Module 3

Unit 8 Green Living

No. 2

肥西实验高级中学 高二英语组

刘彩侠

2023.05

1 Guiding theories

2 General introduction

3 Teaching procedures

4 Features of the design

Contents

Part I Guiding Theories

Position of textbook：Book 3 of the required series

Topics: students’reality; Difficulty: moderate;

Thematic contexts: various; Activities: multiple;

Thematic context: Human and nature

Theme: Environmental protection

Contents:

Center around knowledge and lifestyles of green living.

Focus on exploring the efforts of individuals, community and

country in environmental protection.

Inspire students to promote green living.

Cultivate students’ consciousness of creating a community for a

shared future.

Part II General Introduction

1. Analysis of the teaching material

Part II General Introduction

Part II General Introduction

1. Analysis of the teaching material

Part II General Introduction

Strength

1. Some basic reading skills;

2. Certain background information about environmental problems.

Weakness

1. Have some difficulties in information extraction;

2. Need to enhance environmental protection awareness.

Opportunity

1. The topic can arouse their interests;

2. Learn to take measures to protect the environment and live a green life.

Threats

1. Some of the activities are difficult for them;

2. Be challenged in implementing environmental protection measures.

2. Analysis of the target students

S W

O T

高二（14）班

Specific goals Period Assessment

To talk about ways of green living; To activate students’ thinking of green living. Topic talk

1 period

Accurate, clear and brief

introduction of green living.

To read for specific information about Roots & Shoots; To enhance environmental

protection consciousness.

Lesson 1 Roots and

Shoots 2 periods

Introducing “ Roots & Shoots”

and understanding green belief.

To listen about Greenlife, a non-profit organisation; To practise asking questions. Lesson 2 Greening the

Desert 2 periods

The understanding of rules of

taking notes.

To further understand how events develop and lead to consequences. Lesson 3 “White Bikes”

on the Road 2 periods

Self-assessment: e.g., the

participation of discussion.

To know about recycling; To cultivate critical thinking. Reading Club 1 1

period /

To learn the structure of a survey report. Viewing Workshop 1

period

Express ways of protecting the

environment.

To know the characteristics of dialogues in literature works. Writing Workshop

1 period

Effectiveness of summarizing

the structure.

To view the introduction of solar energy; To raise awareness of protecting the

environment

Reading Club 2

1 period /

To make a group presentation on designing a green living promotion advertisement. Project: 1 period Participation in presentation.

3. Teaching objectives (Specific) and assessment

Part II General Introduction

Part II General Introduction

4. Teaching methods and assessment

Part II General Introduction

5. Teaching resources

Pictures

Audios

Practice

Texts

Videos Videos Pictures

Texts

Practice

Audios

Multimodal

resources

Studentcentered

Practice

oriented

不局限于单一静态

文本，还借助音视

频等多模态资源

教师主导学生中心

体现双边活动教学理念

理论学习和实践锻炼

双重落实

Part III Teaching Procedures

1. The activity chain: Lesson1, Lesson 3 & Writing Workshop

Activity-based

approach

Part III Teaching Procedures

Know

环保意识

L1

Understand

环保举措

L3

Do

环保现状

Writing

Workshop

学习理解

应用实践

迁移创新

1. The activity chain: Lesson1, Lesson 3 & Writing Workshop

2. The question chain

Create

Evaluate

Analyze

Apply

Understand

Remember Have you ever ridden a bike-sharing? (Lesson 3)

What do you know about green living? (Topic Talk)

What is green living? (Topic Talk)

Why is it a good way to live a green life? (Lesson 3)

What can you do to promote green living? (Topic Talk)

What can we do to make our world a better place? (Lesson 1)

What is your explanation for the two quotes from Dr. Jane Goodall? (L1)

What’s the genre of the text? (Lesson 1)

Why is Amsterdam a good city for bike-sharing? (Lesson 3)

What do you think of the meaning of the title “White Bikes” on the road? (L3)

What’s the author’s purpose of writing this text? (Lesson 1)

Can you suggest another title for the text? (Lesson 1)

How do you plan to lead a green life exactly? (Lesson 2)

Write a survey report on the environmental protection. (Writing Workshop)

低阶思维

高阶思维

教师主导

双向互动

学生主体

综合运用

建

构

主

义

迁

移

创

新

应

用

实

践

学

习

理

解

Part III Teaching Procedures

Part IV Features of the design

Features

1. KUD teaching design framework

3. The question

chain

4. The activity

chain

2. Integration of

teaching, learning,

and assessing

5. Backward

design

Part IV Features of the design

STEP 1

Part IV Features of the Design

Step 1. Identify

desired results

Backward design

Part IV Features of the Design

Step 2.

Determine

acceptable

evidence

Step 1.

Identify

desired results

Backward design

Diversified subject of assessment

Part IV Features of the Design

Step 3.

Planning

learning

experiences

Step 2.

Determine

acceptable

evidence

Step1.

Identify

desired results

Backward design

2023. 05

Thanks for your listening!

2023 年“新明杯”说课比赛决赛

单元整体教学说课稿

Unit 8 Green Living

姓名： 刘彩侠

教材：北师大版必修第三册

单位：肥西实验高级中学

时间：2023 年 5 月

Unit 8 Green Living

Good afternoon, everyone! Today, it’s my great honor to be here to share my

teaching design for Unit 8, Green Living. My presentation mainly includes four parts,

that is, Guiding Theories, General Introduction, Teaching Procedures, and Features of

the Design. Now, let’s have a look at them one by one.

1. Guiding Theories

First and foremost, let’s talk about the Guiding Theories. Under the guidance of

Bloom’s taxonomy of learning, the new curriculum standard, the view of English

learning activities, constructivist theory, and deep learning theory are applied in this

teaching design so as to cultivate students’ core competencies comprehensively. These

theories work together can help to activate students’ existing knowledge and experience

so that students can understand and internalize the language gradually in the activities

of transfer, and finally realize the combination between knowledge and practice. Based

on these guiding theories, the teaching design is established.

2. General Introduction

Next, let’s have a look at the General Introduction of my teaching design. Let’s

start with the analysis of the teaching material, as Book 3 of the required series, the

thematic contexts are various. For example, Unit 8 belongs to Human and Nature,

centering around environmental protection and raising students’ awareness of green

living. Besides, there are another two units in relation to this theme, that is, Unit 5 in

Book 2 of the required series and Unit 3 in Book 1 of the elective series. Therefore,

let’s have a look at the cross-unit thematic contextual correlation analysis. Unit 5

Human and Nature mainly tells us to know, to respect, and to explore the nature, Unit

8 Green Living draws our attention to how to protect the environment as an individual,

and Unit 3 Conservation tells us the importance of the joint efforts to save the resources

and protect environment for the lasting good of men. That is, the harmonious coexistence between human and nature is the joint efforts of individual and all human

beings.

Keeping this in mind and taking the big idea of English discipline and deep

learning into account, I read the topics and contents of the whole unit carefully, then I

find out the inner logic between them. Based on Topic Talk, Lesson 1 Roots and Shoots

introduces what we should do individually. After raising the awareness of

environmental protection, Lesson 2, Lesson 3, Reading Club 1 and Viewing Workshop

introduce how to take steps to protect the environment. Writing Workshop and Reading

Club 2 present the current situation of environmental protection, telling us why we

should raise our environmental protection awareness and take measures. After learning

each part, students are encouraged to finish group tasks such as the drawing of posters.

After learning the whole unit, the whole class are asked to introduce the green lifestyle

and environmental protection in multimodal ways through WeChat Official Account.

Then, the big idea is formed, that is to enhance environmental protection awareness,

establish the concept of environmental protection, and start a green life.

After knowing the teaching material and the big idea, let’s have a look at the

analysis of the target students. I adopt the SWOT pattern of student analysis. Students

in the second semester of senior 1 have certain background knowledge about

environmental problems but they still have difficulty in extracting information and

implementing environmental protection measures.

Based on the guiding theories, analysis of materials and students, the overall and

specific objectives are identified. According to the core competencies of English, the

overall objectives are designed to cultivate students’ linguistic competence, cultural

awareness, thinking quality, and learning ability. As we can see, the overall objectives

fall into four categories, aiming at develop students’ different core competencies.

Besides, these objectives can also be classified into three categories according to the

view of English learning activitiessuch as the category of learning and understanding,

applying and practicing, and transferring and innovating. Then, I identify the key and

difficult points in this unit.

The following is the specific objectives and process assessment of each lesson. So

we can see that Topic talk and Lesson 1 mainly introduce ways of green living and

environmental protection problems, aiming at establishing environmental protection

awareness. Lesson 2, Lesson 3, and Reading Club 1 elaborate ways of environmental

protection, aiming at help students understand how to implement environmental

protection measures as an individual. Writing Workshop, Reading Club 2, and Project

aim to convey what we can do to be a person with students’ green belief. Then, the

overall objectives can be realized by completing specific objectives in each lesson.

But how to teach this unit? So next, the teaching methods and ways of assessment

are adopted. For example, the activity-based approach, communicative approach,

scaffolding approach, and interactive approach are applied, and various assessment

subjects are involved such as students’ self-assessment, teacher’s assessment, and peer

assessment.

Now that we have chosen the teaching methods and ways of assessment, which

kinds of teaching resources can be used? In this unit, I plan to used multiple forms of

teaching resources, for example, the text, video, audio, pictures, and practice. So the

teaching resources do not merely limit to the text, but also involve multimodal resources.

It combines what the students have learned in class with practice closely, and fully

reflects the principle of student-centered and teacher as the guide in the classroom.

3. Teaching Procedures

As for the teaching procedures, let’s talk about it from two aspects. The first one

is the activity chain. Taking Lesson 1, Lesson 3 and Writing Workshop for example, in

Lesson 1 Roots and Shoot, multiple teaching activities are designed following the

pattern of Pre-reading, While-reading, and Post-reading, which can contribute to

students’ knowledge of environmental protection. Lesson 3 “White Bikes” on the Road

is also a reading material with different reading activities. By conducting these activities,

students can understand how to implement environmental protection measures as an

individual. And the Writing Workshop encourages students to do a survey report on

environmental protection based on the data collected, which can enhance students’

environmental protection awareness by doing a survey. Thus, the design of activity is

also a reflection of the view of English learning activities. But how about the level of

activities in terms of the view of English learning activities.

What’s next, let’s move to the questions during the teaching process, namely, the

question chain. Under the guidance of Bloom’s taxonomy of learning, questions in

different lessons are designed from lower order to higher order, which can promote the

interaction between teachers and students and develop students’ comprehensive ability

of using English.

4. Features of the Design

Next, let’s move to the final part of the teaching design, namely, features of the

design. Here, let’s focus on the backward design put forward by Wiggins and McTighe

in 1999, which begins with the outcome, then assessment and activities. Now, let’s have

a look at Step 1 identify desired results. After learning this unit, students need to do a

group presentation, complete a survey report, and conduct an interview on

environmental protection issues. But how to assess their learning results and teachers’

teaching results? As for this, diversified subjects are involved such as teachers’ oral

assessment, students’ self-assessment, and peer assessment with the help of the scales

designed by our group. In order to achieve the outcomes, various activities are included

such as the reading activities, survey report and blackboard design, etc.

Well, that’s all. Thank you, everyone, thanks for your listening! Goodbye!