【中职专用】高中英语Unit 4 Environmental Protection 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 4  Environmental Protection

建议学时

About 4

教

学

目

标

1. Teachers guide students to analyze different types of environmental issues;

2. Inspire students to provide some good suggestions for recycling and utilization;

3. Promote students' awareness of environmental protection through reading;

4. Help students understand and use the basic types of Adverbial clause: adverbial of time, adverbial of place, adverbial of reason, adverbial of purpose;

5. Through a lot of practice and group Cooperative learning, cultivate students' awareness of independent learning and good habits of inquiry learning.

教学

重点

重点词汇和短语

protection, environment, recycle, progress, awareness, problem, plastic, noise, global, disappear, influence, natural, reuse, advise, responsibility; depend on, air pollution, turn off, instead of, be important for, global warming

重点句型

What environmental problems can you think of?

What should we do...?

I can see...problem...

This picture shows / tells / describes the problem of...

We can do...to help reduce the problem.

重点语法

1. The concept of Adverbial clause

2. Basic types of Adverbial clause: adverbial of time, adverbial of place, adverbial of reason, adverbial of purpose and usage

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、Mp3

教学内容

教学设计

活动1

1. Read these four questions thoroughly to help students understand the meaning of each question.

2. Group discussion on how to answer these questions. Teachers can answer 2-4 questions based on the actual English situation of the class students, that is, if teaching time is limited, focus on completing the first two questions. Teachers should tour the classroom while students are discussing and practicing, provide appropriate guidance and assistance, and also gain a deeper understanding of students' perspectives on environmental protection.

3. According to the time situation, please present in groups in order throughout the class to fully stimulate students' courage and sense of achievement to showcase themselves. During the presentation process, the teacher may not make any corrections temporarily, but at the end of the presentation, the student's efforts should be fully acknowledged first, and then pronunciation or grammar issues should be pointed out. Finally, based on students' receptivity, consider whether it is necessary to add new vocabulary and expand their vocabulary.

4. For the answer to the question 'Have you ever done something for environmental protection at school', the answers from each group can be summarized on the blackboard, allowing students to learn from each other, exchange their strengths and weaknesses. If teaching time allows, the location in this question can be changed to a home or other social location, such as: Have you ever done something for environmental protection at home? Lay a good foundation for the explanation of the Adverbial clause, and guide students to develop a good awareness of environmental protection, so as to achieve the learning goal of unity of knowledge and practice.

活动2

1. Picture Phrase Section

Teachers can first ask students to read the pictures on the book and memorize the English vocabulary below them. Then, have the students close their books and brainstorm in groups of four to say English words related to environmental issues one by one. The teacher will make some statistics and record the group that says the most words. Then, have the students open the book and read the relevant vocabulary with them two to three times. Afterwards, have the students close their books and speak the relevant vocabulary in groups. The teacher once again counted the groups that spoke the most vocabulary. Next, the teacher decides whether to practice further depending on the situation. If necessary, the last two people should work together to say the vocabulary they have learned, namely: pollution, climate, plastic, environment, global warming, etc.

Through the learning of pollutions, expand to air pollutions, water pollutions, and noise pollutions, and cultivate students' divergent thinking. Have students repeatedly read the following English phrases three to five times: plastic waste, noise pollution, shortage of fresh water, air pollution, global warming, and water pollution.

2. Picture Q&A section

1) Before the students start practicing in pairs, the teacher can type the English sentence patterns on the PPT, provide Chinese explanations later, and lead the students to read the English sentence patterns several times. For example:

I can see Problem I am aware of the problem with.

This picture shows/tells/describes the problem of This picture shows/tells/describes the problem with.

I think we have Problem because I think we have a problem with... because

We can do... to help reduce the problem We can do... to help reduce this problem.

2) Students practice in pairs, asking and answering questions to create an interactive atmosphere, and the teacher inspects the classroom to provide guidance and assistance.

3) Please have several groups of students present their ideas and ideas in front of the class, and encourage them to write them down on the blackboard. Encourage students to learn from ea

Part I  Listening

1.Before playing the listening materials, the teacher can provide several key and difficult vocabulary points in the listening process, such as "disappear", "imbalance", "influence", and lead the students to read aloud 3-5 times to enhance their memory.

2. The teacher plays the listening materials 2-3 times, and then has the students complete the exercises and summarize the key words in each question.

3. The teacher plays the listening materials again, and the students repeat while listening, while correcting their incorrect answers in the exercises.

4. Finally, the teacher provides four complete sentences and asks students to read them together 1-2 times.

1) The speaker’s feelings about pollution is worried.

2) Pollution is dangerous for both the earth and human beings.

3) Pollution can cause imbalances in nature.

4) Pollution’s influence on people is even worse.

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. Teachers can first lead students to learn the key and difficult vocabulary, phrases, and sentence structures in the first part.

The environmental club, daily practices, one by one, install of

Can you talk about?

We surround each student to

That sounds

Do you have?

Afterwards, the teacher played the first part of the recording twice to familiarize the students with the content. During the third playback, students can follow suit.

2. Subsequently, the teacher played the second part of the recording for students to follow and reminded the whole class to read the dialogue aloud

Culture Corner

Environmental responsibility of a company

Self-check

After completing the content of this unit, students will conduct a self- check against the language knowledge such as vocabulary and phrases in the unit to assess their mastery. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can reread the listed test vocabulary and provide necessary guidance based on the actual situation, guiding students to cultivate good learning habits, and promoting the continuous improvement of students' language learning and autonomous learning abilities.

After self-testing, students can choose to complete the task of drawing environmental posters in or out of class based on the progress of the class.