Unit 8 Save Our World Lesson 44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 44: Environment Clubs I. Teaching Objectives By the end of the lesson, students will be able to: Extract details about environment club activities (no - garbage lunches, no - car days, etc.) to answer questions, aligning with High school entrance examination reading - detail extraction. Master environment - themed vocabulary (e.g., waste, pollute, shut, least, nobody) and use them in context, preparing for High school entrance examination vocabulary tasks. Understand how small actions (reusing bags, saving water) reduce pollution and discuss their impact, supporting High school entrance examination - style environmental - awareness analysis. Collaborate in creating anti - littering/recycling posters, enhancing High school entrance examination teamwork and creative - communication skills. II. Key Points & Difficulties Key Points Environment Club Activities: No - garbage lunches (reusable bags/dishesto reduce waste). No - car days (walk/bike to cut pollution). Bring own shopping bags (reduce packaging). Save water (fix leaks) and electricity (turn off lights). Vocabulary & Grammar: waste, pollute, shut, least, nobody — used to describe environmental actions. Word forms: pollutes (verb), waste (noun/verb), shut (past tense), least (superlative), nobody (pronoun). Difficulties Remembering diverse club activities (e.g., no - car days vs. no - garbage lunches). Using vocabulary accurately in complex sentences (e.g., “The factory pollutes water”). Designing impactful anti - littering/recycling posters with clear messages. III. Teaching Methods Task - Based Learning (TBL): Through question - answering, blank - filling, vocabulary practice, and poster creation. Environmental - Action Debate: Discussing which club activity has the biggest impact (e.g., no - car days vs. saving water). Collaborative Learning: Group work for poster design, emphasizing peer feedback on clarity. IV. Teaching Aids CAI (activity - explanation videos, vocabulary - form animations, poster - design templates). Textbook, worksheets, and “Activity Cards” (with club actions for sorting). V. Teaching Procedures Step 1: Warm - up – School’s Environment Club (5 mins) Discuss the THINK ABOUT IT questions: What do you do when you see litter? (E.g., “Pick it up, tell someone, or ignore it—what’s better?”) Does your school have an environment club? What does it do? (E.g., “Yes—plants trees, cleans classrooms.”) Share: Invite 3–4 students. Write keywords: litter, environment club, pollution, actions. Step 2: Pre - reading – Vocabulary Prep (8 mins) Key - Term Introduction: Teach words with images/actions: pollute: “Factories pollute rivers.” waste: “Leaky toilets waste water.” shut: “Shut off lights to save electricity.” least: “Class with the least garbage wins.” nobody: “Nobody drives cars on no - car days.” Prediction: Ask: What new club activities will the lesson mention? (Reusing bags, saving water). Step 3: Reading – Club - Activity Detail Extraction (12 mins) Complete Let’s Do It! 1 (Question - Answering): Answers: To reduce pollution and protect the environment. To reduce packaging waste (less plastic bags). Save water: fix leaky toilets/sinks; Save electricity: turn off lights/electronics. Discussion: “Which activity is easiest to do? Which has the biggest impact?” (E.g., “Bringing own bags is easy—reduces plastic waste a lot.”) Blank - Filling (Let’s Do It! 2 & 3): Answers (Let’s Do It! 2): pollutes waste Nobody least shut Answers (Let’s Do It! 3): fewer; throw; reuse; recycle; pollution Sentence Expansion: “To fight pollution, buy fewer things, throw less away, reuse bags, and recycle waste—all environment club goals!” Step 4: Vocabulary & Grammar Practice (10 mins) Error - correction Practice: Fix “The factory pollute water” → “The factory pollutes water” (verb - subject agreement). Fix “He waste paper” → “He wastes paper” (verb form). Debate: “Most Impactful Activity”: Groups argue which club action (e.g., no - car days) has the largest environmental benefit. Example: “No - car days reduce air pollution directly—big impact!” Step 5: Group Project – Anti - Littering/Recycling Poster (15 mins) Task Introduction: Poster Template: Section Content to Include Example Sentence Title Catchy (e.g., “Stop Pollution!”) “Don’t Litter—Recycle More!” Key Actions Pick up garbage, use bins, recycle “Throw trash in bins—recycle paper/plastic!” Visuals Images of clean vs. dirty environments “Show a clean schoolyard vs. littered park.” Guiding Questions: What’s the most urgent message (littering vs. recycling)? How to make the poster eye - catching? Group Work: Students design posters, plan messages, and draft slogans. Teacher guides clarity (e.g., “Use bold fonts for key actions.”) Class Sharing: Groups present posters. Feedback focuses on: Clarity of message (e.g., “‘Recycle Now!’ is clear.”) Creativity (e.g., “Including a ‘before/after’ litter image.”) Step 6: Summary & Homework (5 mins) Summary: Recap club activities, vocabulary, grammar, and poster - design tips. Homework: （1）Write a 6 - sentence reflection: “My Favorite Environment Club Activity” (use 3 lesson terms: pollute, least, shut). （2）Hang your group’s poster in the school and note classmates’ reactions. VI. Blackboard Design Environment Club Key Facts: Activity Purpose Vocabulary Used No - garbage lunches Reduce waste waste, least No - car days Cut air pollution pollute, nobody Bring own bags Reduce packaging waste, reuse Save water/electricity Conserve resources shut, waste Core Message: “Small club actions (reuse, recycle) fight big pollution—act to protect our world!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$