Unit8 Agreen world welcome---integration教学设计 2025-2026学年译林版八年级英语下册

该初中英语教学设计围绕“绿色世界”主题，涵盖环保词汇、污染类型、瑞士环保经验、一般将来时被动语态及综合运用。课堂导入通过图片视频、预测问题、主动被动句对比等方式，衔接前后知识，构建从词汇学习到综合语言运用的学习支架。 本资料亮点在于融合语言能力、文化意识与思维品质，如通过对话模仿提升表达能力，借助瑞士环保案例和中国荒漠化治理培养家国情怀，设计分析原因、制定绿色计划等活动促进逻辑思考。多样化活动如小组讨论、写作互评，助力学生提升综合语言运用与环保意识，为教师提供系统教学流程和可操作活动。

课 题 8B Unit8 A green world Welcome to the unit 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the class, students can 1. Master the pronunciation and spelling of environmental vocabulary; grasp the core sentence patterns for talking about pollution and reducing it; be able to make simple dialogues about environmental protection with the given model. 2.Know four main types of pollution and their common causes; realize the global environmental problems and the importance of environmental protection; cultivate the awareness of green life. 3.Analyze the causes of different pollutions and match the solutions with pollution types; think about the environmental problems in the hometown and put forward simple solutions; develop the ability of logical thinking and problem-solving. 4.Guess the meaning of new words through pictures and context; cooperate in pairs to imitate and create dialogues; improve the ability of oral expression and language application in the theme of environmental protection.. II. Teaching main points Mastering the environmental vocabulary and key phrases; using the dialogue model to talk about pollution causes and reduction methods; grasping the sentence pattern. III. Focus of the lesson and predicted area of difficulty Flexibly using the target language to talk about the environmental problems in the hometown and put forward practical solutions; combining real life to create personalized dialogues about going green IV. Teaching procedures Step 1: Lead-in 1.Show pictures/videos of serious environmental problems and ask guiding questions: ①What problems do these pictures show us? ②How do these problems affect our life? 2.Lead in the topic: Today we will learn about different types of pollution and how we can reduce pollution to build a green world. Step 2: Vocabulary Teaching 1.Presentation 2.Show pictures and match with new words/ phrases, teach pronunciation and spelling with stress marks: 3.Example sentences for real life: ①Factories pour chemical waste into rivers, which causes water pollution. ②We should use eco-friendly bags instead of plastic bags to protect the environment. ③Burning unclean fuel is one of the main causes of air pollution. Step 3: Dialogue & Sentence Patterns 1.Read and Analyze 2.Let students read the dialogue between Millie and Daniel (Page 107) and underline the key sentence patterns: 1　 What can we do to reduce...? 2　 It's a good idea to... 3　 We can/should... 4　 And what about...? 3.Pair Work: Dialogue Imitation 4.Ask students to work in pairs and imitate the dialogue. Provide a model: ①What can we do to reduce noise pollution? ②It's a good idea to lower the voice when we talk in public. ③Yes. We can also ask the construction site to work in the daytime. ④Good idea. And we can ride bikes instead of driving cars to reduce noise too. Step 4: Practice & Production 1.Fill in the Blanks: ①We should use ______ (eco-friendly) cleaning products to protect rivers. ②Factories can't ______ (pour) waste water into lakes directly. ③It's a good idea to ______ (share a ride) to work with your colleagues. ④We need to burn clean ______ (fuel) to reduce air pollution. Step 5: Summary Review the key vocabulary and sentence patterns with students; emphasize the importance of small actions in environmental protection. Step 6 Homework 1.Memorize the new vocabulary and key sentence patterns, recite the dialogue between Millie and Daniel. 2.Search for one small green action we can do every day and write it down (1 sentence). 教后记： 课 题 8B Unit8 A green world Reading 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of this class，students will be able to 1. Master skimming and scanning skills to get the main idea and key details of the blog; grasp key vocabulary and phrases; understand the writing structure of a blog (general to specific) about environmental protection. 2.Know Switzerland's experience in environmental protection (waste recycling, environmental laws, new energy); understand the concept of a "green country"; realize that environmental protection is a global responsibility. 3.Infer the author's attitude towards environmental protection from the blog; analyze why Switzerland is a green country and what we can learn from it; reflect on the environmental protection actions in our own country and develop critical thinking. 4. Use skimming and scanning to read expository blog texts; guess the meaning of new words from the context; sort out key information and complete information charts; improve the ability of reading comprehension and information extraction. II. Teaching main points Grasping the key information of Switzerland's environmental protection measures; mastering the key vocabulary and phrases in the blog; understanding the "general to specific" writing method.. III. Focus of the lesson and predicted area of difficulty Analyzing the deep reasons for Switzerland's successful environmental protection; understanding the emotional connotation of the author's words and the social value of environmental protection... IV. Teaching procedures Step 1: Pre-reading Warm-up 1.Ask students two predictive questions about the reading: 1　 What do you know about Switzerland's environment? 2　 What do you think a "green country" should do in environmental protection? Step 2: While-reading Skimming 1.Ask students to read the blog quickly and answer two questions: 1　 What is the main idea of the blog? 2　 What are the three main environmental protection measures in Switzerland mentioned in the blog? Scanning 1.Ask students to complete the information chart in the textbook. Then check the answers in the whole class and highlight the key details Deep Reading 1.Ask students to read again and find the sentences that reflect the "general to specific" writing method. Step 3: Post-reading Deep Dive 1.Ask the whole class to discuss in groups for 3 mins, then share ideas: 1　 Why is it important for Switzerland to recycle old clothes besides glass/plastic/paper? 2　 What will happen if a country has no strict environmental laws? 3　 What can China learn from Switzerland's environmental protection experience? 4　 What does the sentence "Everyone can do something to make a difference!" mean to you? Step 4: Consolidation & Production 1.Fill in the Blanks: Switzerland is a famous green country. People there ______ waste ______ different groups and ______ it. The government has ______ to protect the environment. People also use new energy that will never ______. Everyone in Switzerland knows that small actions can ______ to the environment. (Answers: separate; into; recycle; strict rules; run out; make a difference) Step 5: Summary Review the skimming and scanning skills; summarize Switzerland's three core environmental protection measures; emphasize the writing method of "general to specific". Step 6 Homework 1.Read the blog aloud three times and try to retell it in your own words (at least 6 sentences). 2.Memorize the key vocabulary and phrases in this lesson. . 教后记： 课 题 8B Unit8 A green world Grammar 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Master the structure of the passive voice in the simple future tense; know how to transform active sentences into passive sentences in the simple future tense; be able to use the passive voice correctly in writing and speaking about environmental protection; master the past participle of common irregular verbs . 2.Combine the passive voice with environmental protection activities ; realize the objective description of environmental events in English with the passive voice. 3. Distinguish the active and passive voice in the simple future tense by analyzing the subject and predicate relationship; deduce the usage rules of the passive voice from contextual examples; improve the ability of grammatical reasoning and flexible application. 4.Summarize the passive voice rules in the form of a table; master the strategy of using the passive voice through a variety of practices; improve the ability of grammatical application in speaking and writing about environmental protection. II. Teaching main points Mastering the structure of the passive voice in the simple future tense; being able to transform active sentences into passive sentences; using the passive voice to describe future environmental activities... III. Focus of the lesson and predicted area of difficulty Distinguishing when to use the active/passive voice in specific contexts about environmental protection; correctly using the passive voice when the doer is unknown/obvious/unimportant; mastering the irregular past participle of common verbs.. IV. Teaching procedures Step 1: Lead-in 1.Show two sentences about school Environment Week and ask students to find the differences: ①Active: We will organize a recycling event at our school. ②Passive: A recycling event will be organized at our school. 2.Ask guiding questions: ①What is the difference between the two sentences? ②Which one focuses on the "recycling event" and which one focuses on "we"? 3.Lead in the grammar topic: Today we will learn the passive voice in the simple future tense, which is often used to describe future events objectively, especially in environmental protection. Tense Structure Examples (Environmental Protection) Simple Future Tense will be + past participle Many trees will be planted on the hill next spring. am/is/are going to be + past participle An environmental show is going to be held at the town hall this Friday. Step 2: Rule Discovery Structure of the Passive Voice When to Use: 1.The doer is unknown: Some new green parks will be built in our city next year. 2.The doer is obvious: World Environment Day will be celebrated on 5 June every year. 3.Emphasize the receiver: More plastic bottles will be recycled in our school. Step 3: Practice Activities 1.Activity 1: Fill in the Blanks ①A lot of eco-friendly activities ______ (organize) during our school Environment Week. ②The playground ______ (decorate) with green plants next Monday. ③Leaflets about environmental protection ______ (hand out) to people in the street this weekend. ④An environmental report ______ (give) by a scientist in our school hall tomorrow. (Answers: 1. are going to be organized; 2. will be decorated; 3. will be handed out; 4. is going to be given) 2.Activity 2: Short Passage Filling ①Complete the passage (words given: celebrate, hold, show, discuss): World Environment Day ______ on 5 June this year. Many activities ______ in different cities. A lot of videos about environmental protection ______ to people. And different ways to protect the earth ______ by people from all over the world. (Answers: will be celebrated; will be held; will be shown; will be discussed) Step 4: Summary Recap the structure of the passive voice in the simple future tense with the table; review the key irregular past participles; emphasize the usage situations. Step 5 Homework ①Memorize the grammar rules and the irregular past participle of common verbs (hold, send, give, design, decorate). ②Complete the grammar exercises on Page 112-114 in the textbook. . 教后记： 课 题 8B Unit8 A green world IntegrationA-C 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Master listening skills ; grasp key vocabulary and phrases about desertification and plastic pollution; use the language scaffolds to talk about China's environmental protection efforts and green life; master the key phrases. 2.Know China's efforts in fighting desertification; understand the global plastic pollution problem and the measures taken by different countries; realize China's responsibility in global environmental protection and cultivate cultural confidence. 3. Predict listening content according to titles and pictures; synthesize listening information to complete notes and articles; analyze the difficulties of fighting desertification and plastic pollution; design reasonable green life plans and develop logical thinking and problem-solving ability. 4.Master listening note-taking strategies; use language scaffolds for oral communication and improve listening-speaking integration ability; cooperate in groups to design green life plans and improve teamwork ability II.Focus of the lesson and predicted area of difficulty Mastering listening strategies for extracting specific information; grasping the vocabulary and phrases related to desertification and plastic pollution; using the three Rs (reduce, reuse, recycle) to talk about green life; mastering the phrase have difficulty (in) doing sth. III. Focus of the lesson and predicted area of difficulty Taking effective notes quickly during listening; using the listened information to complete the article fluently; combining the target language to introduce China's environmental protection efforts and design detailed green life plans.. IV. Teaching procedures Step 1: Pronunciation & Warm-up Pronunciation 1.Guide students to read the multi-syllable key words, mark the stress and practice repeatedly with phonetic symbols. Warm-up 1.Ask students to recall the environmental protection measures from the previous lessons , then ask: 1　 What environmental problems is China facing now? 2　 What do you think China is doing to solve these problems? 2.Lead in: Today we will learn about China's efforts in fighting desertification, the global plastic pollution problem, and how to live a green life with the three Rs. Step 2: Listening Strategy & Practice 1.Teach Core Listening Strategies : ①Pre-listening Prediction: Guess the content according to the title, pictures and blank types (noun, verb, number). ②Note-taking: Use abbreviations (e.g., desert=desertification, eco=environmental), record numbers and key words only. ③Listening Order: Follow the listening content; catch the key information in time. 2.Listening Practice 1: Desertification ①Pre-listening: Look at the table about Qizi Bay and predict. ②While-listening: Play the recording twice, ask students to take notes and fill in the blanks. ③Post-listening: Check the answers and explain the key phrase. 3.Listening Practice 2: Plastic Pollution ①Repeat the procedure. Step 3: Speaking & Integration 1.Show Millie's notes and teach the key phrases with real-life examples: ①Reduce: take shorter showers, turn off lights, say no to single-use plastics ②Reuse: donate clothes/books, shop in second-hand stores ③Recycle: recycle paper/plastic/glass, collect batteries/electronic products 2.Pair Work: Talk about Green Life 3.Language scaffolds: ① What can we do to reduce waste in our daily life? ② We can take shorter showers to save water and turn off lights when leaving the room. ③What about reusing old things? ④We can donate our old books to the library and shop in second-hand stores. ⑤Good idea. And we should recycle plastic bottles and collect old batteries too. 4.Invite 2-3 pairs to share their dialogues. Step 4: Summary Review the listening strategies, key vocabulary and phrases; summarize China's environmental protection efforts and the three Rs of green life. Step 5: Homework 1.Memorize the key vocabulary and phrases in this lesson. 2.Write down your personal green life plan (at least 4 steps) with the three Rs. 教后记： 课 题 8B Unit8 A green world Integration D 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Master the structure and writing skills of a presentation script about green life; use useful expressions to write a complete and logical presentation script; integrate the vocabulary, grammar and key phrases of the whole unit into writing; master the writing steps. 2.Integrate the connotation of World Environment Day into writing; realize the global significance of environmental protection and China's efforts; cultivate the sense of social responsibility and the awareness of participating in environmental protection. 3. Organize the writing content logically ; combine real life to create a reasonable green life presentation script; analyze the importance of small green actions and develop logical thinking and creative writing ability. 4. Analyze the model presentation script to summarize the writing structure and skills; use a checklist to self-edit and peer review the writing; integrate the knowledge of the whole unit into comprehensive writing; improve the ability of writing revision and knowledge integration II.Focus of the lesson and predicted area of difficulty Mastering the structure and writing skills of a green life presentation script; using the useful expressions and the unit's knowledge to write a complete script; integrating the connotation of World Environment Day into the writing III. Focus of the lesson and predicted area of difficulty Making the presentation script logical and vivid with clear layers; flexibly integrating the unit's grammar and phrases into writing; reflecting the cultural awareness and social responsibility in the writing IV. Teaching procedures Step 1: Further Study & Lead-in World Environment Day Introduction 1.Show the logo and background of World Environment Day (5 June) and ask: 1　 What is the aim of World Environment Day? 2　 What can we do on World Environment Day to call on more people to go green? Model Analysis 1.Show Millie's presentation script about green life nd ask two questions: 1　 What is the structure of Millie's presentation script? 2　 What key phrases does she use to talk about the three Rs? 2.Lead in: Today we will learn how to write a presentation script about green life. Step 2: Model Analysis & Writing Skills Analyze the Writing Structure 1.Guide students to sort out the 3-part structure of the green life presentation script: Beginning (Intro): Greet the audience, introduce the topic, and present the core idea . Body (Main Content): Talk about the three Rs one by one with specific examples. Ending (Conclusion): Summarize the main points, call on the audience to take action, and express the hope for a greener world. 2.Useful Expressions Beginning: Are you ready to...? Everybody can do something to...; Today I want to talk about how to... Body: Firstly/Secondly/Finally...; We can...; In addition...; For example...; Don't forget to... Ending: If we all follow these steps...; We can make a big difference...; Let's take action to... Step 3: Writing Workshop Writing Requirements 1.Follow the 3-part structure (beginning → body → ending). 2.Use at least 8 useful expressions and 2 passive voice sentences (simple future tense). 3.Word count: 80-100 words; logical structure, sincere and encouraging tone. Writing the First Draft Give students 8 mins to write the first draft of the presentation script, and walk around to offer help to students who have difficulties. Step 4: Peer Review & Self-Polish 1.Peer Review Checklist: 1　 Does the script have the 3-part structure (beginning → body → ending)? 2　 Is the content about the three Rs clear with specific examples? 3　 Are there any grammar/spelling mistakes? 2.Self-polish Ask students to revise their drafts according to the peer review suggestions, and pay attention to correcting grammar, spelling and sentence coherence. Step 5: Sample Essay Step 6: Summary Summarize the key useful expressions; emphasize integrating the unit's knowledge and World Environment Day connotation into writing. Step 6: Homework Homework:Write the revised presentation script neatly on the exercise book. 教后记： 10 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $