Module 12 Save our world Unit 1 教案 -2024-2025学年外研版英语九年级上册

教学设计 课题 Module 12 Save our world-Unit 1 If everyone starts to do something，the world will be saved 课时 1 教学目标 Language Competence: Master "if" conditional sentences to discuss environmental actions; use vocabulary like "recycle," "pollute," and "conserve." Cultural Awareness: Compare environmental practices globally, fostering a sense of shared responsibility. Thinking Capacity: Analyze cause-effect relationships between individual actions and global environmental changes. Learning Ability: Collaborate in discussions to propose solutions, developing autonomous learning through real-life application. 重难点 Grasp "if + present tense, future tense" structure (key); avoid confusion with other conditionals (difficult). Apply topic-related vocabulary flexibly in communication (key); expressing complex ideas about environmental protection coherently (difficult). 教学环节 学习活动 新课教学 Step 1: Warming-up (5 minutes) T: Good morning/afternoon, class! Today, we are going to start a new module, Module 12, Save our world. Before we begin, let's think about our beautiful planet Earth. We all love nature, the blue sky, the green grass, and the clear rivers. But have you noticed that our world is facing some serious problems? Now, I will show you some pictures on the screen. (Show some pictures of polluted rivers, smoky factories, and piles of rubbish) T: Look at these pictures carefully. What can you see? Raise your hands and tell me. S1: I can see a very dirty river with lots of rubbish in it. T: Exactly! The water is so polluted that it's not suitable for fish or other living things to survive. What else? S2: There is a factory with a lot of black smoke coming out of the chimney. T: Right! The smoke from the factory is polluting the air. It's harmful to our health. And the last picture? S3: There are huge piles of rubbish. It looks really messy. T: Great! These pictures show us different environmental problems. Can you name some other environmental problems we are facing today? S4: Global warming. S5: Deforestation. T: Wonderful! You all have a good understanding of the problems our world is facing. Now, let's move on to our new lesson and see how we can save our world. Step 2: New Words Introduction (5 minutes) T: First of all, we have some new words to learn. Let's look at the screen. The first word is “factory”. Follow me, factory. Ss: Factory. T: A factory is a place where things are made. Usually, factories can cause pollution. The next word is “pollute”. Pollute. It means to make the air, water, soil, etc. dirty. Ss: Pollute. T: For example, factories and cars pollute the environment. Another word is “recycle”. Recycle means to treat used materials so that they can be used again. Follow me, recycle. Ss: Recycle. T: We should recycle waste paper and plastic bottles to save resources. And “waste”. Waste can be used as a noun or a verb. As a noun, it means things that are no longer wanted or needed, like waste paper, waste water. As a verb, it means to use something without a good reason. For example, don't waste water. Read after me, waste. Ss: Waste. T: Then, “enemy”. An enemy is a person or thing that is against you or that causes problems for you. Here, pollution is the enemy of our environment. Enemy. Ss: Enemy. T: “Crop” is the next word. Crops are plants such as wheat and potatoes that are grown in large amounts for food. Crop. Ss: Crop. T: “Kill”. It means to cause someone or something to die. Pollution can kill plants and animals. Kill. Ss: Kill. T: “Oil” is a thick, black liquid found underground, which is used to make petrol, etc. Oil. Ss: Oil. T: “Less” is a comparative form. It means a smaller amount of something, or not as much. We should use less plastic to protect the environment. Less. Ss: Less. T: The last word is “hopeless”. It means without hope. But don't be hopeless about the environment. If we all take action, we can save our world. Hopeless. Ss: Hopeless. T: Now, let's read these new words together one more time. Step 3: Pre - listening (5 minutes) T: Now, I want you to look at the pictures on Page [X] of your textbooks. There are two pictures. What can you see in the first picture? S6: I can see a factory and a river. The river is polluted. T: Good. And what about the second picture? S7: There are some glasses and paper, and a recycling sign. T: Right. Now, work in pairs and discuss these two questions: What problems can you see in the pictures? And what can we do to solve these problems? You have 2 minutes to discuss. (Students discuss in pairs) T: Time's up. Who would like to share your ideas? S8: In the first picture, the factory is causing a lot of pollution. We can ask the factory to use clean energy. T: That's a great idea. Using clean energy can reduce pollution. What else? S9: We can also make laws to stop the factory from polluting the river. T: Exactly! Laws are very important to protect the environment. How about the second picture? S10: We can recycle the glasses and paper. It can save resources. T: Wonderful! Recycling is a very good way to protect the environment. Step 4: Listening (5 minutes) T: Now, let's listen to a conversation between Betty and her father. Listen carefully and answer these two questions on the screen. Question 1: What polluted the environment? Question 2: What can be recycled? Are you ready? Let's start. (Play the recording) T: OK, time's up. Who can answer the first question? What polluted the environment? S11: Factories and cars polluted the environment. T: Correct! And the second question? What can be recycled? S12: Glass, paper and metal can be recycled. T: Great job! Now, let's listen to the conversation again. This time, fill in the blanks in your textbooks. (Play the recording again) T: Let's check the answers together. For the first blank, it should be “pollution”. The factory is causing a lot of pollution. The second blank is “laws”. There should be some laws to stop the pollution. The third blank is “recycle”. We can recycle waste products. And the last two blanks are “glass” and “metal”. We can recycle waste products, such as glass and metal in a recycling centre. Are you all clear? Step 5: Language Points Explanation (5 minutes) T: Now, let's look at some important language points in this conversation. The first one is “pollution”. It is a noun, which means the act of making the air, water, soil, etc. dirty. For example, “The air pollution in big cities is getting worse.” The verb form is “pollute”. Don't pollute the river with waste. And the adjective form is “polluted”. The polluted water is harmful to our health. Understand? Ss: Yes. T: The next one is “be a danger to sb./sth.” It means to be harmful to someone or something. For example, “Smoking is a danger to our health.” Another similar phrase is “be in danger”, which means to be in a situation where something bad could happen to you. “The pandas are in danger because of the loss of their habitats.” And “out of danger” means to be safe. Got it? Ss: Yes. T: “Oil” can be used as an uncountable noun, meaning the thick, black liquid found underground for making petrol, etc. The price of oil is rising. It can also mean “油” in general, like cooking oil. And “cause” can be a verb or a noun. As a verb, it means to make something happen. What caused the accident? As a noun, it means the reason why something happens. What's the cause of his failure? T: Then, we have “It's no use/good doing sth.” It means that doing something will not have a good result. For example, “It's no use crying over spilt milk.” It means there's no point in being sad about something that has already happened. T: “Waste” as a noun, we've already talked about it, like waste paper. As a verb, we have some useful phrases. “It's a waste of time/money doing sth.” means doing something is not worth the time or money. It's a waste of time playing computer games all day. And “waste time (in) doing sth.” also means to spend time on something that is not useful. Don't waste time (in) watching TV. Another one is “waste time/money on sth.” Don't waste your money on expensive clothes. T: “Recycle” is an important word. We should try our best to recycle everything we can. It helps to save resources and protect the environment. T: We also learned about the comparative forms “less” and “fewer”. “Less” is used to modify uncountable nouns. For example, I eat less meat now to keep healthy. “Fewer” is used to modify countable nouns in the plural form. She has fewer friends than before. And we often use “less and less + uncountable noun” and “fewer and fewer + countable noun (plural)” to describe a decreasing trend. The forests are getting fewer and fewer because of deforestation. The clean water is becoming less and less. T: Finally, “I don't think it's hopeless.” This is a negative transfer. In fact, the speaker means “I think it's hopeful.” When we use “think, believe, suppose” etc. in a negative sentence, we usually transfer the negative to the main verb. For example, “I don't think he will come.” actually means “I think he won't come.” Step 6: Pair Work (10 minutes) T: Now, let's do a pair work. I will give each pair a set of cards. On the cards, there are different environmental problems and some possible solutions. Your task is to match the problems with the solutions and make conversations. For example, if one card says “Air pollution” and another card says “Plant more trees”, you can make a conversation like this: A: What's the problem? B: The problem is air pollution. A: What can we do? B: We can plant more trees. You have 5 minutes to do this task. Then, some pairs will come to the front of the class and show us your conversations. Are you clear? Ss: Yes. (Students do the pair work) T: Time's up. Which pair would like to come and show us your conversation? (Some pairs come to the front and show their conversations) T: Well done, everyone! You all did a great job. From these conversations, we can see that there are many things we can do to protect our environment. Step 7: Group Discussion (5 minutes) T: Next, we will have a group discussion. I will divide you into groups of four. The topic of your discussion is “How can we save our world in our daily lives?” You can talk about what we can do at home, at school, or when we go out. Each group needs to write down at least five ideas. You have 7 minutes to discuss. Then, each group will choose a representative to report your ideas to the whole class. Let's start. (Students discuss in groups) T: Time's up. Now, let's start with Group 1. Please send your representative to the front to report your ideas. Group 1 representative: At home, we can save water by turning off the tap when we brush our teeth. We can also use both sides of the paper. At school, we can collect waste paper and send it for recycling. When we go out, we can take a bus or ride a bike instead of driving a car. And we should take our own bags when we go shopping. T: Excellent! These are very practical ideas. How about Group 2? Group 2 representative: We can plant some flowers and trees in our gardens at home. At school, we can turn off the lights when we leave the classroom. We can also encourage our classmates to save energy. When we go out, we can refuse plastic straws in restaurants. And we can pick up rubbish when we see it on the street. T: Great! You all have a strong sense of environmental protection. Let's listen to Group 3. (Group 3 representative reports their ideas) T: Wonderful! All of your ideas are really helpful. If everyone starts to do something like this, our world will be saved. Step 8: Summary (5 minutes) T: OK, class. Let's summarize what we have learned today. First, we learned some new words about environmental problems and protection, such as factory, pollute, recycle, etc. Then, we listened to a conversation about environmental pollution and recycling. We also learned some important language points. And most importantly, we discussed many ways to save our world in our daily lives. Remember, protecting the environment is everyone's responsibility. We should all take action from now on. Step 9: Homework (5 minutes) T: For today's homework, I want you to write a short passage about “What I can do to protect the environment”. You should write at least 80 words. You can use the ideas we discussed in class. Also, I hope you can start to put these ideas into practice from today. Next class, some of you will share your passages with the class. That's all for today's class. See you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$