Unit 5 We Have Only One Earth！Around the World & Fun Time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 5Around the World & Fun Time Teaching Analysis 【Textbook Analysis】 This is the fifth period of Unit 5, consisting of two sections: “Around the World” and “Fun Time”. The “Around the World” section presents the inspirational environmental success story of Saihanba in China, demonstrating human determination in ecological restoration. The “Fun Time” section focuses on pronunciation practice of /ʊ/ and /uː/, and includes a self-assessment checklist for unit vocabulary review. 【Student Analysis】 Students have completed the core unit content on environmental protection. They are familiar with key concepts and vocabulary but may benefit from a real-world inspiring case study to reinforce values. They may struggle with distinguishing similar English vowel sounds and need guided practice. 【Teaching Focus & Difficulties】 Focus: 1. Comprehending the Saihanba story and extracting its environmental and cultural significance. 2. Accurately distinguishing and producing the sounds /ʊ/ and /uː/. Difficulties: 1. Expressing the lessons and values derived from the Saihanba story in English. 2. Consistently applying correct pronunciation in new words beyond the given examples. Learning Objectives 【Knowledge & Skills】 1.Students will be able to describe the transformation of Saihanba and its achievements in simple English. 2.Students will be able to discuss the lessons learned from Saihanba regarding environmental perseverance. 3.Students will be able to correctly pronounce and distinguish between /ʊ/ and /uː/ in given words and sentences. 【Process & Methods】 Through comparative image analysis, guided reading, value-based discussion, minimal pair pronunciation practice, and reflective self-assessment, students will integrate content knowledge, cultural appreciation, and language skills in a cohesive lesson. 【Affect, Attitude & Values】 To inspire students with a real Chinese environmental success story, foster national pride and cultural confidence, cultivate perseverance and long-term commitment to environmental causes, and encourage proactive self-assessment in language learning. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Visual Prediction & Topic Activation Show students two contrasting images of Saihanba (past wasteland vs. present forest). Ask them to guess which is current Saihanba and justify their guesses based on visual clues. Then, pose the lead-in questions: “Have you heard about Saihanba? What do you think is special about it?” Elicit initial responses to activate prior knowledge and curiosity. To engage students visually, activate prior knowledge, and create a personal connection to the topic before reading, enhancing motivation and predictive skills. step 2: Structured Reading & Information Extraction Students read the text “The green miracle of Saihanba” individually. Provide a graphic organizer with five categories: Location, Past Problem, Actions Taken, Present Result, Honor Received. Students fill in key phrases or sentences from the text. Teacher checks answers and clarifies any difficult vocabulary (e.g., wasteland, foresters, transformed, afforestation). To develop focused reading comprehension skills, train students to extract and organize specific information from a text, and build a clear factual understanding of the case study. step 3: Deep Discussion & Value Internalization In small groups, students discuss: 1) Why is it called a “miracle”? 2) What qualities did the three generations of foresters show? 3) What can we learn from this story for our own environmental actions? Each group prepares a short summary. Teacher facilitates a class-wide sharing session, guiding students to articulate values like determination, perseverance, and collective effort. To move beyond comprehension to critical thinking and value analysis, encourage collaborative sense-making, and help students connect an inspiring story to their own attitudes and potential actions. step 4: Focused Pronunciation Practice Introduce the two vowel sounds /ʊ/ (short) and /uː/ (long) with mouth shape diagrams and example words (book, good / moon, food). Play the audio of the two proverbs. Students repeat, focusing on the target sounds. Conduct a “minimal pair” listening game: teacher says words (e.g., full/fool), students identify the sound. Then, students practice reading the proverbs aloud in pairs, giving peer feedback on pronunciation. To provide explicit pronunciation instruction and controlled practice, address a common phonetic difficulty, and integrate fun, interactive elements to lower anxiety and improve accuracy. step 5: Self-Assessment & Personal Goal Setting Students work individually on the “My Progress Check” list, ticking the words and expressions they remember and can use. They then write down three useful sentences they learned in this unit. Finally, they draft a simple “My Green Action Plan” with two specific environmental actions they promise to do, inspired by Saihanba’s story. Teacher collects or has volunteers share their plans. To promote learner autonomy through self-assessment, consolidate vocabulary learning, encourage reflection on unit content, and translate inspiration into personal commitment through actionable goal-setting. Assessment & Reflection • Formative: Observation during group discussions, accuracy in filling the graphic organizer, participation in pronunciation activities. • Summative: Quality of group discussion summaries, pronunciation accuracy in pair practice, completeness of self-assessment and action plan. 【Reflection】 Prepare high-quality contrasting images of Saihanba for maximum impact. Allow sufficient time for the value discussion, as this is the emotional core of the lesson. For pronunciation, demonstrate mouth shapes clearly and provide immediate corrective feedback. Encourage honesty in self-assessment and celebrate personal action plans as a positive closure to the unit. 学科网（北京）股份有限公司 $