新职业英语综合教程unit5~8教案 Sports and Health (1)-Ecological Civilization4

Unit8EcologicalCivilization(3)授课日期授课地点教学学时2课时授课班级教学分析教学内容SectionCViewingActivitiesPartIWarm-upintroductionPartIIExtensiveviewingpredictionPartIIIExtendeddiscussionPartIVExtendeddiscussionSectionDPracticalWritingPartIWritingskillsPartIIWritingtasks学情分析知识基础认知能力学习特点教学目标知识目标1.学生能够理解与环境保护相关的核心词汇，如desertification,sustainability,afforestation等，并准确使用。2.学生掌握投诉信写作的结构与语言特征，了解其功能和实际应用情境。能力目标提升学生批判性思维与口头表达能力，通过小组讨论形成解决环境问题的初步方案。2.训练学生用英语进行正式书信写作的能力，尤其是组织结构、语气表达与逻辑衔接的能力。素养目标增强学生的环境保护意识，引导其关注社会热点问题并勇于发声。2.培养学生全球视野与社会责任感，理解中国在可持续发展中的角色与贡献。思政目标通过中国治沙成就的学习，增强国家认同感与民族自豪感。借助投诉信写作训练，强化学生依法维权和理性表达的公民意识。3.培养学生关注生态文明建设、践行绿色发展的价值观。教学重点投诉信写作结构与语言表达规范的掌握；环保主题下的多角度观点输出能力。教学难点投诉信中的礼貌表达与语气控制；2.如何在口头讨论与写作中提出具有建设性的环境保护方案；3.提升学生表达中逻辑条理性和语言准确性。教学方法教法任务驱动教学法、引导—合作—探究法学法小组合作讨论法、模仿—仿写法课前环节教学内容教师主导活动学生主体活动教学意图教学手段课前导学词汇预习+环保主题热身讨论提供词汇清单，布置学生查阅含义与例句，并组织一次简单的环保主题小调查利用词汇表制作“关键词卡片”，并填写“我身边的环保问题”调查表激活背景知识，为口语与写作铺垫教学过程课中SectionAViewingActivitiesViewingandspeaking45MinutesPart1Warm-upIntroductionTeacher'sActivities:Displaystrikingimages:KubuqiDesertbefore/aftergreeningFarmersplantingtreesintheThree-Northregion"GreatGreenWall"aerialviewRevealvideotitle:

China’sDesertGreening:AModelfortheWorldPromptprediction:"Basedontheseimages,whatkeystrategiesmightChinausetocombatdesertification?"Student'sActivities:Groupdiscussion→List1-2predictions(e.g.,

"masstree-planting,""sandstabilizationtechniques").Activatevocabulary:

desertification,ecologicalrestoration,afforestation.5minutesPart2ExtensiveViewingPredictionTeacher'sActivities:Playvideo

once

(soundonly).Writestudent-detectedkeywordsonboard:Student'sActivities:Notekeywordswhilelistening→Share3-4terms(e.g.,

economicdamage,relentlessdetermination).Comparepredictionswithactualvideofocus.10minutesPart3IntensiveViewingFill-in-the-BlanksTeacher'sActivities:Playvideo

twice

(withsubtitles).Guidegroupanswer-checkingfor

Task1:Explain

criticalterms:"Relentlessdetermination":Unyieldingpersistencedespitedifficulties(e.g.,

*"40yearsoftree-plantinginharshconditions"*)."Ecologicalrestoration":Processofrepairingdamagedecosystems(showdesert→oasistransformationvisuals).Student'sActivities:Completeblanks→Peer-checkingroups.Analyzeusage:

"Howdoes'combat'(verb)differfrom'fight'?"10minutesPart4ExtendedDiscussionTeacher'sActivities:Summarizekeytakeaways:"Chinatransformed32millionhectaresthroughsustainedscientificefforts,provingdesertreversalispossible."Introduce

Task2

withsentenceframework:Challenges:-"Onecriticalissueis______depletion,especially______."-"______pollutionexacerbates______,asseenin______."Student-ledSolutions:-"Wecouldinitiate______oncampus,suchas______."-"Promoting______through______wouldaddress______."Providediscussionstarter:"InspiredbyChina’sdesertcontrol,wemustaddressmodernchallengeslikeplasticpollution.Forinstance..."Student'sActivities:Pairdiscussions→Develop3actionablesolutions(e.g.,

"campustree-adoptionclubs,""zero-wastehackathons").Sharetopideas:2groupspresentsolutions(3minseach).20minutesSectionBPracticalWritingPracticalWriting45MinutesPart1WritingskillsStep1:

ExplainStructure&ImportanceThree-PartFramework:

Opening:Date+Formalsalutation+clearpurposestatement.Body:Introduction(issuebackground)→Maincomplaint(details/evidence)→Proposedsolutions.Signature:Politeclosing+name+contactdetails.Emphasize:Professionaltone,specificity,andactionabledemands.Step2:DetailWritingTechniquesOpeningExamples:"Iamwritingtoformallylodgeacomplaintregarding..."

"Dear[Recipient’sName],Iwishtoexpressmydissatisfactionwith..."BodyTechniques:Use

facts

(dates/locations):

"OnJanuary10,2025,atyourRiverfrontbranch..."Consequence-focusedlanguage:

"Thishasresultedin..."/"Consequently,..."Solutions:Phraseasrequests("Irespectfullyrequest...")notdemands.Step3:AnalyzeSamplesSampleDissection

(SuperiorManufacturingCo.letter):Highlight:Dateformat(October10th,2024)Evidencetimeline("SinceApril2024...")Numberedsolutions(bold

andactionable)Professionalclosing("Yoursfaithfully...")Step4:GuidedPracticePrompt:

"WritetheOPENINGparagraphforacomplaintaboutnoisyconstructionatnightnearyourhome."TeacherSupport:Circulate,checkfor:ClearissuestatementCorrectdate/salutationformatStep5:PeerReviewShare2-3studentopenings.Discuss:

Strongpoints(e.g.,specificdate/location)

Improvements(e.g.,vaguedescriptions)Step6:KeyTakeawaysGoldenRules:Be

specific

(Who/What/When/Where).Balance

firmness

and

respect.Propose

realisticsolutions.25minutesPart2WritingtaskThroughthesequencingexercise,studentshaveabetterunderstandingoftheformatoftheletterofcomplaint.Thenaskthestudentstocompletethewritingtaskaccordingtothescenerequirements.Step1:Havestudentscarefullyreadandunderstandthewritingtask.Step2:Askstudentstoreviewthestructure,requirementsandrelevantknowledgepointsofEnglishletterofcomplaint.Step3:Guidestudentstowritethefirstdraft,andthenafterrevision,completethefinalversion.20minutes课后环节教学内容教师主导活动学生主体活动教学意图教学手段作业练习投诉信修改与提交给出个性化写作反馈并提供修改建议根据评语进行润色并提交最终信件文稿巩固正式写作规范，注重产出质量教学反思授课实效存在不足教学创新改进设想课堂考核评价体系评价项目评价标准分值（100）词汇与语言准确性正确使用环保主题词汇与投诉信表达20分内容完整性与逻辑性讨论或写作内容结构合理、表达清晰有逻辑30分合作与参与度小组讨论中积极发言、参与写作与反馈20分实用写作能力投诉信格式规范、语言得体、提出合理建议30分Unit8EcologicalCivilization(4)授课日期授课地点教学学时2课时授课班级教学分析教学内容SectionEWorkplaceProjectPart1WorkplacescenarioPart2Aneffectivecross-culturalcommunicationpracticeSectionFChineseWisdomAutumnEveningintheMountains学情分析知识基础认知能力学习特点教学目标知识目标理解并掌握CorporateSocialResponsibility(CSR)和EnvironmentalSustainability的基本概念与表达；熟悉与企业环保相关的专业词汇，如“carbonneutrality”,“greenofficepractices”,“stakeholdercollaboration”等；理解《山居秋暝》中体现的生态哲思，并能用英语进行基本赏析与表达。能力目标能够独立完成关于CSR案例的调研与摘要撰写，具备提炼信息的能力；能够制定会议议程、扮演角色并参与英文会议模拟，提高实际商务英语口语表达与沟通能力；能用英文反思企业环保实践与自身责任，培养批判性思维与团队合作能力。素养目标增强学生全球视野与可持续发展意识，理解绿色经济与企业责任；弘扬中华优秀传统文化，提升文化自信与跨文化交流能力；培养职业责任感，认识到作为职场人应积极参与环境保护实践。思政目标引导学生关注生态文明建设，增强环保意识，理解绿水青山就是金山银山的发展理念；强调个人在集体与社会中的责任，引导学生关注公益与社会公正；通过中外文化对比，增强国家文化软实力认同感。教学重点CSR在企业发展中的作用及员工的参与方式；用英语进行CSR会议表达的语言组织与逻辑安排；传统诗歌中蕴含的生态哲学对现代企业可持续发展的启示。教学难点如何将抽象的CSR概念与具体企业行为相联系；如何在模拟会议中运用准确、得体的英语表达观点；3.如何将中国诗意生态观用英文进行跨文化解读与转述。教学方法教法任务型教学法、案例教学法学法合作学习与角色扮演法、合作探究法课前环节教学内容教师主导活动学生主体活动教学意图教学手段课前导学引导学生预习CSR与生态文化内容提供CSR相关英文阅读资料与《山居秋暝》中英文对照诗文，布置查找一家有环保实践的企业。学生查阅资料，撰写企业环保摘要（100-150词），预习诗歌注释。提前构建CSR背景知识，增强课堂输入效果。教学过程课中SectionEWorkplaceProjectWorkplaceCommunicationTask:CorporateSocialResponsibilityandEnvironmentalSustainability70MinutesPart1WorkplacescenarioStep1:Introducetheobjectivesoftheworkplaceproject.Step2:Explainthescenariooftheworkplacecommunicationtask.5minutesPart2Aneffectivecross-culturalcommunicationpracticeStep1:ExplainCulturalDifferences:HighlighthowCSRprioritiesvarybyculture(e.g.,Germanemphasisonengineeringefficiencyvs.Brazilianfocusoncommunityimpact).ResourceRecommendations:HofstedeInsights(culturaldimensions).Casestudies:

Unilever’s"SustainableLiving"plan

(UK/Netherlands),

Toyota’scarbon-neutralfactories

(Japan).5minutesStep2:RemindersforStudents:Use

simpleEnglish:

"Reducewaste"

insteadof

"Circlethewagonsonlandfilldiversion."Avoididioms/slang:Replace

"Gotheextramile"

with

"Makeadditionalefforts."Non-verbalcues:Pausefrequentlyforinput;usegesturesintentionally(e.g.,noddingtoshowagreement).5minutesStep3:GroupSetup:Divideinto

teamsof4–5.Assignroles:Planner:Leadsagendadrafting.Researcher:SharesCSRcasestudies.Facilitator:Managesculturaladaptation.Recorder:Tracksactionitems.Tasks:Drafta

meetingagenda

(basedon"Step2"inthetask).Assign

culturalbackgrounds

(e.g.,Japaneserepstresses

collectiveaction;Germanrepfocuses

data-driventargets;Brazilianrephighlights

communitypartnerships).20minutesStep4:Role-PlaytheVirtualMeetingSimulationStructure:Introductions

(1min/student):Name,role,culturalperspective.AgendaItems:Company’scurrentinitiatives(e.g.,recyclingprograms).Casestudy(e.g.,Patagonia’sethicalsourcing).Employeeinvolvement(e.g.,"greenchallenges").Stakeholdercollaborationchallenges(e.g.,NGOpartnerships).Cross-CulturalFocus:Japanesemember:Useformaltitles,avoiddirectdisagreement.Brazilianmember:Prioritizerelationship-buildingsmalltalk.25minutesStep5:WritingPrompt:Reflectononechallenge(e.g.,conflictingculturalprioritiesonprofitvs.sustainability).Howdidyourgroupadapt?Whatdidyoulearnaboutcross-culturalcommunication?(150–200words).Exampleresponse:"OurGermanmemberpushedforaggressivewaste-reductiontargets,whileourJapanesemembercautionedagainstoverpromising.Wecompromisedbyphasinggoalsquarterly.Ilearnedtoactivelyinvitequietermemberstospeak,ensuringallperspectiveswereheard."10minutesSectionFChineseWisdomAutumnEveningintheMountains20MinutesPart1PoetryReadingStep1:Theteacherreadsthepoetryasamodel,andstudentsfollowtoreadaloud,feelingtherhythmofthepoetry.​Step2:Studentsreadthepoetryfreely,imaginethescenespaintedbythepoem—moonlightthroughpines,clearwaterflowing,washer-womenreturning.5minutesPart2Line-by-LineInterpretationandCulturalAnalysisStep1:LineExplanationwithContextTheteacherexplainsthehistoricalandpersonalbackgroundofWangWei.Eachlineisanalyzedformeaningandimagery:“空山新雨后”—thequietafterrain,settingthetone.“明月松间照，清泉石上流”—movementvsstillness;avisualandauditoryharmony.Highlighttheuseof象征手法(“symbolicimagery”)suchas:Brightmoon–purity,transcendence.Home/return–spiritualbelonging,ecologicaldwelling.Step2:TranslationandCulturalImageTransformationComparekeyphrasesinChineseandEnglish:“空山”—“mountainsbare”:exploretranslationchoicesandculturaltone.“竹喧归浣女”—“noiseofwasher-maids”:doestheEnglishretainthepoeticnuance?Guidestudentstothinkcritically:“Whatculturalimagesmightbelostortransformedintranslation?”

“HowdoesXuYuanchongbalancefaithfulnessandfluency?”Step3:DeepDiscussiononSentimentandCulturalEmotionDiscuss“nostalgia”and“ecologicalharmony”asuniversalemotions:“Howdoesthispoemexpresshomesicknessorretreatfromtheworld?”

“HowdoesitshowtheChineseviewofnature:nottoconquerbuttodwellwithin?”Pointoutthephilosophicalvalue:Natureas“themotherofthesoul”ratherthan“aresourcetobeexploited.”Step4:ExpressionTrainingEachgroupselects