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

Unit 4 Law and order-Assessment 教学目标和重难点 1. 教学目标 Language Competence: Students can master core vocabulary (e.g., restriction, boycott, robbery, contradict) and legal-related sentence patterns, understand legal texts of different genres, and express views on law and order in accurate and logical English. Cultural Awareness: Students can compare legal systems and concepts between different countries, respect cultural differences in law, and establish a sense of rule of law with international perspectives. Thinking Quality: Students can analyze legal cases independently, distinguish right from wrong, and develop critical thinking and logical reasoning abilities in legal context. Learning Ability: Students can use various learning strategies to collect legal information, cooperate with peers in group discussions, and improve their autonomous learning and cooperative inquiry abilities. 2. 教学重难点 Key Points: Mastering core vocabulary and phrases related to law and order (such as in defence of, deliberate, expose, contradiction) and common legal sentence patterns; understanding the main content and logical structure of legal texts (e.g., case reports, legal notices); being able to express basic views on legal issues. Difficult Points: Using legal vocabulary and sentence patterns correctly in practical communication; analyzing the causes and consequences of legal cases and putting forward reasonable suggestions; understanding the subtle differences between Chinese and Western legal cultures and their impacts on social order. 教学过程 Section 1: Lead-in (Lead students into the unit theme and activate prior knowledge) Activity 1: Video Watching and Discussion. Play a 3-minute short video about a common legal scenario, such as a shop theft case or a traffic violation. The video includes simple dialogues between the police, the victim and the suspect, showing the basic process of dealing with illegal acts. After watching the video, ask students the following questions: 1. What happened in the video? 2. What illegal act was involved? 3. How did the relevant personnel deal with it? 4. Do you think the handling method is reasonable? Guide students to express their views freely in English, and record the key words and sentences they use on the blackboard, such as "theft", "violation", "police investigation", "punishment". Design Intention: The video is intuitive and vivid, which can quickly attract students' attention and arouse their interest in the unit theme. By watching and discussing, students can activate their prior knowledge about law and order, and initially use simple English to describe legal scenarios, laying a foundation for the subsequent learning of legal vocabulary and texts. At the same time, it can help students realize that law is closely related to daily life, enhancing their sense of participation in learning. Activity 2: Theme Introduction. Based on the students' discussion, the teacher introduces the theme of this unit — Law and order. Explain that law is a set of rules formulated by the state to maintain social order, protect people's legitimate rights and interests, and punish illegal acts. Then, list some common legal fields closely related to students' lives, such as traffic law, criminal law, civil law, and briefly explain their functions. Finally, put forward the learning goals of this unit: master legal vocabulary and sentence patterns, understand legal texts, and be able to discuss legal issues and establish a sense of rule of law. Design Intention: This activity helps students clarify the core connotation of the unit theme and the learning goals, establish a clear learning direction. By connecting legal knowledge with daily life, it eliminates students' sense of distance from legal knowledge, makes them realize the importance of law to social order and personal life, and lays a cognitive foundation for the subsequent in-depth learning. Section 2: Vocabulary and Phrase Learning (Master core vocabulary and lay a foundation for text reading) Activity 1: Vocabulary Presentation and Explanation. Present the core vocabulary of the unit in the context of the legal scenario in the lead-in video, including nouns (robbery, restriction, disappointment, institution), verbs (boycott, expose, contradict, hatch), adverbs (deliberately, swiftly), and phrases (in defence of, give thought to, show off). For each word and phrase, the teacher first pronounces it correctly and guides students to read it repeatedly to ensure accurate pronunciation. Then, explain its meaning and usage with simple English, and match it with example sentences closely related to legal scenarios. For example, for "deliberately", the example sentence is "He deliberately stole the goods from the shop, which violated the criminal law."; for "in defence of", the example sentence is "The lawyer spoke in defence of the innocent defendant.". Design Intention: Presenting vocabulary in a specific legal context helps students understand the meaning and usage of words more intuitively, avoiding isolated memory of vocabulary. Example sentences closely related to the unit theme can help students connect vocabulary with legal knowledge, laying a solid foundation for their subsequent understanding of texts and expression of legal views. Repeated reading helps students master the pronunciation of words and improve their language sense. Activity 2: Vocabulary Practice. Divide students into groups of 4-5, and assign each group a set of vocabulary task cards. Each card has a core word or phrase, and students need to work together to make 2-3 sentences with the word or phrase, which must be related to law and order. After 5 minutes of group discussion, each group sends a representative to present their sentences to the whole class. The teacher comments on the sentences, corrects wrong usages, and praises excellent sentences. In addition, design a matching exercise: match the words on the left with their meanings on the right, and check students' mastery of vocabulary meanings. Design Intention: Group cooperative learning can stimulate students' learning enthusiasm and improve their cooperative inquiry ability. Making sentences by themselves helps students consolidate the usage of vocabulary and flexibly apply it to practical expression. The matching exercise can quickly check students' mastery of vocabulary meanings, help teachers grasp students' learning situation in time, and adjust the subsequent teaching progress and methods. Activity 3: Vocabulary Expansion. Introduce some derivative words and synonyms of core vocabulary to enrich students' vocabulary reserve. For example, the derivative of "contradict" is "contradictory" (adj.), and the synonym of "deliberately" is "on purpose"; the derivative of "institution" is "institutional" (adj.). Explain the meaning and usage of these words briefly, and give simple example sentences. For example, "The two witnesses gave contradictory testimonies in the court."; "He did it on purpose to violate the law.". Design Intention: Vocabulary expansion can help students expand their vocabulary reserve, improve their ability to understand and express. Derivative words and synonyms are closely related to core vocabulary, which is conducive to students' systematic memory of vocabulary and laying a better foundation for their subsequent reading and writing. Section 3: Text Reading (Improve reading ability and understand legal texts) Task 1: Pre-reading (Predict the text content and activate reading motivation) Show the title of the text "Legal Cases and Social Order" and a picture related to a legal case (such as a court trial scene). Ask students to predict the content of the text based on the title and picture: 1. What kind of legal case will the text introduce? 2. What is the relationship between legal cases and social order? 3. What can we learn from the legal case? Guide students to express their predictions freely, and record their key ideas on the blackboard. Design Intention: Predicting the text content before reading can activate students' reading motivation and arouse their curiosity about the text. By connecting the title and picture, students can use their prior knowledge to make reasonable predictions, which helps them quickly enter the reading state and improve their reading efficiency. At the same time, it can cultivate students' ability to infer and predict text content based on clues. Task 2: While-reading (Intensive reading and grasp the text content) Step 1: Fast Reading. Ask students to read the text quickly, and complete two tasks: 1. Find out the main idea of the text: The text introduces a theft case and discusses the importance of law in maintaining social order. 2. Divide the text into three parts and summarize the main content of each part: Part 1 (Paragraph 1-2): Introduce the basic situation of the theft case (time, place, suspect, victim). Part 2 (Paragraph 3-5): Describe the investigation process of the case and the trial result. Part 3 (Paragraph 6-7): Discuss the impact of the case on social order and the significance of abiding by the law. Design Intention: Fast reading helps students grasp the main idea of the text and the overall structure quickly, forming a macro understanding of the text. Dividing the text and summarizing the main content of each part can help students sort out the logical context of the text, improve their ability to generalize and sort out information. Step 2: Intensive Reading. Guide students to read the text carefully paragraph by paragraph, and focus on analyzing key sentences, difficult sentences and the logical relationship between paragraphs. For Paragraph 1-2 (Case Introduction): Ask students to find out the key information of the case: when (last month), where (a local supermarket), who (the suspect: a 19-year-old young man; the victim: the supermarket manager), what (the young man stole some expensive electronic products and was caught by the supermarket security). Then, analyze the difficult sentence: "When the security guard found him stealing, the young man tried to escape, but he was caught immediately and handed over to the police." Explain the structure of the sentence (compound sentence, with when guiding the adverbial clause of time, and but connecting two coordinate clauses), and guide students to translate it into Chinese to ensure that they understand the meaning of the sentence. For Paragraph 3-5 (Investigation and Trial): Ask students to answer the following questions: 1. What did the police do during the investigation? (They questioned the suspect, collected evidence, and talked to the witness.) 2. What evidence was there to prove the suspect's guilt? (The surveillance video, the witness's testimony, and the stolen goods found in the suspect's home.) 3. What was the trial result? (The suspect was found guilty of theft and sentenced to 6 months in prison and a fine.) Then, focus on the legal-related sentence patterns in the paragraph, such as "The police held that the suspect was guilty because there was sufficient evidence." "The court ruled that the suspect should be punished according to the criminal law." Explain the usage of these sentence patterns, and guide students to read them repeatedly. For Paragraph 6-7 (Significance Discussion): Ask students to find out the key views of the author: 1. Law plays an important role in maintaining social order and protecting people's legitimate rights and interests. 2. Everyone should abide by the law and not commit illegal acts. 3. Punishing illegal acts can warn others and prevent similar crimes from happening. Then, organize students to discuss: Do you agree with the author's views? Why? Guide students to combine their own life experience to express their views. Design Intention: Intensive reading helps students deeply understand the details of the text, master key sentences and difficult sentences, and improve their ability to analyze and understand texts. By asking questions and organizing discussions, students can be guided to think deeply about the text content, and connect the text with real life, enhancing their understanding of the significance of law. At the same time, focusing on legal sentence patterns helps students consolidate the vocabulary and sentence patterns learned earlier, laying a foundation for subsequent expression. Task 3: Post-reading (Consolidate reading results and expand thinking) Activity 1: Text Retelling. Divide students into groups of 3-4, and ask them to retell the text according to the structure of the text (case introduction, investigation and trial, significance discussion). Each group member is responsible for retelling one part, and the group cooperates to complete the whole text retelling. When retelling, students need to use the core vocabulary and sentence patterns learned in this unit. After the group retelling, invite 2-3 groups to present their retelling results to the whole class. The teacher comments on their performance, points out the advantages and deficiencies, and guides them to improve. Design Intention: Text retelling helps students consolidate the text content and the core vocabulary and sentence patterns learned, and improve their ability to organize language and express. Group cooperation can enhance students' cooperative awareness and communication ability, and make each student participate in the learning activity. Activity 2: Discussion and Expansion. Put forward the following discussion topics: 1. What do you think of the punishment for the suspect in the text? Is it reasonable? 2. What should we do to avoid committing illegal acts? 3. How can we help maintain social order in our daily life? Organize students to discuss these topics in groups. During the discussion, the teacher walks around the classroom, guides students to use the legal vocabulary and sentence patterns learned, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to share their group's views with the whole class. Design Intention: Discussion and expansion can guide students to think beyond the text, connect the text content with real life, and improve their ability to analyze and solve practical problems. By discussing legal issues closely related to daily life, students can further understand the importance of law, establish a sense of rule of law, and at the same time improve their oral expression ability and critical thinking ability. Section 4: Listening Training (Improve listening ability and understand legal-related dialogues) Activity 1: Pre-listening. Introduce the listening material background: the listening material is a dialogue between a lawyer and a client, who is accused of breaking the traffic law. The client wants to ask the lawyer for help and know the possible punishment. Then, present some key words and phrases related to the listening material, such as "traffic violation", "speeding", "fine", "driver's license", "lawyer's advice", and guide students to read them repeatedly to be familiar with the pronunciation. Design Intention: Introducing the background of the listening material helps students understand the context of the listening material in advance, reducing the difficulty of listening. Presenting key words and phrases helps students predict the content of the listening material and improve their listening efficiency. Activity 2: While-listening. Play the listening material twice. For the first time, ask students to listen carefully and complete the multiple-choice questions about the main idea: 1. What is the client's problem? (A. He was accused of speeding. B. He was accused of drunk driving. C. He was accused of running a red light.) 2. What does the lawyer advise the client to do? (A. Admit the mistake and pay the fine. B. Refuse to admit the mistake and go to court. C. Ask for a mitigation of punishment.) For the second time, ask students to listen again and fill in the blanks with the key information from the listening material, such as the speed of the client, the amount of the fine, and the lawyer's specific advice. Design Intention: Listening twice, with different tasks each time, helps students gradually grasp the listening material from the overall to the details. Multiple-choice questions help students grasp the main idea of the listening material, and filling in the blanks helps students capture key details, improving their listening ability of capturing specific information. At the same time, the listening material is closely related to the unit theme, which can help students consolidate the legal vocabulary and sentence patterns learned. Activity 3: Post-listening. Check the answers with students, and play the listening material again for the parts that students have difficulty in understanding. Then, ask students to role-play the dialogue between the lawyer and the client. Divide students into pairs, one as the lawyer and the other as the client, and try to simulate the dialogue according to the listening material. After 5 minutes of preparation, invite 2-3 pairs to perform the dialogue in front of the class. The teacher comments on their performance, corrects their pronunciation and intonation, and guides them to use the legal sentence patterns correctly. Design Intention: Checking answers and replaying difficult parts helps students solve their listening difficulties and deepen their understanding of the listening material. Role-playing can make students personally experience the scene of legal communication, improve their oral expression ability and practical application ability of legal language, and enhance their sense of participation and interest in learning. Section 5: Speaking Practice (Improve oral expression ability and discuss legal issues) Activity 1: Topic Discussion. Put forward a practical legal topic: "Should teenagers under 18 be punished the same as adults for committing serious crimes?" Organize students to discuss this topic in groups of 4-5. Before the discussion, the teacher gives some guiding questions: 1. What are the characteristics of teenagers under 18? 2. What are the differences between teenagers and adults in terms of cognitive ability and sense of responsibility? 3. What are the advantages and disadvantages of punishing teenagers the same as adults? 4. What kind of punishment is more appropriate for teenagers who commit serious crimes? Guide students to discuss these questions in depth, and ask them to record their group's views and reasons. Design Intention: Choosing a controversial legal topic closely related to teenagers can arouse students' interest in discussion and stimulate their critical thinking. Guiding questions can help students sort out their thinking and make their views more logical and comprehensive. Group discussion can help students exchange ideas, learn from each other, and improve their oral expression ability and cooperative inquiry ability. Activity 2: Debate Competition. Select two groups to hold a debate competition on the topic mentioned above. One group holds the view that "teenagers under 18 should be punished the same as adults for committing serious crimes", and the other group holds the opposite view. Each group has 3 speakers: the first speaker introduces the group's view, the second speaker argues, and the third speaker summarizes. After the debate, the teacher comments on the performance of both groups, including their views, reasoning, oral expression, etc., and guides students to correctly view the legal issues related to teenagers. Design Intention: The debate competition can further stimulate students' thinking, improve their oral expression ability, logical reasoning ability and ability to respond flexibly. Through the debate, students can have a more in-depth understanding of the legal issues related to teenagers, establish a more comprehensive and objective view of law, and enhance their sense of rule of law. Activity 3: Situation Simulation. Set up a legal situation: "Your classmate is accused of copying others' homework and is about to be punished by the school. He comes to you for help and asks you what he should do." Divide students into pairs, one as the classmate in trouble and the other as the helper. The helper needs to give reasonable advice to the classmate according to the relevant rules of the school and the basic legal concepts, such as admitting the mistake actively, apologizing to the person concerned, and correcting the mistake. After the simulation, invite 2-3 pairs to perform their dialogue in front of the class. The teacher comments on their advice, and guides students to understand that abiding by the rules of the school is also a kind of respect for the law. Design Intention: Situation simulation is close to students' school life, which can make students apply the legal knowledge and concepts learned to practical situations, improve their ability to solve practical problems with legal knowledge. At the same time, it can help students realize that abiding by the rules (whether school rules or national laws) is the basic obligation of every citizen, and further strengthen their sense of rule of law. Section 6: Writing Practice (Improve writing ability and write legal-related articles) Activity 1: Writing Guidance. Introduce the writing task: Write a short article (about 150 words) titled "The Importance of Abiding by the Law", which should include the following points: 1. The role of law in social life. 2. The consequences of breaking the law. 3. How teenagers should abide by the law. Then, guide students to sort out the writing ideas: first, put forward the view that abiding by the law is important; then, explain the role of law and the consequences of breaking the law with specific examples; finally, put forward suggestions on how teenagers should abide by the law. At the same time, provide some useful vocabulary and sentence patterns for writing, such as "play a vital role in...", "lead to serious consequences", "it is everyone's responsibility to...", "we should...". Design Intention: Clear writing guidance helps students sort out their writing ideas and avoid writing aimlessly. Providing useful vocabulary and sentence patterns can help students reduce writing difficulties, improve the accuracy and fluency of their writing, and ensure that the writing content is closely related to the unit theme. Activity 2: Writing Practice. Ask students to complete the writing task independently. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties, such as guiding them to organize language, correct wrong sentences, and remind them to use the core vocabulary and sentence patterns learned. After students finish writing, ask them to check their own articles, correct spelling, grammar and punctuation mistakes. Design Intention: Independent writing practice helps students improve their writing ability and independent thinking ability. Teacher's guidance and help can solve the difficulties encountered by students in writing in time, ensure that students can complete the writing task smoothly. Self-checking helps students develop a good habit of checking their own works and improve the quality of their writing. Activity 3: Evaluation and Revision. Collect some students' articles (including excellent articles and articles with common problems), and display them in front of the class. First, invite students to comment on the excellent articles, analyze their advantages (such as clear structure, accurate use of vocabulary and sentence patterns, logical reasoning). Then, analyze the articles with common problems together with students, point out the mistakes (such as spelling mistakes, grammar errors, unclear logic) and put forward revision suggestions. Finally, ask students to revise their own articles according to the evaluation and revision suggestions. Design Intention: Evaluation and revision help students find their own advantages and deficiencies in writing, learn from excellent articles, and improve their writing level. Peer evaluation and teacher evaluation combine to make the evaluation more comprehensive and objective, and guide students to form a correct writing concept. Revising their own articles helps students consolidate the writing knowledge and skills learned, and improve the quality of their writing. Section 7: Summary and Extension (Consolidate learning results and expand knowledge) Activity 1: Unit Summary. Invite students to summarize the key content of this unit, including core vocabulary, key sentence patterns, text main content, and legal knowledge. The teacher supplements and sorts out the students' summaries, and emphasizes the key and difficult points of the unit, helping students form a systematic knowledge framework. Then, ask students to reflect on their own learning situation: what have they mastered? What are the deficiencies? What needs to be improved? Design Intention: Unit summary helps students consolidate the learning results of the whole unit, form a systematic knowledge framework, and improve their ability to summarize and sort out knowledge. Self-reflection helps students understand their own learning situation, find their own deficiencies, and put forward targeted improvement measures, which is conducive to improving their learning ability. Activity 2: Knowledge Extension. Introduce some famous legal cases in the world (such as the Marbury v. Madison case in the United States), and briefly explain the background, process and impact of the case. Then, recommend some legal-related English materials to students, such as legal news, legal stories, and legal English movies (such as "12 Angry Men"), and ask students to read or watch them after class to expand their legal knowledge and improve their English level. Design Intention: Knowledge extension can enrich students' legal knowledge, broaden their horizons, and enhance their interest in legal learning. Recommending legal-related English materials helps students continue to learn after class, consolidate the knowledge learned in class, and improve their comprehensive English ability. At the same time, it can help students understand the differences between Chinese and Western legal systems and cultures, and cultivate their international perspective. Activity 3: Homework Arrangement. Assign after-class homework: 1. Review the core vocabulary and key sentence patterns of the unit, and make a vocabulary card. 2. Revise the writing article according to the revision suggestions, and hand it in the next class. 3. Read a legal-related English article and write a short reading report (about 50 words). 4. Discuss with family members about a legal issue in daily life and record the discussion content. Design Intention: After-class homework is an extension of classroom learning, which helps students consolidate the knowledge and skills learned in class. Vocabulary card making helps students memorize vocabulary better; writing revision helps students improve their writing level; reading report helps students improve their reading ability; family discussion helps students connect legal knowledge with family life, further strengthen their sense of rule of law, and promote the integration of family education and school education. 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 $