Task Unit 2 教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Task unit2 Teaching Analysis 【Textbook Analysis】 This lesson is centered around the project task "Plan a 'Go Green Week'", integrating multiple skills such as language application, information processing, collaborative planning, and public presentation. The task requires students to design a week-long series of themed environmental protection activities, involving schedule planning, activity design, and resource preparation. It is a comprehensive and highly practical language application project. 【Student Analysis】 Students have acquired basic everyday English vocabulary and simple sentence structures. They possess a preliminary understanding of environmental themes but may struggle to translate ideas into specific, feasible English activity plans. The group work format effectively reduces anxiety and stimulates creativity, but requires clear structural support and language scaffolding from the teacher. 【Teaching Focus & Difficulties】 Focus: Using acquired language to collaboratively complete a structured activity plan (including time, place, activity name). Presenting the group's plan clearly and logically to the class. Practicing language for making suggestions, discussing, and comparing options (e.g., "Let's...", "How about...?", "I think... is more interesting because..."). Difficulties: Generating creative and practical activity ideas and expressing them accurately in English. Organizing information coherently during the presentation, moving beyond reading a list. Actively using comparative and evaluative language during the "plan selection" phase. Learning Objectives 【Knowledge & Skills】 Knowledge: Master key vocabulary related to environmental protection and activities (e.g., recycle, save energy, plant trees, poster campaign, clean-up). Skills: Develop the ability to brainstorm, negotiate, and formulate a plan within a group. Enhance skills in extracting and organizing information (for the "Go Green Week" schedule). Improve oral presentation skills and the ability to ask/answer simple questions about the plan. Practice the skill of giving brief reasons when comparing and choosing between options. 【Process & Methods】 Through brainstorming, group discussion, information organization (completing the schedule table), presentation practice, and peer evaluation, students will experience the complete process of project-based learning—from idea generation to output and reflection. 【Affect, Attitude & Values】 Foster a sense of responsibility and initiative towards environmental protection. Experience the power of collective wisdom and the importance of teamwork. Build confidence in using English for real-life planning and communication. Procedure Design 步 骤 活 动 设 计 设计意图 Step 1: Lead-in & Topic Activation 1. Show pictures/videos of environmental issues (pollution, waste) and positive actions (recycling, planting). 2. Ask: "What can we do at school to help the earth?" 3. Introduce the task: "Our school will have a 'Go Green Week'. Let's plan it!" To activate prior knowledge, stimulate interest in the topic, and establish a clear, meaningful context for the task. Connecting to the school setting makes it relevant. Step 2: Group Planning & Schedule Creation 1. Divide students into groups of 4-5. 2. Instruct: "Plan one activity for each school day. Think about: What? When? Where?" 3. Distribute the "Go Green Week" schedule worksheet (from the attachment). 4. Provide language support on the board: "We could... on Monday.", "How about a ... in the ...?", "Let's put it at ... on Tuesday." 5. Circulate, monitor, and offer help. To guide students through the core collaborative task. The structured worksheet provides clear output goals. Teacher scaffolding supports language production during discussion. Step 3: Group Presentations & Peer Listening 1. Invite groups to present their "Go Green Week" plan to the class. 2. Provide a simple listening task for the audience: "Listen and write down ONE activity from another group that you think is interesting." 3. Facilitate brief Q&A after each presentation (e.g., "Why did you choose this activity?"). 4. Manage time and encourage supportive applause. To provide a platform for students to share their work, practicing formal speaking skills. The listening task ensures active engagement from all students and gathers information for the next step. Step 4: Comparison, Selection & Reflection 1. Guide a class discussion: "Which activities did you write down? Why are they interesting?" 2. Conduct a class vote: "Let's choose the MOST interesting plan/activity for our 'Go Green Week'." 3. Summarize the chosen ideas and praise all groups for their effort and creativity. 4. Lead a brief reflection: "What did you learn about planning? What was easy/difficult?" To move from presentation to higher-order thinking—evaluation and justification. The vote creates a conclusive, interactive finale. Reflection promotes metacognition and consolidates the learning experience. Assessment & Reflection 【Assessment】 Formative Assessment: Teacher observation during group work (participation, use of English), quality of the completed schedule, clarity and effort during presentation. Summative Assessment: The final group plan (schedule worksheet) and the group presentation serve as the key output for assessment. Peer listening notes can also be checked for comprehension. 【Reflection】 Scaffolding is Key: For Step 2, pre-teach or brainstorm a list of possible activity types and locations to prevent idea block. Provide sentence starters on the board. Manage Presentation Time: Limit each group's presentation to 1-2 minutes. Use a timer. For larger classes, select 3-4 groups to present rather than all. Differentiation: Support struggling groups by assigning specific days or offering choice cards with activity ideas. Challenge advanced groups to add a "Why?" (purpose) column to their schedule. Post-Lesson: A possible extension is to have students create a poster for one activity from the chosen plan, integrating art and writing. 学科网（北京）股份有限公司 $