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外研版 九年级上册 Module 12 Save Our World 大单元教学设计
设计者 （Teacher）
模块主题 （Topic） Module 12 Save Our World
模块内容 分析 (Analysis of the learning materials) 单元整体分析(Unit integral analysis): 单元主题： Module 12 Save our world 该主题属于“人与自然”和“人与社会”主题群，涉及“社区生活” ，“热爱与敬畏自然， 与自然和谐共生”和“环境污染及原因，环保意识和行为 ”子主题。 模块内容分析： 本模块围绕“环境保护”这一主题， 分别从校园、社区、社会和世界的角度， 引导 学生思考自己力所能及的环保举措， 认识到环保的重要性。通过贯穿整个模块的环保小 册子的制作， 发挥学生的主观能动性去呼吁更多的人参与到保护环境的活动中来。本模 块兼具丰富的语言内容和高度的社会价值和育人价值。 第一单元通过一段学生课后关于环境问题展开的讨论引出主题。对话内容包含环境 污染可能或者已经带来的后果； 我们身边的环境污染源以及污染源带来的环境问题； 最 后探讨了学生自己为保护环境所能做的力所能及的事情——让学校成为一所“绿色学 校”。其中包括“绿色学校”的概念、节能措施以及废物利用的方法。在讨论的最后， 呼吁只要每人为环保尽一份力，就能改变严峻的环境污染现状，从而改变和拯救世界。 整个语篇层层递进，引导学生从学校的视角进行思考，探索“绿色校园”的实现途径。 第二单元是一篇说明文。文章开头设问“How green are you ” 引起学生兴趣，紧接着 用六个小问题切入话题，引导学生思考并反思自己日常生活中在环保方面的不足之处， 初步唤醒学生的环保意识。紧接着作者介绍了环保的 3R 做法： Reduce-Reuse-Recycle， 帮助学生清晰了解自己在不同的环节可以如何优化环保措施，从而真正落实环保的目 标。作者在文章结尾提出环保事业上不能一蹴而就， 而应该是每天持之以恒地坚持， 号 召大家身体力行践行环保理念， 造福我们的子孙后代， 有助于树立学生的责任意识。课 文的设计层层递进， 联系紧密， 与学生的生活密切相关， 能激发学生的学习兴趣， 也有 利于教室组织课堂活动。课文内容具有很强的实践性， 能指导学生在日常生活中践行环 保理念， 具有高度的育人价值和社会价值， 引导学生站在社区的角度， 思考“绿色社区” 的实现途径。
中小学教育资源及组卷应用平台
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模块内容 分析 (Analysis of the learning materials) 第三单元是本模块的语法部分， 内容是“构词法”。通过对“前缀”、“后缀”和 “词根”的学习， 学生能更进一步了解英语词汇的构词规律， 从而降低背单词的难度以 及提高单词使用的精确度。并通过写一篇关于“创建绿色佛山”的作文实践， 夯实学生 对构词法的掌握情况， 并引导学生站在更高的角度， 从城市的整体角度去思考， 探索打 造“绿色城市”的实现途径。 第四单元是本模块的提升与实践部分， 在前三个单元的基础上， 引导学生认识到整 个地球生态环境污染的严峻形势， 从陆地和海洋两个方面思考生物们面临的残酷生存环 境以及人类行为对生态及人类自身所产生的严重影响， 认识到“污染—灾害—糟糕的生 态环境”之间的恶性循环关系， 从而强化学生的环保意识， 探索人类和地球的关系， 认 识到保护地球就是保护人类自己。 同时引导学生站在整个地球生态环境的角度思考， 探 索打造“绿色地球”的实现途径。 本模块的四个单元以贯彻始终的“环保小册子”的制作为主线展开， 从学校、社区、 社会和地球四个角度， 循序渐进、层层递进地探索实现环保目标的途径， 能够充分发挥 学生的主观能动性， 不断强化环保意识， 培养学生的探索能力和责任意识， 不断实践环 保行为并通过环保小册子的制作， 呼吁更多的人参与到环保行动中来， 整个模块具有高 度的文本价值和育人价值以及实践意义。 核心语言知识： 【环境污染】 noise pollution, air pollution, water pollution, land pollution, environmental pollution, natural disasters 【环境污染的原因】
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emission, carbon dioxide, factory, waste, littering, rubbish 【环保措施】 recycle, reuse, reduce, reusable, recyclable, clean energy, reuse paper bags, protect the trees 【谈论环境】 We shoulder the responsibility to save our world. Take actions to... The air/water is badly polluted. Live in peace with animals.
学情分析 (Analysis of the students) 知识储备: 1. 学生对 “环保”话题比较熟悉，该话题贴近日常生活，在地理和生物的学习中接触过 此话题，能观察到生活中常见的环境问题，有基本的知识储备； 2. 学生在过去的学习中对构词法有基本的了解， 对于一些常见的前缀和后缀有基本的认 识； 3. 学生掌握了一些基本的阅读和听力策略。 可能面临的问题: 1. 在进行本模块的主线任务制作环保手册时， 学生可能会在描述环境问题和身边常见的 不环保现象时无法准确表达； 2. 学生可能会混淆一些前缀和后缀的使用。 解决方案: 1. 引导学生探索身边的环境问题， 并通过文本和相关视频的输入， 丰富学生的背景知识， 提高学生的表达准确性。 2. 通过在阅读、练习以及写作中不断强化构词法的使用， 夯实学生对构词法的掌握， 不 断加深对构词法的理解以及提高用词的精准度。
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模块教学目标 &课时安排 (Teaching objectives of the whole module) 本单元学习后，学生能够：
模块学习 总任务 (Module task) 小组合作制作“环保小册子”
各课时教学设计（Teaching plan for lessons）
第一单元(Unit 1) 听说实践 (Listening & speaking practice)
I. 课题 (Lesson title) If everyone starts to do something, the world will be saved. II. 教材分析 (Analysis of the learning material ) 【What】本语篇选自九年级上册第十二模块第一单元的课文， 讲述了关于环境的课后学生针对环境 问题展开的讨论。该文本从抛出环境污染的问题开始， 依次讨论了环境污染问题可能或者已经带来的后 果； 我们身边的环境污染源以及污染源带来的环境问题； 最后探讨了学生自己为保护环境所能做的力所 能及的事情——让学校成为一所绿色学校。其中探讨了包括“绿色学校”的概念、绿色学校的节能措施 以及废物利用的方法。在讨论的最后， 呼吁每人都为环保尽一份力， 就能改变环境污染问题严重的现状， 从而改变和拯救世界。
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【Why】通过课后针对环境保护问题的交流和讨论， 探讨出作为一名学生， 我们为环境保护所力所 能及的事情， 使读者认识到环境保护是一个需要大家一起行动、合力完成的事情； 同时给读者树立信心： 只要人人为环保尽一份力，就一定能改变环境污染问题，进而拯救世界。 【How】本文是四个学生在学校课后针对环境问题的交流和讨论， 通过这种形式说明环境污染就在 我们身边； 改变环境污染需要每一个人合力为环保做一些力所能及的事情。对话的形式体现了非正式语 体的特征；比如非正式语体的发问：“Such as … ？”和非正式语体的感叹：“Nice idea!”；对话的内容从内 在逻辑上看一个从“提出问题 ”到“解决问题 ”的过程。比如发现问题：“And in some places, pollution from factories spreads over cities and villages.” 、“And there are so many cars on the roads. They use so much oil and cause pollution as well.” ；抛出问题：“Do you think we can make our school a green school ” ；解决问 题：“ …every class collects waste which can be recycled or used again. Then the school sells the waste and uses the money to help students in poor areas.”等，使得针对主题的访谈顺利展开。文章还多次使用了 if 条件状 语从句，如：“If the rivers are polluted, farmers can’t use the water for their crops” 、“If everyone starts to do something, the world will be saved.”说明环境污染问题将给人类带来的后果，同时也通过 if 条件状语从句 明确环境保护的前提条件是需要每个人的参与，进而凸显“保护环境，人人有责”这一主题意义。 III. 教学目标 (Teaching objectives) 在本课学习结束时，学生能够： 1. 听懂对话，并通过听、说活动，获取和梳理有关环境污染的问题以及力所能及的环保措施。 2. 运用所学语言知识总结自己所发现的校内环境问题，并谈论建设绿色学校每个人力所能及的环保措 施。 3. 概括与整合环境污染问题以及环保措施，坚定“保护环境，人人有责” 的信念和使命。 I. 教学重、难点 (Key & difficult points) 1. 听懂并掌握有关环境污染和环境保护的相关词汇、短语； 2. 转换所听信息并归纳环境污染问题和环保措施； 3. 谈论校园里的环境问题以及力所能及的环保措施。 II. 教学方法（teaching methods） 听说法（Audio-lingual Method）、情景教学法（the Situational Method）、交际法（the Communicative Approach）
教学过程 (Learning procedures)
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教学目标 （Objectives） 学习活动 （Activities） 效果评价 （Assessment） 设计意图 （Purpose）
1. 通过听、说活 动，获取和梳理 环境污染问题的 相关信息： 现状、 影响、解决对策、 呼吁和号召，并 总结和完善知识 结构图。（学习理 解） 1. Answer the question: Before the coming of COVID- 19, what global issues ( 全 球 问 题 ) did people pay attention to most 2. Watch a video about environmental pollution and pay attention to the environmental problems mentioned in it. 3. Answer the question: What environmental problems can you see in the video And be clear about the module and unit task is to make a brochure of Green Earth and Green School. Observe if Ss have the awareness to the environmental problems. Observe how much information Ss can get from the video and if they understand the tasks of the module and unit. 1. To lead in the topic of this unit by asking a
question. meanwhile students clear environmental And make that
problems remain severe and have never gone away. 2. To help students realize the seriousness of environmental problems by showing them in a video. 3. To make Ss clear about the module and unit task.
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4. Answer the question: What environmental problems do you know And talk about its reasons, kinds and influence. 5. Listen to a conversation and complete the sentences with the help of listening tips. Observe if Ss are familiar with the environmental problems. Observe how much information Ss can get from the listening material. 4. To activate the
atmosphere ready background information and get students ’ and new
words before listening. 5. To practice their listening ability and help them master the listening tips.
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6. Listen to another conversation and fill in the blanks. Observe how much Ss can understand the listening material of the topic. 6. To further practice their listening ability and get ready for the next output part.
教学目标 （Objectives） 学习活动 （Activities） 效果评价 （Assessment） 设计意图 （Purpose）
2. 分析对话的 结构， 概括与整 合听到的环境污 染问题、影响以 及相对应的环保 措施，树立环保 意识。 （应用实 践） 7 ． Summarize the structure of the dialogue and add more information about environmental protection to the mind map. Observe Ss ’ ability to understand and summarize the listening material and their reserve of knowledge to the topic. 7. To lead and help Ss to explore the structure of the dialogue and to exercise Ss ’ divergent thinking ability.
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8 ． Retell and refine the dialogue according to the new mind map in a group of four. Observe if Ss have really mastered the knowledge of the topic, including environmental problems, solutions and appeal according to their retelling. 8. To help Ss internalize what they have learnt and by retelling and refining the dialogue.
教学目标 （Objectives） 学习活动 （Activities） 效果评价 （Assessment） 设计意图 （Purpose）
3. 利用课前所 发现并收集好的 校园环境问题， 结合本课所学语 言知识完成《绿 色校园环保手 册》并介绍校园 里存在的环境问 题以及提出相对 应的学生所能做 的环保措施，强 化“保护环境， 人人有责”的责 任感和使命感。 （迁移创新） 9. Work in groups to make a brochure of Green School and send a speaker to introduce your brochure. 10. Make a peer assessment and self- assessment. Observe Ss ’ making of brochures and their introduction to their brochures to see if they have mastered what they have learned and if they are able to put them into the use of our real life. Observe the result of their self and peer assessment to see if teacher’s feedback and further guidance are necessary. 1. To help Ss transfer the language they learnt to their real life, consolidate their knowledge, and improve their innovative ability.
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作业设计（Homework）:
板书设计（Board Plan）:
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第二单元(Unit 2) 阅读思考 (Reading & thinking)
I. 课题 (Lesson title) Repeat these three words daily: reduce, reuse and recycle. II. 教材分析 (Analysis of the learning material) 【What】：本课的话题为环境保护。文章首先通过提问六个小问题， 让学生自检自己在日常生活中 是否环保。再从节能（reduce）--再利用（reuse）--recycle（再循环） 三个大方面入手， 向学生介绍他们 可以从哪些行为去践行环保。文章引导学生从身边小事做起， 提高环保的自觉性， 用实际行动为环保事 业做出自己的一份贡献。 【Why】：该语篇的主题是人与自然， 旨在唤醒学生的环保意识， 培养保护环境的社会责任感。语 篇通过介绍 3R--Reduce，Reuse & Recycle 的概念以及具体做法， 让学生了解自己可以从哪些事情着手来 保护身边的环境，以及如何影响身边的人。 【How】： 本语篇以学生的角度讨论中学生怎样才能节约能源、保护环境， 语篇贴近学生生活实际， 结构清晰， 设计层层递进。文章第一部分先从设问 How green are you 开始， 引发学生思考， 紧接着从六 个小问题切入， 学生通过回答问题， 意识到自己在日常生活中有哪些做法还不够环保， 初步唤醒学生的 环保意识。接着作者介绍了 How to be green 的具体做法： Reduce-Reuse-Recycle。首先分别介绍三个单 词的含义，接着以祈使句和 It’s better todosth.等句型介绍了对应的举措，号召学生们增强环保意识。最 后作者提出， 在环保事业上不能一蹴而就， 而应该是每天持之以恒地坚持， 号召大家身体力行践行环保 理念，造福我们的子孙后代。 III. 教学目标 (Teaching objectives) 在本课学习结束时，学生能够： 1. 获取与梳理有关 reduce ，reuse & recycle 的信息，概括和整合形成结构化知识图。 2. 利用结构化知识图阐述 reduce, reuse and recycle 中的具体做法。 3. 运用本节课所学制作环保小册子中的争创“绿色小区”宣传单。 IV. 教学重、难点 (Key & difficult points) 教学重点： 1. 通过阅读获取有关 3R 的信息并概括整合形成结构化知识图。 2. 根据知识结构图阐述 3R 的具体做法。 教学难点： 学生能够从已学内容中得到启发， 制定出更多的环保措施， 在现实生活中切实践行环保理念， 并能以人 影响人，让身边的人一起树立良好的环境保护观念和行为规范。 V. 教学方法（teaching methods） 任务型教学法 Task-based Language Teaching。
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教学过程 (Teaching procedures)
教学目标 （Objectives） 学习活动 （Activities） 效果评价 （Assessment） 设计意图 （Purpose）
1. 获取与梳理 有 关 reduce, reuse & recycle 的信息，概括和 整合形成结构化 知识图。 Step 1 Lead-in 1. Look at pictures of packages piling up in the community after the shopping festival. 2. Think about questions: What does the shopping festival bring to our community How can we make it greener Know the unit task: Design a brochure of environmental protection in the community. Step 2 Perception and attention 1. Pre-reading: Ss have a self-assessment about how green they are. Finish the assessment table. Observe if Ss can tell the problem caused by over-consumption. Observe if Ss can realize the importance of environmental protection. Make sure Ss understand the unit task. Observe if Ss can understand the questions and answer according to their real behaviour in daily life. To lead in the topic of this unit by some pictures taken in the community. Arouse students ’ interest to complete the unit task. To lead Ss to think of the problems and realize the importance of protecting the environment. To make Ss clear of the unit task: Design a brochure for the community. To let Ss know how green they are through the questions in the passage. Get prepared for reading.
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2. While-reading: ①Read for main idea: Read and divide the passage into 3 parts. ② Find the three ways of protecting the environment and their definition. ③Read for details: Find what people do and don’t do in 3R ways. Observe the result of self-assessment about how green they are. Observe if Ss can divide the passage into 3 parts. Observe if the Ss can find the 3 ways and their definition. Observe if Ss can analyze these 3 ways and get the specific information of these 3 aspects on dos and don’ts. To lead Ss to understand the structure of the passage and get the main idea about 3R. To help Ss find out the definition of 3R and have a better understanding of these 3 words. To help Ss understand each R better through graphic organizer. To help them get prepared for the design of brochure later.
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教学目标 （Objectives） 学习活动 （Activities） 效果评价 （Assessment） 设计意图 （Purpose）
2. 利用结构化 知 识 图 阐 述 reduce, reuse and recycle 中的具体 做法。 Step 3 Generalization and integration 1. Read and think: Ss think of what “reduce ” “reduce”“recycle ” mean to their life. 2. Ss think of what they can do to reuse in their life. 3. Ss think of what can be recycled in the Observe if Ss can figure out what “reduce” mean and what they should do to reduce in their life. Observe if Ss know what they can do to reuse and brainstorm some solutions. Encourage them to think of as many solutions as possible. Offer help if necessary. To help Sstorelate and apply what they’ve learned to their real life. To lead Ss to think of what they can do according to 3R and get ready for the unit task.
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community. Observe if Ss can think of what can be recycled in their community. Offer help if necessary.
教学目标 （Objectives） 学习活动 （Activities） 效果评价 （Assessment） 设计意图 （Purpose）
3. 运用本节课 所学制作环保小 册 子 中 的 争 创 “绿色小区”宣 传单。 Step 4 Transfer and innovation 1. Ss play agame to classify the solutions into correct column: reuse, reduce, recycle. 2. Retell 3R solutions according to the graphic organizer. 3. Discuss in groups and come up with some solutions about how to make the community greener. Observe if Ss can classify different solutions into correct column. Offer help if necessary. Observe if Students can retell the 3R solution with the help of graphic organizer. Observe if Ss can use To consolidate the definition of 3R and help Ss with some ideas about protecting environment in the society. To help Ss to internalize what they’ve learned. To help Ss to think of as many ways as possible to accumulate for their brochure.
different patterns persuading. sentence to be
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4. Design, share and illustrate their brochure. 5. Ss evaluate their brochure and others ’ according to the evaluation table. Observe if Ss can work and discuss for the brochure. Encourage them to design their brochure creatively. Observe if Ss can evaluate their brochure and others ’ work properly. To help Ss create their own brochure with their group members and share it with their classmates. To help Ss evaluate what they learned in this class and apply them to practice.
作业设计（Homework）& 板书设计（Board Plan）:
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第三单元(Unit 3) 语言运用 (Extensive reading& writing)
I. 教学目标 (Teaching objectives) 在本课学习结束时，学生能够： 1. 通过拆词游戏掌握构词法的四种类型（派生法、缩略法、合成法、转化法）； 2. 归纳总结学习构词法的好处； 3. 运用 SEX 写作框架完成一篇构建绿色佛山的文章。 II. 教学重、难点 (Key & difficult points) 1. 熟练运用构词法提高自己的词汇量，从而丰富自己的口头或书面表达； 2. 合理并逻辑清晰的运用 SEX 框架完成一篇有关创建绿色佛山城市的写作； III. 教学方法（teaching methods） 英语学习活动观（the View of English Learning Activities）、成果教学法（Product Approach）
教学过程： (Teaching procedures)
教学目标 （Objectives） 学习活动（Activities） 效果评价 （Assessment） 设计意图（Purpose）
1. 通过 拆词游 戏掌握构词法的 四种类型（派生 法、缩略法、合成 法、转化法）； （学习理解） Step 1 Lead-in Ss finish the passage about the waste pollution by using the words and phrases they learned in U1 and U2. Step 2 Perception and attention 1. Ss understand how a word is formed. Observe if students can use the correct form of the words to finish the passage according to the context and say different forms of the words. Observe if Ss can understand what the prefix/ root/ suffix is and list some prefixes and suffixes. To consolidate what Ss learned before and lead in the grammar focus of the Module— word formation and perceive the charm of word formation. To help students understand how a word is formed and learn word formation is helpful.
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2. Ss are supposed to summarize four ways of word formation. 3. Ss are going to know more suffixes and prefixes. Observe if Ss can understand the four ways of word formation through examples. To help students know the key four ways of word formation. To help students judge the parts of speech and guess meanings according to the rules of word formation.
Observe if understand meanings of suffixes and Ss can the different prefixes
and judge the parts of speech of the words.
教学目标 （Objectives） 学习活动 （Activities） 效果评价 （Assessment） 设计意图 （Purpose）
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2. 归纳总结学 习构词法的好 处；（应用实 践） Step 3 Generalization and integration 1. Ss finish three word games according to the rules of word format. 2. Ss think about why we should learn about word formation and talk about its advantages. Observe if Ss can finish the word games correctly and quickly. Observe if Ss can realize the importance of word formation and talk about its advantages. To help Ss consolidate the ways of word formation by finishing the games. To help Ss realize why we should learn word formation.
教学目标 （Objectives） 学习活动（Activities） 效果评价 （Assessment） 设计意图 （Purpose）
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3. 运用 SEX 写 作框架完成一篇 构建绿色佛山的 文章。 Step 4 Generalization and integration 1. Ss are going to brainstorm and finish the outline of the writing, such as word map, writing map, expressions of opinions and linking words, etc. 2. Ss write about how to build a green FoShan. 3. Ss evaluate their own writings and partners ’ writings according to evaluation table. Observe if Ss can finish the word map and check if they can use word formation to enrich their expressions. Observe if Ss can conclude how to write about the solutions with the SEX writing skill under the guide of the teacher. Observe if Ss can evaluate their own writings or partners ’ writings properly and objectively. To help Ss put what they learned (including word formation, writing skills, vocabularies and structures) into practice according to the real situation by writing. To help Ss evaluate what they learned in this class and improve their own writings. Besides, it’s also away to conduct Integration of teaching and
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evaluation.
作业设计（Homework）:
板书设计（Board Plan）:
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第四单元(Unit 4) 提升评价 (Promotion& assessment)
I. 课题 (Lesson title) Save our world. II. 教学目标 (Teaching objectives) 在本课学习结束时，学生能够： 1. 通过了解海洋垃圾以及海洋生物所处的困境和陆地上越来越严峻的空气污染、自然灾害和恶劣的生存 环境之间的恶性循环关系，学生能意识到保护地球环境的重要性； 2. 发挥主观能动性，挑起承担拯救地球的责任和义务； 3. 内化知识，批判思考地球和人类的关系，认识到拯救地球就是拯救人类自己； 4. 运用所学知识制作宣传手册，呼吁更多的人参与到拯救地球环境的活动中来。 III. 教学重、难点 (Key & difficult points) 1. 通过了解地球的海洋环境以及陆地环境，认识到严峻的生态问题； 2. 内化所学知识，发挥主观能动性，承担拯救地球的责任和义务以及呼吁更多的人参与其中。 IV. 教学方法（teaching methods） 情景教学法（the Situational Method）、多模态语篇教学法（Multimodal Discourse Teaching Method）
教学过程： (Teaching procedures)
教学目标 （Objectives） 学习活动（Activities） 效果评价 （Assessment） 设计意图 （Purpose）
1. 获取关于地球 的海洋环境以及 海洋生物和现状 和陆地上越来越 严峻的空气污 染、自然灾害和 恶劣的生存环境 之间的恶性循环 关系的信息，形 成结构化知识 （学习理解） Step1: Lead-in Ss answer the question: How many aspects can you think of to save our world Step 2: Perception and attention 1. Get to know some facts about the ocean and have a basic understanding of Observe if Ss can figure out how many aspects are there to think about what to do to save our world. Observe if Ss can understand the background To lead in the topic and arouse students interest. To lead Ss to understand the situation of the ocean and get to
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the situation of oceans and animals in the sea as well as the results of humans ’ improper behaviors. 2. Watch avideo about animals in the sea and answer some questions according to the video to get some specific information as well as making a conclusion. 3. Get to know some facts about the land and have a basic understanding of the information of the topic. Observe if Ss can figure out specific information to answer the questions and getting the conclusion. Observe if Ss can have know the results of humans ’ bad behaviors
to have a understanding deeper of
saving our world. To guide Ss to pay more attention to specific information to answer the questions. To guide Ss to grasp the
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2. 归纳得出需要 发挥自身的主观 能动性，承担拯 救地球的责任以 及思考人类和地 球的关系，得出 拯救地球就是拯 救人类自己的结 论，从情感上意 识到人类命运取 决与地球的环 境。 （应用实践） vicious circle of heavier pollution, severer natural disasters and worse environment. Step 3: Generalization and integration 1. Draw a conclusion that we shoulder the responsibility to save our world. 2. Critical thinking: What do you think is the relationship between humans and nature Watch a video and figure out the relationship between humans and nature. 3. Conclude the relationship between humans and nature and draw a conclusion. a basic understanding of the vicious circle of heavier pollution, severer natural disasters and worse environment. Observe if Ss can have the sense of protecting the world and take actions. Observe if Ss can figure out the relationship between humans and nature and check if they understand the video. Observe if Ss can understand the importance of saving our world and draw the vicious heavier severer disasters circle of pollution, natural and worse
environment. To help Ss realize the importance of saving the world and taking actions. To guide Ss to do critical thinking to think about the relationships between nature and humans. To guide Ss to conclude the relationships between nature and humans and understand
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3. 在参与联合 国的环保项目情 境中，运用本节 课所学制作环保 小册子中的“绿 色星球”宣传单， 呼吁更多人参与 进来。（迁移与创 新） Step 4: Transfer and innovation 1. Take part in a project from the UN and make a brochure about what we can do to call on more people to save our world. (in groups of 4) 2. Do self-assessment to evaluate. conclusion that to save the world is to save ourselves. Observe if Ss can use the structured knowledge to design a brochure to call on more people to participate in the activities to save our world. that to save the world is to save ourselves. To guide Ss to use the structured knowledge to apply what they learned in class into real life and develop Ss ’ ability of teamwork. To help Ss evaluate themselves.
作业设计（Homework）:
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板书设计（Board Plan） :
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