Unit 8　A green world 教学设计-2025-2026学年译林版英语八年级下册

Unit 8　A green world 第1课时　Welcome to the unit Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text centres around the topic of “Four types of pollution”, covering soil pollution, noise pollution, air pollution and water pollution. It guides students to complete a listening task (filling in the blanks in a table), practise paired conversations about reducing pollution (using a model dialogue about air or water pollution solutions), and reflect on local pollution problems in their hometown. Why: The text aims to help students identify different types of pollution and their causes, master basic expressions for discussing pollution reduction, and improve their ability to talk about environmental protection. It also intends to foster students' awareness of environmental issues, and convey the value of taking action to reduce pollution for a greener world. How: The text is structured in an interactive, task⁃based way: starting with a listening & table⁃filling task(to recognize pollution types and causes), followed by a paired conversation practice (using a model dialogue about pollution reduction methods), and ending with a reflective task (discussing local pollution problems). It uses visual aids(pollution⁃themed pictures) and conversational models to lower learning barriers, suitable for language learners to grasp environmental vocabulary and develop communication skills about pollution and protection. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.identify the four types of pollution and their basic causes, laying a foundation for the subsequent listening task; 2.extract specific information (causes of pollution) through listening and enhance their listening comprehension in environmental protection themes; 3.consolidate the understanding of pollution types and their causes, use relevant expressions to discuss pollution reduction methods in pairs, and cultivate their awareness of participating in environmental protection. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation 1.To identify the four types of pollution and their basic causes, laying a foundation for the subsequent listening task. Step 1: Lead⁃in Enjoy and think Show students a video clip about how to save our planet, and guide them to observe and think about the idea from this video clip. Step 2: Pre⁃listening Good to learn Show students the pictures and videos of the four types of pollution (air pollution, water pollution, soil pollution and noise pollution) along with their brief descriptions, and then ask them to identify and summarize the causes of each type of pollution. Assess if students can understand the core theme of“saving the planet”and form preliminary perceptions via the video clip. Assess if students can correctly identify the four types of pollution and summarize their causes based on audio⁃visual materials. Purpose To arouse students' interest in environmental protection and pollution reduction, establish preliminary awareness, and lay a thematic foundation for subsequent learning. To build background knowledge of types and causes of pollution, activate relevant vocabulary, and lay a foundation for the listening task. 2.To extract specific information (causes of pollution) through listening and enhance their listening com⁃prehension in envir⁃onmental protection themes. Step 3: While⁃listening Listen and fill in the blanks Have students listen to an introduction to four types of pollution, and then ask them to fill in the blanks in the given table. Assess if students can capture the key information about pollution causes from listening materials and complete the table correctly. Purpose To train listening for details, consolidate the understanding of pollution causes, and improve thematic listening and information extraction skills. 3.To consolidate the understanding of pollution types and their causes, use relevant expressions to discuss pollution reduction methods in pairs, and cultivate their awareness of participating in environmental protection. Step 4: Post⁃listening 1.Look and match the types of pollution with causes Show students the pictures of four types of pollution and their related causes, and then ask them to match each type of pollution with its corresponding causes. 2.Pair work Present Millie and Daniel's model conversation about reducing pollution, and then have students work in pairs to practise talking about ways to reduce pollution by using the dialogue as reference. 3.Watch and learn Display a video about the earth, and then guide students to discuss the importance of participating in pollution reduction. 4.Think and talk Ask students to think about which type of pollution the biggest problem in their hometown is and explain why, and then have them assess their performance by using the given evaluation tab. 5.Good to know Highlight how daily efforts can protect the environment. Assess if students can match pollution types with causes, use model dialogues to discuss pollution reduction, and express views on local serious pollution. Purpose To consolidate knowledge via the matching exercise, improve oral expression and cooperation skills via pair work, and deepen the understanding of pollution reduction's significance. Step 5: Language Point Present the language points (e.g. lead to,“It's a good idea to…”, be caused by, can also, should) with example sentences, and then have students analyze the structures and practise using them in environment⁃themed contexts. Step 6: Exercise Have students complete the exercises such as filling in the blanks and translating. Assess if students can understand and correctly apply the target language points to environmental protection contexts. Assess if students can comprehensively apply the learned knowledge to completing various exer⁃cises accurately. Purpose To help students master the key thematic language structures and provide language support for oral and written tasks. To detect students' knowledge mastery and language application ability, and help them make up for weak points. Homework Basic homework Review the language points. Practical homework Do a role⁃play with your partner. Act out a conversation about“talking with a friend about daily actions to reduce pollution”. Use at least 2 phrases from this lesson. Extended homework Find one pollution problem in your hometown, and write a short paragraph to introduce it. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第2课时　Reading Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text centres around the topic of “Switzerland: a green country”, covering Switzerland's environmental protection practices(e.g. waste recycling, clothing reuse, the use of clean energy) and related rules. It guides students to complete reading tasks: filling in a chart about Switzerland's green measures, answering comprehension questions, finishing a cloze about an eco⁃friendly place (Greenville), and discussing environmental protection topics. Why: The text aims to help students understand the characteristics of a “green country” through Switzerland's examples, master the vocabulary and expressions related to environmental protection (e.g. recycle, strict laws, clean energy), and improve reading comprehension and information extraction abilities. It also intends to foster students' environmental awareness, convey the value of joint efforts (individuals and the government) for environmental protection, and encourage them to take action for a greener world. How: The text is structured in an interactive, task⁃based way: starting with pre⁃reading questions (to activate prior knowledge), followed by a reading passage (with key phrases highlighted) and layered tasks (chart⁃filling for main information, comprehension questions for details and a cloze for language application), and ending with reflective discussions. It uses visual aids(Switzerland's landscape pictures) and highlighted key content to lower learning barriers, suitable for language learners to grasp environmental protection vocabulary and develop reading and communication skills about green living. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.clarify initial understanding of the “green country”; 2.grasp the structure and key details of the article about Switzerland's environmental practices, deepen their understanding of the “green country”, and improve their reading comprehension skills (structural analysis and detail extraction); 3.consolidate the article's content, apply the learned information to completing tasks(chart, comprehension questions and article filling), and develop thinking and communication skills on environmental protection. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation 1.To clarify initial understanding of the“green country”. Step 1: Lead⁃in Show some photos about Switzerland and help students learn about Switzerland. Step 2: Pre⁃reading Think and answer Ask students questions about Switzerland's environment and the meaning of a“green country”, then share key facts(e.g. strict recycling systems). Q: What do you know about the environment in Switzerland? Q: What do you think a“green country”means? Check if students can obtain the basic infor⁃mation about Switzerland and form initial cognitive awareness through photos. Assess students' ability to express existing knowledge about the environment in Switzerland and put forward preliminary understanding of“green country”. Purpose To arouse students' interest in Switzerland's environment, build preliminary background knowledge, and lay a foundation for the topic of“green country”. To activate students' prior knowledge, clarify their initial cognition of core concepts, and pave the way for subsequent reading tasks. 2.To grasp the structure and key details of the 　article about Switzerland's environ⁃mental practices, deepen their understanding of the“green country”, and improve their reading comprehension skills (structural analysis and detail extraction). Step 3: While⁃reading 1.Read for structure Present the article“Switzerland: a green country”and guide students to identify its structure (Introduction, the Recycling System, the Government's Laws, the Call to Action). 2.Read for details (1)Focus on Paragraph 1 of the article, and have students answer questions about what makes Switzerland beautiful and the shared goal of protecting Switzerland. Q: What makes Switzerland beautiful? Q: What is our shared goal? (2)Analyze Paragraph 2, and ask students to complete a table about what are recycled in Switzerland and how they are recycled, and explain how the country has the highest waste recycling level. Q: How does Switzerland achieve one of the world's highest waste recycling levels? (3)Explore Paragraph 3, and have students answer how the Swiss government ensures environmental protection (e.g. strict laws, the use of clean energy). Q: How does the Swiss government ensure environmental protection? Q: What do you think a“green country”means? (4)Explore Paragraphs 4 and 5, and guide students to identify the hope Martina mentions (clean energy) and her final message (everyone can do something to make a difference). Check if students can identify the structure of the article and accurately extract key details about Switzerland's environ⁃mental protection from each paragraph. Q: What does Martina hope, and what is her final message? (5)Revisit the question“What is a‘green country’?”, and have students summarize its meaning by using key points (strict laws, clean energy, sustainable practices) from the article. Purpose To train students' abilities of article structural analysis and detail extraction, deepen their understanding of the“green country”connotation, and consolidate their thematic reading skills. 3.To consolidate the article's content, apply the learned information to completing tasks (chart, comprehension questions and article filling), and develop thinking and communi⁃cation skills on envir⁃onmental protection. Step 4: Post⁃reading 1.Think and share Present the question and assign students to prepare and deliver a speech on the topic. Q: What can we do to make a difference on World Environment Day? 2.Complete the chart Have students complete the chart about Switzerland's environmental features (waste recycling, strict laws and energy sources) by using the information from Martina's blog post. 3.Read and answer Ask students to re⁃read the blog post and answer comprehension questions about Switzerland's waste recycling level, recycled items, littering consequences, benefits of clean energy, World Environment Day, and Martina's purpose in writing. Q: How much waste is recycled in Switzerland? Q: Besides glass, plastic and paper, what else is recycled in Switzerland? Q: What will happen if you drop litter in a public place in Switzerland? Q: What is special about using energy from the sun, wind and water? Assess students' ability to integrate article information to complete speeches, charts and article filling, and check their oral expression and discussion ability on environmental topics. Q: When is World Environment Day? Q: Why do you think Martina wrote the article? 4.Complete the article Guide students to complete an article about an eco⁃friendly place (Greenville) by filling in the blanks with the correct forms of the given words and phrases. 5.Think and discuss Have students think about and discuss questions related to Switzerland's old clothes disposal, strict environmental laws, and additional personal environmental actions, and then share their answers with classmates. Q: According to Martina, what are the main ways to deal with old clothes in Switzerland? Have you tried any of these? Q: Do you think it is necessary for a government to make strict laws to protect the environment? Give your reasons. Q: Besides the efforts mentioned in the text, what else can we do to help protect the environment? Purpose To consolidate reading content through diverse tasks, connect knowledge with real life, improve students' comprehensive language application ability, and enhance their environmental awareness. Step 5: Language Point Present students with sentences containing key phrases (e.g. depend on, run out, be separated into, in fact) along with their definitions, examples and Chinese translations, and guide them to understand and practise using these phrases in environment⁃themed contexts. Step 6: Exercise Have students complete exercises such as translating, filling in the blanks and forming sentences. Check if students can understand the meanings and usages of target phrases and correctly apply them to environment⁃themed contexts. Assess if students can comprehensively apply the learned knowledge (thematic content and target phrases) to completing various exercises accurately. Purpose To help students master key phrases, provide language support for their subsequent expression and exercises, and improve their thematic language application ability. To comprehensively consolidate the lesson content, detect students' knowledge mastery, and help them make up for learning weak points. Homework Basic homework List 10 environment⁃related words from the text. Write 5 sentences using“recycle”or“reduce”. Practical homework Survey: How does your neighbourhood handle waste? Plan a“green action”for your school or home. Extended homework Write a short paragraph on the topic of“My idea for a cleaner city”. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第3课时　Grammar Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: This text focuses on the grammar of the passive voice in the simple future tense, tied to the Environment Week activities and pollution themes. It guides students through tasks like constructing sentences, completing dialogues, filling in an article, and writing a short text—all using this grammar structure. Why: It aims to help students master the structure and usage of the passive voice in the simple future tense, and improve their ability to apply this grammar to environment⁃themed contexts. It also reinforces environment⁃related expressions, linking grammar learning to the unit's core topic. How: It follows a task⁃based structure: first explaining the grammar via example sentences, then having students practise sentence⁃building, dialogue completion, and article filling, and finally making students write a short text about school environmental activities by using the grammar. It uses environmental scenarios and visuals to lower learning barriers, helping students grasp the grammar while enhancing their language application skills. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.understand the context of Mr Wu's speech about the school Environment Week, initially perceive the usage of the passive voice in the simple future tense by comparing sentences, and master its basic usage and structural rules; 2.consolidate mastery of the passive voice in the simple future tense through sentence⁃making and question⁃answering exercises, and improve their ability to apply this grammar structure to specific contexts; 3.cultivate their cooperative learning ability and comprehensive language application ability, and use the passive voice in the simple future tense to complete the plan for a school activity to protect the environment in groups. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation 1.To understand the context of Mr Wu's speech about the school Environment Week, initially perceive the usage of the passive voice in the simple future tense by comparing sentences, and master its basic usage and structural rules. Step 1: Warm⁃up Play a game Show an environmental action (e.g. planting a tree) to one student, have him or her act it out silently, and then let the class guess the action in English. Step 2: Presentation 1.Read and find the key points (1)Have students read Mr Wu's speech about the school Environment Week, and then identify the key points he is talking about. Check if students can recognize common environ⁃mental actions and express them in English. (2)Guide students to read Mr Wu's sentences, and then ask them to compare the blue (past) and red (future) sentences to find differences and similarities in the passive voice usage. 2.Good to learn Introduce the usage of the passive voice in the simple future tense (when to use it and how to form it), with an environment⁃themed example to illustrate it. 3.Work out the rule Summarize the rules of the structure of the passive voice in the simple future tense. Assess if students can extract key points from Mr Wu's speech and initially perceive the differences and similarities of the usage of the passive voice through sentence comparison. Check if students can understand the usage and the structure of the passive voice in the simple future tense. Purpose To arouse students' interest in environmental protection topics, activate relevant English vocabulary, and lay a thematic foundation for subsequent learning. To combine environmental themes with grammar teaching, guide students to perceive and master the usage and the structure of the passive voice in the simple future tense, and build a connection between thematic context and grammar knowledge. 2.To consolidate mastery of the passive voice in the simple future tense through sentence⁃making and question⁃answering exercises, and improve their ability to apply this grammar structure to specific contexts. Step 3: Practice 1.Make sentences Provide word groups related to the Environment Week, and then ask students to make sentences using the passive voice in the simple future tense. 2.Answer questions Ask students to help Lisa answer Harry's questions about an environ⁃mental protection show using the passive voice in the simple future tense and the words given in brackets. 3.Complete Kitty's article about pollution Ask students to complete the article below using the passive voice of the words in brackets. Check if students can flexibly use the passive voice in the simple future tense to make sentences with given word groups and answer questions about the environmental protection show accurately. Purpose To consolidate students' mastery of the passive voice in the simple future tense through target exercises, and improve their ability to apply the grammar to specific environment⁃themed tasks. 3.To cultivate their cooperative learning ability and comprehensive language application ability, and use the passive voice in the simple future tense to complete the plan for a school activity to protect the environment in groups. Step 4: Production Assign group work In groups of 4, have students plan a school's activity to protect the environment with at least 3 sentences using the passive voice in the simple future tense. Assess students' ability to apply the passive voice in the simple future tense to cooperative plan tasks, and check if they can complete the plan for a school's activity to protect the environment with at least 3 required grammar sentences. Purpose To cultivate students' cooperative learning ability, promote the comprehensive application of grammar knowledge and environmental themes, and improve their practical language use ability. Step 5: Exercise Have students finish the workbook exercises such as rewriting sentences and answering questions. Assess if students can comprehensively apply the passive voice in the simple future tense to completing workbook exercises such as rewriting sentences and answering questions accurately. Purpose To further consolidate students' mastery of the passive voice in the simple future tense, detect their learning effects comprehensively, and help them make up for weak points. Homework Basic homework Write 5 sentences about your daily life using the passive voice in the simple future tense. Practical homework Write a short paragraph. Describe 3 things that will be done in your community to protect the environment. Extended homework Create a mini⁃poster for World Environment Day. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第4课时　Integration (A-C) Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: This text centres on the topic of “Going green”, covering China's desertification control (e.g. the Mu Us Desert, Qizi Bay), global plastic pollution solutions, and local “green town” practices. It guides students through tasks: answering questions about China's anti⁃desertification work, completing a listening table on Qizi Bay's transformation, judging true/false about international plastic pollution policies, filling in an article about environmental protection, and practising paired conversations about their hometown's green measures. Why: It aims to help students understand global and local environmental protection actions, master vocabulary/expressions related to environmental governance (e.g. desertification, recycling programme), and improve reading/listening comprehension and language application skills. It also fosters global environmental awareness, conveys the value of collective action for a greener earth, and encourages students to engage in daily environmental protection activities. How: It follows an interactive, task⁃based structure: starting with reading/listening tasks to extract information about anti⁃desertification and plastic pollution, then moving to language application tasks (true/false judgement and article completion), and ending with paired conversation practice (using a model dialogue to discuss Sunshine Town's green efforts). It uses real cases (China's desert restoration and global plastic policies) and visuals to reduce learning barriers, helping language learners grasp environmental vocabulary and develop communication skills around green practices. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.understand environmental changes and green actions via videos and pictures; 2.grasp key information about desertification control and Qizi Bay, understand the harm of plastic pollution, and improve their reading/listening detail⁃extraction ability; 3.consolidate environmental protection knowledge and expressions and enhance the ability to apply learned content in practice; 4.cultivate their cooperative learning ability, explore local green actions and deepen environmental protection awareness. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation 1.To understand envir⁃onmental changes and green actions via videos and pictures. Step 1: Lead⁃in Watch and learn (1)Play the video and let students watch it to learn about the changes of the earth. (2)Show students pictures of environ⁃mental actions (e.g. planting trees, sorting rubbish, banning plastic bags) along with their corresponding phrases. (3)Display the“from the desert to the green land”contrast picture, and then guide students to discuss the environmental changes and connect them to the previously learned green actions. Check if students can understand the earth's environmental changes, recognize green actions and phrases, and connect changes from the desert to the green land with green actions. Purpose To arouse students' interest in environmental topics, activate thematic vocabulary, and lay a foundation for desertification control learning. 2.To grasp key infor⁃mation about desert⁃ification control and Qizi Bay, understand the harm of plastic pollution, and improve their reading/listening detail⁃extraction ability. Step 2: Presentation 1.Reading—Read and answer (1)Have students read the article about China's desertification control efforts, and then answer questions about China's progress since 1997 and possible efforts to reduce its desert area. (2)Show students videos of desertification control (including Qizi Bay) with Chinese captions, and then guide them to observe the environmental changes. 2.Listening (1)Ask students to listen to a journalist's talk about Qizi Bay, and then complete the table with details about its location, past state, contributors and the current number of trees, and the local museum's purpose. Check if students can extract desertification control progress from reading, capture details about Qizi Bay via listening, understand the harm of plastic pollution, and distinguish true/false statements. (2)Play a video to let students understand the serious harm of plastic pollution. (3)Have students listen to a news report about plastic pollution and efforts from different countries to fight it and then read sentences, write a T if a sentence is true or an F if it is false and then correct the false one(s). Purpose To help students master the core content of desertification control and plastic pollution, and cultivate thematic information extraction ability. 3.To consolidate envir⁃onmental protection knowledge and expressions and enhance the ability to apply learned content in practice. 4.To cultivate their cooperative learning ability, explore local green actions and deepen environmental protection awareness. Step 3: Practice 1.Complete the article Guide students to complete Daniel's article about environmental protection by filling in the blanks with the information from previous parts (B1 and B2). 2.Pair work Present Kitty and Sandy's model conversation about Sunshine Town's green efforts, and then have students work in pairs to talk about their hometown's green practices by using the conversation as a reference. Step 4: Production Group work Assign group work: Have students discuss green actions in their hometowns (e.g. rubbish sorting, clean energy) and fill in the provided“Green Action Category”chart with local examples. Check if students can complete the article about environmental protection with learned information and discuss green practices in their hometowns by using the model dialogue. Check if students can discuss and sort green actions in their hometowns to complete the category chart with local examples. Purpose To connect learning with real life, deepen students' environmental awareness, and cultivate their cooperative summary ability. Step 5: Language Point Present key language points along with their definitions and examples, and then guide students to analyze the structures. Step 6: Exercise Have students complete exercises such as translating and making sentences. Check if students can understand key language points and analyze their structures. Check if students can apply learned content to translation and sentence⁃making exercises. Purpose To help students master core thematic language points and provide language support for expression and exercises. To consolidate the lesson content, detect knowledge mastery, and make up for learning weak points. Homework Basic homework Read the article (Part A) 3 times, copy key words (e.g. desertification, reduce) 3 times, and mark passive voice sentences. Practical homework With a partner, role⁃play a dialogue about daily green life (use Kitty and Sandy's dialogue as a model; add 2 plastic⁃reducing ways). Extended homework Write a 6⁃sentence passage about China's anti⁃desertification/plastic pollution efforts (use the structure of“used to”and the present perfect tense). Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第5课时　Integration D Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: This text focuses on the topic of “Going green” (adopting “reduce, reuse and recycle” practices), guiding students through tasks: reading Millie's notes on green living tips, and her presentation script (structured around the 3 R's), and drafting their own presentation script by using her presentation script as a model and provided useful expressions. Why: It aims to help students learn practical “reduce—reuse—recycle” strategies for green living, master related vocabulary and presentation structures, and improve their ability to organize and deliver a speech on environmental protection. It also fosters students' awareness of daily environmental actions, conveying that small individual efforts can contribute to a greener world. How: It follows an interactive, task⁃based structure: starting with note⁃taking (to identify core green living tips), then analyzing a model presentation script (to learn the structure and expressions), and ending with drafting a personal presentation script. It uses clear visuals (Millie's notes) and a structured script (with the introduction, the main body and the conclusion). It provides useful expressions to lower learning barriers, helping language learners grasp green living vocabulary and develop presentation skills. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.grasp the key content of Millie's notes and presentation script, understand the connotation of the 3 R's, and master the method of analyzing the structure of a presentation script; 2.apply the knowledge of the 3 R's and the structure of presentation scripts, and improve their ability to write a “go green” presentation script independently; 3.enrich the knowledge of World Environment Day, expand environmental protection perspectives, and cultivate the ability to explore and discuss practical environmental actions. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation 1.To grasp the key content of Millie's notes and presentation script, understand the connotation of the 3 R's, and master the method of analyzing the structure of a presentation script. Step 1: Pre⁃reading Introduce the Go Green Presentation Contest by telling students that Mr Wu assigned Class 1, Grade 8 students to give a presentation on how to go green. Step 2: While⁃reading 1.Read and answer Have students read Millie's notes about“Going green”, and then answer questions about the main topic, actions for reducing, and whether the 3 R's are enough for environmental protection. 2.Read the script Guide students to read Millie's“Let's go green!”presentation script, focusing on the opening part about the 3 R's (reduce, reuse and recycle) and initial details of reducing. 3.Find the structure Ask students to analyze the structure of Millie's presentation script, identifying the introduction (the idea of the 3 R's), the main body (the details of the 3 R's), and the conclusion (a call to action). Check if students can understand the task of the Go Green Presentation Contest and arouse their interest in the“going green”topic. Check if students can extract key information from Millie's notes and presentation script, grasp the connotation of the 3 R's, and analyze the structure of presentation scripts. Purpose To clarify the learning task via the contest introduction and lay a thematic foundation for subsequent reading and writing. To help students master the core content of“going green”and the presentation structure, and cultivate their thematic reading and structure analysis abilities. 2.To apply the knowledge of the 3 R's and the structure of presentation scripts, and improve their ability to write a“go green”presentation script independently. Step 3: Post⁃reading Write an script Guide students to write a“go green”presentation script: firstly, have them note green actions based on Millie's 3 R's; then, draft the script (the introduction, the main body and the conclusion) by using her work as a model; finally, give them useful expressions to support their writing. Check if students can apply the knowledge of the 3 R's and the structure of presentation scripts to complete their own“go green”presentation script. Purpose To promote students' application of learned content, improve their independent writing ability, and consolidate thematic expressions. 3.To enrich the knowledge of World Environment Day, expand environmental protection perspectives, and cultivate the ability to explore and discuss practical envir⁃onmental actions. Step 4: Assessment Have students complete the self⁃and⁃partner assessment form: evaluate their ability to discuss environmental protection, use the passive voice in the simple future tense, and describe green actions, and their environmental awareness, reflect on their learning results and then make an action plan. Step 5: Further Study Introduce World Environment Day (on 5 June) to students, explain its purpose of highlighting the importance of environmental protection, and then ask them to visit its official website for ideas and discuss possible actions with classmates. Check if students can conduct self and peer evaluation objectively and put forward targeted learning action plans. Check if students can understand World Envir⁃onment Day's purpose and put forward relevant environmental actions through the discussion. Purpose To expand environmental knowledge, broaden horizons, and enhance practical environmental action awareness. To help students reflect on learning effects, clarify strengths and weaknesses, and improve learning initiative. Step 6: Language Point Present key language points (including“do something to+do sth”,“by+v.⁃ing”, verb⁃as⁃subject rules, and deal with) with definitions, examples, and Chinese translations, and then guide students to understand and practise these structures in environmental contexts. Step 7: Exercise Have students complete exercises like filling in the blanks and translating. Check if students can understand and apply target language points in environmental contexts. Check if students can apply learned knowledge to fill⁃in⁃the⁃blank and translation exercises. Purpose To master core thematic language structures and provide language support for expression and exercises. To consolidate lesson content, detect knowledge mastery, and make up for learning weak points. Homework Basic homework Read Millie's script for her presentation aloud 3 times and review the language points. Practical homework Write 3 more ways to go green (one for each R: reduce, reuse and recycle). Extended homework Discuss your presentation script with a classmate and improve one part of it. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       学科网（北京）股份有限公司 $Unit 8 A green world 》 教材导学 Welcome to the unit is to use pictures and tasks to Theme: lead students to explore different types of pollution. Human Nature It guides them to recognize four types of pollution, sparks ideas on reducing pollution via a conversation, and connects real-life local pollution issues-all to prepare for in-depth learning on environmental protection and responsible actions. Reading is to use Martina's article about Switzerland (a green country)to lead students to start exploring This unit is about the topic of environmental protection,arouse thinking “A green world', about eco-friendly practices(like recycling,using It covers environ- clean energy),and prepare for in-depth learning of mental protection sustainable behaviour and environmental responsibility (pollution, eco-friendly practices and Grammar is to use a school Environment Week text desertification and exercises to lead students to start exploring the control),grammar passive voice in the simple future tense.arouse (the passive voice Unit8 thinking about how to correctly apply this structure in the simple A green world to expressing future actions,and prepare for in-depth future tense),and learning of this grammatical rule and its practical use practical green in communication. actions (reduce. reuse and recycle and local Integration (A-C)is to use articles,listening tasks environmental and dialogues to lead students to start exploring the talks)helping topic of going green,arouse thinking about how to learn about address environmental issues and practise eco- environmental friendly talks about local towns,and prepare for in- issues.master depth learning of practical environmental protection related language, efforts and collaborative actions for a greener planet and practise eco- friendly Integration D is to use Millie's notes and presentation behaviour. script to lead students to start exploring the topic of writing a"going green"presentation,arouse thinking about how to structure content(around reduce,reuse and recycle)and use proper expressions for environ- mental protection themes,and prepare for in-depth learning of presentation writing skills for eco-friendly topics. Unit 8　A green world 导入一　“环保行为快判断”小组抢答 提前准备不同环保场景的图片(如“随手丢弃塑料瓶”“分类投放垃圾”“人走灯不灭”“乱砍滥伐树木”等),在屏幕上逐一展示。让学生以小组为单位抢答“Is this action eco⁃friendly?”,并用英文简要说明理由。答对次数最多的小组获胜。通过趣味判断引出本单元对“绿色行为”的学习,激发学生对环保规范的关注。 导入二　“我的环保小习惯”分享会 请学生回忆自己生活中的环保经历(如“坚持自带帆布袋购物”“随手关闭不用的电器”“参与社区垃圾分类志愿活动”等),在课堂上自愿用英文分享。听完分享后,引导学生用英文讨论“How do these habits protect the environment?”,进而引出本单元对“绿色行为、环保实践”的系统学习,让学生感受环保与生活的紧密联系。 导入三　“环保冲突小剧场”情景辩论 设置环保行为的冲突场景(如“有人认为‘垃圾分类太麻烦,混装扔也没关系’”“部分同学认为‘节约水电是小事,不用过度较真’”等),将学生分成两组,一组站在“践行细节环保”角度,另一组站在“忽视小事无大碍”角度,全程用英文进行简短辩论。辩论结束后,引导学生用英文思考“What's the impact of small daily actions on the earth?”,自然引入本单元对“绿色生活方式、环保行动”的探究。 导入四　“Green Vocab Relay”词汇接力赛 将学生分成4—5组,教师提前准备与“Green World”主题相关的环保图片(如tree, recycle, pollution等)。每组依次派学生上台,教师展示图片后学生需用英文说出对应单词,答对得分(可求助组员1次),最后积分最高的小组获胜。活动结束后教师引导学生用所学词汇造句并讨论“What can we do for a green world?”,自然开启本单元的学习。 导入五　“家乡绿色地图”互动分享 课前让学生绘制标注家乡绿色地点(如park, forest)或待改善的污染区域的“My Hometown Green Map”,课堂上邀请学生自愿展示地图并用英文介绍。教师汇总分享内容后引导学生讨论“How can we make our hometown greener?”。通过联系家乡实际让学生感知环保的重要性,进而引入本单元的主题。 活动设计　　　　　　　　　　　　　　　　　　　　　　　　　 活动一　Role⁃play——环保场景实景演绎 活动目标: 1.模拟日常环保场景,提升运用英语讨论环保话题、提出建议的口头表达与实际沟通能力。 2.亲身体验环保行为的实践方式,加深对“green living(绿色生活)”的理解。 3.培养观察、评价与反思能力,强化环保责任意识。 实施步骤: 1.教师准备环保情景卡片,如“建议同学减少使用一次性餐具”“向社区居民宣传垃圾分类”“和外国朋友讨论家乡的环保措施”“向老师请教环保小妙招”等。 2.学生自由组队,抽取情景卡片,在3分钟内编排对话并分配角色(如同学之间、志愿者与居民、朋友之间、学生与老师)。对话中需融入本单元所学的与环保相关的词汇和语法结构(如被动语态“Plastic bottles can be recycled.”)。 3.各小组依次表演,其他学生填写“环保情景评价表”,从“语言准确性”“环保建议合理性”“互动自然度”三个维度打分。教师总结表演中的亮点与不足,强调日常场景下可践行的核心环保行为。 活动二　Writing & Sharing——环保主题短文创作 　　活动目标: 1.结合本单元所学的环保知识与语言素材,提升围绕环保主题进行短文写作的能力。 2.熟练运用单元核心词汇和语法结构(如被动语态)组织写作内容,增强语言表达的准确性。 3.深化对绿色生活的理解,强化将环保理念转化为文字表达的意识。 实施步骤: 1.确定写作主题:“My Green Life Plan(我的绿色生活计划)”。教师提供写作框架参考(如开篇点明环保意义、主体列出具体计划、结尾表达决心),并补充可选用的词汇与句型(如“I will try my best to…” “Paper can be reused to…”)。 2.学生独立完成短文写作(100—120词)。写作过程中可参考课文内容或小组活动中的梳理成果。 3.开展“同伴互评”活动。学生交换作文,从“内容完整性”“语言准确性”“逻辑连贯性”三个维度进行评分并提出修改建议。教师选取典型作文进行全班点评,总结写作亮点与改进方向,随后邀请学生自愿分享自己的作文。 活动三　Practical Inquiry——校园环保问题探究 　　活动目标: 1.将环保主题与校园实际结合,提升发现问题、分析问题与解决问题的实践探究能力。 2.锻炼用英语调研、记录与展示探究成果的综合语言运用能力。 3.增强校园环保意识,培养主动践行绿色行为的习惯。 实施步骤: 1.学生以小组为单位,领取“校园环保调研任务单”,任务为调研校园内存在的环保问题(如“一次性餐具使用过多”“垃圾未分类投放”“水电浪费”等)。 2.各小组利用课堂剩余时间或课后进行校园调研,用英文记录问题现象(可搭配简单文字描述或照片标注),并讨论提出对应的解决建议。 3.各小组用英文制作调研海报或PPT,在课堂上展示调研成果,分享发现的问题与解决建议(如“We find that many students use disposable chopsticks. We suggest the school provide reusable ones.”)。教师总结各小组调研亮点,引导学生将探究成果转化为实际校园环保行动。 语法探究　　　　　　　　　　　　　　　　　　　　　　　　　 　　掌握一般将来时的被动语态(Passive voice in the simple future tense) 【观察】 从课文例句中感知结构: This year, other eco⁃friendly activities will be organized. A recycling event is going to be held at our school. They'll be sent to poor areas. 【探究】 一般将来时的被动语态类型 基本构成 否定形式 适用场景 例句(含动词变形) will型被动 will be+动词过去分词 won't be+动词过去分词 客观描述将来的被动动作 1.The meeting will be held (hold→held) next week. 2.Old clothes will be sent (send→sent) to poor areas. be going to型 被动 be going to be+动词过去分词 be not going to be+动词过去分词 描述计划/安排好的将来被动动作 1.A lot of activities are going to be organized (organize→organized) during the Environment Week. 2.An environmental show is going to be held (hold→held) in the town hall. 　　【总结】 核心功能: 一般将来时的被动语态聚焦“未来动作的被动承受者”,适合描述活动、计划类事项(如本单元中“环保周活动的组织、物资的处理”)。 结构关键: “will be”适用于客观的将来被动动作;“be going to be”更侧重“计划好的将来被动动作”。所有结构需搭配“动词过去分词”(如 organize→organized, hold→held)。 听说训练——环保行为与绿色生活　　　　　　　　　　　　　　　　　　　　　　　　　 　　目标: 1.锻炼环保核心词汇识别能力,提升环保相关话题的听力理解与准确提取信息的能力。 2.能清晰描述环保行为、提出绿色建议,提高口语流畅性及主题词汇句型运用准确性。 实施步骤: Step 1　预习铺垫:环保词汇与话题 提供环保主题简短材料及核心词汇列表(如recycle, reduce pollution, clean energy等),学生自主阅读记忆,提前熟悉话题,为听说训练做铺垫。 Step 2　听力训练:分层提取信息 (1)第一遍:播放Martina与Zhang Wei关于绿色生活的对话,学生选择对话主旨(如a.谈论绿色生活方式),训练整体理解能力。 (2)第二遍:再次聆听,填写“瑞中环保行为对比表”(场景:日常出行、垃圾处理等),提取关键信息,加深对不同国家环保实践的理解。 (3)第三遍:播放校园环保周活动安排短文,学生记录活动名称及时间/地点,小组核对答案,强化信息提取能力。 Step 3　讨论反思:深化主题认知 小组围绕听力材料讨论(如“哪些环保习惯易践行”“校园环保活动的作用”),结合自身经验发表看法,深化对环保的理解。 Step 4　口语实践:模拟表达 (1)对话模仿:两人一组,模仿听力对话模式,谈论家庭或社区的环保场景,融入环保句型(如“We should…”)和核心词汇。 (2)情景回应:随机抽取环保情景(如“建议同学减少使用一次性筷子”),用英语快速回应,同学评价,教师指导。 (3)小组展示:选取对话或情景回应进行班级展示,教师点评语言准确性和建议合理性,强化学用结合。 学科网（北京）股份有限公司 $Unit 8 A green wor 》 02 课标落实 A Green World Environmental Cognition Environmental Expression) Environmental Output Welcome to the unit Reading Grammar Integration(A-C)Integration D Explore pollution Learn about Learn the structure Explore the topic Write a“going types,local environ- Switzerland's of the passive voice of“Going green' green”presentation mental problems in eco-friendly in the simple future and practise eco- script by using daily life. practices via tense and apply it friendly talks Millie's notes Martina's article to environmental about local towns. as a model. and understand protection the importance scenarios. of sustainable living. A Green World Help students gain the knowledge of environmental protection,master related grammar,and improve green living literacy through practical activities. Cultivate environmental awareness and sustainable development concepts Foster students'awareness of environmental responsibility,practical eco-friendly behaviour habits,and the concept of sustainable development,laying a foundation for building a green and harmonious world.