Unit 8 A green world Task 教学设计-2024-2025学年译林版八年级英语下册

Unit 8 A green world Task 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master expressions for describing “going green” actions (e.g., save water, reduce pollution, develop a green lifestyle). Students will understand how to organize a presentation script about environmental protection steps. 2. Ability Objectives Improve writing skills by drafting a presentation script on “going green” using Millie’s notes as a model. Enhance speaking skills by preparing and delivering a presentation about environmental actions. 3. Affective Objectives Strengthen awareness of personal responsibility in environmental protection. Inspire students to take practical “green” actions in daily life. II. Language Knowledge 1. Key Words & Phrases Verbs: save, reduce, reuse, separate, develop Nouns: water, power, pollution, waste, lifestyle Phrases: take shorter showers, turn off the tap, reduce pollution, develop a green lifestyle 2. Key Sentences “Everybody can do something to help protect the environment. Are you ready to go green? Here are some simple steps to take.” “We can save water by taking shorter showers and turning off the tap when we brush our teeth.” 3. Key and Challenging Points Key Points: Structuring a presentation script (introduction, steps, conclusion); using target phrases to describe green actions. Challenging Points: Making the presentation persuasive and detailed (e.g., explaining why each step matters); applying a green lifestyle in the script. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in (6 Minutes) Show pictures of environmental problems (e.g., polluted rivers, waste) and ask: “What can we do to solve these? How to ‘go green’ in daily life?” Introduce: “Today, we’ll learn to write a presentation script about ‘going green’—let’s share ways to protect the Earth!” Step 2 Analyze Millie’s Notes & Script (12 Minutes) Notes Analysis (6 Minutes): Read Millie’s notes (Part A1) and identify sections: save water, save power, reduce pollution, green lifestyle. Highlight key actions (e.g., take shorter showers, turn off lights) and their purposes (e.g., save resources, reduce pollution). Script Analysis (6 Minutes): Read Millie’s script (Part B1) and match it to the notes. Note the structure: Introduction (environment problem) → Steps (save water/power, reduce pollution) → Lifestyle → Conclusion (call to action). Step 3 Drafting the Presentation Script (15 Minutes) Plan Your Script (8 Minutes): Students use Millie’s notes/script as a model to plan their own “going green” presentation. Outline sections: Introduction (hook: environment issue), Steps (water, power, pollution, lifestyle), Conclusion (encourage action). Write the Script (7 Minutes): Students draft the script, using useful expressions (e.g., “It is time for us to...”, “We can save water by...”, “... is a good way to...”). Walk around to assist with structure and vocabulary (e.g., “reuse water if possible”, “separate waste into groups”). Step 4 Presentation Preparation & Self - Assessment (10 Minutes) Prepare to Present (5 Minutes): Students practice delivering their script (focus on clear pronunciation, persuasive tone). Pairs give feedback: “Did they explain each step clearly? Is the script persuasive?” Self - Assessment (5 Minutes): Students use the “Self - assessment” table to check learning (e.g., “Can I talk about green actions? Use the passive voice? Check my work?”). Step 5 Summary & Homework (2 Minutes) Summary (1 Minute): Recap presentation structure and key green actions (save water/power, reduce pollution, green lifestyle). Homework (1 Minute): Polish the presentation script and practice delivering it at home. IV. Assessment of Teaching Effectiveness Check script drafts for logical structure (introduction - steps - conclusion) and use of target phrases. Evaluate self - assessments for awareness of learning progress (e.g., green actions, grammar, self - checking). V. Design Purpose Lead - in: Connect to environmental problems to show the need for “going green”. Analysis: Break down model notes/script to learn presentation structure. Drafting: Apply knowledge to write personalized scripts, with peer feedback. Assessment: Encourage reflection and presentation practice for real - life impact. VI. Blackboard Design Unit 8 Task — Going green Presentation Structure: 1. Introduction: Environment problem + call to action 2. Steps: Save water/power, reduce pollution, green lifestyle 3. Conclusion: Encourage small steps for big difference Useful Expressions: - It is time for us to... - We can save water by... - ... is a good way to... Homework: Polish & practice your presentation! VII. Teaching Reflection Strengths: Model notes/script provide clear guidance; self - assessment promotes reflection. Weaknesses: Some students may struggle to add unique ideas beyond the model. Improvements: Add a “Green Innovation” task: “Include one unique green action in your script (e.g., upcycling old items) to stand out.” 学科网（北京）股份有限公司 $$