Unit 8 Save Our World Lesson 45教学设计 -2024-2025学年冀教版（2012）英语八年级下册

本文围绕“Unit 8 Save Our World - Lesson 45 Let’s Sort Garbage!”展开，核心知识点为垃圾分类及相关词汇语法。承接环保主题背景，为学生环保意识及英语能力提升奠基，呼应单元主题。通过阅读、角色扮演等环节，渗透语言、文化、思维及学习能力等核心素养。 该设计创新点在于模拟环保行动及小组协作项目。特色教法如任务驱动、协作学习，教具运用有动画视频等。能提升学生批判性思维，为教师提供清晰授课路径，增强课堂互动，突破记忆分类细节等教学难点。

Unit 8 Save Our World Lesson 45: Let’s Sort Garbage! I. Teaching Objectives By the end of the lesson, students will be able to: Extract garbage - sorting and recycling details to answer true/false questions, aligning with High school entrance examination reading - detail extraction. Master garbage - related vocabulary (e.g., waste, sort, recycle, reuse) and understand pronoun reference (“it”), preparing for High school entrance examination vocabulary and grammar tasks. Understand the importance of garbage sorting, recycling, and reducing waste, supporting High school entrance examination - style environmental - awareness analysis. Collaborate in a garbage - sorting project to analyze waste types and propose reduction ideas, enhancing High school entrance examination teamwork and practical - action skills. II. Key Points & Difficulties Key Points Garbage - Sorting Actions: Categories: glass, metal, plastic, paper, others. Recycling/reusing: Most garbage can be reused/recycled; only 1 small bag needs disposal. Vocabulary & Pronouns: waste, sort, recycle, reuse — used in describing garbage management. Pronoun “it” reference (e.g., “It is a waste to use paper only on one side”). Difficulties Remembering garbage - category details (which items belong to glass/metal/plastic). Accurately identifying pronoun “it” references in complex sentences. Analyzing waste data and proposing reduction solutions in the project. III. Teaching Methods Task - Based Learning (TBL): Through true/false questions, pronoun - reference circling, vocabulary practice, and garbage - sorting projects. Environmental - Action Simulation: Role - playing garbage sorting to practice categories. Collaborative Learning: Group work for waste - analysis projects, emphasizing peer feedback on practicality. IV. Teaching Aids CAI (garbage - sorting animation videos, pronoun - reference examples, waste - analysis templates). Textbook, worksheets, and “Garbage - Category Cards” (with items like “bottle” for sorting). V. Teaching Procedures Step 1: Warm - up – Daily Garbage Habits (5 mins) Discuss the THINK ABOUT IT questions: What do you do with your garbage? (E.g., “Throw it in bins; some recycled.”) What kinds of things can be recycled/reused? (E.g., “Paper, plastic bottles, glass jars.”) Share: Invite 3–4 students. Write down keywords: garbage, sort, recycle, reuse. Step 2: Pre - reading – Vocabulary & Sorting Prep (8 mins) Vocabulary Introduction: Teach words with context examples: sort: “Sort garbage into glass, metal, plastic bins.” recycle: “Recycle paper to make new paper.” reuse: “Reuse a toy instead of throwing it away.” Garbage - Sorting Simulation: Use “Garbage - Category Cards” (e.g., “bottle = glass; can = metal”). Sort as a class. Step 3: Reading – Garbage - Detail Extraction (12 mins) Complete Let’s Do It! 1 (True/False Questions): Answers: T (Garbage includes glass, metal, plastic, paper). F (Most paper, least glass). T (Danny found Debbie’s toy car). T (Danny cut his foot on broken glass). Pronoun “it” Reference (Let’s Do It! 2): Answers: to travel to waste things to find information with this program to point with a finger to leave broken glass on the ground Discussion: “How does ‘it’ clarify meaning? (Avoids repeating phrases like ‘to waste things’).” Step 4: Vocabulary & Grammar Practice (10 mins) Garbage - Sorting Role - Play: Students act as “garbage sorters,” categorizing items into glass/metal/plastic/paper/others. Example: “Bottle → glass; can → metal; newspaper → paper.” Error - correction Practice: Fix “He recycle” → “He recycles” (subject - verb agreement). Step 5: Group Project – Neighborhood Waste Analysis (15 mins) Task Introduction: Waste - Analysis Template: Garbage Type Amount (Estimate) Reuse/Recycle Ideas Example (Paper) Paper Most (per text) Use both sides; recycle into new paper “Print on both sides of paper.” Guiding Questions: What’s the most common garbage type in your neighborhood? How to reduce this waste? (Reuse, recycle) Group Work: Students go for a neighborhood walk (or discuss hypothetical data), collect “garbage,” sort it, and fill the template. Class Sharing: Groups present findings. Feedback focuses on: Accuracy of waste - type estimates. Creativity of reduction ideas (e.g., “Reuse plastic bags as trash liners.”) Step 6: Summary & Homework (5 mins) Summary: Recap garbage - sorting categories, pronoun “it” references, and waste - reduction strategies. Homework: （1）Write a 6 - sentence reflection: “Why Sorting Garbage Matters” (use 3 lesson terms: sort, recycle, reuse). （2）Implement one waste - reduction idea at home (e.g., “Use both sides of paper”) and report results. VI. Blackboard Design Garbage - Sorting Key Facts: Garbage Type Details Vocabulary Used Paper Most amount; reuse (both sides) reuse, waste Glass Least amount; recycle into new glass recycle, dangerous (broken) Core Message: “Sorting garbage reduces waste—reuse, recycle, and protect our planet!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$