8B Unit 8 A green worldWelcome to the unitTeaching aims:By the end of the lesson, students should be able to 1. use the useful phrases and sentence about ways to live a green life2. discuss their own actions to go green on World Environment Day3. understand the importance of living a green lifeKey points and difficulties:1. Grasp words and expressions in a conversation about how to go green.2. Learn to talk about how to go green in context.Preview work:1. On E+ website, students previewed new words and read the dialogues on page 106 and 107. They also shared their ideas about how to go green.Teaching procedures:Step1 Lead-in1. Free talk and check out homework.(利用易加口語平臺檢查生詞朗讀情況，并進行點評。)1）T: Which would you like to live in, a grey world or a green world? Why?Invite some students to share their ideas.2）T: What is a green world like?【設計意圖】：課前學生通過易加口語平臺預習本課時的7個生詞，掌握其發音和意思。在學生們完成預習作業之后，平臺數據分析顯示serious和reduce這兩個詞部分學生發音不準，因此在課堂上進行糾音。接著通過兩幅圖對比，引導學生說出住在a green world的原因，激活語言圖式。Step2 Presentation1. Do the crossword and get to know the key words for a green life.【設計意圖】：通過猜字謎這一富有趣味性的活動引導學生得出 reduce, recycle,以及reuse這3個和a green life有關的關鍵詞，幫助學生初步理解what is a green life。2. Learn about ways to live a green life1) T: In Class 1, Grade 8 Mr. Wu is also discussing ways to live a green life. Lets listen to their ideas. Please take notes while listening.Check answers with students.2) T: well, you have read this dialogue before the class, but some words are a little difficult. Lets have a check.Students read the difficult words after the recording. Then students read the dialogue in roles.3) T: Kitty and her classmates also some pictures about ways to live a green life. Can you match the pictures with the correct pictures.【設計意圖】：通過聽和匹配獲取更多有關How to live a green life 的方式，并根據易加口語平臺數據分析的學生朗讀情況進行朗讀糾音。在此之后再讓學生分角色朗讀，這有助于學生使用正確的語言、語調來朗讀課文。3. Learn and act out the dialogue between Eddie and Hobo.1）T：Eddie and Hobo also want to do something to protect the environment. Look at the picture. Hobo is holding a shovel. We usually use a shovel to dig something. What are they going to do? Ive chosen two students who read best in our class to read the comic strips for you. Please enjoy their reading and answer the question.Students listen and answer the question.2）T: Eddie has different body languages while talking with Hobo. Sometimes he does like this. Sometimes he does like that. Watch the video and feel his body languages.Students watch the video and then match Eddies lines with his body languages.3) T: Its show time. Please act out the dialogue and here are some tips for you.Students say the tips with the teacher. (Tips: speak fluently, act with body languages and add a new ending)Students act out the dialogue.【設計意圖】：利用易加口語平臺，欣賞班上讀地最好的一位男生和一位女生的朗讀串燒。這一方面對學生的朗讀做了正面的示范和引導，另一方面又可以激勵其他學生為之努力，同時，學生通過聽對話錄音又能回答問題。在對話表演之前先讓學生仔細觀察視頻中的Eddie的肢體語言以及說話的神情，在學生匹配時引導學生運用肢體語言有感情地讀出Eddie的臺詞，這為接下來的對話表演有支架作用。同時，這樣的角色扮演可以培養學生的場景理解能力和口頭表達能力。4. Find out the secret picture by answering different questions.T: Now, lets play a game. Here are some colorful squares and there is a secret picture behind them. You can choose one square and answer the question. Then, you can see part of the picture. Students choose squares and answer questions.Here are the six questions. Eddie is _______ (挖) in his garden now.He dreams that a gold cup will be ___ (挖) out someday. We should collect empty bottles because they can be sent to factories for r_______. Listen and fill in the blanks. Now, Kate takes a minibus to go to school every day, because it _____ ____ air pollution. Watch and answer: What did the girl do when brushing her teeth? Do you do the same thing? What do they mean: Are you serious?More and more families own cars and this causes serious air pollution. Do you think so?To reduce the greenhouse gases, like CO2, we can use one side of the paper and reuse old books.【設計意圖】：在這個游戲中，學生通過回答問題才能看到那張神秘的圖，這激發了學生的探知欲。同時，通過聽、看圖填空、看視頻回答問題、選擇等多樣化的訓練形式讓學生操練本課時的重點知識，這也是為了鋪墊后面的交際環節而作的訓練，用以培養學生口語表達能力。5. Have a small talk with the goodwill ambassador of the World Environment Program.The secret picture is Wang Junkai.T: Wang Junkai is popular among young people. He has been chosen as the goodwill ambassador of the World Environment Program. He has done lots of things to call on people to protect the environment. Today, he wants to have a small talk with you about ways to live a green life. Before our lesson, we have done a survey about it. Lets have a check.Share some of the students homework about ways to live a green life.T: Please work in pairs, one is Wang Junkai and the other is you. Have a small talk about ways to live a green life. here are some useful expressions to help you.【設計意圖】：前一個環節的神秘圖片是王俊凱被授予聯合國環保署親善大使時的照片。王俊凱在學生群體中很受歡迎，由此創設情境，讓學生和王俊凱一起討論有關環保生活的方式。課前學生對這個話題有過自己的思考，因而在對話前，利用易加口語平臺展示部分圖文作業，增加了語言材料的輸入。這樣的模擬交際是根據學生的生理、心理特點所設計的，更有助于激發學生的思維。通過這樣的方式，學生能逐步理解、體驗語言在模擬場景中的使用，從而培養口語交際能力。6. Encourage students to think about the reason for living a green world.T: You know a lot about ways to live a green life. Do you know why people try to live a green life.【設計意圖】：在了解了很多環保的生活方式之后，啟發學生思考環保生活的意義。這可以訓練學生的思維品質，有助于學生發展自己的思維能力。7. Make a pledge and challenge others to take action.T: In this month, June 5 is a special day. Do you know why?S1: Its the World Environment Day.T: On that day, people organize many activities to protect the environment. This year, China is the host. And the theme is BeatAirPollution. On the UN website, here is an activity for you challenge. Would you like to take part in it?Ss: Yes. T: First, you need to make a pledge. Then, challenge others to take action. Here is my challenge.Share the teachers challenge with students and explain the reason, action and friends to students.T: Now, its your turn. Please make your challenge and then share it your group members. Students work in groups and share their ideas, and then choose the best one to share with the whole class.【設計意圖】：向學生聯合國世界環境署為世界環境日安排的活動，激發學生的參與熱情。以教師本人的示范為例，在這真實的情境中引導學生自發地寫下自己的環保諾言，增強環保意識并付諸行動。Step 3 ConclusionSummarize what is a green world.T: If we work together, we can build a green world someday. In a green world, there are rich natural resources. People not only live a green life, but also use new types of energy. So it is important to keep a balance between _______ and ________. (e.g. cities and forests，development and environment)【設計意圖】：啟發學生根據圖片回顧a green world的內涵，首尾呼應，使學生在情感上產生共鳴，進而總結出類似于在經濟發展和環境保護之間達到平衡的想法。Step 4 HomeworkTake a photo or video of yourself fulfilling your pledge and post it on social media.【設計意圖】：學生通過本課時學習對于環保生活的內涵、環保生活方式以及環保生活的意義都有了很好的認知，在課后再將所學內容轉為實際行動，將學習和生活融為一體，遵循核心素養發展要求，從而體現英語學科的育人價值