【中职专用】高中英语Unit 10 Being a Volunteer Grammar 教学设计-2022-2023学年中职英语语文版（2021）基础模块2

课   程

Unit 10 

Being a Volunteer

建议学时

4学时

教

学

目

标

1. Guide students to discover ways to help others;

2. Help students improve their social communication skills and enhance their awareness of volunteering to serve others;

3. Organize students to share their experiences as volunteers;

4. Cultivate students' awareness and ability of independent learning, and develop the good habit of group Cooperative learning and inquiry learning.

教学

重点

重点词汇和短语

volunteer, organize, treasure, bamboo, feed, knowledge, meaningful, fortunately, community, kindergarten; pick-up, nursing home, take care of, in need, shared bicycle, birth-rate, apply for

重点句型

...works as a volunteer at a nursing home.

I hear that...

It sounds like...

I’ve learned a lot.

I volunteer to...

重点语法

1. Usage of it

2. Omitted sentences

教法与学法

1. Group Cooperative learning method

2. Task based teaching method

3. Competitive Incentive Learning Method

4. Autonomous learning method

教学手段

PPT

Language in Use

Part I  Grammar

Usage of it

1. The teacher directly asks students about the various uses of it, encourages them to actively describe it, encourages them to provide more sentences, and allows them to read aloud to understand the meaning of the sentences.

2. The teacher directly summarizes and points out the four uses of it in this lesson: referring to things; Refers to time, distance, weather, etc; As a formal subject; Form Formulaic language. Teachers can provide sentences in both Chinese and English, allowing students to read them directly two to three times (in English only).

Regarding supplements:

It can be used to refer to a person when they are not aware of the other person or their gender.

It's a lovely baby Is it a boy or a girl? The baby is really cute, is it a boy or a girl?

Who is knocking at the door? Who is knocking at the door?

It must be the courier It must be a courier.

3. The teacher demonstrates and reads the listed sentences, guiding students to read aloud and allowing them to understand the meaning of it in the sentences.

4. The teacher asks students to complete the selection of the usage of it in each sentence and provide verification and comments.

Ellipsis sentence

1. The teacher directly leads the listed example sentences and guides students to say the omitted parts, that is, the dictionary.

2. The teacher continues to read the four sentences in the textbook, allowing students to feel the omitted parts.

3. The teacher explains the definition of omitted sentences.

4. Ask students to read the sentence aloud while identifying the omitted parts.

5. After the teacher checks the answers and continues reading, have the students read aloud.

Part II  Pronunciation

1. The phonetic knowledge in this unit is a pause. Mastering this knowledge point requires a lot of practice in listening, following, and reading aloud.

2. During this exercise, the teacher should give students more opportunities and time to listen to recordings and read after them. Have students feel more about the pauses in sentences based on the pause symbols.

3. Teachers can briefly explain the rules of pauses to help students master some basic rules.

4. Students are required to read aloud in pairs, with one student reading and the other correcting, and then rotate.

Culture Corner

Ways to Volunteer in the Community

Self-check

Students will check their mastery of language knowledge such as vocabulary and phrases in this unit based on the exercise questions set. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can provide necessary guidance based on the actual situation, guide students to cultivate good learning habits, and promote the continuous improvement of students' language learning and autonomous learning abilities.