Unit 5 We Have Only One Earth！For Better Performance教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 5 We Have Only One Earth Period 5 For Better performance Teaching Analysis 【Textbook Analysis】 This is the fifth period of Unit 5 “We Have Only One Earth”, focusing on the integrated skills section “For Better Performance”. The content includes listening to an oral notice about a refuse-sorting competition, sorting waste into categories, discussing real-life waste management, and expanding environmental action lists. It aims to consolidate students’ listening, speaking, and categorizing skills within the environmental theme. 【Student Analysis】 Students have learned the 3R principles and basic environmental vocabulary in previous lessons. They are familiar with the topic but may lack practical experience in listening to formal notices and systematically sorting waste in English. They enjoy interactive tasks such as sorting games and group discussions. 【Teaching Focus & Difficulties】 Focus: 1. Extracting key information (time, place, event) from an oral notice. 2. Correctly categorizing common waste items in English. Difficulties: 1. Distinguishing between similar waste types (e.g., recyclable vs. other waste). 2. Using formal notice language and transitioning from oral to written format. Learning Objectives 【Knowledge & Skills】 Students will be able to complete a written notice based on an oral announcement. Students will be able to sort at least 12 common waste items into four categories in English. 3.Students will be able to discuss and share refuse-sorting practices in their daily lives. 4.Students will be able to list and choose additional personal environmental actions. 【Process & Methods】 Through listening comprehension, interactive sorting activities, group discussions, and reflective listing, students will integrate multiple language skills in a practical, real-world context, enhancing both comprehension and proactive environmental literacy. 【Affect, Attitude & Values】 To foster responsible waste management habits, encourage active participation in environmental initiatives, and promote a sense of personal and community accountability in protecting the environment. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Listening & Noticing – Focused Listening Practice Play the audio of the oral notice twice. First listening: students grasp the main event. Second listening: students fill in the key details (event name, time, date, place) in the provided “Notice” template. Teacher checks answers and highlights the structure of an oral announcement. To develop focused listening skills for extracting specific information from formal speech, and to bridge oral and written forms of notices. step 2: Sorting & Categorizing – Interactive Waste Classification Introduce the four waste categories with icons and simple definitions. In small groups, students classify 12 given waste items (e.g., waste paper, leftovers, used batteries) into the correct bins. Groups compare answers and discuss challenging items (e.g., nutshells – other waste). Teacher provides feedback and clarifies misconceptions. To apply waste classification knowledge interactively, reinforce vocabulary, and promote collaborative problem-solving. step 3: Discussing & Sharing – Real-life Application In pairs, students discuss the refuse-sorting situation in four contexts: themselves, family, school, community. They note down 1–2 observations per context. Selected pairs share summaries with the class. Teacher encourages use of phrases like “In my family, we usually…”, “At school, I notice that…”. To connect learning to personal experience, encourage authentic dialogue, and foster reflective thinking about real-world practices. step 4: Reading & Choosing – Expanding Environmental Actions Students read the list of daily environmental actions (e.g., sort refuse, use public transport) and individually check the ones they usually do. In groups, they brainstorm and write down at least three additional actions (e.g., use both sides of paper, bring own shopping bag). Groups share their expanded lists. To expand students’ repertoire of environmental actions, encourage self-assessment, and stimulate peer learning through idea exchange. step 5: Writing & Summarizing – Consolidation & Output Students write a complete “Notice” based on the listening, using formal written language. Then, they write a short personal reflection titled “My Environmental Actions” listing 3 things they will do or improve. Teacher collects and reviews for language use and comprehension. To consolidate learning through writing, promote formal language use, and encourage personal commitment to actionable environmental goals. Assessment & Reflection • Formative: Observation during group sorting and discussions, accuracy in listening completion. • Summative: Quality of written notice and personal reflection, completeness of waste sorting task. 【Reflection】 Prepare visual aids (icons, bins) to support the sorting activity. Allow extra time for clarification of tricky waste items. Encourage quieter students to contribute in pair discussions by providing sentence starters. Connect the lesson to any ongoing school environmental projects to enhance relevance. 学科网（北京）股份有限公司 $