Unit 8 Protecting the environment-Lesson 2 Look at the plastic! 教学设计 2025-2026学年冀教版英语八年级上册

Unit 8 Protecting the environment-Lesson 2 Look at the plastic! This lesson is from Unit 8 "Protecting the environment" of the English textbook for Grade 8 (Hebei Education Press, 2024). It focuses on the issue of plastic pollution. Through reading materials, students will learn about the current situation of plastic production and its negative impacts on the environment, such as how plastic waste stays in the ground for years, pollutes soil, water and plants, and endangers millions of animals. The lesson also provides practical ways to reduce plastic use, like bringing one's own shopping bag and using reusable water bottles. 教学目标 1. Knowledge Aims Students will be able to master key words and phrases related to plastic and environmental protection, such as "plastic", "produce", "packaging", "reusable", "recycle", "pollute", "natural beauty", "have an impact on", etc. Students can understand and use sentences related to plastic pollution and solutions, for example, "Humans produce millions of tons of plastic every year. About half is for packaging goods.", "Plastic will stay in the ground for years and pollute the soil, water, and plants.", "Bring your own shopping bag instead of using a plastic one." Students will be able to understand the passage about plastic pollution and complete related reading comprehension tasks. 2. Ability Aims Improve students' reading skills, including skimming for the main idea, scanning for specific information, and understanding long - and difficult - sentences. Develop students' oral English ability, enabling them to discuss plastic - related topics with their partners, such as sharing plastic products in daily life and ways to avoid using too many plastic products. Cultivate students' writing ability, so that they can write a short passage about reducing plastic waste. 3. Emotional Aims Raise students' awareness of environmental protection, especially the importance of reducing plastic waste. Encourage students to take practical actions in their daily lives to protect the environment. 教学重难点 1. Key Points Key vocabulary and sentence patterns related to plastic pollution and environmental protection. Comprehension of the reading passage about plastic pollution. Mastery of reading skills to deal with different types of reading comprehension questions. 2. Difficult Points Understanding the long - and difficult - sentences in the reading passage, such as analyzing the sentence structure and grasping the meaning. For example, "Small changes in our daily habits will have a big impact on reducing plastic waste." How to guide students to think deeply about the solutions to plastic pollution and put forward their own creative ideas. 1. Key Words plastic /ˈplæstɪk/n. 塑料 adj. 塑料的 produce /prəˈdjuːs/v. 生产；制造 packaging /ˈpækɪdʒɪŋ/n. 包装材料；包装 reusable /ˌriːˈjuːzəbl/adj. 可重复使用的 recycle /ˌriːˈsaɪkl/v. 回收利用；再利用 pollute /pəˈluːt/v. 污染；弄脏 natural /ˈnætʃrəl/adj. 自然的；天然的 beauty /ˈbjuːti/n. 美；美丽 impact /ˈɪmpækt/n. 影响；作用 2. Key Phrases millions of 数百万的 be used for 被用于…… instead of 代替；而不是 stay in the ground 留在地下 have an impact on 对…… 有影响 reduce plastic waste 减少塑料垃圾 3. Key Sentences Humans produce millions of tons of plastic every year. About half is for packaging goods. We use many plastic products only once or twice before they become waste. Plastic pollution affects the natural beauty of the environment. Plastic will stay in the ground for years and pollute the soil, water, and plants. Bring your own shopping bag instead of using a plastic one. Carry a reusable water bottle. Choose products with less packaging. Learn to recycle plastic properly. 4. Reading Skills Skimming: Quickly read the passage to get the main idea. For example, when reading the passage about plastic pollution, students can quickly identify that it mainly talks about plastic production, its negative impacts, and solutions. Scanning: Search for specific information. For instance, when answering questions like "How much plastic do humans produce every year?", students can scan the relevant sentence in the passage. Understanding long - and difficult - sentences: Analyze the sentence structure, such as identifying the subject, predicate, object, and modifying components. 教学过程 1. Lead - in (5 minutes) Show some pictures of various plastic products in daily life, such as plastic bags, plastic bottles, plastic toys, etc. on the PPT. Ask students to think and talk about the following questions with their partners: What plastic products do you see in your daily life? What problems do these plastic products bring to our environment? Invite several pairs of students to share their ideas with the class. 2. Pre - reading (8 minutes) Write some new words and phrases on the blackboard, such as "plastic", "produce", "pollute", "recycle", "reusable", "millions of", "have an impact on", etc. Explain the meaning and pronunciation of these words and phrases to students. Use simple examples to help them understand. For example, for the word "recycle", say "We can recycle plastic bottles to make new products." Ask students to read the new words and phrases after the teacher several times to practice pronunciation. 3. While - reading (18 minutes) Skimming: Let students quickly read the passage about plastic pollution and ask them to summarize the main idea of the passage within 2 minutes. Invite some students to share their summaries. The main idea is that plastic pollution is a global problem. Humans produce a large amount of plastic every year, most of which is for packaging. Plastic pollution has a negative impact on the environment, and we should take measures to reduce plastic waste. Scanning: Present some detailed questions on the PPT, such as: How much plastic do humans produce every year? What is plastic mainly used for? How does plastic pollution affect the environment? What can we do to reduce plastic waste? Ask students to read the passage again carefully and find the answers to these questions. Give them 3 - 4 minutes. Check the answers with the whole class. Long - and difficult - sentence analysis: Select some long - and difficult - sentences from the passage, such as "Small changes in our daily habits will have a big impact on reducing plastic waste." Analyze the sentence structure on the blackboard: "Small changes in our daily habits" is the subject, where "in our daily habits" is a prepositional phrase modifying "Small changes"; "will have" is the predicate; "a big impact" is the object; "on reducing plastic waste" is a prepositional phrase modifying "impact". Explain the meaning of the sentence to students and let them read and understand it. 4. Post - reading (10 minutes) Group work: Divide students into groups of 4 - 5. Ask each group to discuss the following question: "What else can we do in our daily lives to reduce plastic waste?" Each group needs to write down at least 3 new ideas. For example, refusing plastic straws, buying products with less plastic packaging, using cloth napkins instead of paper napkins. After 5 minutes of discussion, each group selects a representative to share their ideas with the whole class. Writing task: Ask students to write a short passage about "How to Reduce Plastic Waste" according to the discussion in the group work and the content of the reading passage. They should write at least 80 words. Give students 5 minutes to write. Walk around the classroom to offer help if necessary. After students finish writing, ask some students to read their passages aloud. Give some simple comments and praise their efforts. 5. Summary and Homework (4 minutes) Summary: Review the key words, phrases, sentences, and the main idea of the passage with students. Emphasize the importance of reducing plastic waste and protecting the environment. Homework: Ask students to make a poster about reducing plastic waste. They can use pictures and words to show their ideas. Encourage students to start reducing plastic use in their daily lives from now on and record their experiences in a small notebook. 教学反思 Positive aspects: The lead - in part with pictures successfully attracted students' attention and activated their prior knowledge about plastic products, which made it easier for them to enter the learning state. The reading - skill training in the while - reading part was effective. Students gradually mastered the skills of skimming, scanning, and analyzing long - and difficult - sentences through practice. The group work and writing tasks provided students with opportunities to express their own ideas and practice language output, which enhanced their cooperation ability and writing ability. Areas for improvement: In the vocabulary teaching part, the way of explaining words could be more vivid. For example, showing some short videos about recycling or plastic production might help students understand the words better. During the group work, some groups were a bit noisy, and the teacher's control over the classroom order could be improved. In the future, clear rules should be set before group work to ensure more efficient discussion. When commenting on students' writing, more specific and detailed suggestions could be given to help them improve their writing skills further. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $