【中职专用】高中英语Unit 6 Mobile Phones and Our Life 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 6

Mobile Phones and Our Life

建议学时

About 4

教

学

目

标

1. Teachers should adopt various methods to encourage students to discuss the pros and cons of using smartphones, in order to ensure that students can participate more in classroom practice;

2. By providing timely assistance and support, students can understand English guides for various mobile applications;

3. Help students understand how mobile communication connects people and changes the world;

4. Guide students to develop their Critical thinking ability through discussion on the advantages and disadvantages of using mobile phones and how to use mobile phones rationally;

5. Guide students to master the basic knowledge and usage related to attributive clauses.

教学

重点

重点词汇和短语

communication, technology, ensure, connect, safe, control, contact, convenient, function, link, adult; take videos, in no time, stay away from, in addition, within reach

重点句型

That’s why...

I’d better not...

I’m afraid...

重点语法

1. Relevant knowledge points in attributive clauses (antecedents, relative pronouns, relative adverbs)

2. The relevant usage of attributive clauses guided by who, which, that, where, when, why, and who

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. First question: Do you often use mobile phone? After the student answers, the teacher can ask them to follow closely: How much time do you spend on your mobile phone every day? To lay the groundwork for future students to consider the advantages and disadvantages of mobile phones in their daily lives and studies.

Can provide students with relevant answer sentences to demonstrate:

I usually spend three hours on my mobile phone.

Guide students to answer according to their actual situation.

2. Second question: What do you often do with mobile phone? You can refer to the pictures in the second part and select several common activities as guides to enhance students' confidence in speaking. Alternatively, you can have excellent students demonstrate by adding sentence structures to students with weaker foundations and eliminating the barriers of fear of speaking English. An example is as follows:

I often listen to music, make phone calls and watch films with my mobile phone

I often take pictures, make phone calls and hand in home

With my mobile phone

3. The difficulty of the third and fourth questions has increased, which not only trains students' oral expression ability, but also helps them develop their Critical thinking ability. Therefore, it is necessary to give students examples and list relevant words in advance. For example, when mentioning the benefits of mobile phones and how to use them more wisely, it is better to list vocabulary and phrases (preferably accompanied by corresponding pictures), which is more helpful for students to understand and learn:

Relax myself; Release pressure; Communicate with my family and friends; Know more about the world; Convent; Record important moments; Take notes; Find my way

Avoiding using mobile phone too often; It may harm your eyes and disrupt your study; Use your mobile phone only when you need

To; Limit your mobile phone time; Put your phone on silent mode

When you are in a meeting or in class; Avoiding talking cloudy over the phone

Students may encounter difficulties in answering the last two questions, and teachers must help students prepare sufficient vocabulary and sentence structures in advance.

活动2

1. Before the students start the group discussion, the teacher leads them to read the vocabulary in the picture aloud to familiarize them with the pronunciation and corresponding meanings of these words, laying the foundation for subsequent discussions.

This activity can take the form of group discussion. The first student first says a phrase or phrase, the second student repeats the first phrase or phrase, and then says another phrase themselves. The third student then repeats the first and second phrase or phrases, and then says the third phrase or phrase, and so on. If you can't say it later, everyone can come up with a way to help add one, and then continue speaking until you have basically spoken the vocabulary and phrases related to the phone.

 For example:

A: relax myself;

B: relax myself and release pressure;

C: relax myself, release pressure and communicate with my family and friends;

D: relax myself, release pressure, communicate with my family and friends and know more about the world;

E: relax myself, release pressure, communicate with my family and friends, know more about the world and record important moments, etc.

The main purpose of this training is to enable everyone to speak English, practice English, and proficiently express themselves.

3. The discussion content can be expanded, such as asking students to answer about how much time they spend on each activity per day, or the frequency of these activities per week. For example:

I spend about 30 minutes listening to music every day

I usually shop online twice a week with my mobile phone

4. Finally, the teacher can provide a famous quote about using a mobile phone, which everyone can read several times and remember.

For example:

“I thought the invention of mobile phone was to save our time & money, but we are doing exactly the opposite.”

“Do whatever you do, from eating fast food to living with mobile phones, but always question the way in which you do.”

“Pause, look and see before doing, because there are many who

would want you to blindly follow what they do.”

Part I  Listening

1. Before playing the listening audio, first let students browse the general content of the discourse and develop the habit of browsing the test questions before listening. This can greatly improve the accuracy of the answer and allow students to try to predict the content on the blank space.

2. Play the listening materials and complete the exercise.

3. Play the listening materials again and check and correct the answers. Have students observe whether the words on the blank space match their predictions and comply with grammar norms.

4. The teacher checks the answers, leads the students to read the entire passage aloud, and identifies the key vocabulary, allowing them to memorize and increase their vocabulary.

If possible, the teacher should ask the students to listen again without looking at any text to see if they can basically understand the entire content.

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 first leads the students to read out the relevant phrases and sentence patterns in the conversation, remove obstacles to understanding the phrases and sentence patterns, and improve the percentage of recognition of the phrases and sentence patterns:

Be affected, log in, stay away from, Do harm to..., system, virus,

Unfamiliar links

Does that matter? That's why I'd better not I'm after

2. The teacher uses a PPT to show students the sentences composed of relevant sentence patterns and has them read them aloud:

That’s why your smart phone doesn’t work.

That’s why you failed in the exam.

I’d better not log on to unfamiliar links.

I’d better spend less time on my smart phone.

I’m afraid you’re right.

I’m afraid you have spent too much time on your smart phone.

After reading aloud, the teacher can allow students to pair up independently and discuss the meaning of each sentence.

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.

Culture Corner

Interesting stories about mobile phones

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.