Unit 5 We Have Only One Earth！Grammar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 6  Grammar Teaching Analysis 【Textbook Analysis】 This is the sixth and final period of Unit 5, focusing on grammar structures: the Present Continuous Tense and the Passive Voice. These grammatical forms are highly relevant to environmental topics, as they allow students to describe ongoing actions and processes of change. The lesson integrates grammar learning with the unit's environmental themes, enabling practical application in meaningful contexts. 【Student Analysis】 Students have completed all thematic content of the unit and are familiar with environmental vocabulary. They have encountered these grammar structures in previous texts but may lack systematic understanding and accurate production. Grammar-focused lessons can be challenging, so integrating practice with familiar content and interactive tasks is crucial for engagement and retention. 【Teaching Focus & Difficulties】 Focus: 1. Recognizing and producing correct forms of the present continuous tense. 2. Understanding the structure and use of the passive voice in environmental contexts. Difficulties: 1. Differentiating between active and passive voice and choosing the appropriate one. 2. Using the present continuous tense accurately for temporary vs. habitual actions in environmental descriptions. Learning Objectives 【Knowledge & Skills】 1.Students will be able to form and use the present continuous tense to describe ongoing environmental actions. 2.Students will be able to form and use the passive voice to describe environmental processes and changes. 3.Students will be able to write a short paragraph about environmental protection using both grammar structures correctly. 【Process & Methods】 Through guided discovery in context, structured practice with visual aids, transformation exercises, integrated writing tasks, and peer review, students will move from recognition to controlled practice and finally to creative application of the target grammar. 【Affect, Attitude & Values】 To demystify grammar learning by connecting it to meaningful and familiar content, build confidence in using more complex sentence structures, and reinforce the unit's message that language is a tool for describing and advocating for environmental action. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Grammar in Context – Discovery & Analysis Begin by revisiting key sentences from the unit's texts (e.g., from the Saihanba passage, 3R leaflet, or notices). Write 4-5 sentences on the board that exemplify the present continuous and passive voice. Ask students to identify them and discuss in pairs: What is the subject doing in each? Who is the "doer" of the action? Guide them to notice the form (be + V-ing / be + past participle) and the shift in focus between active and passive sentences. Elicit initial rules. To ground grammar learning in authentic texts from the unit, making it relevant and helping students see grammar as a meaning-making tool rather than an abstract rule. This inductive approach promotes deeper understanding. step 2: Focused Practice – Present Continuous for Ongoing Actions Show a series of photos or short video clips depicting environmental activities (e.g., volunteers cleaning a beach, workers installing solar panels). For each visual, ask: "What's happening?" Students respond using full present continuous sentences (e.g., "They are picking up plastic bottles."). Then, conduct a "Find Someone Who..." mingling activity where students ask peers questions like "Are you doing anything to save energy right now?" to practice the interrogative and negative forms in a personalized context. To provide visual and interactive practice for the present continuous, linking form to real, observable actions. The mingling activity personalizes the grammar, increasing engagement and making practice communicative and fun. step 3: Focused Practice – Passive Voice for Processes & Changes Present a diagram or flowchart of a recycling process (e.g., Plastic bottles are collected. → They are sorted. → They are crushed. → They are melted. → New products are made.). Use it to model passive voice sentences. Then, provide active voice sentences related to environmental management (e.g., The city government is building more bike lanes. / We should protect endangered animals.) and have students transform them into the passive voice, discussing how the meaning or focus changes. Highlight when the passive is more appropriate (when the action or result is more important than who does it). To visually demonstrate the logical use of the passive voice for describing processes, a common need in environmental topics. The transformation exercise sharpens understanding of the structural change and pragmatic difference between active and passive voice. step 4: Integrated Application – Writing & Design Task Assign a small group project: "Create a Green Action Plan for Our School." Groups must brainstorm 3-4 actions. Their final output is a brief plan that includes: a) Two sentences using the present continuous to describe what students are already doing. b) Two sentences using the passive voice to describe what should be done / will be done. Provide a template if needed. (e.g., "Right now, students are turning off lights after class. More recycling bins are being placed in the hallway next month.") To synthesize grammar learning with the unit's theme in a creative, collaborative task. This moves students from controlled practice to freer production, applying both grammar points meaningfully to a realistic, purposeful project. step 5: Presentation, Peer Review & Consolidation Each group presents their Green Action Plan to the class, reading their sentences aloud. The listening groups have a checklist to identify the present continuous and passive voice sentences and assess if they are used correctly. Teacher provides immediate feedback. Finally, review the core grammar rules with the whole class, clarifying any persistent errors. Assign the writing task from the learning plan as consolidated homework. To provide opportunities for spoken output, peer learning, and immediate feedback. The peer review checklist focuses attention on the target structures. Ending with a clear review solidifies the lesson's key learning points. Assessment & Reflection • Formative: Observation during discovery discussion and practice activities, accuracy in sentence transformations. • Summative: Quality of sentences in the group's Green Action Plan, accuracy in the final written paragraph homework. 【Reflection】 Ensure the example sentences in Step 1 are clear and unambiguous. For Step 2, choose engaging and relevant visuals. Be prepared to contrast the present continuous with the simple present (for habits) if confusion arises. During the group task in Step 4, circulate to provide scaffolding. The peer review in Step 5 should be structured and guided to be effective. 学科网（北京）股份有限公司 $