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课 题 Unit8 Green Earth (Warming up & Listening and speaking) 课 型 Listening and speaking 课 时 2
授课班级 授课时间 80mins 授课教师
教材分析 本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语2 基础模块》中Unit 8听说部分，要求学生能够识别有关环境保护、垃圾分类的相关词汇，描述生活中常见的环境问题，并运用相关句式与同学探讨，就如何建立绿色地球提出环境保护的建议。
学情分析 本课授课对象为中职学校一年级新生。经过九年的义务教育，他们有一定的英语基础知识储备，但两极分化严重，部分学生学习兴趣浓厚，能用英语较为流畅地交流；另一部分学生学习兴趣不高，自我认知较低，对于英语学科有畏难情绪。因此教师要要有意识地整合教学内容，设计由浅入深，多层次的学习活动,鼓励学生从熟读到替换练习，最终到语言实践，逐步铺设台阶，让学生在解决真实问题过程中，潜移默化涵养英语学科核心素养。 经过前期的英语学习，学生掌握了一定的词汇，能够描述图片并提出建议。但是学生不熟悉环境保护相关的词汇，仍需要进一步学习。
学习目标 Knowledge objectives: To learn the words and phrases: garbage sorting, melting ice, plastic pollution, plant trees, handbook, battery... To understand the dialogue about environment protection and garbage sorting and grasp the key information. Ability objective: To be able to exchange one’s own ideas on environment protection and garbage sorting and give proper advice. To be able to choose the right garbage sorting way according to clues. Emotional objectives: To learn to love the earth and protect the environment. To develop a sense of responsibility for society.
学习重难点 To be able to exchange one’s own ideas on environment protection and garbage sorting and give proper advice. To understand the dialogue about environment protection and garbage sorting and grasp the key information.
教学方法 小组讨论法、任务教学法、情境教学法
课前准备 ppt课件，语音素材，视频与图片
教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等
教学过程
教学环节 教师活动设计 学生活动设计 设计意图
Step 1: Lead in Play a video. The teacher plays a video about the damage to the earth, and ask students a question: T: What is the video trying to tell us S: We should protect the earth! What’s the matter with our earth The teacher shows students the pictures of earth pollution ans ask the question: T: What’s the matter with our earth S: It’s polluted Environmental problems and their causes. In this part, the teacher will introduce different kinds of environmental problems: plastic pollution,air pollution, melting ice, smog, noise pollution and theirs causes: over use of plastic bottles and bags, cars, factories, global warming, loud music, building houses... What can we do to protect the earth Ask students to think about some solutions to solve pollution. T: What can we do to protect the earth S: Plant trees, use cloth bags, garbage sorting, use public transportation... Watch the video and learn more about earth pollution. Learn the word “pollute”. Learn these expressions:plastic pollution,air pollution, melting ice, smog, noise pollution. Think about some solutions to protect the earth. 通过观看图片、视频等形式，让学生更加直观地感受到保护环境的重要性，进而学习环境污染及相关保护措施的英文表达，为后面的warming up部分做词汇铺垫。
Step 2: Warming up Look and match. Lead students to get familiar with different earth problems and their solutions. Then match these phrases with correct pictures. Think and discuss. Firstly, lead students to read the information card and teach some difficult words: the Arctic ice cover, global warming. Then, ask them three questions: T: What is the animal in the picture / What is the picture about /Where does it take place S: Polar bear/melting ice global warming/Arctic Master these phrases: melting ice/ planting trees/plastic pollution / smog/using cloth bags/sorting garbage Answer the questions and learn the words: Polar bear/melting ice global warming/Arctic 本环节旨在激活学生关于常见词汇储备、熟悉相关表达，为下一环节的听力活动做语言储备。
Step 3: Listening While-listening Listen and tick. Lead students to read the choices first and teach the expression: have an impact on sth.Then play the audio. Listen and choose. Firstly, let students read the question they are going to answer(Which of the following is NOT the result of global warming ) and read the choices, predicting the possible answer. Then play the audio again. Listen and complete. Lead students to read the outline first and figure out what information they should fill in. Then play the audio. Post-listening Show students the listening script and let them to read after it. Then underline the important words and sentences of the script. Listen to the dialogue three times and finish the three activities “Listen and tick,Listen and decide, Listen and complete” Imitate the pronunciation and intonation and read after the script 本环节旨在训练学生根据已有的信息预测听力内容，在听的过程中获取和归纳关键信息的能力。
Step 4: Dialogue learning Lead in What is the picture about Show students a picture of garbage sorting and ask a question: T: What is the picture about S: Garbage sorting. Garbage sorting. Play a game with students, and invite some students to come to the front and sort the garbage. Listen, read and underline. Play the audio and ask students to underline sentences talking about garbage sorting.For example: What are they for /But I don’t know how to do that./Can you give me more examples about recyclable waste / I want to know what will happen to the waste./After being recycled, the waste can be made into other materials./Why should we do this Watch and answer. Play the video of the dialogue and let students answer these questions:1.What can help us know garbage sorting /2.What wastes are recyclable 3.What wastes are toxic？/4.What will happen to the waste after being recycled Language analysis. Analyze the important language points of the dialogue: live in sp./live with sb./neighborhood/What are they for /recyclable/checklist/toxic/be made into/take effort/Why should we do this Observe the picture and answer the question. Sort the garbage. Listen to the audio and underline sentence related to the topic. Watch the video and answer the questions. Understand the difficult points and master key sentence Patterns. 导入主题。 让学生对垃圾分类有更具体的了解。 初步了解有关垃圾分类的对话。 通过观看对话视频，回答问题让学生对文本有进一步的了解。 学习文本的重点词句，夯实长难句，为后面的口语输出做铺垫。
Step 5: Speaking Imitate and practice. Lead students to read the key information of the two products, and teach the difficult words: leftovers, feed, household chemicals, be used to, generate power. Then ask them to imitate activity6 to make up a new dialogue. Role play. Firstly, introduce the background. Then, lead students to read the information card and ask them to classify recyclable and not disposable items. Finally, ask them to use the following sentence pattern to practice speaking with partners: A: I saw people use a lot of … It is a big waste. B: Exactly. We can reduce them, and use … instead. A: Can you recycle these … B: Yes. We can put them to good use instead of throwing them away. For example, we can … Get familiar with the key information of the waste like: what are they/what are the usages... Imitate activity6 and make up a new dialogue. Get familiar with the sentence pattern and practice with partners. 本环节通过重点句型、关键词的练习活动，使学生掌握垃圾分类的语言表达。在此基础上，根据学生的语言基础，将语言知识和口语表达技能迁移到实际的语境中，培养学生的语言交互能力和思维能力，思考自己如何行动起来保护环境,表达自己对环保的态度
Step 6: Practice 补全对话 A: I saw people use a lot of disposable paper cups in many restaurants. 1) __________ B: Exactly.2) ___________ A: Can you recycle these used paper cups B: 3) ___________ A: 4) ___________ B: We can clean them and make them into works of art. A: 5) ___________ A. No, they belong to other waste. B. We can reduce them, and use glasses instead. C. Excuse me. D. What about you E. So what can we do with them F. Sounds good. G. It is a big waste. 二、单选 1.Recycling __________, but it is good for our environment. A. take time B. takes effort C. cost time D. takes off 2.A new household _________ regulation is to take effect in Shanghai. A. community garbage B. sort the waste C. garbage sorting D. garbage sort 3. Be careful! The waste might be _________. A. toxic B. healthy C. danger D. slight 4.In this large __________, I felt very unsafe. A. neighbourhood B. adhere C. around D. adulthood 5.The waste can be made_________ other materials. A.in B.with C.for D.into Do the exercise. 通过练习的方式让学生知道重难点，以及自己薄弱环节，巩固了基础知识的同时，又起到了查漏补缺的作用。
Step 7: Summary 一、Types of environmental problems Melting ice/smog/plastic pollution/air pollution/global warming/noise pollution 二、Ways to deal with pollution Plant trees/use cloth bags/garbage sorting/use public transportation
Step 7: Homework 1. 个人作业：为社区居住的外国友人设计一份垃圾分类指南。 2. 小组作业：通过视频向大家展示你们小组成员在共建绿色地球活动中的成果和感悟
板书设计 同总结部分。
教学反思 词汇难度过大，可以降低难度，以认识为最低要求。 结合当前环境话题，引发学生思考。

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