资源简介

Teaching Design
Topic Unit 3 Conservation Lesson 2 War on Plastic Packets (Period 1)
Textbook 北师大 2019 选择性必修一
Theme 人与自然—— 环境保护—— 自然环境、自然遗产保护
Type Listening
Teaching theories 1. Core Competences 核心素养 根据 2020 修订版新课标指示，普通高中英语课程具有重要的育人功能， 旨在发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心 素养，落实立德树人根本任务。 北师大 2019 选择性必修一第三单元的主题是关于保护（conservation）， 探讨了人类生存、社会发展与环境的关系，该主题与学生的生活密切相关。 通过学习本单元，旨在帮助学生认识到保护环境的重要性，提高环保意识， 并从身边小事着手保护环境，为改善环境贡献自己的一份力量。 本单元通过听、说、读、写等活动， 带领学生学习、思考， 以学生为主体， 依托语篇，从不同角度引导学生深入探索“人与自然”这一主题。 2. The View of English Activities 英语学习活动观 新课标强调，普通高中英语课程倡导指向学科核心素养发展的英语学习 活动观和自主学习， 合作学习， 探究学习等学习方式。教师应设计具有综合性， 管联系和实践性特点的英语学习活动，使学生通过学习理解、应用实践、迁 移创新等一系列融合语言，文化和思维为一体的活动，获取、阐释和评判语 篇异议，表达个人观点、意图和情感态度。 本课教学设计也是基于活动观的三个层次展开： 1) 学习理解（让学生根据图片和已知词组， 自由阐述各自对塑料制品的利与 弊的认识） 2) 应用实践（通过听力活动， 对听力材料进行分析， 获取所需信息， 了解如 何表达对某观点的支持或反对，并学习运用到自己的表达中） 3) 迁移创新（让学生针对日常生活中， 对选择塑料袋、纸袋或布袋购物展开 辩论，客观认识不同材质的物品对自然环境的影响程度， 并做出合理选择）
3. Big Unit, Small Ideas 大单元，小观念 新课标提出以学科大概念为核心，使课程内容结构化，以主题为引领， 使课程内容情境化，促进学科核心素养的落实。教师要以单元为大单位进行 教学设计，提炼单元大小观念，使学生对一个话题或主题形成更加结构化， 系统化的认知。 本课教学设计也是基于单元大观念展开的，其单元主要内容如下表所示： Topic Talk 引入单元主题 1 课时第一篇听力语篇为两个学生谈论的环保 讲座，引导学生思考我们需要保护什么， 及需要保护的原因。 激活对环保的原有认知， 并启发深入思考， 同时为 本单元后面的话题学习 做语言知识铺垫。第二个听力语篇为一段采访，濒危动物保 护者 Dr.Bradshaw 介绍了犀牛的现状， 保 护犀牛的重要性和如何保护犀牛。Lesson 1 The Sixth Extinction 阅读课 2 课时 讲述了第六次灭绝发生的原因， 可能因其 后果以及避免第六次灭绝的措施。认识到人类行为对环境 的破坏， 以及环保的重要 性，并深刻认识到人类必 须采取行动进而改变生 活、工作、耕作等方式。 Lesson 2 War on Plastic Packets 听力课 2 课时第一个听力语篇讨论了食品包装的必要 性和缺点引导学生进一步思考如 何保护环境， 如何从身边 的事情做起保护环境。同 时让学生认识到保护环 境的口号要落实到具体 的实际行动之中。第二个听力语篇讨论了如何提升环保意 识Lesson 3The Road to Destruction 阅读课 2 课时第一部分从交通堵塞切入， 介绍了英国交 通的现状以及汽车数量的上升带来的危 害。启发读者反思自身行为， 认识到保护环境的重要 性和紧迫性， 同时带动身 边的人都参与到保护环 境的实际行动中。第二本部分介绍了一位来自“绿色生活”组 织的员工提出的放弃开车、改善环境的五 条建议。Writing Workshop A “For” and “Against” Essay 写作课 1 课时 介绍了人们对工厂化农业支持和反对的 不同观点以及原因， 文章最后表明了作者 对工厂化农业的观点。 了解议论文基本要素及 文体结构， 同时能够运动 连接词表达观点、论证观 点，并总结观点。View Workshop Crazy Bridges for Animal 视听课 1 课时 该视频呈现了居住在人类建造环境中的 动物所面临的各种障碍， 并就此提出一些 解决方法。认识到人类活动对动物 生活和环境的影响， 并就 此话题展开讨论， 同时反 思自身行为。Reading Club 1文本介绍了孔庙、丽江古城和九寨沟三个引导理解世界遗产的概
World Heritage Sites in China 阅读课 1 课时中国世界文化遗产。念和意义， 同时认识到保 护世界遗产的重要意义。 Reading Club 2 Nature is Turning on Us 阅读课 1 课时 介绍了自然灾害频发的现状以及自然灾 害给人类社会带来的影响， 同时还介绍了 灾害专家的观点， 即自然灾害在未来会愈 加严重。了解常见的自然灾害及 其英文表达， 并认识到保 护环境的重要性， 保护环 境刻不容缓， 要积极投身 到保护环境的活动中， 反 思自身的行为，从我做 起，对地球负责。
通过对本单元的学习，了解人类活动对自然的伤害，以及自然对人类社 会的反击，更加客观立体的认识到人与自然的关系，切实提升学生对环境和 人类社会的保护意识；从身边小事做起，致力环保。
Analysis of Teaching Material What Why How . The listening material is presented as a conversation between Kevin and Alicia, which talks about the pros and cons of plastic packaging and how to solve the environmental issues caused by plastic packaging.
. By learning this class, it helps students to understand how to protect our environment in our daily life. . To call on students to start with things around them to protect the environment, instead of chanting slogans.
. The conversation is based on the environmental project released by government. Kevin and Alicia shared their opinions on whether they are against or for the project. . Kevin was against plastic packaging, while Alicia was for it. Both of them shared some examples to support their views. . They used the following sentence structures to express ideas and give advice: we need..., we should..., I really believe that we should..., I wonder that...
Analysis of Students K W . Some basic words and expressions about environmental protection . General ideas about the benefits and harm of plastic packaging
. What Kevin and Alicia’s views are
. Why they think so
L . How to express views on supporting or against any topic
Teaching Objectives
By the end of the lesson, students will be able to:
Linguistic ability . To understand and obtain the views, reasons and suggestions of Kevin and Alicia on plastic packaging in the listening material;
Learning ability . To analyze the conversation between Kevin and Alicia to know the advantages and disadvantage of plastic packaging; then to retell their views;
Thinking quality . To use what they have learned and combine with the actual life to talk about their opinions and reasons on choosing plastic bags, cloth bags, or paper bags when shopping.
Cultural awareness . To realize the benefits and harm of plastic packaging objectively and improve their awareness of environmental protection in daily life.
Teaching Key & Difficult Points
Key Points . To understand and obtain the views, reasons and suggestions of Kevin and Alicia on plastic packaging in the listening material; . To analyze the conversation between Kevin and Alicia to know the advantages and disadvantage of plastic packaging; then to retell their views;
Difficult Points . To use what they have learned and combine with the actual life to talk about their opinions and reasons on choosing plastic bags, cloth bags, or paper bags when shopping. . To Realize the benefits and harm of plastic packaging objectively and improve their awareness of environmental protection in daily life.
Teaching Approach & Aids
Teaching Approach . Task-based teaching approach . Whole-language teaching approach . Cooperative and communicative teaching approach
Teaching Aids . Courseware, multi-media, blackboard, video, audio
Layout
Activities Levels of Activities
Activate & Share Activity 1- Look & Say (3 mins) . Look at some pictures and talk about the advantages and disadvantages of plastic packaging with given phrases. 学习理解类 （感知与注意）
Listen for understanding Activity 2- Listen & Identify (6 mins) . Listen to the audio and find out the opinions of Kevin and Alicia. 应用实践类 （分析与判断）
Activity 3- Listen, Fill & Role-play (14 mins) . Listen again to find out the reasons to support their opinions and their suggestions. . Then fill in the chart. . Role-play 应用实践类 （概括与整合）
Activity 4- Listen & Answer (6 mins) . Listen again and answer the questions. 应用实践类 （概括与整合）
Think & Share Activity 5- Group Debate (13 mins) . Work in the group of four or six to discuss what kind of bags we should use when we go shopping. —— Plastic, Paper or Cloth . Share reasons and suggestions while debating. 迁移创新类 （想象与创造）
Teaching Procedures
Steps Activities Intent
Activate & Share Activity 1- Look & Say (3 mins) . To show some pictures about plastic packaging and pollution . To ask students to think and share their opinions on the advantages and disadvantages of plastic packaging To help students to activate their background knowledge about plastics
with given phrases.
Listen for understanding Activity 2- Listen & Identify (6 mins) . Guide students to listen and identify the statement of opinions is from, Kevin or Alicia . Then write K for Kevin or A for Alicia in brackets. To practice the listening ability of identifying opinions in conversations
Activity 3- Listen, Fill & Role-play (14 mins) . Listen again to find out the reasons to support their opinions and their suggestions. . Then fill in the chart. . Role-play To improve the listening ability of obtaining key information in conversations
Activity 4- Listen & Answer (8 mins) . Listen again and answer the questions. What did Kevin see in the supermarket What does Kevin think about this What solution does Alicia suggest What does Kevin suggest To polish the ability of summarizing the information to solve problems after listening
Think & Share Activity 5- Group Debate (12 mins) . Work in the group of four or six to discuss what kind of bags we should use when we go shopping. —— Plastic, Paper or Cloth . Share reasons and suggestions while debating. . Show an example video to help them organize language. To strengthen thinking ability and reflect on their own
Homework . Option 1：Retell Kevin and Alicia’s conversation To apply language
based on the table you fill on Page 56. . Option 2：Watch a video about the China’s war on Plastic Waste to get to know how Chinese government deal with plastic packaging issues. . Then write a short paragraph about what you will do with plastic packaged products to protect the environment. . You can refer to the opinions you have shared on choosing plastic, paper or cloth bags when shopping. after class
Board Design
Unit 3 Lesson 2 War on Plastic Packets
Paper (图片以打印张贴的形式展示) Plastic Cloth
. I am for ... . I think we should ... . I always believe that we should ... . I am against ... . I think we shouldn’t ... . I always believe that we shouldn’t ...
Teaching Reflection
1. This class is designed logically and scientifically, which follows the instruction of core competences very well. 2. The activities are challenging but suitable for senior high students to complete in class. 3. This class lacks efficient evaluation activities to support the learning activities.

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