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

Unit 4 Law and Order-Extended 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 legislation, infringement and amendment, understand the logical structure of legal texts, and express views on legal issues in correct and fluent English. Cultural Awareness: Help students comprehend the evolution of legal systems at home and abroad, respect differences between civil law and common law, and establish a sense of the rule of law. Thinking Quality: Guide students to analyze the causes and effects of legal phenomena, judge the rationality of laws, and develop critical and logical thinking. Learning Ability: Cultivate students’ abilities to use reading strategies such as skimming and scanning to obtain key information, and encourage independent and cooperative learning to explore legal knowledge. 2. 教学重难点 Key Points: Master the core vocabulary and fixed phrases related to law and order in the Extended Reading text; understand the development process of legal systems, the differences between civil law and common law, and the main ideas and logical structure of the text. Difficult Points: Comprehend long and difficult sentences in legal texts and accurately grasp their meanings; correctly understand the limitations of laws and the relationship between laws and social development; express personal views on legal issues in English with clear logic. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a question-and-answer interaction: “Have you ever encountered a situation where someone’s behavior violates rules or even laws? For example, someone hacks into others’ social media accounts without permission, or bullies others at school. What should we do in such cases?” After inviting 2-3 students to share their opinions in simple English, the teacher shows pictures of traffic rules, court trials and legal documents on the screen, and says: “Rules and laws are closely related to our daily lives. They maintain social order and protect our rights. Today, we will learn the Extended Reading of Unit 4 Law and Order, which will take us to explore the origin, evolution and characteristics of legal systems around the world.” Design Intention: The lead-in links legal knowledge with students’ real life through questions and pictures, which can arouse students’ interest in learning and activate their existing knowledge about laws. It helps students quickly enter the theme of “law and order”, lays a foundation for the subsequent reading and learning, and also subtly cultivates students’ initial sense of the rule of law. Step 2: Pre-reading (Preparatory Activity) Activity 1: Vocabulary Preview The teacher presents the core vocabulary of the Extended Reading text on the blackboard or PPT, including both new words and key phrases: legislation, enforce, dispute, originate, abolish, amend, infringement, confidential, abide by, date back to, fall into, correspond with. For each word and phrase, the teacher provides simple and easy-to-understand English definitions and example sentences related to legal scenarios, and invites students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, for “amend”, the teacher explains: “Amend means to make changes to a law, document, etc. to improve it. For example, a law amendment makes workplace bullying amount to a criminal offence.” Then, the teacher asks students to work in pairs to make one simple sentence with each word or phrase, and invites several pairs to present their sentences to check the mastery of vocabulary. Activity 2: Background Introduction The teacher briefly introduces the background of the text in English: “The Extended Reading text mainly talks about the origin of laws, the evolution of legal systems, and the two main types of global legal systems—civil law and common law. We have learned some basic knowledge about law and order in the previous Reading part. Today, we will further explore how laws develop with the changes of society and the differences between different legal systems.” The teacher also supplements simple information about the Code of Ur-Nammu and the Code of Hammurabi, helping students understand the historical origin of laws and laying a foundation for understanding the text content. Design Intention: Vocabulary is the basis for understanding the text. Previewing core legal vocabulary can help students reduce difficulties in reading and improve reading efficiency. The background introduction enables students to have a preliminary understanding of the text framework and related historical and cultural knowledge, which is conducive to their in-depth understanding of the text’s connotation. Pair work in vocabulary practice can also enhance students’ cooperative learning ability and oral expression ability. Step 3: While-reading (In-depth Reading Activity) Activity 1: Skimming for Main Ideas The teacher asks students to read the text quickly (skimming) and answer the following questions: 1. When and where did the concept of law originate? 2. What are the two main types of global legal systems? 3. What is the role of law in society, and what are its limitations? After students finish reading, the teacher invites them to answer the questions one by one, and summarizes the main ideas of the text: The text introduces the origin of laws, the evolution process of legal systems, the two main types of legal systems (civil law and common law), as well as the role and limitations of laws in society. Activity 2: Scanning for Key Information The teacher asks students to read the text again carefully (scanning) and complete the following tasks in groups of 4: 1. Find out the time and background of the origin of laws. 2. List the characteristics of the Code of Ur-Nammu and the Code of Hammurabi. 3. Summarize the three ways of legal evolution (abolishing outdated laws, amending current laws, making new laws) and give examples in the text. 4. Compare the differences between civil law and common law and list the representative countries of each. During the group discussion, the teacher walks around the classroom, guides students who have difficulties, and reminds them to mark key sentences and information in the text. After the discussion, each group sends a representative to present the group’s answers, and the teacher corrects and supplements them, emphasizing the key information and logical relationships in the text. Design Intention: Skimming helps students grasp the main ideas of the text quickly and cultivate their ability to obtain overall information. Scanning and group discussion enable students to dig out key details in the text, clarify the logical structure of the text, and enhance their cooperative learning ability and ability to analyze and sort out information. Analyzing long and difficult sentences is to break through the reading difficulties, help students accurately understand the meaning of the text, and improve their ability to understand complex English sentences, which lays a foundation for the subsequent language application. Step 4: Post-reading (Consolidation and Application Activity) Activity 1: Text Retelling The teacher asks students to retell the text in their own words with the help of the key information and framework summarized earlier. The retelling requirements are: clear logic, accurate use of core vocabulary and key phrases, and fluent expression. Students can first retell in pairs, and then the teacher invites 2-3 students to retell in front of the whole class. The teacher comments on the students’ retelling, affirming their strengths and pointing out the deficiencies in vocabulary use and sentence expression, and guides them to correct and improve. Activity 2: Theme Discussion The teacher puts forward the following discussion topics: 1. With the development of technology, new legal issues (such as digital infringement, online bullying) continue to emerge. What new laws do you think need to be made to solve these problems? 2. Do you think laws are perfect? If not, what suggestions do you have to improve the legal system? 3. As senior high school students, what should we do to abide by laws and safeguard legal order? Students are divided into groups of 5 to discuss the topics. During the discussion, the teacher encourages students to express their views freely, use the knowledge and vocabulary learned in the text, and guide them to think deeply about the relationship between laws and social life. After the discussion, each group selects a representative to express the group’s views, and the teacher makes a summary and comment, emphasizing that laws are constantly evolving and improving, and that every citizen, including students, should establish a sense of the rule of law and abide by laws. Activity 3: Language Application The teacher assigns a short writing task: Ask students to write a short passage (about 100 words) with the title “My Understanding of Law”. The requirements are: 1. Briefly introduce the role of law in society. 2. Express your own views on how to abide by laws as a senior high school student. 3. Use at least 5 core vocabulary and phrases learned in this lesson. Students complete the writing task independently. After finishing, the teacher collects some students’ works, comments on them in class, points out the advantages and disadvantages in content and language, and guides students to revise and improve their works. For students with great difficulties, the teacher provides appropriate guidance and help. Design Intention: Text retelling helps students consolidate the text content, improve their ability to organize language and oral expression. Theme discussion guides students to apply the learned knowledge to practice, think deeply about legal issues closely related to life, cultivate their critical thinking and sense of social responsibility, and further deepen their understanding of the theme of the text. The short writing task integrates vocabulary, sentence structure and theme understanding, which can not only consolidate the language knowledge learned, but also improve students’ writing ability, and realize the organic combination of input and output of language. Step 5: Summary and Extension Activity 1: Class Summary The teacher summarizes the content of this lesson with students: “In this lesson, we have learned the Extended Reading text about law and order. We have mastered the core vocabulary and phrases related to laws, understood the origin, evolution and types of legal systems, and realized the role and limitations of laws. We have also discussed the relationship between laws and our daily lives and completed the writing task. I hope you can apply the knowledge learned today to your life and establish a strong sense of the rule of law.” Activity 2: Knowledge Extension The teacher introduces some simple and interesting legal knowledge to students in English, such as the differences between Chinese legal system and foreign legal systems, common legal terms in daily life, and classic legal cases. The teacher also recommends some English materials related to law, such as English legal news, short legal stories, etc., and encourages students to read and learn after class to expand their knowledge and improve their English ability in legal context. Activity 3: Homework Arrangement 1. Revise the short passage written in class and improve it according to the teacher’s comments. 2. Recite the core vocabulary and key sentences of this lesson. 3. Read the Extended Reading text again and write a 50-word summary of the text. 4. Search for one English legal news and share it in the next class. Design Intention: Class summary helps students sort out the knowledge system of this lesson, consolidate the learned content, and form a complete cognitive structure. Knowledge extension enriches students’ legal knowledge, broadens their horizons, and stimulates their interest in further learning legal knowledge and English. The homework arrangement is closely linked to the content of the lesson, which can consolidate the learning effect, promote students’ independent learning, and lay a foundation for the subsequent learning. 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 $