Unit 8 Save Our World Lesson 48教学设计 -2024-2025学年冀教版（2012）英语八年级下册

Unit 8 Save Our World Lesson 48: Garbage Is Interesting! I. Teaching Objectives By the end of the lesson, students will be able to: Extract details about weekly environmental activities (clean - up, garbage sorting, etc.) to complete tables, aligning with High school entrance examination reading - detail extraction. Master garbage - related vocabulary and phrases (e.g., clean up, pick up, go for a walk, put on) and use them in dialogues, preparing for High school entrance examination vocabulary tasks. Understand hazardous waste and its proper disposal and identify hazardous items, supporting High school entrance examination - style environmental - awareness analysis. Collaborate in discussing personal environmental responsibilities, enhancing High school entrance examination teamwork and reflective - writing skills. II. Key Points & Difficulties Key Points Weekly Environmental Activities: Tuesday: Schoolyard clean - up (World Environment Day). Tuesday (later): Neighbourhood walk, picking up garbage. Wednesday: Garbage sorting (paper, glass, metal, plastic). Today: Danny makes a car from garbage. Later this month: Visit recycling centre. Vocabulary & Phrases: clean up, pick up, go for a walk, put on — used in describing actions. Hazardous waste: poison, explode, dangerous. Difficulties Remembering sequential weekly activities (e.g., Tuesday’s two events). Accurately using phrases in dialogues (e.g., “Let’s clean up the schoolyard.”). Identifying hazardous waste and explaining disposal (e.g., why batteries are hazardous). III. Teaching Methods Task - Based Learning (TBL): Through table completion, dialogue writing, hazardous - waste identification, and responsibility discussions. Role - Playing: Acting out garbage - sorting or dialogue scenarios. Collaborative Learning: Group work for environmental - responsibility debates, emphasizing peer feedback on clarity. IV. Teaching Aids CAI (weekly - activity timeline animations, vocabulary - phrase videos, hazardous - waste examples). Textbook, worksheets, and “Activity Cards” (with “clean up,” “sort garbage” for sorting). V. Teaching Procedures Step 1: Warm - up – Garbage as “Interesting” (5 mins) Discuss the THINK ABOUT IT questions: Do you think garbage is interesting? Why/why not? (E.g., “Yes—can be reused; no—smells bad.”) What have you done in a schoolyard clean - up? (E.g., “Picked up litter, sorted recycling.”) Share: Invite 3–4 students. Write down keywords: garbage, clean - up, interesting, reuse. Step 2: Pre - reading – Vocabulary & Activity Prep (8 mins) Vocabulary Introduction: Teach phrases with actions: clean up: “Clean up the room—pick up toys.” pick up: “Pick up garbage—put it in bins.” go for a walk: “Go for a walk—look for litter.” put on: “Put on gloves to sort garbage.” Activity Timeline Prediction: Ask: What weekly activities will Jenny blog about? (Clean - up, sorting, recycling trip). Step 3: Reading – Activity Detail Extraction (12 mins) Table Completion (Let’s Do It! 1): Answers: Time Frame Activity This week Learned about pollution; garbage is interesting. On Tuesday Cleaned up schoolyard (World Environment Day). Later on Tuesday Walked around neighbourhood, picked up garbage; Danny fixed a toy car. On Wednesday Sorted school garbage (paper, glass, metal, plastic). Today Danny made a car from garbage. Later this month Class trip to city recycling centre. Dialogue Completion (Let’s Do It! 2): Answers: Dialogue Response 1 Let’s clean up the schoolyard. 2 Let’s pick up the garbage. 3 Let’s go for a walk. 4 Let’s put on our coats/gloves. Hazardous - Waste Discussion: Ask: “Why are batteries and paint hazardous? How should we dispose of them?” (E.g., “Batteries have poison; take to recycling centres.”) Step 4: Vocabulary & Grammar Practice (10 mins) Hazardous - Waste Identification (Let’s Do It! 3): Answers: Battery ✔ Paint ✔ Glass ❌ Box ❌ Explanation: “Batteries/paint are hazardous—poisonous, explosive.” Role - Play: Garbage - Sorting Day: Students act as “paper,” “glass,” “metal,” “plastic” to practice sorting. Step 5: Group Project – “My Environmental Responsibility” (15 mins) Task Introduction: Reflection Template: Action I’ll Take Why It Matters Example (Week 1) Sort garbage Helps recycling; reduces pollution. “Separate paper/plastic at home.” Reduce waste Less garbage = less hazardous waste. “Use both sides of paper.” Guiding Questions: What’s one small action to take? How does it help the environment? Group Work: Students share reflections, get feedback on: Realism (e.g., “Sorting garbage daily—doable?”) Impact (e.g., “Reducing waste cuts pollution.”) Class Sharing: Groups present reflections. Feedback focuses on: Clarity of action. Connection to lesson (e.g., “Links to Jenny’s garbage sorting.”) Step 6: Summary & Homework (5 mins) Summary: Recap weekly activities, vocabulary, hazardous waste, and personal responsibilities. Homework: （1）Write a 6 - sentence reflection: “My Garbage - Free Week” (use 3 lesson terms: clean up, sort, recycle). （2）Find one hazardous item at home and research its proper disposal. VI. Blackboard Design Weekly Environmental Actions: Time Frame Action Vocabulary Used Tuesday clean up, pick up garbage, schoolyard Wednesday sort (paper, glass, metal, plastic) recycling, waste Today reuse (garbage → car) creative, environment Later this month visit recycling centre hazardous, disposal Core Message: “Garbage can be interesting—sort, reuse, and protect nature!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$