Unit 8 Protecting the environment-Lesson 3 The green miracle 教学设计 2025-2026学年冀教版英语八年级上册

该初中英语教学设计聚焦“环保”主题，核心知识点包括新词汇（miracle, survive等）、目的不定式用法及塞罕坝转变的文本理解。通过荒地与绿地对比图片导入，引导学生讨论差异及原因，搭建环境变化主题的学习支架，衔接单元环保主题。 特色在于真实情境与核心素养融合，以塞罕坝案例串联语言学习与情感教育。读中训练略读、扫读提升语言能力，读后小组讨论“塞罕坝精神启示及日常环保行动”，培养思维品质与环保责任（文化意识）。助力教师落实三维目标，学生提升综合语言运用与价值认同。

Unit 8 Protecting the environment-Lesson 3 The green miracle This lesson is from Unit 8 “Protecting the environment” of the 2024 edition of Hebei Education Press for Grade 8. The topic of this unit is environmental protection. Lesson 3 “The Green Miracle” focuses on the transformation of Saihanba from a barren land to the largest man - made forest in the world. The text first describes the desolate situation of Saihanba around the late 1950s, where hardly any trees or flowers could be seen. Then it tells that in 1962, the local government decided to turn this dead land into a forest and organized 369 foresters, mostly in their 20s. Despite harsh working conditions and bad weather, the foresters, inspired by the Saihanba Spirit, used science and technology to help trees survive and worked hard for more than half a century. Finally, Saihanba has become a green miracle, playing an important role in environmental protection and providing people with fresh air, beautiful scenery, etc. 教学目标 1. Knowledge objectives Students will be able to master the following new words and phrases: “miracle, hardly, government, realise, condition, survive, spirit, complete, play an important role in” etc. Students can understand and use the to - infinitive to express purpose, such as “To carry out the task, the government organised a group of 369 foresters.” 2. Ability objectives Students will be able to improve their reading skills, including skimming for the main idea and scanning for specific information. They can use the learned knowledge to describe the process of environmental protection and the significance of related actions in English. 3. Emotional objectives Students will be inspired by the Saihanba Spirit, cultivating their awareness of environmental protection and perseverance in the face of difficulties. Develop students' sense of responsibility for protecting the environment. 教学重难点 1. Key points New words, phrases and the usage of the to - infinitive to express purpose. The understanding of the text about the transformation of Saihanba. 2. Difficult points How to make students deeply understand the Saihanba Spirit and its inspiration for environmental protection. Guide students to use the learned knowledge to discuss and express their own views on environmental protection. 1. New words miracle /ˈmɪrəkl/n. 奇迹 e.g. The recovery of the patient is a miracle.（这位病人的康复是个奇迹。） hardly /ˈhɑːdli/adv. 几乎不 e.g. I can hardly believe my eyes.（我几乎不敢相信自己的眼睛。） government /ˈɡʌvənmənt/n. 政府 e.g. The local government is taking measures to improve the environment.（当地政府正在采取措施改善环境。） realise /ˈriːəlaɪz/v. 认识到；了解到 e.g. We should realise the importance of protecting the environment.（我们应该认识到保护环境的重要性。） condition /kənˈdɪʃn/n. 条件；状况 e.g. The working conditions in the factory are very poor.（这家工厂的工作条件很差。） survive /səˈvaɪv/v. 生存；存活；幸存；艰难度过 e.g. Some animals can survive in the desert.（一些动物能在沙漠中生存。） spirit /ˈspɪrɪt/n. 精神；心灵；情绪 e.g. The Saihanba Spirit inspired generations of people.（塞罕坝精神激励了一代又一代人。） complete /kəmˈpliːt/v. 完成；结束 e.g. We need to complete this project on time.（我们需要按时完成这个项目。） 2. Phrases play an important role in 在…… 中起重要作用 e.g. Trees play an important role in keeping the air clean.（树木在保持空气清洁方面起着重要作用。） carry out 执行；实施 e.g. We should carry out the plan as soon as possible.（我们应该尽快执行这个计划。） 3. Grammar: To - infinitive for purpose The to - infinitive “to + verb 原形” is used to express the purpose of an action. e.g. To get good grades, I study hard every day.（为了取得好成绩，我每天努力学习。） e.g. She goes to the library to borrow some books.（她去图书馆借一些书。） 教学过程 1. Lead - in (5 minutes) Show students two pictures of the same place, one is a barren land and the other is full of trees and grass. Ask students: “What’s the difference between the two pictures? What do you think led to the difference?” Let students discuss in pairs and then share their ideas. This activity can arouse students' interest and lead to the topic of environmental change. 2. Pre - reading (10 minutes) Present some new words and phrases on the PPT, teach students how to pronounce and explain their meanings briefly. Ask students to read the new words and phrases after the teacher several times to ensure they can read them correctly. Then, show some pictures related to Saihanba and ask students to predict what the text might be about according to the pictures and the title “The Green Miracle”. This step helps students build a basic understanding of the background knowledge and prepare for reading. 3. While - reading (15 minutes) Skimming: Let students read the text quickly within 2 - 3 minutes and answer the question: “What is the main idea of the text?” Scanning: Ask students to read the text carefully again and complete a timeline: Around the late 1950s: ____________________________________ In 1962: ____________________________________ Now: ____________________________________ After students finish, check the answers together. Then, ask some detailed questions, such as “Why did the local government decide to change Saihanba into a forest? What difficulties did the foresters face?” etc. Let students find the answers in the text. This can improve students' reading skills of obtaining specific information. 4. Language points (10 minutes) Explain the important words, phrases and grammar points in the text. For new words, give more examples to help students understand their usage. For example, for the word “survive”, give examples like “Many plants can't survive the cold winter.” For the phrase “play an important role in”, let students make their own sentences, such as “Recycling plays an important role in protecting the environment.” When teaching the to - infinitive for purpose, show more sentences for students to analyze, and then let them make sentences using the to - infinitive to express purpose. This can help students master the key language knowledge. 5. Post - reading (5 minutes) Divide students into groups of four. Ask each group to discuss the question: “What can we learn from the Saihanba Spirit? How can we protect the environment in our daily life?” Each group selects a representative to share their discussion results with the whole class. This activity can not only deepen students' understanding of the text but also cultivate their awareness of environmental protection and their ability to express their opinions in English. 教学反思 In this lesson, through various teaching methods such as picture - leading, pre - reading guidance, while - reading training and post - reading discussion, students can better understand the text content and master relevant language knowledge. The discussion activities can also arouse students' enthusiasm and improve their English - speaking ability. However, there are still some areas that need improvement. For example, in the process of explaining language points, some students may not fully understand due to the limited time. In the future teaching, more time can be allocated to practice and answer students' questions. Also, for the discussion part, some students may be a little shy to express their opinions. Teachers should encourage them more and create a more relaxed atmosphere to make all students actively participate in classroom activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $