Unit 7 Reading2 The Earth’s Main Ecosystems (教学设计) 2025-2026学年译林版（2024）八年级英语上册

该初中英语教学设计聚焦地球主要生态系统（海洋、湿地、森林）的核心知识，涵盖其特点、功能及隐喻描述，核心词汇如ecosystem, balance等。导入通过图片回顾“Welcome to the Unit”内容，预习词汇，搭建从已知到新知的学习支架。 此资料亮点在于融合语言能力与思维品质，通过分析文本总分结构培养逻辑思维，任务型练习（匹配、讨论等）提升语言应用，如Task D讨论人类影响时用新词汇。强调环保责任，增强学生表达与环保意识，教师使用时结构清晰，活动多样，提升教学效率。

8A Unit 7 Reading2 “The Earth’s Main Ecosystems (教学设计) I. Teaching Objectives A. Knowledge Objectives Students will thoroughly master key vocabulary (e.g., ecosystem, balance, produce, trap, role, surface) and phrases related to ecosystems. Students will have a deep understanding of the characteristics, proportions, and ecological functions of oceans, wetlands, and forests as the earth’s main ecosystems. Students will be able to accurately identify and explain the metaphorical descriptions of each ecosystem (e.g., “heart” for oceans). B. Ability Objectives Enhance students’ reading comprehension skills, especially in skimming for main ideas and scanning for specific details. Improve students’ ability to analyze and summarize complex ecological information. Strengthen students’ skills in applying new vocabulary and knowledge in different language tasks. C. Emotional Objectives Deepen students’ awareness of the significance of protecting ecosystems. Foster students’ sense of responsibility towards environmental conservation. II. Teaching Key & Difficult Points A. Key Points Mastery of key vocabulary and their precise meanings in the context of ecosystems. Clear understanding of the ecological roles and characteristics of oceans, wetlands, and forests. Accurate identification of the structure and main content of the reading text. B. Difficult Points Comprehending the intricate relationships between living and non - living components within ecosystems. Skillfully applying ecological knowledge to analyze and solve related language and environmental problems. III. Teaching Procedures A. Lead - in and Knowledge Preview (5 minutes) Quick Review: Display pictures of oceans, wetlands, and forests. Ask students to name them and say a few words they remember about these ecosystems from the “Welcome to the Unit” part. Introduce the importance of these three ecosystems as the main focus of the reading text. Vocabulary Preview: Present key vocabulary (e.g., ecosystem, balance, produce, trap, role, surface) with simple definitions and example sentences. For example, “ecosystem: a community of living and non - living things in an area, like a forest ecosystem.” B. In - depth Text Analysis and Knowledge Explanation (20 minutes) Text Structure Analysis: Have students skim the text again and identify the structure: introduction of ecosystems in general, then separate descriptions of oceans, wetlands, and forests. Explain how this structure helps organize the information and makes it easier to understand. Detailed Knowledge Explanation: Oceans: Explain the key information: covers 71% of the earth’s surface, produces 70% of oxygen, and is the “heart” of the earth. Elaborate on the water cycle process mentioned (water rises to the sky, falls on lands, and returns to the ocean) to help students understand why it’s like a “heart”. Use the vocabulary in context: “produce: Oceans produce a large amount of oxygen for the earth.” Wetlands: Discuss their proportion (6% of land area), role in housing 40% of plants and animals, cleaning water, and preventing floods (acting as “kidneys”). Explain how plants in wetlands help get rid of pollution. Highlight vocabulary: “trap: Wetlands can trap water during heavy rains like giant sponges.” Forests: Cover their proportion (nearly a third of land area), function in taking in carbon dioxide, producing oxygen, and cleaning air (being the “lungs” of the earth). Use vocabulary: “role: Forests play a crucial role in maintaining air quality.” Vocabulary and Phrase Focus: Pick out other important words and phrases from the text, such as non - living, member, greater environment, prevent etc. Explain their meanings and how they contribute to the understanding of ecosystems. C. Guided Practice (12 minutes) Task - based Practice: Task A: Guide students to complete Task A (matching ecosystem descriptions with pictures). After they finish, have them explain why each description matches the corresponding ecosystem, using the knowledge they just learned. Task B: For Task B (multiple - choice questions), have students not only choose the answers but also explain the reasons. For example, for the question about what an ecosystem is made up of, they should refer to the text’s definition “An ecosystem includes all the living and non - living things in an area” to justify choosing “living and non - living things”. Task C: Assist students in completing Task C (filling in the podcast script). Walk around to help with vocabulary usage and sentence structure. After completion, have students read the script aloud and check for accuracy. Discussion Practice: For Task D, have students first discuss in pairs, then share their answers with the class. Encourage them to use the new vocabulary and knowledge about ecosystems in their discussions. For example, when talking about human impacts, they can say “Human activities like pollution can harm the balance of ecosystems.” D. Summary and Consolidation (3 minutes) Knowledge Recap: Summarize the key points about each ecosystem: their proportions, functions, and metaphorical names. Recap the important vocabulary and how they are used in the context of ecosystems. Emphasis on Environmental Protection: Reinforce the importance of protecting these ecosystems based on their ecological functions, and how students can contribute to conservation efforts. E. Homework (5 minutes) Vocabulary and Knowledge Reinforcement: Write 5 sentences using the key vocabulary (e.g., ecosystem, balance, produce, trap, role) correctly in the context of ecosystems. Extended Reading and Writing: Find a short article about one of the ecosystems (oceans, wetlands, or forests) from the Internet or other resources. Write a 100 - word summary of it, focusing on the ecological functions and importance. IV. Blackboard Design A. Key Ecosystem Information Ecosystem Proportion Functions Metaphor Vocabulary in Use Oceans 71% of earth’s surface Produce 70% O₂; Water cycle “Heart” produce, surface, balance Wetlands 6% of land area Clean water; Prevent floods “Kidneys” trap, prevent, role Forests 1/3 of land area Take in CO₂; Produce O₂; Clean air “Lungs” role, trap, produce B. Key Vocabulary ecosystem: community of living & non - living things balance: stable state of an ecosystem produce: make (e.g., oceans produce O₂) trap: catch and hold (e.g., wetlands trap water) role: function (e.g., forests play a role in cleaning air) This teaching plan focuses on in - depth knowledge 梳理，detailed explanation of key points, and targeted practice to help students master the content of the reading text and related ecological knowledge, while also emphasizing the application of knowledge and environmental awareness. 学科网（北京）股份有限公司 $$