【中职专用】高中英语Unit 10 Being a Volunteer Listening and Reading 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

教学内容

教学设计

活动1

The question and answer exercise is completed in pairs, with one question and one answer. Questions include Yes–no question and selective Interrogative. For students with weak English foundation, they can use yes or no more to complete the task. For students with a good foundation in English, they can follow up on questions based on simple Q&A, such as Why? What was it? In the high-level specific language output stage, the textbook provides a structure of reference answers, encouraging students to speak English while familiarizing themselves with more volunteer activities.

1. Teachers can first read these questions to help students grasp their meanings.

2. In the part of Yes–no question, the teacher can ask students to answer Yes/No briefly first, and then ask students to answer with complete sentences, such as: I feel happy when I help others

3.When teachers ask questions about Why, Why not, or What was it, they can first raise the question, then have students discuss in pairs and explain the reason. Finally, select a few students to answer, and use the same method for the other questions. All students should be encouraged to participate and pay attention to the performance of students at different levels.

4. Encourage students to adopt and master What can we do to offer help Sentence pattern.

活动2

1.Before students start practicing in pairs, the teacher can use the PPT to provide English and annotations that students need to read aloud, and lead students to read them several times to familiarize themselves with volunteer activities.

2. Teachers can ask questions to the entire class: What can we do to offer help? Then give an example sentence: We can help an old man wash his hair

3. Next, the teacher asked the students to practice Q&A in pairs and put forward requirements. We can be used for each sentence Sentence pattern. Each sentence in the textbook needs to be practiced, and two students need to switch roles.

4. Teachers conduct inspections, supervise and guide students, and encourage them to brainstorm and innovate in volunteer activities.

5. Finally, the teacher divided the blackboard into six sections, one for each group, and asked each group of students to come to the front and write down the content that their group considered as innovative volunteer activities in their own section. Finally, the teacher leads everyone to learn and comment together, and adds extra points to the "innovation" item.

Part I  Listening

活动1

1.Before playing the listening audio, first ask the students to look at the pictures, analyze the activities in the pictures, pay attention to the information provided, such as location, verbs, etc., and capture the details in the pictures.

2. Play the listening and complete the selection exercise.

3. Play the listening again and check and correct the answers.

4. The teacher checks the answers.

If there is time, students can follow the dialogue.

活动2

1.Before playing the listening audio, first ask students to identify the corresponding relationship between the pictures and sentences based on the sentence content in Activity 2 and the pictures in Activity 1, which is beneficial for students to listen to details in a targeted manner.

2. Play the listening twice. The first time the students have completed the spelling of the words, and the second time they have checked and improved the accuracy of the content they have filled in.

3. After playing the listening again, the teacher can present the answers for students to compare and check, and the teacher can check the students' percentage of right and wrong.

Part II  Reading

At the beginning of the reading activity, it is necessary for the teacher to lead the students to read the text aloud 2-3 times. Teachers can provide several discourse related questions for students to ask and answer each other in order to achieve comprehension. You can also give some time for students to work together and ask each other key or difficult questions in the text. The analysis of key and difficult points provided to teachers in the teaching reference can be selectively explained to students. Finally, the teacher proposes several key phrases or sentence patterns that students need to master based on their learning of the discourse.

Part III  Speaking

1. The teacher leads the students to read the relevant phrases in the conversation first, and pay attention to pronunciation and rhythm when reading aloud:

I hear that, It sounds like, Work as a volunteer, in a local community, in fact, I volunteer to do..., What do you do to?

2. The teacher provides a sentence asking students to put the learned phrase into the sentence to achieve the purpose of using the learned content. For example:

What do you do there?

- I often read books, tell stories, and play chess with them

3. The teacher leads the students to repeatedly read the dialogue several times, and then has the entire class work in pairs to role-play.

Suggestions for setting up role-playing scenarios:

The settings for different communication scenarios can be changed after completing one round.

1. In a nursing home (a conversation between an elderly person and a volunteer, discussing household chores).

2. In a community kindergarten (a conversation between two teachers, discussing how volunteers feel about helping them).

On the way home (conversation between two volunteers, discussing experiences in helping the elderly).

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.