Module 12 Unit 2教学设计 -2025-2026学年外研版（2012）九年级英语上册

课题：Module 12 Save our world Unit 2 Repeat these three words daily: reduce, reuse and recycle. Teaching background Teaching content Unit 2 Repeat these three words daily: reduce, reuse and recycle. Analysis of the Teaching Material What: This lesson focuses on the environmental protection topic of "reduce, reuse and recycle". Through the "Earth's Court" thematic activity, students will explore the problems of river pollution, air pollution and land degradation as "victims", analyze the root causes of pollution, and propose practical environmental protection plans. The course involves environmental protection-related vocabulary, descriptive expressions of pollution situations, and sentence patterns for putting forward suggestions. Why: Environmental protection is a global hot topic closely related to students' daily life. The "Earth's Court" activity design is vivid and interesting, which can stimulate students' sense of participation and responsibility. It helps students understand the severity of environmental problems, master practical environmental protection methods, and cultivate the awareness of sustainable development. However, students may have difficulties in accurately expressing complex pollution causes in English and writing formal suggestion letters. The thematic activity chain can effectively break through these difficulties by combining speaking, writing and cooperation. How: The lesson takes the "Earth's Court" as the main line, integrating group cooperation, role-playing, speech presentation and writing practice. It uses first-person speech to enhance emotional resonance, and guides students to put forward environmental protection suggestions at personal, community/national and global levels. The language input includes core vocabulary (reduce, reuse, recycle, pollution, etc.) and functional sentence patterns (descriptive sentences, suggestion sentences, etc.), and the output is realized through speech and letter writing. Analysis of the Target Students Students in Grade 9 have a basic understanding of environmental protection issues in daily life and have accumulated some simple related vocabulary. They are enthusiastic about interactive and thematic activities, and have a certain ability of group cooperation. However, they still face challenges in using English to describe complex environmental problems in detail, delivering emotional and persuasive speeches,and writing formal suggestion letters. Some students may lack confidence in public speaking, so they need teachers' guidance on speech skills and positive encouragement to enhance their expression willingness. Teaching objectives After this lesson, students are able to: 1.Master core vocabulary related to environmental protection 2.Participate in role-play activities, deliver a 2-3 minute persuasive speech in the first person, and write a formal suggestion letter on environmental protection. 3.Cultivate the sense of responsibility for protecting the earth. Teaching key points and difficult points Key points: 1.To master the usages of key words and phrases correctly. 2.To complete the role-play speech and formal suggestion letter writing as required. Difficult points: Put forward practical and hierarchical environmental protection suggestions at different levels. Teaching and learning methods Teaching methods: 1.Task-based approach; 2.the communicative approach Learning methods: 1. Individual learning; 2.Cooperation Teaching procedures: Step 1: Warm-up & Lead-in 1.Play the song "Going Green" and ask students to listen carefully, then discuss: "What is the song about?" "What actions can we take to care for our planet?" 2.Present key images of polluted rivers, smoggy skies, and barren land from the PPT. Guide students to share their observations and feelings, introducing the topic: "Today, we will attend the 'Earth's Court' to listen to the 'victims' of pollution and find solutions." Step 2: Group Formation & Role Clarification 1.Confirm group roles: Group 1 (The Dying River), Group 2 (The Choking Sky), Group 3 (The Barren Land). 2.Distribute activity guidelines. Remind students of the speech requirements: first-person perspective, emotional and persuasive expression, 2-3 minutes in length, and supporting drawings. Step 3: Group Preparation – Speech & Drawing 1.Each group discusses and drafts the speech based on the required elements: Who you are (e.g., "I am The Barren Land.") How you used to be vs. now (e.g., "I used to be covered with green grass and trees, but now I am dry and lifeless.") What caused the damage (e.g., "Over-farming, deforestation, and waste dumping made me sick.") Current feelings (e.g., "I feel sad and hopeless.") Evidence (drawing explanation: "Look at my drawing – it shows my dry soil and dead plants.") Ending (e.g., "I beg humans to stop hurting me and help me recover!") 2.Students collaborate to draw a simple but powerful picture on A4 paper to visualize their "suffering." Step 4: Role Play: "The Victims Speak Out" 1.Each group sends a representative to deliver the speech in the "Earth's Court" scenario. Other students act as "judges" and listen carefully. 2.After each speech, briefly ask 1-2 "judges" to share their feelings or questions, enhancing interaction. Step 5: "Earth's Doctors" – Recovery Plan 1.Introduce the core principle: "Reduce, Reuse, Recycle" (3R). Explain the basic meaning of each word with simple examples (e.g., "Reduce: use fewer plastic bags; Reuse: use reusable water bottles; Recycle: sort waste paper and plastic"). 2.Guide students to discuss environmental protection measures at three levels, using group discussions: Personal Level: "What can ordinary people do to practice 3R?" (e.g., turn off lights when leaving, reuse gift boxes, sort household waste) Community/National Level: "What can the government/school do?" (e.g., build more recycling stations, promote green transportation, set up environmental education courses) Global Level: "What can the world do together?" (e.g., sign international environmental agreements, share green technology, reduce carbon emissions globally) 3.Write key suggestions on the blackboard for students to reference. Introduction: State the purpose of writing (e.g., "I write to you to put forward suggestions on protecting the Earth. Our suffering is caused by human activities such as pollution and over-exploitation.") Body: Explain the 3R principle with personal examples and detail suggestions at personal, community/national, and global levels. Conclusion: Express hope for change (e.g., "We believe that if everyone takes action, the Earth will recover and become beautiful again.") Step 6: Summary & Homework 1.Summary: Review the 3R principle and key environmental protection measures. Emphasize: "It's everyone's duty to love and save the Earth. We only have one Earth – saving the Earth is saving ourselves." 2.Assign homework. Reflection In this lesson, the "Earth's Court" thematic activity effectively aroused students' enthusiasm and participation. Most students actively participated in group discussions, and their speeches were emotional and expressive. The drawing link also enhanced the fun of the activity. However, some students still had difficulties in expressing complex ideas in English during the speech, and the logical structure of individual groups' suggestion letters was not clear enough. In subsequent teaching, I will strengthen the guidance on English expression skills and logical organization, and provide more language support for students with weak foundations. At the same time, I will carry out more extended activities related to environmental protection to deepen students' awareness of sustainable development. 1 学科网（北京）股份有限公司 $