Module 12 Unit 1 If everyone starts to do something, the world will be saved.教案（表格式）2024-2025学年外研版英语

Lesson Plan
School No.1 Middle School
Lesson name Module12 Unit1 If everyone starts to do something, the world will be saved Teacher’s name Maria
Lesson type Listening and speaking Grade Grade 9
Period Period1
Analysis of the teaching materials What This piece of listening material is about pollution and environmental protection This topic is designed in accordance with the theme Human and Nature that suggests human live with nature harmoniously. It mentions the concept of a green school in which the students, the classes and the school all can do something to reduce pollution and save energy. How The dialogue starts from the lesson by Mr. Jackson, and is promoted by Daming’s discouraging words and Lingling’s immediate suggestions of building a green school. Why This lesson aims to raise the students’ awareness of saving our homeland. It enlightens students to do what they can do to protect our earth at school and at home.
Analysis of the students The students in Grade 9 will have something to say about this topic, but not enough, as they pay little attention to what they can do in their daily life. They are asked to think more actively in class with the help of my guide. They may meet difficulties in expression. They need confidence and courage to talk with a new teacher.
Teaching goals 1)recognize, understand the new words and perceive the linking sounds by listening. 2)capture the speakers’ feelings, comb and integrate the information on problems and solutions by listening; infer the implied feelings and attitudes. 4)think critically and creatively about daily problems and solutions. 3)use the language, communication strategies to talk about daily problems and practical solutions. 5)have a strong awareness of environment protection and be persistent in living a green life.
Teaching contents Language points: factory, pollute, pollution, waste, spread over, enemy, crop, kill, oil, recycle, hopeless It’s no use doing sth., functional sentences Discourse: two conversations Strategies: listening strategies and communication strategies.
Teaching key and difficult points Key: to teach them to capture, comb and integrate the information on problems and solutions by listening; to apply some listening strategies to talk about daily problems and solutions Difficulties: to lead them to think critically and creatively to talk about daily problems and solutions
Teaching model PWP
Teaching procedures
Step1 Lead in (Pre-listening)
1.Ask the students to look at the title of this unit and guess what the topic is. 2.Elicit predictions and write them on the blackboard the word “pollution”. 3.Show them pictures on “pollution” and talk we me about them. Teacher: What can you see Students:.. Teacher: Where is ...from Students:.. Teacher: What problem has it brought 4.Lead the students to read the sentences describing the pictures with special attention to the new words in them.(factories, pollute, spread over, crops, waste, recycle, recycling center, oil, kill, enemy)
Step2 Listen to Conversation1(While-listening)
Introduce the background of Conversation1 Teacher: Mr. Jackson is giving a lesson on the pollution problems and solutions. Ask the students to read the sentences in Activity 2 and predict the answers with their prior knowledge. Listen to check their predictions and complete the sentences from memory.(pollution, rules, recycle, glass)
Step3 Listen to Conversation2(While-listening)
Stage 1 Listen for feelings Introduce the background of Conversation 2. Teacher: After lesson, Lingling and their classmates are still talking about the pollution problems Lead them to read the questions and play the recorder for them to listen.(If necessary, play it twice) Q1. How does Lingling feel about the future Why Q2.What does Lingling suggest Q3.How does Tony feel about the future Answer the questions in the whole class work Comb and write down the main process of the conversation.
Stage 2 Listen for problems Ask the students to read the table and predict the answers. Listen and complete the table , play the recorder a second time to check. analyze the information to get headings for the table. Ask them to think about what on earth causes the pollution from the words “factory,cars”. Write down the two words “economic development and changing way of life”.
Stage 3 Listen for solutions Give them tips on how to take notes while listening. Teacher: Try to capture and write down the key words and add more after listening. Try to focus attention on listening and memorizing. Ask the students to listen and take notes in the cycle diagram, work with a partner to get answers. Play the recorder a second time to check. Teacher: This diagram shows what the students, the classes and the school can do respectively to support each other to build a green school. Elicit the words “ recycle, reduce, reuse” from their notes. Lead them to talk with partners about what can be recycled, reused in our life.
Stage4 Listen and repeat Remind students about word linking in English. Teacher: When a word starts with a vowel sound, it often links to the word that comes before it,so that they sound like one word. Word linking usually impedes understanding. Eg. After our lesson on the environment, I’m worried about the future. Play the recording for them to perceive where the speakers link words and mark them. Play the recording for them to listen and repeat the sentences. Invite the students to read the sentences for the class.
Step4 Read and try to find out (Post listening)
Ask the students to read silently and find the sentences used: To transfer topics from problems to solutions(what they can do) :But we are only students. We can't do anything about factories and cars. To advance the talking about solutions: Such as ... To offer suggestions: Do you think we can make our school a green school To show agreements: Nice idea! /That's a good idea. Ask them to summarize more similar sentences. Lead them to read specific sentences and find the feelings and attitudes implied. “We can’t do anything about factory...”shows “Daming feels hopeless ” “...We’ve got to think of things we can do” shows “Betty is active and serious about it.” “Do you think we can make our school a green school” implies “Lingling is creative in thinking.” Write down the words and elicit what they should do with the pollution and what they should be like about it.
Step5 Role-play the dialogue ( speaking)
Ask the students to make a brief dialogue with the clues and the map. Lingling: feelings/ pollution problems about river and influences Tony: Pollution from factories and bad influences Betty: Pollution from cars and bad influences Daming /Betty: Move the topic to solutions. Lingling: offer suggestions (a green school) (They talk about what the students, the classes and the school can do for a green school ) Tony: Show agreement and feelings about the future. 2.Ask one or two group to role-play.
Step 6 Discussion ( speaking)
Set the scene 1 Teacher: Many new products are making our life more and more convenient. They also bring us more or less bad influences. For example, mobile phones help us order take- away food. But too much take-away food will produce much waste. What other examples Lead the students to think of more examples and talk with me. If necessary, I will offer pictures. Set the scene 2 Teacher: From the lesson, we know that pollution comes from not only the economic development but also our daily life. For example, all kinds of waste we produce influence our environment in some way. What waste do we produce How does it influence us Talk with them about the waste with pictures. Ask them to think and talk in groups about what they can do to solve or prevent the problems. Present the dialogue before class.
Step 7 Moral Education
Explain the sentence “It’s easier said than done”. Introduce how Ma Yun’s company encourage people to be green. Teacher: This example shows we are trying to be persistent in living a green plete the mind map and summarize what they should do and how they should do them in our life.
Homework
Role play the dialogue. Think about more ideas of how to be green and share with group members. Take daily and constant actions to be green and make a short video.
Module12 Unit 1If everyone starts to do something, the world will be saved