Unit 8 A green world (Reading Ⅰ)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“Switzerland: a green country”阅读，围绕瑞士保持绿色的三大途径（废物回收、严格法律、新能源），梳理环保核心词汇与“总—分—总”文章结构。通过复习污染知识激活旧知，结合国旗图片与自然景观导入瑞士，搭建新旧知识衔接的学习支架。 此设计以任务型阅读为主线，通过skimming划分文章结构、scanning提取细节信息提升语言能力，融入法律必要性讨论与新能源视频分析培养思维品质，分层作业（必做复述+选做海报）发展学习能力。既助学生深化环保意识与语言运用，也为教师提供清晰可操作的教学流程与多元活动设计。

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 (Reading I) 教学目标 通过本课时的学习，学生能够： 1. 理解并概括文章“Switzerland: a green country”的主要内容，梳理瑞士保持绿色的三大途径：废物回收、严格法律和使用新能源。 2. 掌握与环保主题相关的核心词汇与表达，如 recycle, separate, punish, law, run out, make a difference 等。 3. 分析“总—分—总”的文章结构，理解作者从一般陈述到具体事例再回归主题的写作方式。 4. 结合文章内容与自身实际，初步运用英语讨论个人能为环保做出的努力，提升环保意识与语言运用能力。 教学内容 教学重点： 1. 理解课文内容，获取瑞士在废物回收、法律制定与新能源使用方面的具体信息。 2. 掌握本课重点词汇与句型，能围绕“绿色国家”主题进行简单表述。 3. 了解文章“总—分—总”的结构特点，把握作者的写作逻辑。 教学难点： 1. 理解“green country”的多层含义（环境优美、生活方式环保、政策严格等），并能在语境中迁移运用。 2. 运用英语表达对环保政策与新能源的看法，进行简单的批判性思考与讨论。 3. 将课文信息与个人生活经验结合，用英语提出切实可行的环保建议。 教学过程 Step 1: Review 1. Review the four types of pollution and their influence, causes and ways to solve the pollution. 2. Present the learning object of this unit Design Intent: To activate students' prior knowledge about pollution and its solutions, creating a cognitive link to the new topic and establishing a clear learning context for the unit. Step 2: Lead-in 1. Watch a national flag and let the students tell what country we are going to talk about. 2. Present some pictures of Switzerland and conclude that Switzerland is a beautiful country with high mountains and clean blue lakes. Design Intent: To generate interest and engage students visually by introducing Switzerland's natural beauty, setting a concrete and positive image of a "green country" before reading. Step 3: Pre-reading 1. Read the title and the introduction above and answer the questions: (1) Who wrote the article? (2) What’s the article about? (3) When did Millie read the blog? 2. Look at the background picture on Pages 108-109, and then answer what you think of Switzerland. Design Intent: To guide students in making predictions about the text based on the title, author, and visuals, fostering purposeful reading and building background knowledge. Step 4: While-reading 1.Skimming: (1) Read the article and match the main idea with each paragraph. (2) Divide the article into three parts. (3) Present how the writer organizes the ideas from general to specific to general. Design Intent: To train students in quickly identifying the main idea of each paragraph and the overall structure of the article, developing skimming skills for general comprehension. 2.Scanning: (1) Read Para1 and think what “that way” means. (2) Read Para2 ① Complete the chart about the recycling in Switzerland. ②How does the organization recycle clothes? ③Further thinking: Have you tried any of these ways to deal with old clothes? (3) Read Para3 ①Answer the questions: Why does the government make laws? What will happen if people break the rules? ②Discussion: Do you think it is necessary for a government to make strict laws to protect the environment? (4) Read Para4 ①Fill the chart below ② Further thinking: Why aren’t the new types of energy more widely used now? Watch a video to find the answer. (5) Read Para5 and answer: When is World Environment Day? How will countries celebrate it? (6) Further thinking: Who makes Switzerland a green country? Design Intent: To guide students in extracting specific details and data from the text, enhancing their ability to locate and process key information. The follow-up questions and discussions aim to deepen understanding and encourage critical thinking about the content. Step 5: Post-reading 1. Discussion: (1) What can we do to go green? (2) What does a “green country” mean? 2. Complete the chart on Page 110 and check the answer. 3. Complete an article about another eco-friendly place on Page 111 and find out the ways to protect the environment. Design Intent: To consolidate students' understanding of the text by summarizing its main message ("What makes a country green?"). The activities (discussion, chart completion, supplementary reading) are designed to help students synthesize information, express personal opinions, and connect the text's ideas to broader environmental contexts. Step 6: Homework 1. Must do: Tell your friends something about Switzerland and its ways to keep it green. 2.Choose to do: Make a poster to tell more people the importance of protecting the environment and how to protect it. Design Intent: To extend learning beyond the classroom. The compulsory task reinforces content retelling and oral practice, while the optional task promotes creativity, practical application of the unit's language, and advocacy for environmental protection. 学科网（北京）股份有限公司 $