模块2.unit 4

中职英语语文版（2023）基础模块2 Unit 4 Environmental Protection Listening and Reading 教学设计（表格式）Unit 4 Environmental ProtectionTeaching plan---listening and reading课程Unit 4 Environmental Protection 建议学时About 4教学目标1. Teachers guide students to analyze different types of environmental issues; 2. Inspire students to provide some good suggestions for recycling and utilization; 3. Promote students' awareness of environmental protection through reading; 4. Help students understand and use the basic types of Adverbial clause: adverbial of time, adverbial of place, adverbial of reason, adverbial of purpose; 5. Through a lot of practice and group Cooperative learning, cultivate students' awareness of independent learning and good habits of inquiry learning.教学重点重点词汇和短语protection, environment, recycle, progress, awareness, problem, plastic, noise, global, disappear, influence, natural, reuse, advise, responsibility; depend on, air pollution, turn off, instead of, be important for, global warming重点句型What environmental problems can you think of What should we do... I can see...problem... This picture shows / tells /describes the problem of... We can do...to help reduce the problem.重点语法1. The concept of Adverbial clause 2. Basic types of Adverbial clause: adverbial of time, adverbial of place, adverbial of reason, adverbial of purpose and usage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、Mp3教学内容教学设计活动 1 1. Read these four questions thoroughly to help students understand the meaning of each question. 2. Group discussion on how to answer these questions. Teachers can answer 2-4 questions based on the actual English situation of the class students, that is, if teaching time is limited, focus on completing the first two questions. Teachers should tour the classroom while students are discussing and practicing, provide appropriate guidance and assistance, and also gain a deeper understanding of students' perspectives on environmental protection. 3. According to the time situation, please present in groups in order throughout the class to fully stimulate students' courage and sense of achievement to showcase themselves. During the presentation process, the teacher may not make any corrections temporarily, but at the end of the presentation, the student's efforts should be fully acknowledged first,and then pronunciation or grammar issues should be pointed out. Finally, based on students' receptivity, consider whether it is necessary to add new vocabulary and expand their vocabulary. 4. For the answer to the question 'Have you ever done something for environmental protection at school', the answers from each group can be summarized on the blackboard, allowing students to learn from each other, exchange their strengths and weaknesses. If teaching time allows, the location in this question can be changed to a home or other social location, such as: Have you ever done something for environmental protection at home Lay a good foundation for the explanation of the Adverbial clause, and guide students to develop a good awareness of environmental protection, so as to achieve the learning goal of unity of knowledge and practice.活动2 1. Picture Phrase Section Teachers can first ask students to read the pictures on the book and memorize the English vocabulary below them. Then, have the students close their books and brainstorm in groups of four to say English words related to environmental issues one by one. The teacher will make some statistics and record the group that says the most words. Then, have the students open the book and read the relevant vocabulary with them two to three times. Afterwards, have the students close their books and speak the relevant vocabulary in groups. The teacher once again counted the groups that spoke the mostvocabulary. Next, the teacher decides whether to practice further depending on the situation. If necessary, the last two people should work together to say the vocabulary they have learned, namely: pollution, climate, plastic, environment, global warming, etc. Through the learning of pollutions, expand to air pollutions, water pollutions, and noise pollutions, and cultivate students' divergent thinking. Have students repeatedly read the following English phrases three to five times: plastic waste, noise pollution, shortage of fresh water, air pollution, global warming, and water pollution. 2. Picture Q&A section 1) Before the students start practicing in pairs, the teacher can type the English sentence patterns on the PPT, provide Chinese explanations later, and lead the students to read the English sentence patterns several times. For example: I can see Problem I am aware of the problem with. This picture shows/tells/describes the problem of This picture shows/tells/describes the problem with. I think we have Problem because I think we have a problem with... because We can do... to help reduce the problem We can do... to help reduce this problem. 2) Students practice in pairs, asking and answering questions to create an interactive atmosphere, and the teacher inspects the classroom to provide guidance and assistance. 3) Please have several groups of students present their ideas and ideas in front of the class, and encourage them to write them down on the blackboard. Encouragestudents to learn from eaPart I Listening 1.Before playing the listening materials, the teacher can provide several key and difficult vocabulary points in the listening process, such as "disappear", "imbalance", "influence", and lead the students to read aloud 3-5 times to enhance their memory. 2. The teacher plays the listening materials 2-3 times, and then has the students complete the exercises and summarize the key words in each question. 3. The teacher plays the listening materials again, and the students repeat while listening, while correcting their incorrect answers in the exercises.4. Finally, the teacher provides four complete sentences and asks students to read them together 1-2 times. 1) The speaker’s feelings about pollution is worried. 2) Pollution is dangerous for both the earth and human beings. 3) Pollution can cause imbalances in nature. 4) Pollution’s influence on people is even worse.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 phrasesor sentence patterns that students need to master based on their learning of the discourse.Part III Speaking 1. Teachers can first lead students to learn the key and difficult vocabulary, phrases, and sentence structures in the first part. The environmental club, daily practices, one by one, install of Can you talk about We surround each student to That sounds Do you have Afterwards, the teacher played the first part of the recording twice to familiarize the students with the content. During the third playback, students can follow suit. 2. Subsequently, the teacher played the second part of the recording for students to follow and reminded the whole class to read the dialogue aloudCulture Corner Environmental responsibility of a companySelf-check After completing the content of this unit, students will conduct a self- check against the language knowledge such as vocabulary and phrases in the unit to assess their mastery. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can reread the listed test vocabulary and provide necessary guidance based on the actual situation, guiding students to cultivate good learning habits, and promoting the continuous improvement of students' language learning and autonomous learning abilities. After self-testing, students can choose to complete the task of drawing environmental posters in or out of classbased on the progress of the class.。

Unit 4 I’ve tried all the means of transportation.Step One Lead-in (7 min)1. Brainstorm (1min）-time job?”The teacher asks, “What would you consider when you look for a part(ability, salary, opportunity, work time, workplace, traffic or means of transportation, boss, distance …)2. Match (1min)The teacher asks, “Which means of transportation do you take when you go to work / go to school?” Show some pictures of means of transportation. Match the pictures with the words. Then read the words after the teacher.1. subway2. train3. bus4. taxi5. bicycle6. motorbike7. plane8. car9. ferry 10. light railA B C D E F G H（设计意图:此步骤加入图片与交通工具match的设计，首先使学生对交通工具有直观的认识，多两个词汇供选择，使最后一张图片时，学生也仍要做出选择。

带读解决不熟悉单词，利于学习用英语表述各种交通工具的名称，为下面的讨论作词汇铺垫。

）3. Activity 1. Discussion (2 min)“What kind of transportation have you taken? Work in pairs and discuss the means oftransportation you have used.”Example: A: Have you ever taken the subway?B: Yes, I have. / No, I haven’t.（设计意图:把单词引入句型中，进一步巩固交通工具的词汇，也为后面语法的学习做铺垫。

精选全文完整版（可编辑修改）
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
在这一学年中，不仅在业务能力上，还是在教育教学上都有了一定的提高。

金无足赤，人无完人，在教学工作中难免有缺陷，例如，课堂语言平缓，语言不够生动，理论知识不够，教学经验不足，组织教学能力还有待提高。

在今后的工作中，我将更严格要求自己，努力工作，发扬优点，改正缺点。

中职英语基础模块2unit4课件外研版全文共3篇示例，供读者参考篇1Unit 4: Daily LifePart 1: Warm-up1. Greetings- Good morning, everyone!- How are you today?- Are you ready for today’s lesson?- Let’s get started!2. Review- Let’s review what we learned in the last lesson.- Can someone tell me what we studied last time?- Let’s quickly recap before moving on.Part 2: Vocabulary1. Daily Routine- Brush teeth- Wash face- Have breakfast- Go to work/school- Have lunch- Do homework/study- Have dinner- Take a shower- Go to bed2. Expressions- What time is it?- What’s the date today?- Have a good day!- Good night!- See you later!Part 3: Listening Practice1. Listening Comprehension- Listen to the audio and answer the questions.- Pay attention to the keywords and try to understand the main ideas.2. Dialogue Practice- Work with a partner to practice the dialogues.- Pay attention to pronunciation and intonation.Part 4: Grammar1. Present Simple Tense- I brush my teeth every morning.- She goes to work by bus.- We have dinner at 7 o’clock.- They study English on weekends.2. Time Expressions- Every day/week/month- In the morning/afternoon/evening- At 6 o’clock/12 noon/midnight- On Monday/Tuesday/FridayPart 5: Speaking Practice1. Interview Activity- Interview a classmate about their daily routine.- Take notes and share with the class.2. Role Play- Act out a typical day in your life.- Use the vocabulary and expressions we’ve learned. Part 6: Writing Task1. Daily Journal- Write a journal entry about your day.- Include details about your routine and any special events.2. Email Writing- Write an email to a friend describing what you did today.- Use the present simple tense and time expressions. Part 7: Review Game1. Daily Life Quiz- Test your knowledge with a fun quiz.- Earn points for correct answers and compete with your classmates.2. Wrap-up- That’s all for today’s lesson. Well done, everyone!- Remember to practice what we’ve learned and review for the next class.- See you next time! Have a great day!篇2Unit 4: Making PlansPart 1: VocabularyIn this unit, we will learn some vocabulary related to making plans. Let's start with some common words and phrases:1. Arrange: to make plans or preparations for somethingExample: We need to arrange a meeting to discuss the project.2. Schedule: a plan that shows the times that events will happen or the things that people have to doExample: What's your schedule for tomorrow?3. Confirm: to say or show that something is true or correctExample: Please confirm your attendance at the meeting.4. Reschedule: to set a new time or date for something that has been plannedExample: We had to reschedule the meeting for next week.5. Postpone: to arrange for something to happen at a later time than originally plannedExample: The concert has been postponed due to bad weather.6. Cancel: to decide that an event will not happenExample: The workshop has been canceled due to low attendance.Part 2: GrammarIn this unit, we will also learn some grammar structures used for making plans. Let's look at a few examples:1. Present Continuous for Future ArrangementsWe use the present continuous tense to talk about future plans that are already fixed or arranged.Example: I'm meeting Sarah for lunch tomorrow.2. Going To for Future PlansWe use "going to" to talk about future plans that we have already decided or intend to do.Example: I'm going to study abroad next year.3. Will for Future DecisionsWe use "will" to make decisions at the moment of speaking.Example: I'll call you when I arrive.Part 3: Speaking PracticeNow, let's practice making plans using the vocabulary and grammar structures we have learned in this unit. Here are some conversation prompts to help you get started:1. What are your plans for this weekend?2. Have you arranged your schedule for next week?3. Are you going to attend the party on Saturday?4. Do you need to reschedule our meeting?5. Will you confirm your attendance at the event?Remember to use the vocabulary and grammar structures we have learned to communicate effectively when making plans. Good luck!篇3Unit 4 of the Basic Module 2 of Vocational English in the New Foreign Version covers a variety of topics related to work and employment. In this unit, students will learn how to describe job responsibilities, discuss career goals, and understand workplace etiquette.The unit begins with a discussion on different types of jobs and industries, helping students expand their vocabulary related to work. They will learn common job titles and descriptions, as well as the skills and qualifications needed for various professions.Next, students will explore the concept of job responsibilities and how to effectively communicate these to others. They will practice using modal verbs to express obligations and duties in the workplace, as well as discuss the importance of teamwork and collaboration in achieving common goals.Following this, the unit delves into the topic of career goals and aspirations. Students will learn how to talk about theirlong-term career objectives and the steps they need to take to achieve them. They will also discuss the importance of continuous learning and professional development in pursuing a successful career.Additionally, the unit covers workplace etiquette and professional communication. Students will learn how to communicate effectively with colleagues and supervisors, as well as handle conflicts and feedback in a constructive manner. They will also explore the dos and don'ts of office conduct, including appropriate dress code and email etiquette.Overall, Unit 4 of the Basic Module 2 of Vocational English in the New Foreign Version provides students with the necessary language skills and cultural awareness to succeed in the modern workplace. By mastering the concepts and practicing the language exercises in this unit, students will be better equipped to navigate the complexities of the professional world and achieve their career goals.。

高一英语必修模块2 Unit 4词汇短语warm-upglobal warming ← globe → globally→global language / population / climate / marketmake up → be made up ofclimate 与weather的辨析come true 变成现实cf: realize实现artificial human 人造的人类time travel时空旅行the sea level 海水平面→above the sea level海拔at the speed of以...速度→at12 miles an hourlesson 1 tomorrow’s wordcyberspace→cyber culture / cyber crime / cyber army affect cf: effect / influence / impact→be affected by …受到...影响受到...的作用→be affected with …患有...疾病→have / leave an effect on对...有影响对...起作用→influence sb to do sth 影响某人去做…→have an influence on对...有影响对...起作用→under the influence of…在...的影响下→impact (on) sth / sbgrow rapidly → a rapid / huge growth→grown-up ( adj. / n) around + 数量词= aboutin 1983… now / nowadays…connect A to / with B A与B相连接/联系→ be connected with / to与...有关terrorist← terror → terrible→ terriblybe pessimistic / optimistic about 对…感到悲观/乐观cause chaos引起混乱→ chaotic adj.→be in chaos一团糟陷于混乱之中→be in a mess (unit 3)/ out of order←→ be in ordercrash (v. / n) train / car crash火车/汽车碰撞事故→air crash 飞机失事空难book a ticket / seat / table / room / restaurantbook sb sth / book sth for sb 为某人预定...booking office / room/ hall 售票处/ 大厅the holiday offer节日优惠价→ special offer→offer to do sth / offer sth to sball sorts / kinds / types of (= a variety of) 各种各样的it is clear / obvious that…很显然/明显的是…shop(v.) on the internet网上购物→do online shopping 网上购物→ buy sth online entertainment← entertain vt. 娱乐招待→entertain oneself 自娱其乐→Entertainment Weekly 娱乐周刊~ section 娱乐版→to one's entertainment / joy 令某人感到有兴趣的是disappear → disappearance ←→ appear→ appearancethe mail service邮政服务→EMSthe increasing use / be used increasinglyvirtual reality/ world / office / supermarket / schools…make sb feel as if…让你感觉起来好像…→it looks / seems / sounds / as if…Ex. 1in secret (=secretly) 秘密地harm (v.t / u.n)→ harmful (adj.)→harmfully (adv.) 翻译：吸烟有害于健康。

中职英语(高教社2021)基础模块2Unit4Volunteer Work课文activity /ækˈtɪvəti/ n. 活动amazing /əˈmeɪzɪŋ/ adj. 令人惊奇的application /ˌæplɪˈkeɪʃn/ n. 申请apply /əˈplaɪ/ v. 申请architecture /ˈɑːkɪtektʃə(r)/ n. 建筑beach /biːtʃ/ n. 海滩collect /kəˈlekt/ v. 收集contribute /kənˈtrɪbjuːt/ v. 做出贡献department /dɪˈpɑːtmənt/ n. 部门electronic /ɪˌlekˈtrɒnɪk/ adj. 电子的enthusiastic /ɪnˌθjuːziˈæstɪk/ adj. 热心的exhibit /ɪɡˈzɪbɪt/ n. 展览品；展览gain /ɡeɪn/ v. 获得graduate /ˈɡrædʒuət/ v. 毕业include /ɪnˈkluːd/ v. 包含inform /ɪnˈfɔːm/ v. 通知knowledge /ˈnɒlɪdʒ/ n. 知识organization /ˌɔːɡənaɪˈzeɪʃn/ n. 组织palace /ˈpæləs/ n. 宫殿patient /ˈpeɪʃnt/ adj. 有耐心的public /ˈpʌblɪk/ n. 公众responsible /rɪˈspɒnsəbl/ adj. 有责任心的result /rɪˈzʌlt/ n. 结果rural /ˈrʊərəl/ adj. 农村的university /ˌjuːnɪˈvɜːsəti/ n. 大学volunteer /ˌvɒlənˈtɪə(r)/ n. 志愿者act as 充当be skilled in 擅长elementary education 基础教育elementary school 小学home and abroad 国内外look forward to 期待major in 主修录音原文Peter and Lily are schoolmates at a vocational school. They are talking about doing volunteer work.Peter: Hi, Lily! What did you do last weekend?Lily: We went to a park to do some volunteer work.Peter: Oh, what did you do there?Lily: We picked up the rubbish, cleaned the chairs, and planted some trees.Peter: How many volunteers took part in the activity?Lily: About 20 students from our school.Peter: How do you feel about the experience?Lily: I’m happy that I can contribute a little bit. But we’re still short of helping hands.Peter: I’d like to join and give a hand.Lily: That’s great! I’ll call you up next time.参考译文:彼得和莉莉是一所职业学校的同学。