【中职专用】高中英语 Unit 4 Environmental Protection Grammar 教学设计-2022-2023学年中职英语语文版（2021）基础模块2

这是一份【中职专用】高中英语 Unit 4 Environmental Protection Grammar 教学设计-2022-2023学年中职英语语文版（2021）基础模块2，共5页。
Unit 4  Environmental ProtectionTeaching plan---grammar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 clause2. 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 method2. Task based teaching method3. Competitive Incentive Learning Method4. Autonomous learning method教学手段PPT、Mp3 Language in UsePart I  Grammar1. Before the unit starts, the teacher can use the grammar items of the Adverbial clause as self-study materials, send them to the students and ask them to prepare for the lesson.2. In class, the teacher first leads the students to read Adverbial clause examples.Subsequently, the teacher asked the students to discuss in groups of four. Everyone asks each other questions, points out mistakes, and solves problems.Finally, the teacher will focus on explaining the questions that students have the most questions about.Adverbial clause refers to a clause that acts as an adverbial in a complex sentence. When a sentence is used as an adverb, it acts as an adverb. Adverbial clause can modify predicate, non predicate verb, attribute, adverbial or the whole sentence.Adverbial clause can be divided into time, place, reason, condition, purpose, result, concession, way, comparison and other categories according to its function. The Adverbial clause is generally guided by a conjunction (subordinate conjunction), or a phrase. The subordinate clause is located at the beginning or middle of the sentence, usually separated by a comma from the main clause. When it is located at the end of the sentence, it can be separated without a comma.The common usage of Adverbial clause is as follows:1) Adverbial clause of timeUse a conjunction indicating time to connect a sentence as an adverbial. Such a clause is a time Adverbial clause. The connectives connecting the Adverbial clause of time are: when, before, after, while, as soon as, until, since, etc. One thing to note here is that if the main sentence is the general Future tense tense, the subordinate sentence can only use the general Present tense tense to express the future meaning.① Close the door before you leave the room. 离开房间前关上门。② I went to school after I finished my breakfast. 吃完早饭后我就去上学了。③ If it doesn’t rain tomorrow, we will go to the park. 明天如果不下雨，我们就去公园。2) Place Adverbial clauseThe clause indicating place and location is a place Adverbial clause, which is usually guided by where, wherever, etc. The place Adverbial clause can be placed at the beginning, middle or end of a sentence.① We must camp where we can get water. 我们必须在能找到水的地方露营。② Go back where you came from. 你从何处来就回何处去。3) Adverbial clause of causeThe clause used to explain the cause of the main sentence in a sentence is the Adverbial clause of the cause. The subordinate conjunctions of the leading cause Adverbial clause include because, as, since, now (that), etc.① I can’t get to sleep because there is noise outside. 由于外面声音嘈杂，我睡不着。② Since (As) we have no money, we can’t buy it. 由于我们没钱，我们不能购买它。4) Objective Adverbial clauseThe clause part is a clause used to supplement the purpose of the predicate verb in the main sentence. The Adverbial clause for the purpose can be guided by that, so that, in order that, less, for fear that, in case, etc. The predicate of the objective Adverbial clause often contains Modal verb such as may, might, can, could, should, will, and would.① Say it louder (so) that everyone can hear you. 大声点说，以便大家都能听到你。② I got up early so that I could catch the first bus. 我起得很早，目的是为了赶上头班公共汽车。Part II  Pronunciation1. In this unit, the pronunciation knowledge is about explosive sounds. The teacher first explains the six plosives of the clear consonant and voiced consonant in the demonstration exercise 1 and their pronunciation in the phrase, so that the students can understand that plosives are the sounds made by the Speech organ that forms a barrier in the mouth, and then the air flow breaks through the barrier. Students can experience it through repeated recitation.2. Exercise 2: Each sentence can be read twice by the teacher, one slow and one fast. Afterwards, students marked the words with explosive sounds and read the sentences independently.1) Put your dishes in the sink.2) I like the food in the fresh market.3) We went to the club.4) This report is very important.5) Can you put this book in the bookcase?Culture CornerEnvironmental responsibility of a companySelf-checkAfter 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 class based on the progress of the class.