Unit 1 Lesson 1 教学设计 2025-2026学年冀教版英语八年级下册

该初中英语教学设计聚焦植树相关词汇（如sapling, root）、描述过程句型（First...Then...Finally...）及环保主题。课堂导入通过展示森林、砍伐或雾霾的图片/视频，结合问题与头脑风暴“树木给我们什么”，连接学生对树木作用的认知与新授植树步骤，搭建学习支架。 特色在于多模态输入与任务型活动融合，读前预测激活思维，读中排序步骤和判断正误提升语言能力。小组讨论环保行动培养思维品质，角色扮演增强表达。分层作业兼顾基础与拓展，助力学生语言技能与环保意识提升，为教师提供清晰流程与多样化活动支持。

Unit 1Spring is coming! 课题 Lesson 1 Planting trees! 课型 Listening and speaking I. Teaching Objectives 1. Knowledge Objectives: · Students will be able to master key vocabulary related to planting trees and environmental protection (e.g., sapling, root, hole, soil, shovel, water, protect, environment, oxygen, reduce pollution). · Students will be able to understand and use the sentence patterns for describing processes, such as "First, we need to... Then, we should... Finally, we must..." and modal verbs like "should" for giving suggestions. · Students will be able to comprehend the main idea and specific details of the reading passage about the importance and steps of planting trees. 2. Ability Objectives: · Students will develop their reading skills for gist and specific information through the text. · Students will improve their speaking skills by describing the tree-planting process and discussing environmental issues in pairs or small groups. · Students will enhance their writing skills by summarizing the steps of planting a tree or writing a short paragraph about why trees are important. 3. Emotional & Attitude Objectives: · Students will raise their awareness of environmental protection and the importance of trees for our planet. · Students will cultivate a sense of responsibility and willingness to take action to protect the environment. II. Teaching Key Points · Key vocabulary about planting trees and the environment. · Understanding the sequence and steps of planting a tree as described in the text. · Using sequential words and modal verbs to describe a process and give suggestions. III. Teaching Difficult Points · Accurately using the sequence language (first, next, then, after that, finally) in oral and written descriptions. · Expressing the reasons for protecting trees and the environment using more complex sentence structures. · Differentiating between the uses of "should," "must," and "need to" in the context of giving advice or stating necessities. IV. Teaching Procedures Step 1: Warm-up & Lead-in (5 minutes) · Show pictures or a short video clip about beautiful forests, deforestation, or city smog. Ask questions: "What do you see? How do you feel? What makes our air clean?" · Brainstorming: Ask students "What do trees give us?" and write their answers (e.g., oxygen, fruit, wood, shade, home for animals) on the board. Introduce the topic: "Today, we are going to learn about Planting Trees." Step 2: Pre-reading (8 minutes) · Vocabulary Preview:​ Introduce and drill the new words (sapling, root, hole, soil, shovel, etc.) using flashcards, pictures, or miming actions. Practice pronunciation and spelling. · Prediction:​ Show the title and a picture related to the text. Ask students to predict: "What will the text talk about? Maybe the steps of planting a tree? Or why we should plant trees?" Step 3: While-reading (15 minutes) · First Reading (Skimming):​ Students read the text quickly to check their predictions and answer: "What is the main idea of the text?" (e.g., It talks about why trees are important and how to plant a tree.) · Second Reading (Scanning):​ Students read the text carefully to complete tasks: Task 1: Number the steps of planting a tree in the correct order (e.g., dig a hole, place the sapling, fill the hole with soil, water it). Task 2: True or False questions about details in the text (e.g., Trees can reduce air pollution. We should plant trees in winter.) · Language Focus:​ Highlight and explain the key sentence patterns and sequential words found in the text. Provide examples. Step 4: Post-reading & Practice (12 minutes) · Pair Work - Retelling:​ In pairs, students use the pictures or keywords from the board to retell the steps of planting a tree to each other, using "first, then, next, finally." · Group Discussion:​ Divide students into small groups. Give them a question: "Besides planting trees, what else can we do to protect our environment?" Encourage them to use "We should..." or "We can..." to make suggestions. Each group shares one or two ideas with the class. · Role-play:​ Create a simple scenario (e.g., a reporter interviewing a young environmentalist). Students practice a short dialogue using the target language. Step 5: Summary & Consolidation (5 minutes) · Teacher summarizes the key vocabulary and the main content of the lesson (the importance of trees and the basic steps to plant them). · Quick quiz: Ask a few questions to review the key points. V. Homework Assignment 1. Must-do:​ Write a short paragraph (5-7 sentences) describing how to plant a tree. Use the sequence words learned today. 2. Optional (Choose one): · Draw a poster about "The Importance of Trees" and label it with English words. · Find a news article or a short story in English about environmental protection and write down 3 new words you learn from it. VI. Blackboard Design (Suggested Layout) · Left:​ Key Vocabulary (with simple drawings if possible) · Center:​ Topic - Planting Trees; The Steps of Planting a Tree (in a flowchart: 1. Dig... 2. Put... 3. Fill... 4. Water...) · Right:​ Sentence Patterns: First, ... / Then, ... / We should... / Trees can... 板书设计 Lesson 1 Planting trees! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $