Unit 8 Save Our World Lesson 47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 47: Connected to Nature I. Teaching Objectives By the end of the lesson, students will be able to: Understand the interconnectedness of living things to order sentences and fill blanks, aligning with High school entrance examination reading - comprehension skills. Master nature - themed vocabulary (e.g., respect, connect, die, dead, follow) and use them in context, preparing for High school entrance examination vocabulary tasks. Analyze the impact of human actions on nature (pollution, species extinction) and discuss solutions, supporting High school entrance examination - style environmental - awareness analysis. Collaborate in creating a “Protect Nature” action plan, enhancing High school entrance examination teamwork and problem - solving skills. II. Key Points & Difficulties Key Points Interconnectedness of Living Things: All living things need food/water; depend on each other (fish → birds → plants). Human actions (pollution, deforestation) disrupt this balance. Vocabulary & Grammar: respect, connect, die, dead, follow — used to describe nature relationships. Sentence ordering and paragraph completion. Difficulties Grasping complex ecological connections (e.g., fish → birds → trees). Accurately using vocabulary in abstract contexts (e.g., “Nature is a balance—respect it”). Proposing practical solutions to environmental problems. III. Teaching Methods Task - Based Learning (TBL): Through sentence ordering, vocabulary filling, passage completion, and action - plan creation. Ecology Simulation: Role - playing species interactions (e.g., fish → birds) to show connections. Collaborative Learning: Group work for action - plan projects, emphasizing peer feedback on feasibility. IV. Teaching Aids CAI (ecosystem - interaction videos, vocabulary - definition animations, action - plan templates). Textbook, worksheets, and “Species - Connection Cards” (with “fish,” “bird,” “tree” for role - play). V. Teaching Procedures Step 1: Warm - up – Living Things Dependence (5 mins) Discuss the THINK ABOUT IT questions: Do all living things depend on one another? (E.g., “Yes—trees give oxygen to animals, animals spread seeds.”) What can we do for nature? (E.g., “Plant trees, reduce pollution.”) Share: Invite 3–4 students. Write down keywords: living things, depend, nature, protect. Step 2: Pre - reading – Vocabulary & Ecology Prep (8 mins) Vocabulary Introduction: Teach words with context examples: connect: “All living things connect in nature.” respect: “We should respect trees and animals.” die/dead: “Pollution makes fish sick or dead.” Ecology Simulation: Students role - play species (fish, bird, tree) and explain dependencies (e.g., “Tree gives oxygen to bird; bird eats fish; fish needs tree’s clean water.”). Step 3: Reading – Interconnectedness Detail Extraction (12 mins) Sentence Ordering (Let’s Do It! 1): Answers: All living things are connected. Living things live in the world. All living things need water and food to grow. We should protect the environment. Discussion: “Why is ‘connected’ the first step? Because it explains the need to protect.” Vocabulary Filling (Let’s Do It! 2): Answers: Blank Word Sentence Example 1 dead “His mother has been dead for ten years.” 2 respect “People should respect and understand each other.” 3 follow “Don’t always follow others—think independently.” 4 connected “We are connected by the Internet.” 5 died “The trees died, and the place became a desert.” Ecology - Impact Discussion: Ask: “How does pollution affect fish, birds, and trees? Chain reaction?” (E.g., “Polluted water → sick fish → birds eat them → birds get sick → trees lose pollinators.”) Step 4: Vocabulary & Grammar Practice (10 mins) Passage Completion (Let’s Do It! 3): Answers: Blank Sentence Option Reasoning 1 B. People lived with many animals. Matches “many forests, clean rivers.” 2 D. They changed the earth. Explains deforestation/factories. 3 A. Some houses beside the sea… Follows “houses buried by soil.” 4 C. We should do something to save… Leads to “reduce pollution.” Error - correction: Fix “If one species die” → “If one species dies.” Role - Play: Species Chain Reaction: Students act as “pollution,” “fish,” “bird,” “tree” to show how one disruption affects all. Step 5: Group Project – “Protect Nature” Action Plan (15 mins) Task Introduction: Plan Template: Problem Addressed Action to Take Example (Week 1) Deforestation Plant 1 tree/month in the schoolyard “Use recycled pots to plant.” Pollution Reduce car use—bike/walk 3x/week “Bike to school on Monday.” Guiding Questions: What’s the biggest nature problem in your area? (Pollution, litter) How to “sell” your action to the community? Group Work: Students create plans, design a 3 - step “action pitch,” and practice presenting. Class Sharing: Groups present plans. Feedback focuses on: Practicality (e.g., “Planting trees—do we have space?”) Creativity (e.g., “Host a ‘Tree - Planting Day’ event.”) Step 6: Summary & Homework (5 mins) Summary: Recap nature’s interconnectedness, vocabulary, grammar, and action - plan key points. Homework: （1）Write a 6 - sentence reflection: “Why Respecting Nature Matters” (use 3 lesson terms: connect, respect, die). （2）Implement one action from your plan (e.g., “Plant a tree”) and document changes. VI. Blackboard Design Nature’s Interconnectedness Key Facts: Living Thing Depends On… Vocabulary Used Fish Clean water, healthy ecosystem die, dead Birds Fish, insects, clean air connect, follow (chain reaction) Trees Soil, water, pollinators respect, die (if disrupted) Core Message: “All living things connect—respect nature to protect our future!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$