Unit 5 Green neighbourhood D One-step Greener experiences (Writing & Discovery)教学设计 2024-2025学年沪教版（五四学制）（2024）六年级英语下册

Unit 5 Green neighbourhood-D One-step Greener experiences (Writing & Discovery) This part of Unit 5 "Green neighbourhood" focuses on the theme of environmental protection. Through "One-step Greener" experiences, students will be exposed to various real - life examples and personal accounts of how people take small steps to make their lives and neighbourhoods more environmentally friendly. The content includes reading materials, writing tasks, and discovery activities. The reading materials may introduce different green actions such as reducing waste, recycling, and using renewable energy sources. The writing tasks are designed to let students express their own ideas about green living based on what they have learned. The discovery activities encourage students to observe and think about the environmental issues around them. 教学目标 Students will be able to master the key vocabulary related to environmental protection, such as "recycle", "reduce", "reuse", "environmentally - friendly", "renewable energy", etc. They will understand different sentence patterns used to describe green actions and environmental protection measures, for example, "We can reduce waste by...", "It's a good way to reuse...", "Renewable energy like... is becoming more and more popular." 教学重难点 A. Key Points Key vocabulary and sentence patterns related to environmental protection. Guiding students to understand and summarize the "One - step Greener" experiences in the reading materials. Helping students organize their thoughts and write a coherent passage about green living. B. Difficult Points How to make students deeply understand the significance of environmental protection and truly internalize the concept into their daily behavior. Teaching students to use appropriate language to express complex ideas about environmental protection in writing, and avoid common language mistakes. A. Vocabulary recycle /ˌriːˈsaɪkl/v. to treat used objects or materials so that they can be used again 回收利用；再循环 We should recycle plastic bottles. 我们应该回收塑料瓶。 reduce /rɪˈdjuːs/v. to make something less or smaller in size, amount, degree, etc. 减少；缩小 We can reduce waste by using fewer disposable items. 我们可以通过少用一次性物品来减少浪费。 reuse /ˌriːˈjuːz/v. to use something again 再次使用；重复利用 It's a good idea to reuse old clothes to make handicrafts. 用旧衣服制作手工艺品是个好主意。 environmentally - friendly /ɪnˌvaɪrənmentəli ˈfrendli/adj. not harmful to the environment 环保的 Electric cars are more environmentally - friendly than petrol cars. 电动汽车比汽油汽车更环保。 renewable energy /rɪˈnjuːəbl ˈenədʒi/n. energy from sources that can be replaced naturally and will never run out, such as solar, wind, and hydro power 可再生能源 Solar energy is a kind of renewable energy. 太阳能是一种可再生能源。 B. Sentence Patterns We can + verb + by + verb - ing. (表示通过某种方式做某事) We can save water by turning off the tap when brushing teeth. 我们可以通过刷牙时关掉水龙头来节约用水。 It's + adj. + to + verb. (表示做某事是…… 的) It's important to protect the environment. 保护环境很重要。 Renewable energy like... is + verb - ing. (描述可再生能源的发展趋势) Renewable energy like wind power is becoming more and more popular. 像风能这样的可再生能源正变得越来越受欢迎。 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of a polluted environment (dirty rivers, piles of garbage, smoggy sky) and some pictures of a beautiful, clean environment (green parks, clear blue sky, clean rivers) on the PPT. Then ask students: "What kind of environment do you like? Why?" Encourage students to express their opinions briefly. This activity can arouse students' interest in the topic of environmental protection and lead in to the new lesson. B. Pre - reading (8 minutes) Brainstorming Write the words "Green Living" on the blackboard. Then ask students to work in pairs and think of as many green actions as they can in 2 minutes. For example, "plant trees", "ride a bike instead of driving a car", etc. After that, invite some pairs to share their ideas with the class. Write down their ideas on the blackboard. Vocabulary Introduction Present the new vocabulary related to environmental protection on the PPT one by one. Explain the meaning, pronunciation, and usage of each word with examples. For example, when teaching "recycle", show a picture of a recycling bin and say: "Look, this is a recycling bin. We can put plastic bottles, paper, and metal cans in it for recycling. 'Recycle' means to treat used objects so that they can be used again." Let students read the words after the teacher several times to ensure they can pronounce them correctly. C. While - reading (15 minutes) Skimming Distribute the reading materials about "One - step Greener" experiences to the students. Ask them to skim the passage quickly in 2 - 3 minutes and find out the main idea of the passage. Then ask some students to share their understanding of the main idea. The main idea may be that there are many simple steps people can take to live a greener life and make their neighbourhoods more environmentally friendly. Scanning Ask students to read the passage again more carefully and scan for specific information. Set some questions on the PPT, such as: "What are three ways to reduce waste mentioned in the passage?", "Give an example of renewable energy in the passage.", etc. Let students read the passage to find the answers. After they finish, check the answers together as a class. D. Post - reading (10 minutes) Group Discussion Divide the students into groups of 4 - 5. Ask each group to discuss the following questions: "Which 'One - step Greener' experience in the passage do you think is the easiest to do? Why?", "What other 'One - step Greener' experiences can you think of that are not mentioned in the passage?" Each group should choose a representative to take notes. After 5 minutes of discussion, invite some representatives to share their group's ideas with the whole class. Summary Summarize the key points of the reading materials with the students. Review the important vocabulary and sentence patterns used in the passage. For example, review the sentence "We can reduce waste by using reusable bags." and ask students to make similar sentences with other green actions. E. Writing (5 minutes) Guide students to write a short passage about their own plans or ideas for green living. First, give them an outline on the PPT: Introduction: State the importance of green living. Body: List at least three green actions you plan to take. Explain how to do them and why they are good for the environment. Conclusion: Encourage others to take green actions. Let students start writing. Walk around the classroom to offer help and guidance when necessary. For example, if a student has trouble expressing an idea, help them with the correct English expression. F. Discovery Activity (2 minutes) Ask students to look around the classroom or think about their school environment. Then ask them to find out one environmental problem in the school and come up with a solution. For example, if there is a lot of waste paper on the ground in the classroom, the solution could be to set up more waste bins and remind students to throw the paper into the bins. Invite some students to share their findings and solutions with the class. 教学反思 After the class, I need to reflect on the teaching process. Firstly, in the warming - up part, most students were actively engaged when looking at the pictures, but some students might have had limited vocabulary to fully express their opinions. Next time, I could provide some useful words and phrases in advance to help them better communicate. During the vocabulary introduction, students seemed to understand the new words well through the examples and pictures. However, in the while - reading part, some students had difficulty in quickly finding the specific information. Maybe I should give them more training on scanning skills before. In the group discussion, most groups actively participated, but a few groups were a bit shy to share their ideas. I should encourage them more and create a more relaxed atmosphere. Regarding the writing task, some students made grammar mistakes when using the learned sentence patterns. In future classes, more writing practice and grammar guidance related to environmental protection topics are needed. Overall, through this class, students have enhanced their awareness of environmental protection, but there is still room for improvement in teaching methods to better meet the needs of all students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$