Unit 1 Water-D Water protection (Writing & Discovery) 教学设计 2025-2026学年沪教版（五四学制）英语八年级上册

Unit 1 Water-D Water protection (Writing & Discovery) This part of Unit 1 focuses on water protection, which is a crucial and relevant topic in our daily lives. Students will first be exposed to the concept of water pollution and its various causes through reading materials and discussions. They will then learn about different methods of water protection, both on a personal level and on a larger, community or global scale. The writing task in this section aims to train students to organize their thoughts about water protection and express their opinions clearly in English. The discovery part encourages students to explore further information about water resources in their local area, promoting their awareness of environmental issues and their ability to conduct independent research. 教学目标 Students will be able to master new words and phrases related to water protection, such as “pollution”, “recycle”, “purify”, “wastewater”, etc. They will understand key sentence structures for expressing causes and effects of water pollution, and methods of protection, like “Water pollution is mainly caused by...”, “We can protect water by...” Be familiar with different types of water pollution sources and the importance of water protection. 教学重难点 Key Points Vocabulary and sentence structures related to water protection. Understanding the causes and effects of water pollution and ways to protect water. Guiding students to write a well - structured passage about water protection. Difficult Points Helping students express their ideas about water protection clearly and accurately in English, especially in writing. Inspiring students to think creatively about new ways to protect water resources and to put these ideas into practice. Vocabulary Pollution - related: pollution (n.), pollute (v.), pollutant (n.), industrial pollution (工业污染), agricultural pollution (农业污染), water pollutant (水污染物) Protection - related: protect (v.), protection (n.), recycle (v.), recycling (n.), purify (v.), purification (n.), wastewater (n.), save water (节约用水), waste water (浪费水) Sentence Structures Expressing causes: Water pollution is mainly caused by industrial waste, agricultural chemicals and domestic sewage. Expressing effects: Water pollution has a negative impact on aquatic life and human health. Expressing methods: We can protect water by reducing waste, recycling water and using environmentally - friendly products. 教学过程 Lead - in (5 minutes) Show students some pictures of clean and polluted water bodies, such as a clear mountain stream and a dirty, smelly river. Ask them: “What can you see in these pictures? How do you feel about the polluted water?” Let students share their feelings and observations briefly. Then play a short video about the importance of water in our lives, including its use in daily life, industry and agriculture. After the video, ask: “Why is water so important? What will happen if there is no clean water?” Guide students to think about the significance of water and the potential problems of water pollution. Knowledge Presentation (10 minutes) Present new words and phrases on the blackboard or through a PPT. Teach students how to pronounce, spell and understand the meanings of these words. For example, when teaching “pollution”, explain that it means the action of making something dirty or harmful, and show some examples of different types of pollution like air pollution and water pollution. Use simple sentences to introduce key sentence structures. Write sentences like “Water pollution is caused by...” on the board and ask students to fill in the blanks with different pollution sources they can think of, such as “factories discharging waste water” or “people throwing rubbish into rivers”. Explain the causes and effects of water pollution in a more detailed way. Use pictures or simple diagrams to show how industrial waste, agricultural runoff and domestic sewage can contaminate water sources, and how this pollution can lead to the death of fish, the spread of diseases and the shortage of clean water for human use. Reading Activity (10 minutes) Distribute a short passage about water protection to each student. The passage can include information about common water pollution sources, the current situation of water pollution in some areas, and some basic water protection measures. Ask students to read the passage quickly for the first time to get the general idea. Then, read it again carefully and answer some questions on the PPT, such as “What are the main causes of water pollution mentioned in the passage?”, “What are the bad results of water pollution?” and “What methods of water protection are introduced?” After students finish answering the questions, check the answers together. Explain any difficult sentences or new knowledge points in the passage. Group Discussion (10 minutes) Divide students into groups of 4 - 5. Give each group a topic related to water protection, such as “What can we do in our daily lives to protect water?”, “How can our school contribute to water protection?” or “What should the government do to deal with water pollution?” In the groups, students discuss the topic, share their ideas and make notes. The teacher walks around the classroom, listens to the discussions and offers help and guidance when necessary. For example, if a group has difficulty coming up with ideas, the teacher can give some hints like “Think about how you use water at home, in the bathroom or in the kitchen.” After the discussion, each group selects a representative to report their group's ideas to the whole class. Other groups can ask questions or add their own opinions. Writing Instruction (10 minutes) Based on the previous discussion and reading, guide students to write a short passage about water protection. First, teach them the basic structure of the passage: introduction (state the importance of water and the problem of water pollution), main body (list the causes and effects of water pollution, and methods of protection), and conclusion (call on people to take action). Show some sample sentences for each part of the passage on the PPT. For the introduction, it could be “Water is essential for all living things. However, water pollution has become a serious problem nowadays.” For the main body, examples like “One of the main causes of water pollution is industrial activities. Factories often discharge a large amount of waste water into rivers without proper treatment.” And for the conclusion, “In conclusion, protecting water is our responsibility. Let's take action now to save our precious water resources.” Ask students to start writing their own passages. Walk around the classroom to monitor their writing process, correct grammar mistakes and offer writing suggestions. 教学反思 After this 45 - minute class, overall, students showed a relatively high level of interest in the topic of water protection. The use of pictures, videos and group discussions effectively engaged students in the learning process. However, there are still some areas that need improvement. In terms of vocabulary teaching, although students seemed to understand the new words during the presentation, some students had difficulty using these words correctly in their writing and speaking. In the future, more vocabulary practice activities, such as word - making games or fill - in - the - blank exercises in context, should be added to help students better master the words. During the writing instruction, some students still had trouble organizing their thoughts and expressing their ideas clearly. This indicates that more writing training, especially in guiding students to structure their essays and develop their arguments, is needed. In addition, providing more individual feedback on students' writing can also help them improve their writing skills more effectively. For the group discussion part, most groups actively participated, but there were a few groups where some students did not contribute much. In the future, group roles can be more clearly defined to ensure that every student has a task and is involved in the discussion. Overall, through continuous reflection and improvement of teaching methods, the teaching effect of water protection - related English courses can be further enhanced, enabling students to not only master English knowledge but also truly internalize the concept of water protection. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$