Unit 8 A green world (Reading 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Unit 8环保主题，围绕核心词汇（如separate, punish）、短语（depend on, run out）及典型句式（some..., some..., and others...）展开。课堂导入通过复述阅读文章结构和回收相关段落激活旧知，搭建从阅读理解到语言分析的学习支架，衔接前后知识。 特色在于强化语言能力，系统讲解词汇多义性（如fine作动词“罚款”、形容词“晴朗的”）和固定搭配，结合例句与翻译深化应用。Practice环节以中国城市垃圾分类为语境设计语篇填空，整合语言点提升综合运用，体现思维品质。分层次作业（必做巩固、选做写作）培养学习能力，助力学生环保表达，为教师提供清晰教学路径。

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 II) 教学目标 通过本课时的学习，学生能够： 1. 掌握课文核心词汇与短语（如 separate, strict, punish, depend on, run out, make a difference 等）的基本含义、搭配及用法。 2. 理解并运用“some..., some..., and others...”等课文中的典型句式结构进行造句与表达。 3. 在“绿色环保”主题语境中，正确运用本课所学的语言知识描述环保措施、规则及个人行动。 4. 通过语篇填空等练习，提升在真实语境中综合运用语言知识的能力。 教学内容 教学重点： 1. 课文重点词汇、短语的语义辨析与准确运用，特别是多义词（如 fine）和固定搭配（如 depend on, be rich in, run out）。 2. 理解并模仿运用课文中的典型句式结构，如“some ..., some ..., and others ...”。 教学难点： 1. 将分散的语言点（词汇、搭配、句型）整合并准确、得体地应用于新的、有关环保的书面和口头表达中。 2. 理解并区分某些词汇的多种用法和词性变化（如 separate 的动词与形容词性，fine 的不同词性与含义）。 教学过程 Step 1: Review 1. Retell the structure of the article in the Reading part according to the key words. 2. Retell Para 2-4 about recycling according to the key words and phrases. Design Intent: To activate students' memory of the text "Switzerland: a green country" by retelling its structure and key content (especially paragraphs 2-4 on recycling). This serves as a thematic and linguistic warm-up, connecting the upcoming detailed language study to the familiar context of the article, ensuring a smooth transition from comprehension to language analysis. Step 2: Language points 1. separate v.分开，隔开 (1) separate sth. into ... (= group sth. into) 把……分成…… E.g. 我们最好把一个塑料瓶分成三个部分扔掉。 We had better ________ one plastic bottle ___________ before throwing it away.　 (2) separate ... from ... 把……和……分开，把……和……分离 E.g. 他与父母分离，从未再见到他们。 He ______ _________ _______his parents and never saw them again. 无论我走到哪里，没有什么能使我与祖国分离。 Wherever I go, nothing can ____________ me _______ my motherland. 2. some..., some..., and others... 一些……，一些……，还有一些…… e.g. Some animals eat meat, some eat grass, and others eat both meat and grass. Practice: make some sentences situation 1: on the playground, students situation 2: in the park, children situation 3: in the street, people 3. strict adj. 严格的；(命令或规则)必须严格遵守的 be strict with sb. 对某人要求严格 be strict in (doing) sth. 在某方面要求严格 E.g. (1) 它是第一个严格实施垃圾分类政策的城市。 It is _______________________________________ on garbage sorting. (2) 她在按时完成作业方面对自己要求严格。 She _______________________________________ on time. 4. punish v. 惩罚 punishment n.惩罚 punish sb. for (doing) sth. 因（做）某事而惩罚某人 E.g. (1) 他惩罚孩子们，因为他们粗心大意。 He punished the children for their carelessness. (2) The factory got its ______________ ( punish ) for its pollution. (3) 这些人因为随意砍伐森林受到了惩罚。 The people ____________________________________ forests carelessly. 5. fine v. 罚款 n. 罚金 adj. 晴朗的；美好的；身体好的 Practice: Fill in the blanks according to the information given. Singapore makes strict laws to protect its environment. No one is allowed to spit(吐痰)in public places in Singapore. If someone ________(违反) the law, he or she will be ____________ (惩罚). Jimmy was _________(罚款) by the policeman on a ________(晴朗的) Monday when travelling in this city country, so he didn't feel _______(美好的). He still remembered that he paid a heavy _______(罚金). 6. depend v. 依靠，依赖，指望 (1) depend on / upon 依靠，取决于(无进行时态、无被动) E.g. We have grown up. We had better not __________ our parents too much (2) That depends. / It all depends. 视情况而定。 E.g. 我不知道我们能不能帮上忙，一切都得看情况而定。 I don't know if we can help. _____ _____ __________. 7. rich adj. 丰富的；富有的 be rich in… 富有/富含…… E.g. Oranges have rich Vitamin C. Oranges ______ ________ _____ Vitamin C. 8. wise adj.智慧的 wisely adv. 智慧地 wisdom n. 智慧 E.g. The _______ girl solved the problem ________ with her __________. 9. (1) sth run out 某物用完，耗尽 = sth be used up E.g. Fresh water will ______ ______ if we don't use it wisely. Fresh water will ______ ______ ______ if we don't use it wisely. (2) run out of sth 用完，耗尽某物 = use up sth E.g. If we don’t protect our nature, we’ll ____ ___ ___ all energy one day. If we don’t protect our nature, we’ll _____ ____ all energy one day. 10. make a big/great/huge difference to sb./sth. make little/a little/much/no difference to sb/sth. E.g.(1) He was really sad to find that his hard work just made ______ difference to the result of this matter. A. much B. any C. a D. no (2) 微信已经对我们的生活产生了巨大的影响。 Wechat ______________________________ to our life. Design Intent: To systematically present, explain, and practice the core vocabulary, phrases, and sentence structures extracted from the reading text. This stage moves from meaning clarification to usage demonstration through examples and translation, aiming to build students' declarative knowledge of the target language items. The inclusion of controlled practice (e.g., sentence making, blank filling) helps reinforce form, meaning, and initial application within guided contexts related to the environment theme. Step3: Practice 1. Here is an article about actions taken in big cities. Fill in the blanks. A new rubbish sorting system(垃圾分类系统)has been put into use in Beijing. Local people put QR codes (二维码) on the rubbish. When the rubbish is (1)s_________ into different groups, people will get reward (奖励)points to exchange for small gifts and even some money. It all (2)d_________ on how many things you r________. Shenzhen and Shanghai have made laws to (3)p______ people and organizations. They are not allowed to throw rubbish carelessly. China (5)p________ quite a lot of rubbish every year. Through rubbish sorting, we can (6)r_______ pollution. What’s more, rubbish sorting saves (7)r_________. For example, a ton of waste paper can save 17 trees and 50 % of water. 2. Call on people to learn from Switzerland and turn our motherland into a wonderland. Design Intent: To provide a context for integrated application of the learned language points. The cloze exercise about rubbish sorting in Chinese cities creates a new but related scenario, challenging students to select and use appropriate vocabulary based on meaning, grammar, and context. This step bridges isolated language learning and comprehensive use, fostering both accuracy and strategic competence. The final call to action ("Let's learn from Switzerland...") reiterates the unit's moral message, linking language learning back to its real-world purpose. Step 4: Homework 1. Must do (1) Finish the related exercises in the workbook. (2) Find more ways to protect nature and save energy. And share your ideas with others by using what we have learnt in this lesson. 2. Choose to do Find your ways to make a difference to China’s environment. And write a short passage about your ways. Design Intent: To consolidate and extend learning beyond the classroom. The must-do tasks ensure review and mechanical practice through workbook exercises, while also encouraging the active use of new language to research and share environmental ideas. The optional task promotes personalized output and deeper engagement by asking students to think creatively and write about their own proposed actions, thus differentiating instruction and catering to varied learner interests and proficiencies. 学科网（北京）股份有限公司 $