【中职专用】高中英语Unit 5 Learning from Role Models 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 5

Learning from Role Models

建议学时

About 4

教

学

目

标

1. Lead students to learn about the exemplary deeds of the times in multiple industry fields, and help them understand, respect, and learn from role models;

2. Lead students to deeply study the deeds of the role models of the times, educate students to learn the spirit of role models and craftsmen, and establish a correct professional outlook;

3. Guide students to find role models around them, allowing them to realize that role models are not far away from us. Learn from role models closely, and learn from role models of the times far away;

4. Guide students to learn the usage of Adverbial clause and perceive the differences in expression and thinking between Chinese and English by observing, comparing and analyzing;

5. Cultivate students' awareness of independent learning and good habits of Cooperative learning and inquiry learning by arranging questions and answers and group discussions between two students

教学

重点

重点词汇和短语

role, model, exploration, selfless, skilled, technician, technical, engine, focus, pioneer, honour, contribute; learn from, be crazy about, the craftsman’s spirit

重点句型

Will you...?

You mean...?

...spend...doing

...be honoured...

重点语法

1. Condition, concession, result and manner Adverbial clause

2. Conditions, concessions, results and ways. Common conjunctions of Adverbial clause

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

1.Before the students begin the discussion, the teacher leads all students to read these eight questions repeatedly. After everyone is proficient, let the students discuss the meaning of each question with each other. After about one to two minutes, the teacher will use the PPT to provide the core words and Chinese annotations for each question, then read the core words aloud, and finally have all students read the questions together. This will clear the language barriers for the following group discussions and lay a solid language foundation.

2. Enter the group discussion session and take turns asking questions while others answer questions to ensure that everyone has the opportunity to ask and answer. The teacher encourages students to answer questions with complete sentence structures and demonstrate them. For example:

Who is the most hard working student in our class?

- I think xxx is the most hard working student in our class

During this process, the teacher only inspects and listens to the discussions of each group of students without making any evaluations.

Teachers design and print tables in advance to facilitate students' recording of their group information. After the discussion, each group will

Post the record form on the blackboard.

活动2

1. The teacher first asks all students to read the words and phrases related to quality provided in the textbook. If they encounter any questions, they will skip and continue reading. Teachers should have a clear understanding.

2. The teacher should read all words and phrases twice, with the first time using an ascending tone and the second time using a descending tone. Teachers can directly add Chinese characters after new words in advance to provide effective assistance for students with learning difficulties. Allow students to consult dictionaries or ask others in a low voice to cultivate the habit of self-learning.

3. Teachers can ask students with good English foundation in the class to read the following three questions first, and then have all students ask the teacher questions together, and the teacher will answer them. This not only allows students to understand the meaning of the question, but also demonstrates how to answer it.

Student - Do you have any role model?

Teacher - Yes, I do

Student - Who and what is he/she?

Teacher - He is Zhong Nanshan He is a doctor

Student - What can we learn from him?

Teacher - We can learn the spirit of selfishness from him And he is also hard working

After the teacher completes the demonstration, immediately ask the students to work in pairs and start asking and answering questions, using the provided sentence patterns for dialogue practice.

Part I  Listening

1.Before playing the listening audio, the teacher should ask the students to look at the character pictures and anticipate the answers. Since there are names below, most students should be familiar with them. The difficulty is that they may not understand what the English meaning of the options is. In addition, if students are not familiar with individual objects before, activities can stimulate their interest in understanding the characters, so they will listen more carefully.

2. Listen to the first recording and choose the answer.

3. Listen to the second recording and present the original listening text on the PPT, allowing students to listen while watching.

4. Listen to the third recording, present the original listening text on the PPT, and students follow along in unison.

5. Present the original listening text in PPT and practice dialogue in pairs. For example:

A: Who do you administer most?

B: I admire Li Suli most

A: What is she?

B: She is a bus ticket seller

A: What is she fame for?

B: She works hard and patiently She is a model worker in public transport

After completing the task, the teacher finally asked the students to listen to the recording again. This time, they were asked not to read any materials, but only to listen to the recording. Finally, the teacher Quick Look everyone's understanding of listening materials (percentage), and encourages everyone to listen and practice more.

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 down the relevant phrases in the conversation first:

Famous scientific, nuclear program, contribution a lot, great achievement

2. The teacher provides a paragraph asking students to put the learned phrase into the sentence to achieve the purpose of using the learned content. For example: Qian Xuesen is a farmer scientist He contributed a lot to China's space exploration He made great achievements

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.

Teachers can ask students to continue collecting more information about their role models after class, supplement existing content, and finally present it in the form of handwritten reports. The next class can be arranged to hold a "My Role Model" themed activity exhibition within the class.

Culture Corner

Tu Youyou, China's first Nobel Prize winner in medicine

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.