal expressions in English; flexibly use learned knowledge to analyze practical legal cases and put forward reasonable suggestions; improve the coherence and logic of oral and written expressions in legal contexts. 教学过程 Step 1: Lead-in (Warm-up and Preview Review) The teacher starts the class with a question-and-answer activity: “Have you ever encountered a situation where someone violated the rules around you? What did you do at that time?” Guide students to share their real-life experiences, such as someone running a red light, littering in public places, or cheating in exams. After 3-4 students share their stories, the teacher summarizes: “These behaviors are not only against public rules but also may involve legal issues. Today, we will learn Integrated Skills of Unit 4 Law and Order, and we will improve our comprehensive language ability through listening, speaking, reading and writing related to legal cases.” Then, the teacher presents 10 core vocabulary words of the unit on the screen, including enforce, violate, regulation, compensation, court, innocent, guilty, evidence, punishment, appeal. The teacher asks students to read the words aloud first, then invites individual students to explain the meanings of the words in simple English and make simple sentences. For example, for “violate”, a student can say: “If you run a red light, you violate the traffic rules.” For “compensation”, the teacher can give a hint: “If you damage others’ things, you need to give them money or something else as compensation.” Design Intention: The lead-in links students’ real life with the unit theme, which can arouse students’ interest in learning and activate their prior knowledge about rules and laws. Reviewing core vocabulary before class helps students remove language obstacles in subsequent listening and speaking activities, lays a solid foundation for the smooth development of integrated skills training, and conforms to the principle of gradual learning from easy to difficult. Step 2: Listening Practice (Input and Comprehension) This part includes two listening tasks: listening for gist and listening for details, which are carried out step by step. First, the teacher introduces the background of the listening material: “You will hear a conversation between a reporter and a lawyer. They are talking about a civil case about a car accident. Please listen carefully and find out the main idea of the conversation.” Then, the teacher plays the listening material for the first time. After listening, invite 2-3 students to share their understanding of the main idea. The teacher corrects and summarizes: “The conversation is about a car accident where a driver hit a pedestrian. The lawyer explains the responsibilities of both parties and the possible compensation issues.” Next, it is the listening for details task. The teacher presents the following questions on the screen: 1. What happened to the pedestrian in the accident? 2. Who is responsible for the accident according to the lawyer? 3. What kind of compensation does the pedestrian need? 4. How long will the case possibly take if it goes to court? Then, the teacher plays the listening material twice. The first time, students listen and underline the key information; the second time, they check and supplement the information. After that, the teacher organizes students to discuss the answers in pairs for 2 minutes, then invites groups to report the answers and explains the difficult points in the listening material, such as the sentence “The driver was speeding and failed to stop in time, so he is mainly responsible for the accident.” The teacher analyzes the sentence structure and the meaning of key phrases “speeding” and “fail to do sth.” In addition, the teacher plays the listening material again and asks students to follow along with the audio, imitating the pronunciation and intonation of the speaker, especially the tone of the lawyer when explaining legal issues (serious and professional) and the tone of the reporter when asking questions (polite and curious). After imitation, invite several students to role-play the conversation, and the teacher comments on their performance, focusing on pronunciation, intonation and the accurate use of key vocabulary. Design Intention: Listening practice is carried out in the order of “gist first, then details”, which conforms to the law of listening comprehension and helps students gradually improve their listening ability. The design of pair discussion and role-play not only enables students to consolidate the information obtained from listening but also exercises their oral expression ability. Imitating pronunciation and intonation helps students improve their listening and speaking sense, and lays a foundation for subsequent oral communication activities. At the same time, combining legal cases in listening materials helps students understand the application of legal knowledge in real life and deepen their understanding of the unit theme. Step 3: Speaking Practice (Application and Communication) On the basis of listening practice, the speaking task is carried out, which is divided into two parts: guided discussion and free discussion, to realize the transformation from input to output. First, guided discussion. The teacher presents a specific legal scenario on the screen: “A student borrowed a valuable book from his classmate and promised to return it in a week, but he lost the book carelessly. The classmate asked him to compensate, but he refused, saying that he didn’t do it on purpose. What do you think about this matter? Who is right? What should they do to solve the problem?” The teacher first gives students 3 minutes to think independently and sort out their own views, then divides students into groups of 4 to discuss the scenario. The teacher puts forward specific requirements for the discussion: each student must express their own views, use at least 3 core vocabulary words learned in the unit, and use functional sentence patterns such as “I think...”, “In my opinion...”, “We should...”, “It is necessary to...”. During the group discussion, the teacher walks around the classroom, guides students who have difficulty expressing, helps them organize their language, and reminds students to pay attention to the logic and fluency of their expression. After the group discussion, each group selects a representative to report the group’s views to the whole class. For example, a representative may say: “In our opinion, the student who borrowed the book is responsible for the loss. Although he didn’t do it on purpose, he violated his promise and failed to take good care of the book. He should compensate his classmate, maybe by buying a new book or giving appropriate money as compensation. At the same time, the two students should communicate calmly to solve the problem peacefully instead of arguing.” After each group reports, the teacher makes comments, affirms the advantages of their expression, points out the problems in vocabulary use or sentence structure, and guides students to put forward more reasonable suggestions. Then, free discussion. The teacher expands the topic: “In our daily life, there are many other legal or rule-related issues, such as online fraud, copyright infringement, and not abiding by traffic rules. Please discuss with your group members: What are the harms of these behaviors? What should we do to avoid them? How can we protect our own rights and interests when our rights are infringed?” The group discussion lasts for 5 minutes. During the discussion, students can combine their own life experiences and the knowledge learned in the unit to express their views freely. The teacher encourages students to put forward different opinions and conduct in-depth discussions. For example, when discussing online fraud, students can talk about how to identify online fraud and what to do if they are cheated (such as calling the police, asking for help from parents or teachers). Finally, the teacher invites several students to share their views in the free discussion, and summarizes: “Legal issues are closely related to our daily life. We should abide by laws and rules, learn to protect our own rights and interests, and also respect the rights and interests of others. Through today’s discussion, I hope you can not only improve your oral English expression ability but also establish a strong sense of the rule of law.” Design Intention: The speaking task is designed from guided discussion to free discussion, which conforms to the law of students’ language output and gradually improves the difficulty of oral expression. The specific legal scenarios are close to students’ life, which can stimulate students’ desire to express and make their views more real and specific. Group discussion can cultivate students’ cooperative learning ability and communication ability, and enable students to learn from each other in the discussion. The teacher’s guidance and comments can help students correct their mistakes in time and improve the accuracy and fluency of their oral expression. At the same time, through the discussion of legal issues, students’ awareness of abiding by laws and protecting their rights and interests is strengthened, which realizes the integration of language teaching and value guidance. Step 4: Reading Practice (Deep Understanding and Language Accumulation) The reading material is a short passage about “Teenagers’ Legal Rights and Obligations”, which is closely related to students’ actual situation and the unit theme. The reading task is designed to help students improve their reading ability, accumulate legal vocabulary and sentence patterns, and deepen their understanding of legal knowledge. First, the teacher asks students to read the passage quickly (skimming) and answer the following question: “What is the main idea of the passage?” After students finish reading, invite them to share their answers. The teacher summarizes: “The passage mainly introduces the legal rights and obligations of teenagers, including the right to education, the right to personal safety, and the obligation to abide by laws and respect others.” Then, students read the passage carefully (scanning) and complete the following tasks: 1. Underline the legal rights of teenagers mentioned in the passage and explain their meanings in simple English. 2. Underline the legal obligations of teenagers mentioned in the passage and make sentences with them. 3. Find out the difficult sentences in the passage and discuss with their deskmates to understand their meanings. The teacher gives students 5 minutes to complete the tasks. During this period, the teacher walks around the classroom, helps students solve the difficulties in reading, such as new words, complex sentence structures, etc. For example, the difficult sentence “Teenagers have the right to receive education, and no one can deprive them of this right.” The teacher analyzes the sentence structure: “have the right to do sth.” and “deprive sb. of sth.”, and gives examples to help students understand. After students complete the tasks, the teacher organizes the whole class to check the answers. For the legal rights and obligations, the teacher invites students to read them aloud and explain them, and supplements relevant knowledge appropriately. For example, when talking about the right to education, the teacher can say: “In China, every child has the right to receive nine-year compulsory education. This is protected by law.” For the difficult sentences, the teacher invites students to share their understanding, then explains them in detail, and guides students to read the sentences aloud to master their usage. In addition, the teacher guides students to accumulate useful vocabulary and sentence patterns in the passage, such as “deprive...of...”, “be responsible for...”, “obey the law”, “protect one’s rights and interests”, “It is everyone’s duty to...”. The teacher asks students to write these expressions in their notebooks and make sentences with them, so as to consolidate their memory and improve their ability to use them flexibly. Design Intention: Skimming and scanning training helps students master different reading skills and improve their reading efficiency. The tasks of underlining legal rights and obligations, and analyzing difficult sentences can help students deeply understand the content of the passage and accumulate legal vocabulary and sentence patterns. The interaction between teachers and students and between students and deskmates can solve the difficulties in reading in time, and improve students’ ability of cooperative learning and problem-solving. At the same time, the reading material about teenagers’ legal rights and obligations is closely related to students’ own development, which can help students establish a correct concept of rights and obligations and enhance their legal awareness. Step 5: Writing Practice (Comprehensive Application and Improvement) On the basis of listening, speaking and reading practice, the writing task is carried out to realize the comprehensive application of language knowledge and skills. The writing task is to write a short letter to the school newspaper, putting forward suggestions on how to strengthen students’ legal awareness in the school. First, the teacher guides students to sort out the writing ideas. The teacher asks: “When writing a suggestion letter, what parts should we include?” Students answer: “The opening (introduce the purpose of writing), the main body (put forward specific suggestions), and the closing (express expectations).” Then, the teacher presents some key points for writing: 1. The current situation of students’ legal awareness (e.g., some students do not abide by school rules, do not understand their legal rights and obligations). 2. Specific suggestions (e.g., hold legal knowledge lectures, organize legal case discussions, set up legal consultation corners, carry out legal knowledge competitions). 3. The significance of strengthening legal awareness (e.g., help students abide by laws and rules, protect their own rights and interests, and create a safe and harmonious campus environment). Then, the teacher provides some useful vocabulary and sentence patterns for writing, such as “I am writing to put forward some suggestions on...”, “It is suggested that...”, “We should...”, “In order to...”, “It is important for students to...”, “By doing so, we can...”. The teacher also gives a short sample paragraph to help students understand the writing style and structure: “I am writing to put forward some suggestions on how to strengthen students’ legal awareness in our school. At present, some students do not pay enough attention to laws and rules, which may lead to some bad behaviors. It is suggested that our school hold regular legal knowledge lectures, inviting lawyers to explain legal knowledge to us. In addition, organizing legal case discussions can help us better understand the application of laws in real life.” After that, students start to write independently. The teacher requires students to write at least 80 words, use the vocabulary and sentence patterns learned in the unit, and ensure that the content is logical, the expression is fluent, and the suggestions are reasonable. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulty writing, such as helping them organize their ideas, correct grammar mistakes, and improve the expression of sentences. For example, if a student writes “We should hold legal lectures”, the teacher can guide him to write “It is suggested that our school hold regular legal knowledge lectures, which can help us master more legal knowledge.” After students finish writing, the teacher invites several students to hand in their compositions and read them aloud to the whole class. The teacher and other students make comments on the compositions, focusing on the content (whether the suggestions are reasonable), language (whether the vocabulary and sentence patterns are used correctly, whether the expression is fluent), and structure (whether the structure is clear). Then, students exchange their compositions with their deskmates, correct each other’s mistakes, and put forward suggestions for improvement. Finally, students revise their own compositions according to the comments and suggestions. Design Intention: Writing practice is the comprehensive application of listening, speaking and reading skills, which can help students consolidate the language knowledge learned and improve their written expression ability. Guiding students to sort out writing ideas and providing useful vocabulary and sentence patterns can help students overcome the difficulty of “not knowing what to write” and “how to write”, and improve the quality of their compositions. The process of mutual evaluation and revision can help students find their own mistakes and learn from each other, which is conducive to improving their writing ability. At the same time, writing a suggestion letter on strengthening students’ legal awareness can further deepen students’ understanding of the unit theme and enhance their sense of responsibility and the rule of law. Step 6: Summary and Homework First, the teacher summarizes the whole class: “Today, we have carried out integrated skills training of listening, speaking, reading and writing around the theme of Law and Order. We have mastered some core legal vocabulary and sentence patterns, improved our comprehensive language ability, and deepened our understanding of legal knowledge. We have also learned how to express our views on legal issues and put forward reasonable suggestions. I hope you can apply the knowledge and skills learned today to your daily life, abide by laws and rules, and protect your own rights and interests.” Then, the teacher assigns homework: 1. Listen to the listening material again and recite the key sentences. 2. Finish revising the composition and hand it in the next class. 3. Collect one legal case in daily life, write a short English introduction (about 50 words) and share it in the next class. 4. Preview the next part of the unit and collect more legal vocabulary. Design Intention: The summary helps students sort out the knowledge and skills learned in the class, consolidate their memory and form a systematic knowledge structure. The homework is designed to consolidate the learning content of the class, expand students’ learning scope, and lay a foundation for the next class. Collecting legal cases and writing English introductions can further stimulate students’ interest in learning legal knowledge and improve their ability to apply English to practical situations. 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 $