Unit 3 We Are Part of Nature：More Activities教学设计（表格式）——2024-2025学年中职《英语 拓展模块》（外研版）

单元名称 Unit 3 We Are Part of Nature 课型 More Activities 教学目标 能够辨认和理解生活中环保措施的相关表达。能够简述低碳生活的内涵、原因、措施等内容。能够结合自身生活实践写出可行的低碳生活方式及措施。能够借助思维导图匹梳理语篇结构和主要内容；养成利用思维导图回顾要点、整理拓展思维，提升学习效率的意识和习惯。 思政目标：能够理解低碳生活的内涵和意义，在生活中自觉践行低碳的生活方式。 教学重点 能够借助思维导图匹配梳理语篇结构和主要内容。能够结合自身生活实践写出可行的低碳生活方式及措施。 教学难点 能够结合自身生活实践写出可行的低碳生活方式及措施。 教学方法 交际教学法、小组讨论法、任务教学法 教学手段 PPT课件、多媒体设备、语音素材、思维导图范例、环保措施与低碳生活相关图片等 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-up8’ T shows pictures of environmental protection measures and Ss tell what the pictures show. T checks Ss’ answers. 回顾并为本单元重点语言知识作铺垫，检查学生掌握情况。 说出本单元已学的有关环保措施的表达。 Ss match the expressions with their meanings in Activity One and T checks the answers. 检查学生对环保措施的理解和掌握。 正确匹配环保措施的表达与其含义。 T shows words, expressions and pictures related to low-carbon living such as energy consumption, carbon emission, greenhouse gas and carbon dioxide. Ss guess what topic today's class will focus on. T explains the new words if needed. 引入本课“低碳生活”主题,为背景知识和词汇作铺垫。 通过相关词汇及图片猜出本课“低碳生活”的主题。 Pre-reading4’ 1. T elicits from Ss the topic of today’s class and then asks Ss to tell what exactly a low-carbon life is. Ss give their opinions. 激发阅读兴趣,引入背景词汇和与低碳生活相关知识的学习。 结合自身生活说出对低碳生活的理解。 2. T lists Ss' answers on the board and then asks Ss to read the text to find the answer to T's question. 明确阅读目标。 明确阅读后需要回答的问题。 While-reading15’ 1. Ss skim the text to find out the answer to T's question. Then, T checks Ss' answers and then adds the correct answer to the board writing. 检查学生是否对语篇主题有了初步的把握，引导学生明确语篇主题的正确含义。 能从首段中找出语篇主题的含义。 2. T asks Ss to find out why low-carbon life is important. Then, T checks Ss' answers and then adds the correct answer to the board writing. 引导学生关注细节问题，锻炼学生理解和提取细节信息的能力。 能从首段中找出表述低碳生活重要性的原因。 3. T asks Ss to find out how people can live a low-carbon life. T encourages Ss to find out the main points in the text to answer the question. Then, T checks Ss' answers and adds the correct answer to the board writing. 引导学生关注细节问题，锻炼学生快速定位细节信息和提炼细节要点的能力。 能够快速地将教师问题的答案定位在语篇第二、三两段，并从中快速找到两个要点来回答教师的问题。 4. T connects all the answers on the board with a mind map. T shows the completed mind map on the board and introduces the idea of mind map. T asks Ss to tell how many main points this text covers and what detailed information the text gives. With the help of the mind map, Ss retells the main points ... ...