Module 12 Unit 1 If everyone starts to do something, the world will be saved. 教学设计- 外研版九年级英语上册.docx

Module 12 Save our worldUnit 1 If everyone starts to do something, the world willbe saved.Teaching type：Listening and speakingI. General introduction1. The analysis of the teaching materialThis passage is taken from New Standard English, Grade 9 Module 12 Save our world Unit 1 If everyone starts to do something, the world will be saved. It takes environmental pollution as well as environmental protection as the topic, which belongs to the theme“Man and Nature”.1.1 WhatThe conversation in this unit is started by four students: Lingling, Tony, Betty and Daming, mainly talking about two aspects: pollution problems and what the students can do. In pre- listening part, the listening material introduces the air pollution, water pollution and waste pollution caused by the factories, which can help students better understand the content in the conversation.1.2 How“What-Why-How” is used as a common way to discuss an issue worth concerning. The conversation has a clear structure of discussing the pollution problems (What&Results) and the solutions for it(How：students start from themselves and talk about how to build a green school to help protect the environment.), which lays the foundation for the students spoken output as well as the writing part in Unit 2.1.3 WhyThrough the listening practice of this conversation, students can train the listening skills of grasping the general idea and acquiring key words. Through the content, students can think about protecting the environment. The different attitudes of four students to the same thing can help students develop a proper attitude as well as promoting the cultivation of students' personality.2. The analysis of the studentsStudents in Grade 9 have a certain foundation in listening and speaking, but the ability of oral output is relatively lacking. The language knowledge in this unit is to learn some common rules for word formation. Students have also learned about it in the accumulation of vocabulary before, which needs to be emphasized again. The content of this unit is closely related to the actual life of the students, which is convenient to stimulate students' interest in learning. Language practice activities are better carried out, so that the learning of grammar knowledge can be integrated into life practice, and the ability to do things with language canbe cultivated.3. Teaching objectivesBy the end of this class, students will be able to1. listen for information about pollution problems and what students can do through predicting and listening for the key words.2. discuss and talk about the suggestions about how to protect the environment.3. have a deeper understanding about pollution and improve their awareness of saving the world.4. learn to develop a proper attitude towards solving problems4. Teaching keys and difficulties4.1 Teaching key pointsBy the end of this class, students are able to1. listen for information about pollution problems and what students can do through predicting and listening for the key words.2. discuss and talk about the suggestions about how to protect the environment.4.2 Teaching difficult pointsBy the end of this class, students are able to1. have a deeper understanding about pollution and improve their awareness of saving the world.2. learn to develop a proper attitude towards solving problems5. Teaching methods1. PWP teaching method2. Communicative teaching method3. Cooperative learning method6. Teaching aids/ Application of IFMultimedia (videos/pictures/Seewo)Information technology is an indispensable part of teaching now. With the use of the Seewo system in this class, I apply modern technology to better combine pictures and videos with the system. Students have a stronger sense of participation and are more interested in the learning process.II. Teaching procedures Step I. Pre-listening1.warming upPlay a video that is about the pollution of the world to hold the attention of the students. And then make students to answer the questions about it.1. What did you see in the video?2. What do you think of the video?Purpose: Use the video to arouse their interest in this lesson and lead in the topic, giving students an intuitive, vivid visual impact to help students aware the seriousness of the pollution problems, and to pave the way for language.2.New words and listening practice1. Show some pictures and talk about them (pollution problems) to learn the new words: factory, pollute, recycle, waste, enemy, crop, kill.2. Listen to get specific information about the above pictures.Purpose: Learning new words in the context and the elementary listening can guide students to perceive the topics discussed in this unit and help pave the way for the following learning of the conversation.Step 2 While-listening1. Listening for main idea2. Listening for details. (Divide the listening material into two parts) Part 1 What&ResultsPart 2 HowPart 3 Future(hopeful)If everyone starts to do something, the world will be saved.Purpose: Guide students to obtain the main content and detailed information of the conversation by listening to it. Through the setting of the mind map, students are trained to listen to the information of key words and help students perceive the structure. The listening task is from the shallower to the deeper, students can find the answer more easily through prediction (Word class and the meaning) .Step 3 Post-listening1. Read for thinking (Within the conversation)Q1: What's Daming's attitude (态度) towards pollution problems at first?A. positive (乐观的，积极的)B. negative （悲观的，消极的）C. We don't know What about Betty?It's no use talking about things we can't do.To solve problems instead of We've got to think of things we can do!complaining.Q2: Who is responsible for the pollution problems?Purpose: Developing students' thinking quality is the requirement of the core literacy of the English subject. By guiding students to think deeply, they can cultivate the correct attitude of facing problems, and use what they have learned and combine their own experience to think about how to solve problems.2. Group discussion:Lets discuss: How to make Hefei a green city? Or How to make a green home?Students should be divided into different groups and choose one subject to discuss in groups.3. Extended thinking (Above the conversation)Show some pictures and news report about the Covid-19, and guide students to think about whether Covid-19 is related to the environmental issues.Purpose: Further arouse students awareness of protecting the environment combined with life experience.Step 4 Summary and HomeworkGuide students to summarize what we have learnt in this lesson.Homework1. List at least 3 pollution problems, and give suggestions to fight against them.2. Make an environmentally friendly product by yourself and share it in the class.Blackboard designIII. Teaching reflectionIn this class, I pay attention to the explanation of language knowledge, and I also focus on the training of listening skills and through in-depth excavation of texts, combined with thereality of life, to guide students to think and cultivate students' thinking quality. Enough input leads to perfect output.After this lesson, I will change my teaching design according to students reaction.