Unit6-教学设计 2026-2027学年外研版英语九年级上册

Unit 6 Live green 单元教学目标 This unit focuses on green living and sustainable development, belonging to the "Nature" thematic context. Students will explore how daily actions can protect the environment, reduce waste, and promote sustainable lifestyles. Section Objective Description Starting out Activate students' prior knowledge about green living through pictures and discussions on what it means to live green. Understanding ideas Read "Plastic: good or bad?" to critically analyze the pros and cons of plastic materials. Learn to make predictions before and during reading. Developing ideas Develop listening, speaking and phonetics through upcycling (creative reuse of waste), listening for definitions, making comparisons, and practicing unstressed words in sentences. Reading for writing Read "Hey! Come on out!" (adaptation) to understand the environmental message conveyed through the story. Writing Write an ending to the story, maintaining consistency with the story's style and environmental theme. Presenting ideas & Reflection Make a report on family environmental habits in groups, then reflect on learning progress. 课时分解 第一课时 Starting out & Reading Teaching Objects 【教学目标】 1. Talk about green living and environmental protection. 2. Understand the passage “Plastic: good or bad?”. 3. Learn to think critically about materials and the environment. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 ★ Key Points: Key vocabulary: biodegradable, pollution, recycle, reusable; pros and cons structure ☆ Difficult Points: Balancing arguments in a discussion; using "on one hand... on the other hand..." Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Show various plastic items. Ask: How many plastic items did you use today? 2. Let students estimate and discuss. Starting out 1. Ask: What does “live green” mean to you? 2. Brainstorm green habits on the board. Understanding ideas ★Step 2 Pre-task【准备任务】 1. Teach vocabulary: plastic, convenient, recycle, waste, pollution, material. ★Step 3 While-task【过程任务】 1. Read “Plastic: good or bad?” and answer: What are the advantages and disadvantages of plastic? 2. Learning to think: Making predictions — Before reading, ask students to predict what the passage will say. 3. Complete a T-chart: Plastic's benefits vs plastic's problems. 4. Check answers. ★Step 4 Post-task【后续任务】 1. Discuss: ① Is plastic overall good or bad? Why? ② How can we reduce plastic waste? ③ What can we do in our daily lives? ★Step 5 Language points【语言要点】 1. convenient 意为“方便的”。2. recycle 意为“回收利用”。3. upcycling 意为“升级改造”，指将废弃物重新设计为更有价值的产品。 ★Step 6 Homework【家庭作业】 1. Review the words and expressions. 2. Do the exercises in students' book. Blackboard Design 【板书设计】 [ Diagram: 🪢 Tug of War (Pros vs Cons) ] GOOD SIDE BAD SIDE ──────── ──────── • Cheap & durable • Non-biodegradable • Convenient • Ocean pollution • Hygienic packaging • Harms wildlife • Versatile material • Fills landfills \ / \ / \ / ▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀ VERDICT: Use wisely! Reduce, Reuse, Recycle Pros Cons Cheap and durable Takes hundreds of years to decompose Convenient for daily use Pollutes oceans and rivers Hygienic for food Kills wildlife Versatile Overflows landfills ★ Tiered Homework 【分层作业】 ★ 基础达标: List 2 pros and 2 cons of plastic from the passage. ★★ 能力提升: Should plastic bags be banned? Write your opinion (3 sentences). ★★★ 拓展创新: Track your plastic use for one day. How many items? How can you reduce? Teaching reflection【教学反思】 The balanced view on plastic encouraged critical thinking rather than simple judgment. Students realized that the issue is complex — plastic is a useful material, but its waste management is the real problem. This nuanced perspective was intellectually valuable. The prediction activity engaged students before reading and made them active readers. Students had lively debates about whether plastic bags should be banned, showing the topic had real personal relevance. 第二课时 Grammar Teaching Objects 【教学目标】 1. Master word formation (prefixes, suffixes, compound words). 2. Use word formation rules to guess and create new words. 3. Enlarge vocabulary through word analysis. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 ★ Key Points: Word formation: prefixes (re-, un-, dis-, over-) and suffixes (-able, -tion, -less, -ful) ☆ Difficult Points: Analyzing unfamiliar words by their parts; guessing meanings of new words Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Present words from the unit and analyze their parts: reuse = re + use, recyclable = recycl(e) + able, upcycling = up + cycling ★Step 2 Grammar focus learning【语法学习】 构词法 英语构词法主要有三种：前缀法、后缀法和合成法。 一、前缀法（Prefix） 前缀改变词义，不改变词性。常见前缀： re-（再，重新）：reuse, recycle, rewrite un-（不，非）：unhappy, unable, unfair dis-（不，相反）：disagree, discover, dislike over-（过度，超过）：overuse, overfish 二、后缀法（Suffix） 后缀改变词性。常见后缀： -able/-ible（形容词后缀）：recyclable, comfortable -tion/-sion（名词后缀）：pollution, action -ment（名词后缀）：movement, development -less（形容词后缀，意为“无”）：hopeless, careless -ful（形容词后缀，意为“充满”）：helpful, useful 三、合成法（Compound words） 由两个或多个词合成一个新词： upcycling, backpack, newspaper, greenhouse, sunlight ★Step 3 While-task【过程任务】 1. Give students words and ask them to identify the root, prefix, and suffix. 2. Guess the meaning of new words using word formation rules. 3. Create new words using given prefixes/suffixes. ★Step 4Grammar Practice【课堂练习】 I. Add a prefix or suffix to the word in brackets to complete each sentence. 1. We should ______ (use) both sides of the paper to save trees. 2. Plastic is almost ______ (degrade), so it stays in nature for years. 3. Please don't be ______ (happy) about small things; be positive. 4. The ______ (pollute) in the river is getting worse. 5. Too much ______ (produce) of plastic creates waste. II. Break down the words into parts (prefix / root / suffix). 1. reusable = ______ + ______ + ______ 2. hopeless = ______ + ______ 3. uncomfortable = ______ + ______ + ______ 4. reforestation = ______ + ______ + ______ III. Guess the meaning of the underlined word. 1. "The overuse of plastic is a serious problem." overuse = ____________ 2. "We need to rethink our lifestyle." rethink = ____________ ★Step 5 Homework【家庭作业】 1. Review word formation rules. 2. Collect 10 words from the unit and analyze their formation. Blackboard Design 【板书设计】 [ Diagram: 🧰 Word Formation Toolbox ] ┌─────────────────────────────┐ │ WORD TOOLBOX │ ├─────────────────────────────┤ │ PREFIXES (front) │ │ re- = again reuse │ │ un- = not unhappy │ │ dis- = not disagree │ │ over- = too much overuse │ ├─────────────────────────────┤ │ SUFFIXES (back) │ │ -able = can be recyclable│ │ -tion = noun pollution │ │ -less = without hopeless │ │ -ful = full of helpful │ └─────────────────────────────┘ Tool Meaning Example re- again, back reuse, recycle, rewrite un- not, opposite unable, unfair, unhappy -able can be... recyclable, comfortable -tion noun form pollution, action -less without hopeless, careless Compound two words joined upcycling, backpack ★ Tiered Homework 【分层作业】 ★ 基础达标: Copy the toolbox: 6 affixes and examples. ★★ 能力提升: Analyze 10 words from the unit: identify root, prefix, suffix. ★★★ 拓展创新: Guess 5 new words using word parts. Write them and their meanings. Teaching reflection【教学反思】 Word formation was a practical and empowering grammar topic. Students learned to decode unfamiliar words by analyzing their parts, which is a transferable reading skill. The environmental theme provided rich examples — reuse, recyclable, overuse, pollution. Students were motivated when they realized they could figure out new words without a dictionary. This skill should be reinforced throughout future reading activities. Advanced students enjoyed creating their own new words and explaining their meanings. 第三课时 Listening and Speaking Teaching Objects 【教学目标】 1. Understand the listening material about upcycling. 2. Practice listening for definitions. 3. Learn to make comparisons. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 ★ Key Points: Listening for upcycling examples; comparing recycling vs upcycling ☆ Difficult Points: Following a transformation process in listening; explaining creative reuse Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Show pictures of upcycled products (e.g., tire chairs, bottle vases, map tote bags). 2. Ask: What are these made from? Would you buy them? ★Step 2 Pre-listening【听前准备】 1. Teach vocabulary: upcycle, transform, creative, material, design. ★Step 3 While-listening【听中任务】 1. First listening: What is upcycling? 2. Second listening: Give examples of upcycled products. 3. Learning to learn: Listening for definitions — Train students to recognize definition signal words (is/are, means, refers to, called). 4. Check answers. ★Step 4 Speaking【口语活动】 Learning to learn: Making comparisons 1. Present comparison language: • A is more/less... than B • A is different from B because... • Both A and B are... 2. Students compare recycling and upcycling. ★Step 5 Phonetics【语音训练】 Phonetics: Unstressed words in sentences (2) 1. Continue practicing unstressed function words. ★Step 6 Homework【家庭作业】 1. Review listening vocabulary. 2. Think of something at home you could upcycle. Blackboard Design 【板书设计】 [ Diagram: 🔄 Transformation Arrow (Waste → Treasure) ] WASTE ITEM CREATIVE DESIGN NEW PRODUCT ─────────── ────────────── ─────────── Old tire ───────► Cut & paint ───────► Garden chair Plastic bottle ──────► Cut & plant ───────► Plant pot Old map ───────► Fold & sew ───────► Tote bag Old newspaper ───────► Roll & weave ───────► Basket Waste Process New Product Tire Cut, paint, add cushion Stylish chair Plastic bottle Cut, add soil & plant Plant pot Old fabric Sew, redesign Tote bag ★ Tiered Homework 【分层作业】 ★ 基础达标: Listen again. List 2 upcycling examples from the recording. ★★ 能力提升: Compare recycling and upcycling. How are they different? ★★★ 拓展创新: Find one thing at home you can upcycle. Plan your project. Teaching reflection【教学反思】 Upcycling was a fun and practical topic that inspired students to think creatively about waste. They were impressed by examples like tire chairs and bottle vases. The comparison activity helped them distinguish between recycling (breaking down) and upcycling (creative redesign). Showing actual upcycled products or photos would make the lesson even more visual. Several students mentioned wanting to try upcycling at home, which showed the lesson had real-life impact. 第四课时 Reading for writing Teaching Objects 【教学目标】 1. Understand the story “Hey! Come on out! (adaptation)”. 2. Understand the message of a story. 3. Analyze story structure for writing an ending. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 ★ Key Points: Key vocabulary: mysterious, waste, consequence, pollution; open-ended story ☆ Difficult Points: Predicting the ending; understanding the ecological message Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Ask: What do you think the story “Hey! Come on out!” might be about? ★Step 2 While-reading【读中任务】 1. Read the story and understand the plot. 2. Learning to think: Understanding the message of a story — Ask: What is the author trying to tell us? 3. Identify the story's conflict, climax, and where the story stops (open ending). ★Step 3 Post-reading【读后任务】 1. Discuss: ① What happens in the story? ② What do you think will happen next? ③ What environmental message does the story convey? ★Step 4 Language points【语言要点】 1. adaptation 意为“改编版本”。2. message 意为“信息，主旨”。 ★Step 5 Homework【家庭作业】 1. Review the story. 2. Think about how you want the story to end. Blackboard Design 【板书设计】 [ Diagram: 🕳️ The Hole (Cause → Effect Loop) ] Villagers find a mysterious hole │ ▼ Someone shouts: "Come on out!" │ ▼ They start throwing things IN (trash, waste, problems) │ ▼ Nothing comes back... or does it? │ ▼ ??? What falls from the sky??? Story Beat What Happens Your Prediction Setup A hole appears near the village ______ Rising action Villagers throw things in ______ Climax Something falls from above ______ Open end You write the ending! ______ ★ Tiered Homework 【分层作业】 ★ 基础达标: Read the story. Note the 4 story beats. ★★ 能力提升: Predict: What do you think will fall from the sky? Why? ★★★ 拓展创新: Brainstorm 3 possible endings. Choose the best one. Teaching reflection【教学反思】 The open-ended story engaged students' imagination and curiosity. They were eager to predict what would happen next, which prepared them well for the writing task. The environmental message of the story was subtle but meaningful. Students generated many different predictions, showing creative thinking. The activity of identifying the story elements — character, setting, conflict — reinforced literary analysis skills. This was a natural bridge to the story-writing lesson. 第五课时 Writing Teaching Objects 【教学目标】 1. Write an ending to the story “Hey! Come on out!”. 2. Maintain consistency with the story's style and theme. 3. Include a clear environmental message. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 ★ Key Points: Writing an effective story ending that resolves the conflict ☆ Difficult Points: Maintaining consistency with the story tone; conveying a clear message Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Review the story so far. 2. Discuss what elements a good ending needs. ★Step 2 Writing structure【写作结构分析】 1. Guide students to plan: • How does the conflict resolve? • What lesson is learned? • What is the final message? ★Step 3 While-writing【写作过程】 1. Students write their story ending (about 150-200 words). 2. Give 20 minutes. ★Step 4 Post-writing【写后活动】 Writing Scaffold 【写作支架】 Model sentences — imitate these patterns: Pattern 1: Resolving the conflict "At last, ______ fell from the sky. It was ______." → Your turn: ____________________________________________ Pattern 2: The character's realization "The villagers realized that ______." → Your turn: ____________________________________________ Pattern 3: The message "This story tells us that ______. We should ______." → Your turn: ____________________________________________ Writing frame: At last, something fell from the sky. It was ____________. The villagers realized that ____________. They felt ____________. This story tells us that ____________. We should ____________. ★Step 6 Homework【家庭作业】 1. Revise your story ending. 2. Prepare for the family environmental habits report. Blackboard Design 【板书设计】 [ Diagram: 🌉 Bridge (Connect Story to Ending) ] STORY SO FAR YOUR ENDING ─────────── ────────── Hole found ╲ ╱ Resolution: Things thrown IN ╲ ╱ How does it end? ╲ ╱ What is the message? ╲________╱ BRIDGE: Match the tone, resolve the conflict Checklist Your Ending Does it resolve the conflict? ______ Does it match the story's tone? ______ Does it convey an environmental message? ______ Are the characters consistent? ______ ★ Tiered Homework 【分层作业】 ★ 基础达标: Answer the 4 checklist questions for your planned ending. ★★ 能力提升: Write your story ending (100-150 words). ★★★ 拓展创新: Read your ending to a partner. Which ending did the class like best? Teaching reflection【教学反思】 Writing a story ending was a creative and enjoyable task. Students came up with diverse endings — some serious, some humorous, some surprising — but all connected to the environmental theme. The open ending of the original story gave students creative freedom while providing a clear context. Peer sharing of different endings was particularly engaging — students enjoyed seeing how differently their classmates imagined the continuation. Time for writing was sufficient for most students. 第六课时 Presenting ideas & Reflection Teaching Objects 【教学目标】 1. Create and present a report on family environmental habits. 2. Reflect on learning in this unit and the whole book. 3. Consolidate vocabulary and grammar. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 ★ Key Points: Surveying family green habits and creating an improvement plan ☆ Difficult Points: Analyzing habits honestly; making specific, measurable commitments Teaching Steps 【教学步骤】 ★Step 1 Review【复习】 1. Review word formation and green living vocabulary. ★Step 2 Group work: Family environmental habits report【家庭环保习惯报告】 1. Groups survey their family's environmental habits (assign as homework before class). 2. Groups compile data and create a report including: • What green habits does your family have? • What areas need improvement? • What new green habits will you adopt? 3. Groups prepare their presentation. ★Step 3 Present reports【展示报告】 1. Each group presents their findings. 2. Class discusses common findings and ideas. ★Step 4 Reflection【自我评价】 1. What have I learned about green living? 2. Can I use word formation rules to guess new words? 3. What will I do to live greener? ★Step 5 Final review【全书复习】 1. Briefly review all 6 units and their themes. 2. Ask students: Which unit did you learn the most from? Why? ★Step 6 Homework【家庭作业】 1. Review the whole book for the final exam. 2. Make a personal green living commitment. Blackboard Design 【板书设计】 [ Diagram: 🥧 Pie Chart (Our Family Habits) ] ┌──────────┐ │ Green │ │ Habits │ │ We Have │ └────┬─────┘ ┌──────────┼──────────┐ │ │ What's working? What needs improvement? • Recycling ✓ • Too much plastic • Saving water ✓ • Food waste • Walking/biking ✓ • Energy use Category Our Current Habits Plan to Improve Waste ______ ______ Energy ______ ______ Transport ______ ______ Food ______ ______ ★ Tiered Homework 【分层作业】 ★ 基础达标: Survey your family: What green habits do you have? List 3. ★★ 能力提升: Complete the table: current habits + improvement plan. ★★★ 拓展创新: Make a personal green living promise. What will you change? Teaching reflection【教学反思】 The family environmental habits report connected classroom learning with real-life behavior change. Students became more aware of their own family's environmental practices — both good and areas for improvement. The unit ended on a practical, actionable note rather than just theoretical discussion. Students made personal commitments like using reusable bags, taking shorter showers, and recycling more. This final lesson showed the progression from awareness to action, which is the ultimate goal of environmental education. 学科网（北京）股份有限公司 $