Unit 8 A green world (Integration Ⅱ)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环保倡议演讲稿写作，核心为分析“引言-主体-结论”结构及“3R”框架运用。导入通过自由讨论绿色感受与污染图片对比，建立情感与认知需求，写前系统解构范文，提供结构、句型、过渡词等学习支架，衔接从分析到写作的能力培养。 特色是以核心素养为导向，通过6个写作策略Tips培养思维品质（分析范文逻辑）、语言能力（多样建议句型如We can...）和学习能力（自评互评与分层作业）。实例包括解构范文段落组织，互评提升修改能力，可选视频作业拓展表达。助力学生提升写作逻辑与环保意识，为教师提供清晰教学路径与实用策略。

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 (Integration II) 教学目标 通过本课时的学习，学生能够： 1. 分析范文“Let's go green!”的演讲稿结构（引言-主体-结论）及“减少、再利用、回收”的具体内容展开方式。 2. 归纳并运用范文及“有用表达”中关于提出建议的核心句型和过渡词，丰富写作语言。 3. 运用“3R”框架，列出个人环保行动要点，并撰写一篇结构清晰、建议具体、语言得当的环保倡议演讲稿。 4. 通过自查与同伴互评，修改并完善演讲稿，提升写作质量与读者意识。 教学内容 教学重点： 1. 掌握环保倡议演讲稿的基本结构：引言（提出主题与核心方法）、主体（分点阐述“3R”及其具体行动）、结论（发出号召）。 2. 在写作中有效运用“3R”框架来组织内容，并模仿使用范文中的建议性句式和过渡词。 教学难点： 1. 将零散的环保行动想法，按照逻辑清晰的段落结构组织成文。 2. 在写作中避免语言重复，能灵活、恰当地使用不同的表达方式（如We can ..., We should..., It's important to...）来提出建议。 教学过程 Step 1: Lead-in Free talk: How do you feel when you see the color green? How do you feel when you see these pictures? Design Intent: To emotionally engage students by connecting the color green with positive feelings (peace, hope), and then contrasting it with images of pollution. This creates a cognitive and emotional need for the lesson’s purpose: learning how to “go green” and protect the environment, thereby establishing a clear and motivating context for the writing task ahead. Step 2: Pre-writing 1. Mr Wu asked the Class 1, Grade 8 students to give a presentation on how to go green. Present Tip 1: Before writing a presentation script, it is important to clearly list the main points first. 2. Read Millie’s note and answer the following questions: (1) What is the topic? (2) What are the main methods? 3. Read Millie’s script for the presentation, and catch the main idea of each paragraph. Present Tip 2: Organize an article in a clear structure! 4. Read Para 2. (1) Find out how Millie organizes her sentences. Conclude some expressions and transitional phrases we can learn to use. Present Tip 3: Use transitional words to connect ideas. (2) What are the purposes of the detailed actions? 5. Read Para 3. (1) What are the purposes of the detailed actions? (2) Further thinking: What will you do with this broken coat? 6. Read Para 4. (1) Find out how Millie organizes her sentences. Conclude some expressions we can learn to use. Present Tip 4: Use strong and different expressions to give detailed advice. (2) What is the purpose of the detailed actions? 7. Look through Para 2-4, and find out the topic sentences in each paragraph. Present Tip 5. Start the paragraph with a topic sentence! 8. Read Para 5 and think: How to make a more convincing ending to call on people to go green? Present Tip 6: Add a fact or a saying to make the ending more convincing! Design Intent: To deconstruct the model text systematically. This step guides students from identifying the topic and main methods (3R框架) to analyzing the detailed paragraph structure, sentence patterns, and transitional devices. Each “Tip” focuses on a key writing strategy (listing points, clear structure, linking ideas, varied expressions, topic sentences, powerful endings). This comprehensive analysis equips students with the necessary content framework, organizational skills, and linguistic tools before they begin their own writing, reducing anxiety and increasing the potential for successful output. Step 3: While-writing Write your presentation script on how to go green. 1. Pay attention to the tips we have learnt. 2. Follow the structure. 3. After writing, check and assess your writing. Then, exchange your script with your classmate and assess his/her writing Design Intent: To provide dedicated time and a supportive framework for students to produce their first draft. The instruction to “pay attention to the tips” encourages the application of skills learned in the pre-writing stage. The follow-up self-assessment and peer-assessment activities are crucial for developing metacognitive skills. Students learn to evaluate their own and others’ work against specific criteria (structure, use of tips), fostering a sense of ownership over the writing process and an understanding that writing involves revision and feedback. Step 4: Summary Summarize what we have learnt in this unit and call on people to think green, go green and be green in daily lives. Design Intent: To consolidate the unit’s overarching message by connecting the specific writing skills learned back to the broader theme of environmental responsibility. This summary reinforces not only the “how” of writing a presentation but also the “why,” encouraging students to internalize the call to action and carry the “think green, go green, be green” mindset into their daily lives, thus fulfilling the lesson’s educational and affective aims. Step 5: Homework 1. Must do (1) Polish your presentation script and assess your writing. (2) Share your ways to go green with your friends and family to call on them to protect the environment 2. Choose to do If you are interested, you can take a video of your presentation. Design Intent: To differentiate and extend learning beyond the classroom. The compulsory tasks ensure that all students revise and polish their work (promoting a process-writing approach) and practice oral output by sharing their ideas, thereby integrating writing with speaking skills. The optional task caters to diverse learner preferences and provides an opportunity for creative, multimodal expression (recording a video), which can significantly boost engagement and personal investment in the topic. 学科网（北京）股份有限公司 $