Unit 8 A green world (Grammar)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聚焦八年级Unit 8“绿色世界”单元语法，核心为一般将来时被动语态。通过复习已学被动语态（现在、过去时），结合环保主题阅读内容激活旧知，搭建新旧知识衔接的学习支架。 特色在于采用归纳法引导学生对比语篇句子发现语法规则，分层练习（控制到半控制）巩固形式与功能，小组写作任务综合运用三种时态被动语态。融入环保主题，提升语言能力与思维品质，增强文化意识中的社会责任感，助力教师高效教学，促进学生语法应用与核心素养发展。

教学设计 课程基本信息 学科 英语 年级 八年级 学期 春季 课题 Unit 8 A green world (Grammar) 教学目标 通过本课时的学习，学生能够： 1. 在阅读与单元话题相关的语篇的基础上，获取和梳理一般将来时被动语态的形式特征、表意功能和使用规则； 2. 借助句群、对话和语篇的分层练习，深入理解和体会一般将来时被动语态的表意功能，巩固和内化其用法； 3. 在介绍学校环保活动的情境中，正确运用一般现在、过去、将来时被动语态，深入理解保护环境的重要意义，增强社会责任感与环保意识。 教学内容 教学重点： 1. 掌握一般将来时被动语态的结构：will be + 过去分词 / be going to be + 过去分词。 2. 能在语境中正确使用一般将来时被动语态描述即将发生的环保行动或事件。 3. 理解被动语态在强调动作承受者、动作执行者不明或不重要时的使用情境。 教学难点： 1. 区分一般将来时主动语态与被动语态的结构与语用差异。 2. 在真实写作与口语表达中，准确、自然地综合运用不同时态的被动语态。 3. 理解中英文在被动表达上的思维差异，避免母语干扰。 教学过程 Step 1: Review 1. What is done in Switzerland to protect the environment? 2. Review the passive voice—When to use passive voice. 3. Review the Reading part (1) How is the waste recycled? (2) What will happen if you break the rules in Switzerland? (3) What will happen if you drop litter in public places there? (4) New types of energy are going to be used more widely in the future. Design Intent: To activate students’ prior knowledge of the passive voice (simple present and past tenses) in the context of environmental protection, and to establish a meaningful link between the Reading content and the new grammar focus, facilitating a smooth transition into the lesson. Step 2: Presentation 1. Present the sentences in the Reading part, divide them into two groups according to the voice and tense used—(1)Passive voice in the simple present tense; (2)Passive voice in the simple future tense 2. World Environment Day is coming. Mr Wu is talking about the school Environment Week. Read what he says on Page 112 and answer the following questions. (1) What did they do last year during the Environment Week? (2) What will they do this year during the Environment Week? 3. Read and conclude: Have the students compare the first sentence in the text on Page 112 to the sentences with words in bold and answer the question—What are the similarities and differences between them? 4. Have students conclude the rules for forming the passive voice in the future tense and finish “Work out the rule!” on Page 112. Design Intent: To introduce the target grammar structure (passive voice in the simple future tense) explicitly within a familiar and engaging context (Environment Week). By comparing sentences from the Reading and new examples, students are guided to discover the form and meaning of the structure inductively, enhancing understanding and retention. Step 3: Practice 1. Have students finish Part A on Pages 112-113 and check the answers. 2. Have students finish Part B on Page 113 and check the answers. 3. Have students finish Part C on Page 114 and check the answers. 4. Have students read the article in Part C again and answer the following question—Why is it important to protect the environment? Design Intent: To provide controlled and semi-controlled practice through textbook exercises (Parts A, B, C). These tasks help students internalize the grammar rule, develop accuracy in form, and apply it to complete sentences and short texts related to the unit theme, thereby reinforcing both grammatical competence and thematic vocabulary. Step 4: Production Have students work in groups and write a short text about your school’s activities to protect the environment, using the passive voice in the simple present, past and future tenses. Design Intent: To create an opportunity for freer and integrated language use. The group writing task requires students to synthesize their learning by using the passive voice across different tenses (present, past, future) to describe real or imagined school environmental activities. This promotes collaborative learning, creative application, and the transition from grammatical accuracy to communicative fluency. Step 5: Homework 1. Must do (1) Complete and polish your ideas about your school’s activities to protect the environment. (2) Review what we have learnt about the passive voice in the simple future tense. 2. Choose to do Share your ideas about how to protect the environment with your classmates and collect their ideas. Design Intent: To consolidate learning beyond the classroom. The must-do tasks focus on individual writing revision and grammar review, ensuring mastery of the core content. The optional task encourages peer interaction and idea exchange, extending the environmental theme and fostering a sense of community and shared purpose in language use. 学科网（北京）股份有限公司 $