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

Unit 4 Law and order-Project 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to use legal vocabulary and expressions, cultivating their thinking quality of logical analysis and critical judgment, developing their cultural awareness of respecting laws and differences, and enhancing their learning ability of cooperative inquiry and autonomous practice. 2. 教学重难点 Key points: Master legal-related vocabulary and sentence patterns, and learn to complete a legal publicity project. Difficult points: Use legal language accurately in practice and integrate legal knowledge into project design logically and reasonably. 教学过程 Lead-in: Legal Scenario Awakening The teacher starts the class with a real and close-to-life legal scenario: “Suppose you see a classmate being bullied at school, and the bully even destroys the classmate’s schoolbag. What should you do? Is the bully’s behavior against the law?” Then, the teacher shows 3 short pictures about campus bullying, traffic violations and petty theft, and asks students to discuss in pairs: “What legal problems do these scenarios involve? How should we deal with them correctly?” After 5 minutes of discussion, invite 2-3 groups to share their opinions. Finally, the teacher summarizes: “These scenarios are closely related to our daily life, and law is around us. Today, we will complete a legal publicity project through cooperative learning to spread legal knowledge and enhance legal awareness.” Design Intention: This link takes familiar scenarios as the starting point to arouse students’ interest in learning and connect the unit theme “Law and order” with real life. Pair discussion can stimulate students’ thinking, let them initially perceive the practical significance of law, lay a foundation for the subsequent project development, and also cultivate students’ oral expression ability and cooperative awareness. Preparatory Stage: Legal Knowledge and Language Reserve Legal Knowledge Guidance The teacher first introduces the basic legal knowledge closely related to the project: “In our daily life, we often encounter some legal issues, such as campus bullying, theft, traffic violations, etc. These behaviors not only harm others’ interests but also violate relevant laws and regulations.” Then, the teacher briefly explains the relevant contents of the Minor Protection Law and Public Security Administration Punishments Law, focusing on the definitions and corresponding consequences of common illegal behaviors that students may encounter, such as campus bullying, petty theft, and jaywalking. At the same time, the teacher displays simple legal knowledge cards, which include key legal terms and their explanations, to help students understand and remember. Design Intention: The purpose of this link is to help students master basic legal knowledge, clarify the boundary between legal and illegal behaviors, and provide theoretical support for the subsequent project design. The form of knowledge cards is intuitive and concise, which is conducive to students’ quick memory and lays a foundation for the accurate use of legal language in the project. Language Input and Consolidation Combined with the legal knowledge introduced, the teacher presents key legal vocabulary and sentence patterns, such as “bully (v./n.), theft (n.), violate (v.), regulation (n.), legal (adj.), illegal (adj.), be responsible for, in accordance with the law, It is illegal to do sth.”. For each vocabulary and sentence pattern, the teacher gives example sentences closely related to students’ life, such as “It is illegal to bully classmates at school.” “Whoever violates the traffic rules will be punished in accordance with the law.” Then, organize students to do substitution exercises: ask students to replace the key words in the example sentences with other legal-related words to consolidate the mastery of vocabulary and sentence patterns. After that, the teacher plays a short English audio about legal publicity, and asks students to listen and write down the key legal vocabulary and sentences, then check and correct them together. Design Intention: Language ability is the core of English teaching. This link focuses on inputting legal-related language knowledge, combining vocabulary and sentence patterns with specific legal scenarios, which is conducive to students’ accurate understanding and flexible use. Listening and writing exercises can not only consolidate the learned language points but also improve students’ listening and writing ability, laying a solid language foundation for the smooth development of the project. Project Launch: Clarify Requirements and Group Collaboration Project Task Introduction The teacher clearly puts forward the project task: “In this class, we will work in groups to complete a legal publicity project. Each group needs to choose a legal theme closely related to students’ life (such as campus safety, traffic rules, anti-theft tips, etc.), design a legal publicity work (it can be a poster, a short video, a speech script or a publicity leaflet), and then introduce the work to the whole class in English. The project needs to include basic legal knowledge, common illegal behaviors and correct coping methods, and use the legal vocabulary and sentence patterns we have learned.” Then, the teacher displays the project evaluation criteria, including language accuracy, rationality of content design, creativity of the work and fluency of the presentation, so that students can clearly know the requirements of the project. Design Intention: Clarifying the project task and evaluation criteria can help students establish clear learning goals, know what to do and how to do it, and avoid blindness in the process of project implementation. The diversity of publicity works can give full play to the advantages of different students, stimulate their creativity and enthusiasm for participation. Group Division and Task Assignment Students are divided into groups of 4-5 people, and each group elects a group leader. The teacher guides the group leader to assign tasks reasonably according to the strengths of each member: some are responsible for collecting legal knowledge related to the theme, some are responsible for designing the publicity work, some are responsible for writing the English introduction script, and some are responsible for practicing the presentation. After the task assignment, each group discusses and determines the theme of the publicity work, and reports the theme to the teacher to avoid repetition. The teacher walks around the classroom to guide each group, answers the questions raised by students, and helps groups with unclear themes determine appropriate topics. Design Intention: Group collaboration is an important part of project-based learning. Reasonable group division and task assignment can give full play to the advantages of each student, cultivate their sense of responsibility and cooperative spirit. The teacher’s guidance can timely solve the difficulties encountered by students, ensure that each group can carry out the project smoothly, and also reflect the teacher’s leading role in teaching. Project Implementation: Independent Inquiry and Guided Guidance Each group carries out the project according to the assigned tasks. In the process of implementation, the teacher walks around the classroom to observe the progress of each group, provides targeted guidance, and records the problems encountered by students. For groups with difficulties in collecting legal knowledge, the teacher recommends appropriate English websites or materials to help them obtain accurate information; for groups with problems in using legal language, the teacher guides them to use the learned vocabulary and sentence patterns correctly, and corrects the grammatical errors in their scripts; for groups with simple design of publicity works, the teacher puts forward constructive suggestions to help them improve the creativity of the works. During the group discussion, the teacher encourages students to express their opinions freely, listen to the suggestions of their group members, and solve the problems encountered in the project through communication and cooperation. For example, if there is a dispute in a group about the theme design, the teacher guides them to analyze the advantages and disadvantages of each proposal, and make a decision through voting; if a student has difficulty in writing the English script, the teacher guides other members of the group to help him, so as to realize mutual help and common progress. Design Intention: The project implementation stage is the key link to cultivate students’ learning ability and thinking quality. Letting students carry out independent inquiry and group discussion can exercise their ability to solve problems independently and their cooperative communication ability. The teacher’s targeted guidance can help students avoid detours, ensure the quality of the project, and at the same time, understand the learning situation of each student, laying a foundation for the subsequent evaluation and summary. Project Display: Exchange and Evaluation Group Presentation Each group sends a representative to present their legal publicity work to the whole class in English. The presentation includes the introduction of the theme, the content of the publicity work, the legal knowledge involved, and the significance of the publicity. During the presentation, other students listen carefully, take notes, and prepare to ask questions and comment. For example, a group that chooses the theme of traffic rules displays a carefully made poster, introduces the common traffic violations and their consequences in English, and demonstrates the correct traffic behavior; a group that chooses the theme of campus bullying plays a short video shot by themselves, and introduces the harm of campus bullying and the correct coping methods in fluent English. Design Intention: The group presentation link can not only show the results of the project but also exercise students’ oral expression ability and on-site performance ability. Letting students listen carefully to the presentations of other groups can help them learn from each other, expand their thinking, and deepen their understanding of legal knowledge. At the same time, it can also enhance students’ self-confidence and sense of achievement. Mutual Evaluation and Teacher Evaluation After all groups finish their presentations, the teacher organizes students to conduct mutual evaluation first. Students evaluate each group’s work according to the evaluation criteria, focusing on the accuracy of language, the rationality of content, the creativity of the work and the fluency of the presentation, and put forward appropriate suggestions for improvement. Then, the teacher makes a comprehensive evaluation of each group’s work: affirms the advantages of each group, such as accurate use of legal vocabulary, creative design of works, and fluent presentation; points out the existing problems, such as grammatical errors in the script, incomplete content, and lack of creativity, and puts forward specific improvement suggestions. At the same time, the teacher comments on the performance of each group in the process of cooperation, praises the groups with good cooperation and positive participation, and encourages the groups with insufficient performance to learn from each other and make progress together. Design Intention: Mutual evaluation can cultivate students’ critical thinking ability and evaluation ability, let them learn to look at problems from multiple angles, and also enhance their sense of participation. Teacher evaluation can help students clearly understand their own advantages and disadvantages, obtain targeted guidance, and at the same time, summarize the key and difficult points of the project, consolidate the learning effect. The combination of mutual evaluation and teacher evaluation makes the evaluation more comprehensive and fair, which is conducive to the all-round development of students. Summary and Extension: Consolidate and Apply Classroom Summary The teacher summarizes the whole class: “Today, we completed a legal publicity project through group cooperation. We not only mastered a lot of legal knowledge and related English vocabulary and sentence patterns but also exercised our cooperative ability, inquiry ability and expression ability. Law is the guarantee of social order and our life. I hope everyone can remember the legal knowledge we learned today, abide by the law in daily life, and spread legal knowledge to the people around us.” Then, the teacher leads students to review the key legal vocabulary and sentence patterns learned in this class, and emphasizes the key points and difficulties of the project, helping students consolidate the learning content. Design Intention: Classroom summary can help students sort out the knowledge and skills learned in this class, form a systematic knowledge structure, and deepen their understanding of the theme of “Law and order”. Reviewing the key points can consolidate the learning effect and lay a foundation for the subsequent application of knowledge. Extension and Application The teacher assigns after-class tasks: “On the basis of the project completed in class, each group revises and improves their publicity work according to the evaluation suggestions. Then, use the publicity work to carry out legal publicity activities in the class or the school, such as posting posters, playing short videos, or giving speeches. At the same time, write a short English report (about 100 words) to introduce the process and harvest of completing the project, and hand it in the next class.” In addition, the teacher recommends some English legal publicity videos and books for students to watch and read after class, so as to expand their legal knowledge and English language accumulation. Design Intention: The after-class extension task connects the classroom learning with the real life, makes the knowledge learned in the class be applied in practice, and further enhances students’ legal awareness and the ability to use English. Watching legal publicity videos and reading related books can expand students’ horizons, enrich their legal knowledge and English language materials, and lay a foundation for their long-term English learning and personal development. 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 $