Unit 6 Live green 课件 2026-2027学年外研版九年级英语上册

该初中英语课件围绕“Live green”主题，聚焦塑料的环境影响及环保行动，通过看图识别环保日海报、讨论塑料日常使用，再预测图片中的塑料问题，搭建从生活现象到文本理解的学习支架，引导学生逐步深入阅读。 其亮点在于融合语言能力与思维品质培养，如迷你辩论需用英语阐述“是否停用塑料”观点，海报设计要创作英文标语并提环保建议，提升语言表达与创新能力。深度讨论“最震惊的塑料危害”促进批判思维，作业含80词写作及环保视频录制，强化综合运用。评价表辅助教师高效评估，助力学生树立环保意识，教师可直接应用结构化活动提升教学效果。

综合实践课 Presenting ideas & Reflection Unit 6 Live green 1 Step 1: Research 1. Before class Finish the family’s green habits questionnaire. 2 Step 1: Research 2. Warm-up & Lead-in (1) Share and talk about the questionnaire results. (2) Discuss green living, such as saving water, saving electricity and recycling. 3 Step 1: Research 3. Idea organising (1) Work in groups: Summarise and compare group members’ questionnaire results in detail. (2) Sort and classify the information from the questionnaire. Then build the thinking map below together. 4 Step 1: Research 4. Task introduction Make a report on your family’s environmental habits. 5 Step 2: Create 1. Organise content Organise the presentation with the following outline (introduction, body, conclusion) to plan what to say. 6 Step 2: Create 2. Draft the report Write the report draft using the table above as a guide, and use the evaluation criteria below for self-review and improvement. 7 Step 2: Create 3. Polish the report Check the report according to the evaluation criteria and make small changes if needed. 8 Step 3: Present 1. Group practice Practise the presentation together. Decide on the presentation style as a group: Option 1: Choose 1―2 group members to present on behalf of the group. Option 2: Divide the parts. (e. g. one introduces the introduction, one explains the body, one does the conclusion; another controls the slides). 9 Step 3: Present 2. Class presentations Each group presents their report in front of the class. The teacher can set a time limit to keep it efficient. 3. Interactive activities Students can ask and answer questions to interact with the audience. 10 Step 4: Improve Collect others’ opinions and make improvements. (1) Use web mini-programs to collect opinions from classmates. (2) Create and send feedback cards to ask for suggestions. 11 Step 5: Reflect Collect others’ opinions and make improvements. 1. After completing this unit, I understand more about green living. 12 Step 5: Reflect 2. To express my understanding, I can… 3. I still need to improve: 13 Thank you! 14 $Unit 6 Live green 第1课时 Starting out & Understanding ideas (Reading: 1—4) 1 Activity 1: Look and answer Look at the picture and answer the questions. 2 Activity 1: Look and answer Look at the posters and answer the questions. 3 Activity 2: Free talk Answer the questions. 1. What are these made of? 2. Where can you see plastic in our daily life? 4 Activity 2: Free talk Answer the questions. 1. Which one do you use more? Why 2. Do you think plastic is good or bad? 5 Activity 3: Look, predict and answer Look at the picture in “Understanding ideas” and answer the questions. 1. Where can you find plastic in the picture? 2. What problems can plastic cause? environmental waste ocean danger land break down air pollution 6 Activity 4: Skimming Skim the passage and answer the question. •Has plastic made life better or worse? Plastic makes our life easier, but it also brings serious long‑lasting pollution problems to our planet. So it has made life both better and worse. We should use plastic wisely. 7 Activity 4: Skimming Choose the purpose of the passage. a To celebrate how plastic improves our lives. b To explore the main cause of environmental problems. c To highlight how plastic is harming the environment. 8 Activity 5: Scanning Complete the notes with the words and expressions from the passage. Benefits Problems Many people thought plastic was an amazing material and even saw plastic as a(n) “____________________”. Benefit 1: It is light, easy to shape, ____________ and cheap. Benefit 2: It is ____________ and has thousands of uses. Plastic has slowly and quietly shown its “_______________”. Problem 1: It has become a danger to _______________. • Some animals ________ it by mistake and die. • It ________ more than 100,000 sea animals every year. environmental hero long-lasting convenient dark side sea animals eat kills 9 Activity 5: Scanning Complete the notes in Part 4. Problems Problem 2: It is also causing problems on _______. • It harms animals there. • Humans eat ____________ of plastic a week on average. Tiny pieces of it are found ___________ and can be carried around by the wind. Problem 2: It’s hard to deal with plastic waste. • Plastic waste may take hundreds of years to _____________. • Burning plastic waste causes _____________. conclusion We must think clearly and use plastic ________. land five grams in the air break down air pollution wisely 10 Activity 5: Scanning Finish the structure diagram below. Environmental hero light shape long-lasting cheap convenient dark side sea animals land deal with air pollution change Planet B wisely 11 Activity 6: Intensive reading Read Paras. 2―4 and answer the questions. Para. 2―Plastic in the oceans. •What happens to sea animals like whales when they encounter plastic waste? •According to the passage, how many sea animals are killed by plastic every year? •What prediction is made about plastic in the sea by 2050? They eat it by mistake and die. More than 100,000 sea animals are killed every year. There could be even more plastic than fish in the sea by weight. 12 Activity 6: Intensive reading Read Paras. 2―4 and answer the questions. Para. 3―Plastic on land. •What are three examples of how plastic harms land animals mentioned in the paragraph? •On average, how much plastic do humans eat in a week, and what is this amount compared to? •Why does the passage say “there is no place free from this”? ① Birds’ wings get tied in plastic lines. ② Bears’ heads get stuck in plastic bins. ③ Cows mistake plastic bags for food. People eat five grams of plastic a week. It is the weight of a whole bank card. Because tiny pieces of plastic can be found everywhere, even in the air we breathe and at the North and South Poles. 13 Activity 6: Intensive reading Read Paras. 2―4 and answer the questions. Para. 4―The challenge of plastic waste. •Why is it difficult to get rid of plastic waste? •What are the two ineffective methods of dealing with plastic waste mentioned, and what are their consequences? Because it may take hundreds of years to break down. ① Hiding the waste in the ground. → It cannot solve the problem. ② Burning plastic waste. → It produces thick smoke and causes air pollution. 14 Activity 7: Deep thinking Discuss the following questions in groups. •Which problem of plastic do you find most shocking? Why? •Do you think humans will ever stop using plastic? Why or why not? 15 Activity 8: Mini debate or making a poster Work in groups and choose either of the two tasks below. * Task 1: Mini debate Affirmative side: Humans should stop using plastic. Negative side: Plastic is irreplaceable and we should use it properly. 16 Activity 8: Mini debate or making a poster Work in groups and choose either of the two tasks below. * Task 2: Design a “ Plastic-free Life” poster in groups. The poster should include: –One English slogan (e. g. Say no to single-use plastic!). –Three specific environmental action suggestions. 17 Activity 8: Mini debate or making a poster Show your mini-debate or posters. Vote for the best two groups according to the evaluation form. The evaluation form for mini-debate The evaluation form for making posters 18 1. Finish the reflection on the learning sheet. (Required) 2. Write an 80-word article, briefly explaining plastic pollution and introducing your own “plastic-free life” plan. (Required) 3. Shoot an English video to record the process of your environmental protection actions. (Optional) Homework 19 Thank you! 20 $Unit 6 Live green 第3课时 Developing ideas (Listening and speaking: 1—4) 1 Activity 1: Read and Learn Read the example sentence in “Phonetics in use” together and underline the function word “our”. We can use our creativity to give old things a second life. 2 Activity 1: Read and Learn Listen to the teacher say the sentence in two ways and tell the difference. We can use our creativity to give old things a second life. We can use our creativity to give old things a second life. 3 Activity 1: Read and Learn Read the sentence twice (first with an unstressed “our”; then with a stressed “our”) and tell which one means “we, not others”. We can use our creativity to give old things a second life. 4 Activity 1: Read and Learn Listen and decide which words are stressed and which are unstressed. 1. Pollution from factories and cars makes our air dirty. 2. By recycling paper and plastic, we can reduce waste in daily life. 3. Green living helps keep the earth clean and safe for everyone. 5 Activity 2: Look and answer Look at the pictures on Page 89 and answer the questions. What can you see in the pictures? What do you think the girl is doing? What do the pictures show? What do you think the green symbols stand for? 6 Activity 3: Read and learn Read the “DID YOU KNOW?” to revise the green idea of “3Rs” and learn to explain the meaning of “3Rs”. 7 Activity 4: Listen, choose and correct Listen to the radio programme and choose the main idea. a Upcycling allows people to change the environment. b We can upcycle anything we like. c Upcycling is a creative way of reusing old things. 8 Activity 4: Listen, choose and correct Listen to the radio programme again and correct the mistakes in the poster below. 9 Activity 4: Listen, choose and correct Listen to the radio programme again and correct the mistakes in the poster below. no longer need unwanted old 10 Activity 4: Listen, choose and correct Listen to the radio programme again and correct the mistakes in the poster below. creativity 3Rs 11 Activity 5: Listen and complete Listen to the conversation and complete the chart. breaking new more energy new uses easy save money 12 Activity 5: Listen and complete Listen to the conversation again and talk about how the professor makes comparisons. •They are different because... •Instead,... •more and less, better and worse Upcycling doesn’t break things. Instead, we think of new uses for them. Well, I think upcycling is better. Recycling uses more energy than upcycling. What's more, upcycling is easy. 13 Activity 6: Look and talk Look at the pictures and talk about the ways of upcycling. 14 Activity 6: Look and talk Work in pairs and make a conversation about upcycling, using the dialogue frame in Part 4 as an example. You can also refer to the useful expressions on Page 109 for help. •… is a good way to start. •First, we must… Then… •It can help reduce… •… could really help. •This way, we can… •It’s as… as… Useful expressions 15 Activity 7: Act and evaluate Act out your conversation in front of the class. A: Do you think upcycling is a good way to start? B: Yes, it’s a good way to start. First, we must collect old things we don’t use. A: Then, we can think of new ways to use them. For example, an old bottle can become a vase. B: That’s right. It can help reduce waste and save resources. A: We could really help protect the environment if we do this. B: Also, this way, we can make our homes more beautiful and special. A: It’s as interesting as DIY, and it’s also good for the earth. 16 Activity 7: Act and evaluate Score other groups’ performance according to the evaluation form and choose the best pair. 17 Activity 8: Summarise and present Talk about what you have learnt about different ways to live green in this section and create a thinking map. Live green Reduce waste Reuse things Recycle materials Save energy Protect nature 18 1. Improve your thinking map. (Required) 2. According to what you have learned in this section, make your own plan for living green and share it next class. (Required) 3. Upcycle anything you like with your family at home to reuse them in order to reduce waste. (Optional) Homework 19 Thank you! 20 $Unit 6 Live green 第4、5课时 Developing ideas (Reading for writing: 1—5) 1 Activity 1: Look and predict Look at the title and the pictures in the story and answer the questions. What can you see in the pictures? What do you think people are doing? 2 Activity 1: Look and predict Work in groups. Talk about what may happen in the story. Use the words and expressions to help you. hole throw fill waste disappear litter dirty take…all clean as clear as fall 3 Activity 2: Fast reading Scan the story and check your prediction. Skim the story and find the main idea of each part. Then complete the thinking map. 1―2 Villagers found a hole. 3―6 Villagers discussed what the hole might be. 8―9 They found the hole was very deep and seemed endless. 4 Activity 3: Intensive reading Read the story carefully and answer the questions. 1. Where did the story take place? 2. What did the villagers discover? 3. What did the villagers do to the hole? It took place in a village. The villagers discovered a dark and deep hole in the ground. They looked at the hole, shouted into it and threw a stone into it. 5 Activity 3: Intensive reading Read the story carefully and answer the questions. 4. Who came for the hole the next day? 5. What did the businessman do with the hole? 6. What effects did the hole have on the city? The next day, reporters, scientists and a businessman came for the hole. He started a hole‑filling company and used the hole to take in waste. The hole gave peace of mind to everyone. It cleaned the city. The sea and sky became as clear as glass. People were proud of their city. 6 Activity 3: Intensive reading Read the story carefully and answer the questions. 7. What did the worker hear and see? He heard a strange cry “Hey! Come on out!” and then he saw a stone fall from the sky. 7 Activity 3: Intensive reading Use key words and topic-related vocabulary from the story to complete the notes. hole threw depth weight businessman 8 Activity 3: Intensive reading Use key words and topic-related vocabulary from the story to complete the notes. industrial litter peace clear cry 9 Activity 4: Analyse and think Analyse and discuss the following questions. Then share the answers. 1. What can you tell from “The rope wasn’t long enough”? 2. What does the sentence “The hole gave peace of mind to everyone” mean? 3. What does the expression “as clear as glass” mean? It tells us that the hole was very deep. People could not find out how deep it was. It means the hole made everyone feel relaxed and not worried because they thought it could take all their waste away/ It means very clean and clear. 10 Think about the questions. Then share the answers. 1. Where did the stone at the end of the story come from? 2. What’s the message of the story? It probably came from the hole. It shows that the things thrown into the hold did not disappear. The message of the story is that we should not throw waste away carelessly. Pollution does not really disappear, so we must think about the results of our actions and care about the future. Activity 4: Analyse and think 11 Look at the chart below and understand the structure of the ending to the story. Activity 5: Writing 12 Think about the questions in the chart and discuss in groups. Write your ending with the help of the chart. Activity 5: Writing 13 Share your draft and make improvements through self-evaluation and peer feedback. Activity 6: Share and evaluate Self-evaluating checklist Peer-evaluating checklist 14 Analyze your draft according to the evaluation criteria. Activity 6: Share and evaluate 15 1. Polish your ending. (Required) 2. Search for the science fiction novel “Hey! Come on out!” by Shinichi Hoshi on the Internet. Read it and try writing a book review to describe the characters, the plot and the message the writer wants to tell us. (Optional) Homework 16 Thank you! 17 $Unit 6 Live green 第2课时 Understanding ideas (Grammar: 5—8) 1 Activity 1: Look and answer Look at the pictures about the 1952 London Smog Disaster and answer the questions. •What can you see in the pictures? •What environmental problem is it about? Is it safe and healthy living in that environment? Is it harmful to humans? 2 Activity 1: Look and answer Observe the word changes and get a basic understanding of word formation. pollute → pollution safe → unsafe healthy → unhealthy harm → harmful What do the parts marked in red have in common? 3 Activity 2: Observe and summarise Observe the sentences. (a) It quickly replaced wood and other natural materials. (b) Even humans are eating plastic waste! (c) Plastic makes life easier for many people, yet it brings long-lasting troubles to our planet. 4 Activity 2: Observe and summarise Find more examples of each type in the reading passage. Derivation (派生法): __________________________________________ Conversion (转化法): __________________________________________ Compounding (合成法): _______________________________________ amazing, replace, natural, environmental, surprisingly, certainly, slowly, quietly, clearly, wisely use, name, mistake toothbrushes 5 Activity 2: Observe and summarise Complete the sentences with the rules of word formation and circle the changed parts. 1 The factory’s ____________ (pollute) is causing harm to the environment. 2 The water is polluted. It is __________ (safe) to drink. 3. Electronic __________ (waste) is also __________ (harm) to the environment. 4 The burning of oil for energy is one of the main causes of _________________ (green, house) gases. pollution unsafe waste harmful greenhouse 6 Activity 2: Observe and summarise Summarise the rules of the three word-formation methods in groups. Derivation（派生法） Conversion（转化法） Compounding（合成法） 7 Activity 3: Read and complete Complete the passage with the correct form of the words in the box. invention easily everyday/daily harmful pollution use 8 Activity 4: Answer and analyse Answer the questions and then complete the structure diagram of the passage “Cars: a changing story”. •When did cars become welcomed as a useful invention? •What are the benefits of cars mentioned in the passage? •What problems do cars cause according to the passage? •What percentage of the world’s CO₂ emissions does road travel produce? •What are people doing to solve the problems caused by cars? 9 Activity 4: Answer and analyse Answer the questions and then complete the structure diagram of the passage “Cars: a changing story”. invention easily everyday harmful pollution energy Electric greener 10 Activity 5: Make a dialogue Look at the pictures and choose an everyday thing that is useful but causes environmental problems. 11 Activity 5: Make a dialogue Work in pairs and create a dialogue, using the words and expressions from the reading passage and the Useful expressions. •…was considered / called... •Many people believed. •We can find... in... •We can now see that... cause(s) problems. •Since..., ... has become a danger to... •... is causing problems. •... doesn’t solve the problem. •It produces... that cause(s)... Useful expressions 12 Activity 5: Make a dialogue Work in pairs and create a dialogue, using the words and expressions from the reading passage and the Useful expressions. The dialogue should cover the four core questions: •What is it? •What are the benefits? •What environmental problems does it cause? •What should we do? 13 Activity 5: Make a dialogue Present your dialogue in front of the class. Vote for the best pair according to the evaluation form. 14 Activity 6: Talk and summarise Talk about local environmental problems and answer the questions. •What environmental problems do we face in our city? •How can we use what we’ve learned to call for action? 15 Activity 6: Talk and summarise Summarise what you have learned in this lesson together. •language knowledge •a sense of environmental responsibility 16 1. Finish the reflection on the learning sheet. (Required) 2. Retell the passage “Cars; a changing story”, using the structure diagram and at least 5 word-formation words learned today. (Required) 3. Design an English poster with the theme “Our Green City”. The requirements are as follows. (Optional) Vocabulary: Use at least 8 environment-related words formed by word formation. Slogan: Create a creative and powerful environmental slogan. Homework 17 Thank you! 18 $