Unit 6 Energy, nature and us Part B Let's talk 第三课(教学设计）-2026-2027学年人教PEP版英语六年级上册

Unit 6 Energy, nature and us

Part B Let’s talk 第三课(教学设计）

 

I. Teaching Objectives

By the end of the lesson, students will be able to follow the dialogue about saving energy and answer the two listening questions, "What makes some rivers and lakes dry up?" and "Do Binbin and Mike think it is too late to change?".

Students will be able to use can and should to give practical energy-saving suggestions, such as taking quick showers, using LED lighting, unplugging computers and TVs, turning off the lights and going to school by bus or on foot.

Students will be able to complete the Write and discuss chart (at home / at school / other places) with their group and talk about how they personally save energy.

II. Key Points and Difficult Points

Key points: understanding why we have to save energy (many resources are running out), and using can / should to make clear suggestions in a short talk.

Difficult points: telling should and can apart when giving advice; working out the meaning of new phrases such as dry up, resources are running out, LED lighting and unplug from context; and placing also correctly in a sentence.

III. Teaching Tools

An electricity bill and a small plug pulled from the wall, one LED bulb next to an old bulb, the ECO poster from the book, the course audio, a short video of a

dried-up lake, and four sentence cards (quick showers / LED lighting / unplug the TV / turn off the lights) for the board.

IV. Teaching Procedures

Step 1  Lead-in (5 mins)

1. I hold up the real electricity bill and ask, "How much energy does one family use in a month?" A few quick guesses, no correction at this stage.

2. I show the photo of a dried-up lake and the ECO poster, then put the big question on the board: How do we save energy?

3. Students shout out one place they use energy every day (lights, fridge, TV, bus). I write their words in a word column on the side.

[Purpose] The bill and the plug make an abstract idea touchable. Listing daily uses pulls the topic into their own life before the text ever opens.

Step 2  First listening (6 mins)

1. Students read the two questions and underline the key words: dry up, too late.

2. First listen: students only circle the answer to each question.

3. Check with the whole class; for "Is it too late?" they point to the sentence that tells them it is not.

[Purpose] One job per listening keeps the first pass light. Underlining the question words teaches them where to aim their ears.

Step 3  Second listening (7 mins)