Module 12 Save our world-Unit 3 Language in use 教案2025-2026学年外研版英语九年级上册

Module 12 Save our world-Unit 3 Language in use 【教学目标】 Language Competence: Consolidate "if" conditionals and imperative sentences; apply "reduce/reuse/recycle" vocabulary flexibly in varied contexts. Cultural Awareness: Connect language use with global eco-practices, understanding how communication reflects environmental values. Thinking Capacity: Synthesize language knowledge to solve real-life environmental problems, developing critical thinking in argumentation. Learning Ability: Self-assess language application, improving error correction and collaborative problem-solving skills. 【教学重难点】 Integrate conditional structures with topic vocabulary in comprehensive tasks (key); avoiding tense mismatches in complex conditionals (difficult). Use language to design and present eco-action plans (key); maintaining coherence in multi-modal communication (speaking/writing) (difficult). 【教学过程】 Step 1: Review (5 inutes) T: Good morning, class! In the previous two units, we talked a lot about protecting the environment. Who can tell me the three important words we learned in Unit 2? S1: They are reduce, reuse and recycle. T: That's right! Can you explain what "reduce" means? S2: It means using less. For example, we can reduce water by turning off the tap when brushing teeth. T: Excellent! How about "reuse"? S3: It means using things again instead of throwing them away. Like reusing an old bottle to water plants. T: Good. And "recycle"? S4: It means changing old things into new things. For example, recycling paper to make new paper. T: Perfect! You all remember well. We also learned some useful expressions, such as "instead of", "so that" and "by + doing sth". Let's do a quick review. I'll say a sentence, and you tell me which expression it uses. "We can save energy by turning off the lights." S5: It uses "by + doing sth". T: Correct. "She takes a cloth bag instead of a plastic bag when shopping." S6: "Instead of". T: Good. "We should save water so that there will be enough for future." S7: "So that". T: Great! Today, we'll focus on using these language points in different contexts and practice more to make sure we can use them correctly. Step 2: Grammar Focus - If-clauses (10minutes) T: In this module, we also encountered some sentences with "if". For example, "If everyone starts to do something, the world will be saved." This is a type of conditional sentence. Let's learn more about it. Look at the screen. (Shows two sentences: "If we pollute the river, fish will die." "If we recycle paper, we will save trees.") What do you notice about these sentences? S8: They have "if" and "will". T: Exactly! The structure is "If + present simple, will + base verb". We use this structure to talk about possible future situations and their results. The part with "if" is the condition, and the other part is the result. Let's analyze the first sentence. "If we pollute the river" is the condition, and "fish will die" is the result. Clear? Ss: Yes. T: Now, let's practice making such sentences. Let's start with "if we reduce plastic use". What will happen? S9: If we reduce plastic use, our environment will be cleaner. T: Good. Another one: "if we reuse things". S10: If we reuse things, we will produce less waste. T: Excellent! "If we recycle more". S11: If we recycle more, we will save natural resources. T: Perfect! Now, let's do the opposite. I'll say the result, and you make the condition. "The air will be fresher." S12: If we drive fewer cars, the air will be fresher. T: Good. "We will save a lot of water." S13: If we fix the dripping tap, we will save a lot of water. T: Great! Now, let's look at some exercises on the screen. Complete the sentences with the correct form of the verbs. 1. If we ______ (plant) more trees, the air ______ (be) better. 2. If people ______ (not throw) rubbish into the river, the water ______ (be) clean. 3. If we ______ (recycle) paper, we ______ (save) many trees. T: Who wants to try the first one? S14: If we plant more trees, the air will be better. T: Correct. Second one? S15: If people don't throw rubbish into the river, the water will be clean. T: Good. Third one? S16: If we recycle paper, we will save many trees. T: Excellent! You all understand this structure well. Step 3: Practice - Fill in the Blanks (10 minutes) T: Now, let's do some fill-in-the-blank exercises to practice using the language points we've learned. Look at the passage on the screen. It's about how to protect the environment. (Shows the passage: "We can protect our environment in many ways. First, we should reduce the amount of water we use ______ (by/so that) taking shorter showers. We should take cloth bags to the supermarket ______ (instead of/if) using plastic bags. We can reuse old bottles ______ (by/so that) cleaning them and using them again. ______ (If/By) we recycle more, we ______ (will save/save) a lot of resources. We should also tell our friends and family about these ways ______ (so that/instead of) everyone can join in.") T: Let's do it one by one. The first blank: "We should reduce the amount of water we use ______ taking shorter showers." S17: By. T: Correct. Because it shows the way of reducing water. Second blank: "We should take cloth bags to the supermarket ______ using plastic bags." S18: Instead of. T: Good. It means using cloth bags in place of plastic bags. Third blank: "We can reuse old bottles ______ cleaning them and using them again." S19: By. T: Right. It shows how to reuse old bottles. Fourth and fifth blanks: "______ we recycle more, we ______ a lot of resources." S20: If, will save. T: Excellent! It's a conditional sentence. Last blank: "We should also tell our friends and family about these ways ______ everyone can join in." S21: So that. T: Correct. It expresses the purpose of telling friends and family. Well done, everyone! Step 4: Speaking - Discussion (5 minutes) T: Now, let's have a discussion. Work in groups of four. The topic is "What will happen if we don't protect the environment?" and "What will happen if we take action to protect it?" You can use the if-clauses we just learned. Each group needs to list at least three ideas for each question. You have 8 minutes to discuss. Then, each group will share your ideas with the class. Let's start. (Students discuss in groups) T: Time's up. Which group wants to share first? Group 1 representative: If we don't protect the environment, the air will become more polluted and it will be bad for our health. If we don't protect the environment, many animals will lose their homes and some may die out. If we don't protect the environment, the rivers and oceans will be polluted, and we won't have clean water to drink. T: Those are serious consequences. What about if we take action? Group 1 representative: If we take action to protect the environment, the air will be cleaner. If we take action, animals will have a better place to live. If we take action, we will have a beautiful world to live in. T: Good points. Group 2? Group 2 representative: If we don't protect the environment, the temperature of the earth will rise, and there will be more natural disasters. If we don't protect it, the soil will be polluted, and crops won't grow well. If we don't protect it, we will run out of resources. If we take action, we will have enough resources for future generations. If we take action, the world will be more beautiful. If we take action, our life will be healthier. T: Great ideas! You all understand the importance of protecting the environment. Step 5: Writing - A Short Passage (15 minutes) T: Now, let's put what we've learned into writing. Write a short passage about "How to Make Our School Greener". You should use at least two if-clauses, and some expressions like "instead of", "so that" or "by + doing sth". You have 10 minutes to write. Then, some of you can read your passages. (Students write) T: Time's up. Who wants to read your passage? S22: To make our school greener, we can do many things. We can plant more trees in the school yard. If we plant more trees, our school will be more beautiful and the air will be fresher. We should use both sides of the paper instead of using only one side. We can save electricity by turning off the lights when we leave the classroom. We should also tell our classmates to join in so that everyone can contribute to making our school greener. T: That's a great passage! You used if-clause, "instead of", "by + doing sth" and "so that". Well done. Another one? S23: There are many ways to make our school greener. If we put rubbish into the correct bins, our school will be cleaner. We can reuse old textbooks by passing them to younger students instead of throwing them away. We can save water by turning off the tap after washing hands. If everyone does these small things, our school will become a green and beautiful place. T: Excellent! Your passage is clear and uses the language points correctly. Step 6: Listening Practice (5 minutes) T: Now, let's do some listening practice. We'll listen to a conversation between two students talking about protecting the environment. Listen carefully and answer the questions on the screen. (Shows questions: 1. What does Tom suggest doing to reduce plastic? 2. How does Lily think we can reuse things? 3. What will happen if everyone recycles, according to Tom? 4. What do they decide to do together?) T: Are you ready? Let's listen. (Plays the recording) T: Let's listen again. (Plays the recording again) T: Now, let's answer the questions. Question 1: What does Tom suggest doing to reduce plastic? S24: He suggests using reusable water bottles and cloth bags. T: Correct. Question 2: How does Lily think we can reuse things? S25: She thinks we can reuse old jars to store stationery. T: Good. Question 3: What will happen if everyone recycles, according to Tom? S26: The world will be a better place. T: Right. Question 4: What do they decide to do together? S27: They decide to start a recycling club at school. T: Perfect! You all listened carefully. Step 7: Role-play (5 minutes) T: Now, let's do a role-play. Work in pairs. One of you is a student who doesn't pay much attention to protecting the environment, and the other is a student who is trying to persuade him/her to take action. You can use the if-clauses and expressions we've learned. For example: Student A: I don't think it's important to recycle. It's too much trouble. Student B: But if we recycle, we can save a lot of resources. We can also... You have 7 minutes to prepare your dialogue. Then, some pairs will perform. (Students prepare) T: Time's up. Which pair wants to perform? Pair 1: S28 (Student A): I always use plastic bags when shopping. They are convenient. S29 (Student B): But plastic bags are bad for the environment. If we use cloth bags instead of plastic bags, we can reduce plastic pollution. S28: But cloth bags are not as convenient. S29: It's just a habit. If you get used to taking a cloth bag with you, it will be easy. Also, by reusing cloth bags, we can save money because some shops charge for plastic bags now. S28: That's a good point. Maybe I'll try using a cloth bag. S29: Great! If more people do that, our environment will be better. T: Excellent role-play! You used if-clauses, "instead of" and "by + doing sth". Well done. Another pair? Pair 2: S30 (Student A): I often leave the lights on when I leave the classroom. It's not a big deal. S31 (Student B): It is a big deal. If we leave the lights on, we will waste a lot of electricity. By turning off the lights, we can save energy. S30: But sometimes I'm in a hurry. S31: You can make it a habit to check the lights before leaving. If everyone saves electricity, we can reduce the pollution from power plants. So that we can have cleaner air. S30: You're right. I'll remember to turn off the lights from now on. T: Great job! You persuaded the other student effectively using the language points. Step 8: Summary and Homework (5 minutes) T: Let's summarize what we've learned today. We reviewed the three important words: reduce, reuse and recycle. We practiced using expressions like "instead of", "so that", "by + doing sth" and if-clauses. We also did speaking, listening, writing and role-play activities to use these language points in different situations. T: For homework: 1. Write a 120-word passage about "My Plan to Protect the Environment", using at least three if-clauses and two of the expressions: "instead of", "so that", "by + doing sth". 2. Make a list of things you can do at home to protect the environment, using the language points we've learned. 3. Prepare a short speech for the next class about the importance of protecting the environment, and you can use the if-clauses to express your ideas. T: Remember, learning the language is important, but putting what we've learned into practice to protect our environment is even more important. Let's all try our best to make the world a better place. Class is over. Goodbye! Ss: Goodbye, teacher! 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 学科网（北京）股份有限公司 $$