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

Unit 8 A green world Integrated skills 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master key information from a survey about students’ green daily habits (e.g., water - saving, energy - saving actions). Students will understand and use vocabulary related to environmental protection (e.g., tap, shower, recycle, reusable bag). 2. Ability Objectives Improve listening skills by extracting details from conversations about a green - habits survey. Enhance writing skills by completing a survey report using listening information. Strengthen speaking skills by discussing environmental protection actions in pairs. 3. Affective Objectives Raise awareness of personal green habits and encourage improving environmental behaviors. Foster teamwork and communication through survey - based discussions and role - plays. II. Language Knowledge 1. Key Words & Phrases Nouns: survey, habit, tap, shower, paper, bottle, light, supermarket, pollution Verbs: turn off, take, use, recycle, remember Phrases: brush teeth, less than, both sides of the paper, own bags 2. Key Sentences “Daniel and Sandy are talking about the results of the survey.” “Only 15 students usually take showers for less than 10 minutes, but 40 students turn off the tap when brushing their teeth.” 3. Key and Challenging Points Key Points: Extracting and organizing survey information; using info to complete a report. Challenging Points: Accurately capturing survey details in listening; discussing environmental actions fluently. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in (6 Minutes) Ask: “What green habits do you have? (e.g., saving water, recycling)” Share a green - habit example: “I always take my own bag to the supermarket.” Introduce: “Today, we’ll learn about a survey on students’ green habits and discuss more ways to protect the environment!” Step 2 Listening Practice (18 Minutes) Part A1: Survey Basics (8 Minutes) Play the audio for A1. Students listen and fill in the survey - basics table (time, place, number of students, etc.). Check answers, emphasizing key details (e.g., “Survey: last Friday; Number of students: 50”). Part A2: Habit Results (10 Minutes) Play the audio for A2. Students listen and complete the daily - habits results table (e.g., “Turn off the tap when brushing teeth: 40 students”). Walk around to assist with number - capturing and vocabulary (e.g., “recycle empty bottles”). Step 3 Post - listening: Report Writing (10 Minutes) Part A3: Completing the Note (10 Minutes) Students use A1 and A2 info to fill in Sandy’s note to Mr Wu. Focus on using survey data accurately (e.g., “Only 15 students... but 40 students...”). Step 4 Speaking Practice (8 Minutes) Part B: Environmental Actions (8 Minutes) Present the model conversation (Sandy and Kitty discussing planting trees). In pairs, students role - play discussions about environmental protection (e.g., “What can we do to reduce pollution? Plant more trees, use public transport...”). Invite pairs to perform, encouraging use of target phrases (e.g., “reduce dust, keep the air clean”). Step 5 Summary & Homework (3 Minutes) Summary (2 Minutes): Recap survey findings (green habits) and speaking - task highlights (planting trees, reducing pollution). Homework (1 Minute): Write a short paragraph: “My Green Habits and Plans” (include current habits and future actions). IV. Assessment of Teaching Effectiveness Check A1 and A2 listening tasks for accurate detail extraction. Evaluate A3 report writing for correct use of survey data and vocabulary. Assess speaking role - plays for fluency, use of target language, and creativity in environmental ideas. V. Design Purpose Lead - in: Connect to personal green habits to engage students. Listening: Extract and organize survey info to understand green - habit patterns. Writing: Apply listening data to complete a formal note, reinforcing comprehension. Speaking: Practice environmental discussions to encourage real - life green actions. VI. Blackboard Design Unit 8 Integrated skills — How green are you? Survey Basics: - Time: last Friday - Number of students: 50 (25 boys, 25 girls) - Key Habits: - Turn off tap when brushing: 40 students - Take own bags to supermarket: few students Homework: Write “My Green Habits and Plans” VII. Teaching Reflection Strengths: Integrated skills (listening, writing, speaking) reinforce environmental - protection knowledge. Role - play adds practical application. Weaknesses: Some students may struggle to recall survey details in writing. Improvements: Provide a “Survey Cheat Sheet” with key data for A3, reducing memory load. 学科网（北京）股份有限公司 $$