资源简介

单元名称 Unit 3 We Are Part of Nature 课型 Listening and Speaking
教学目标 能够听懂常见环保行为和措施相关的词句，听懂并谈论世界知名环保节日的相关话题，恰当使用所学词句描述生活中可以践行的环保措施。能够捕捉独白中起到理清说话者陈述次序的信号词，利用信号词确定独白中的环保措施及其次序，并结合自身实践补充可行的环保措施。能够通过讨论环保话题树立环保意识，形成国际化的环保视野，为践行环保理念奠定基础。能够运用预测、记录关键词等听力策略完成语言任务；养成使用次序信号词的表达意识和习惯使语言表达条理化。
思政目标：1. 能够通过了解“地球日”，形成国际化的环保视野，增强保护环境、爱护自然的意识；2. 能够自觉践行“保护环境，人人有责”宣传倡议。
教学重点 能听懂与环保行为和措施相关的词句表达，如local produce, public transport, A-rated fridge, recyclable packaging, reusable tableware, sort rubbish, energy consumption, celebrate Earth Day, environmental policy, reduce pollution, save electricity等。能运用目标词句描述生活中可以践行的环保措施，并结合自身实践补充可行的环保措施。
教学难点 能运用目标词句描述生活中可以践行的环保措施，并结合自身实践补充可行的环保措施。
教学方法 交际教学法、任务教学法、情境教学法
教学手段 PPT课件、多媒体设备、语音素材、环保行为及措施图片等
教学过程
教学环节与时间分配 教学活动与步骤 设计意图 评价要点
Warm-up3’ T shows the title of this unit “We are part of nature”, and asks Ss to predict the theme and content of this unit according to the title. T helps with theme-related words and expressions if Ss have difficulty in answering. 利用单元标题引入单元主题，根据单元标题猜测单元主题及内容以激活学生的背景知识和主题词汇。 依据单元标题猜测单元话题及内容，可用英文尝试说出对单元标题的进一步理解。
Pre-listening8’ 1. Ss listen to the recording to catch the expressions for environmental protection measures in life. Ss match pictures in Activity One with the expressions for environmental protection measures. 通过多图拓展背景词汇，通过图、词、音、义的配对及时巩固新知。 正确匹配生活中的环保措施和相关英文表达。
2. T asks Ss what other ways people have to protect the environment both at home and at school. T encourages Ss to work in groups to brainstorm more environmental protection ways and measures. T lists Ss' answers on the board. 拓展描述环保措施的背景知识和相关英语表达，为后续听说教学做好铺垫。 罗列出家庭或者校园中常见的环保措施，并能通过小组讨论开拓思维说出更多环保措施。
3. After group brainstorming, T shows pictures to enrich Ss' ideas of environmental protection in life. T encourages Ss to tell the measures in English and helps with vocabulary if Ss have difficulty in expressing ideas. T reminds Ss to add useful expressions to their note-taking. 利用图片扩充学生的环保知识面并为重点词汇及表达作铺垫，为语言学习做准备。 用英文说出图中显示的环保措施，并在笔记上补充环保措施的英文表达。
While-listening23’ T tells Ss that both Robin and Jessie are environmental protection supporters and they are now in an interview about environmental protection. Ss listen and read the related words and expressions from the box in Activity One and then guess what environmental protection measures Robin and Jessie are talking about. 创设听力情境以自然过渡到语言任务；通过听读较难词汇扫清词汇障碍；引导学生运用听前预测的听力策略来提高听力专注度和效率。 明确听力人物及主题；听懂并读出框中词汇并简单预测对话中提及的环保措施。
2. Ss listen to the interview for the first time to check their guesses. T encourages Ss to tell the environmental protection measures mentioned in the interview. 通过检验听前预测训练学生更好地运用听前预测的听力策略。 获取对话大意并正确判断对话是否提及听前预测的环保措施，尽可能地说出对话中提及的环保措施。
3. T shows the expressions from the boxes in Activity Two. Ss listen to the interview again and complete the blanks of the text. After listening, T shows the complete text and Ss check their answers. Ss read and repeat the expressions and then the whole interview. 通过听力任务训练学生获取细节信息的策略，关注重点词句的含义和发音，通过多次跟读加深文本理解。 正确获取细节信息，梳理对话大意，正确理解并朗读重点词句。
4. Ss listen to the interview again and tick the measures Robin and Jessie mentioned in the interview in Activity Three. T checks answers with Ss. 通过听力任务明确核心信息，进一步巩固重点词句的发音，为后续的语言输出做好铺垫。 学生能完整、正确勾选出听力提及的环保措施。
5. According to the given interview text, Ss work in pairs to role-play Robin, Jessie and Reporter. T checks Ss’ pronunciation. 根据对话进行角色扮演，帮助学生及时巩固重点词句，提高使用熟练度，也能反馈学生的发音情况，为后续语言输出打下基础。 表演对话内容，保证语音准确，对话交流自然、顺畅。
6. T introduces the situation: Li Jun, the owner of a restaurant is talking about his environmental policies on a talk show. T explains that "environmental policy" is similar in meaning to " environmental measure" and then asks Ss to guess what environmental policies Li Jun follows when he runs his restaurant business. Ss predict and share the policies in class. 创设新情境以自然延续语言学习活动；听前预测帮助学生保持听力兴趣并锻炼思维能力，也为重点词句的引入和反复使用提供机会。 预测Li Jun经营餐厅时所遵守的环保原则。
7. T reminds Ss to focus on the environmental policies while listening. Ss listen to the talk show for the first time to check their guesses. 通过听力任务，引导学生关注特定细节信息 正确判断脱口秀中是否提及听前预测的环保措施。
8. Ss listen to the talk show again and complete the dialogue with the sentences in the box in Activity Four. After listening, T checks the answers and then asks Ss to tell the number of environmental policies mentioned in the talk show and how they manage to tell the number so quickly. 训练学生通过关注次序信号词来判断要点数量的技能。 说出脱口秀中提及多少个环保措施以及判断依据。
9. Ss read the first environmental policy and its benefit to the environment in the diagram in Activity Five as an example of their next listening focus both on language pattern and content. Then, Ss listen to the talk show again for the rest two policies and benefits to complete the diagram. Then T checks the answers. 通过阅读环保原则和其环境收益的样本信息引导学生明确目标信息的语言形式以及听时需要记录的关键信息，提升学生关键信息的提取能力。 听时依照样本信息准确记录环保原则和其环境收益两项关键信息。
10. T shows the talk show text and Ss role-play Li Jun. T checks their pronunciation and then gives an evaluation and suggestions. 根据脱口秀文稿进行角色再现，帮助学生及时巩固次序信号词的使用，并能及时调整、改善表达和发音。 重点突出次序信号词的使用，保证语音准确，表达自然、顺畅。
Post-listening10’ 1. Ss work in pairs to brainstorm other measures the restaurant could do to protect the environment. 结合日常生活实践为餐馆进一步践行环保理念提出更多环保措施建议，培养学生分析、创新和建议的能力。 通过同伴合作尝试提出更多的可行餐馆环保措施。
T shows pictures of environment-related deeds in restaurants and Ss judge and tell whether these deeds are environmentally protective. Ss use the learnt words and expressions to give the restaurant suggestions on environmental protection. T helps with difficult words and expressions if needed. 通过图片拓展语言知识和环保知识，培养学生运用所学判断、分析和解决问题的能力，帮助学生实现知识的内化和能力的迁移，达成教学目标。 分析、判断图片所展示的餐馆行为是否环保，并运用所学语言知识和环保知识为餐厅提出更多可行的环保建议。
3. Ss work in groups of four to create and introduce a green restaurant which follow environmental policies. After the group discussion, all the groups need to report the names, environmental policies and benefits to the environment in front of class. Ss can create a green slogan for their restaurant. Ss are required to use sequential words and expressions learnt in the talk show to state their policies and benefits in a clear and logical way. After all the group presentations, Ss vote for the best restaurant name, the best green slogan and the best green restaurant. 通过创设餐厅名称、环保原则、环保收益、环保口号等内容来反馈本课学习成果，引导学生快速回顾、梳理、总结、归纳和强化学习内容；通过评选“最佳环保餐厅”等称号引发学习成就感；通过介绍餐厅环保理念进一步训练学生使用次序信号词以提升逻辑思维及口语表达能力。 串联新学语言和环保知识创设环保餐厅，运用次序信号词介绍餐厅环保理念和措施，并尝试在餐厅名称、环保口号等内容上体现创新；评选最佳环保口号、最佳餐厅名、最佳环保餐厅。
Homework1’ 1. Use sequential words and expressions to list all the environmental measures learnt in this class on your notebooks.2. Practise role-playing the dialogue and the talk show in the listening and speaking part with your partner and send the audio clip to the learning platform. 引导学生形成积极的笔记意识以巩固本课所学语言和环保知识，为夯实下一阶段的阅读教学作铺垫；对话角色扮演巩固听说技能，上传音频到学习平台便于开展即时评价、完善学习评价电子档案袋。 构建知识框架，巩固重点词句，开展语言实践，促进交流与互动。
板书设计 Unit 3 We Are Part of Nature Listening and Speaking
support local produce
sort rubbish
Ways/Measures/Policies
use public transport...
observe a zero carbon day
Environmental protection
...
reduce food miles...
Benefits to the environment
save electricity...
...
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