牛津译林版八年级下册第八单元教案 含二次备课、教学反思

牛津译林版八年级下册第八单元教案：GreenLiving单元整体分析本单元以“GreenLiving”（绿色生活）为核心主题，旨在引导学生关注环境保护的重要性，了解日常生活中践行绿色生活方式的具体途径，并能运用所学语言知识和技能讨论环境问题、提出解决方案，培养学生的环保意识和社会责任感。单元内容贴近学生生活，易于引发共鸣，为语言学习提供了丰富的语境。教学目标：1.知识与技能：*掌握本单元核心词汇（如:reduce,reuse,recycle,protect,environment,pollution,separate,plastic,cloth,harmful,difference等）和重点短语（如:doharmto,makeadifference,insteadof,takeaction,cutdown,dependon等）。*理解并能运用与环保相关的句型表达建议、描述行为、讨论影响等。*能读懂关于环保问题及绿色生活方式的文章，获取主要信息和细节，并进行简单推断。*能运用所学词汇和句型就环保话题进行简单的口头交流和书面表达，如撰写环保倡议书或小短文。*初步了解并运用被动语态的基本结构和用法（本单元语法重点）。2.过程与方法：*通过图片、视频、新闻报道等多种形式导入话题，激发学生学习兴趣。*采用任务型教学法，设计小组讨论、角色扮演、信息查询、方案设计等活动，引导学生在完成任务的过程中主动学习和运用语言。*鼓励学生积极思考，勇于表达自己的观点和看法，培养自主学习和合作学习能力。3.情感态度与价值观：*增强学生的环境保护意识，认识到保护环境是每个人的责任。*培养学生热爱自然、珍惜资源的情感，引导学生在日常生活中践行绿色生活方式。*激发学生为改善环境贡献力量的积极性。教学重难点：*重点：*与环保主题相关的词汇和短语的理解与运用。*运用所学句型讨论环保问题和绿色生活方式。*被动语态的理解与初步运用。*难点：*在实际语境中正确运用被动语态。*就环保话题进行连贯的口头和书面表达。*将环保意识内化为自觉行动。课时安排：5课时（建议）分课时教案教学目标：1.初步感知单元主题“GreenLiving”，激发环保兴趣。2.学习并掌握与环境问题及环保行动相关的核心词汇。3.能谈论常见的环境问题及初步的应对措施。教学重难点：*重点：环境问题及环保行动相关词汇的理解与运用。*难点：如何用简单的英语描述环境问题。教学准备：多媒体课件（图片、视频片段）、词汇卡片。教学过程：Step1:Warm-up&Lead-in(5mins)1.Greeting.2.Showsomepicturesofbeautifulnaturalscenery(e.g.,clearrivers,greenmountains,bluesky)andsomepicturesofenvironmentalpollution(e.g.,litteredstreets,pollutedrivers,smoggysky).Ask:*Howdoyoufeelwhenyouseethesepictures?*What’stheprobleminthesecondgroupofpictures?3.Introducethetopic:GreenLiving.Explainthat"green"heremeansenvironmentallyfriendly.Step2:Presentation:NewVocabulary(15mins)1.Presentnewvocabularyrelatedtoenvironmentalproblems:pollution,airpollution,waterpollution,landpollution,plastic,litter,waste,harmful.*Usepictures,gestures,andsimpleEnglishdefinitionstohelpstudentsunderstand.*Forexample:"Pollutionissomethingharmfulthatmakestheair,water,orlanddirty."2.Presentnewvocabularyrelatedtogreenactions:reduce,reuse,recycle,save,protect,separate,clothbag,recyclebin.*Explainthe"3Rs":Reduce(useless),Reuse(useagain),Recycle(processanduseagain).*Showexamples:aclothbaginsteadofaplasticbag(reuse/reduce),separatingrubbishintodifferentbins(recycle).3.Practicethenewwords:*Readaloudaftertheteacher.*Matchwordswithpictures.*Quickresponse:Teachershowsapicture,studentssaytheword.1.PageX,PartA:Lookatthepicturesandtalkaboutwhatpeoplearedoing.Discussiftheseactionsaregoodorbadfortheenvironment.*Elicitanswersfromstudents.Forexample:"Theyarelittering.It’sbadfortheenvironment."2.PageX,PartB:Listenandnumberthepictures.Thendiscusswhatwecandotoliveagreenlife.*Playtherecordingtwice.*Checkanswers.*Inpairs,discussmorethingswecandotolivegreen.Encouragestudentstousethenewvocabulary.*Shareideaswiththeclass.Step4:Consolidation&Homework(10mins)1.Summary:Reviewthekeyvocabularyandthe"3Rs".2.Homework:*Copyandrememberthenewwordsandphrases.*Writedownthreethingsyoucandoathometohelpprotecttheenvironment.*PreviewtheReadingsection.板书设计：Unit8GreenLivingEnvironmentalProblems:pollution(air,water,land)plastic,litter,waste,harmfulGreenActions:3RsReduce:useless(e.g.,water,electricity)Reuse:useagain(e.g.,clothbags)Recycle:processanduseagain(e.g.,paper,bottles)save,protect,separate,recyclebin第二课时：Reading教学目标：1.理解阅读文章的主要内容，了解不同国家和地区在环保方面的做法和经验。2.学习从文章中获取关键信息和细节信息。3.培养学生的环保责任感，思考自己可以为环保做些什么。教学重难点：*重点：理解文章内容，掌握阅读技巧（如找主题句、扫读、查读）。*难点：理解长难句及部分生词在语境中的含义。教学准备：多媒体课件、阅读材料、问题单。教学过程：Step1:Revision&Lead-in(5mins)1.Reviewthenewwordsfromlastlessonbyasking:Whatarethe3Rs?Whataresomeenvironmentalproblems?2.Lead-intoReading:Ask:"Doyouknowwhatothercountriesorpeopledotoprotecttheenvironment?"Introducethattodaywewillreadaboutsomegreenstoriesfromaroundtheworld.Step2:Pre-reading(5mins)1.Showthetitleofthereadingpassage"GreenLivingAroundtheWorld"(ortheactualtitlefromthetextbook).Askstudentstopredictwhatthepassagemighttalkabout.2.Introducesomekeynewwordsorphrasesinthereadingthatmighthinderunderstanding,usingcontextorpictures.Step3:While-reading(20mins)1.Fastreading:Askstudentstoreadthepassagequicklyandanswer:Whatisthemainideaofthepassage?(Differentplaceshavedifferentwaystolivegreen.)2.Carefulreading:*Dividethepassageintosections(ifapplicable,e.g.,differentcountries/stories).*Foreachsection,askdetailedquestions:*Whereisthisplace?*Whatproblemdidtheyhave/whatdidtheydo?*Whatcanwelearnfromthem?*Encouragestudentstounderlinekeyinformation.*Checkanswersthroughclassdiscussion.3.Post-readingexercises(basedontextbook):*TrueorFalsequestions.*Fillintheblankswithinformationfromthetext.Step4:Post-reading(10mins)1.Discussingroups:Whichofthegreenstoriesimpressesyoumost?Why?2.Shareideaswiththeclass.3.Thinkandshare:Whatcanwelearnfromthesestories?Howcanweapplytheseideasinourdailylife?Step5:Homework(5mins)1.Readthepassageagainandtrytoretelloneofthegreenstoriesinyourownwords.2.Underlineallthedifficultsentencesandtrytounderstandthemwiththehelpofadictionaryorasktheteachernexttime.3.Collectsomeinformationaboutlocalenvironmentalprotectionefforts(optional).板书设计：Reading:GreenLivingAroundtheWorldMainidea:Differentwaystolivegreenindifferentplaces.Details:*(Place1,e.g.,Germany):...(keyaction)...*(Place2,e.g.,Japan):...(keyaction)...Wecanlearnto:...第三课时：Grammar(PassiveVoice)教学目标：1.理解被动语态的构成(am/is/are+过去分词)及其基本用法。2.能识别并初步运用被动语态描述客观事实、环保行为等。3.对比主动语态和被动语态的不同语境。教学重难点：*重点：被动语态(am/is/are+过去分词)的构成和基本用法。*难点：何时使用被动语态，以及过去分词的正确形式。教学准备：多媒体课件，主动、被动语态对比表格。教学过程：Step1:Revision&Lead-in(7mins)1.Reviewthereadingpassagebyaskingafewquestions.2.Lead-intopassivevoice:*Showapictureofatreebeingplanted.Say:"Peopleplanttrees.Treesareplantedbypeople."*Explainthatthesecondsentenceisinthepassivevoice.Weusethepassivevoicewhenwedon’tknowwhodidtheaction,orwhentheactionismoreimportantthanthedoer.Step2:Presentation:PassiveVoice(am/is/are+pastparticiple)(15mins)1.Explainthestructure:*Active:Subject(doer)+Verb+Object(receiver)*Passive:Object(receiver)+am/is/are+PastParticiple(V-ed)+(by+doer)*Example:Active:Peoplerecyclepaper.->Passive:Paperisrecycled(bypeople).2.Showmoreexamplesrelatedtoenvironmentalprotection:*Wesavewater.->Waterissaved.*Theyseparaterubbish.->Rubbishisseparated.*Factoriespollutetheriver.->Theriverispollutedbyfactories.4.Explainwhentousethepassivevoiceinsimplepresenttense:*Totalkaboutgeneraltruthsorfacts:Manytreesareplantedinspring.*Whenthedoerisunknownornotimportant:Thisclothbagisreusedmanytimes.*Toemphasizetheactionratherthanthedoer:Paperismadefromwood.Step3:Practice(15mins)1.Changeactivesentencestopassivesentences(oralpracticefirst):*Weuseclothbags.->Clothbagsareused.*Peoplethrowawayalotofwaste.->Alotofwasteisthrownaway.3.Fillintheblankswith"am/is/are+V-ed":*Plasticbottles_______(recycle)tomakenewthings.*Water_______(save)byturningoffthetap.4.Lookatpicturesandmakepassivesentences.Step4:Consolidation(8mins)1.Game:"ActiveorPassive?"Teachersaysasentence,studentsshout"Active!"or"Passive!".2.Pairwork:StudentAsaysanactivesentenceaboutgreenliving,StudentBchangesittopassive.Step5:Homework(5mins)板书设计：Grammar:PassiveVoice(SimplePresent)Structure:*Active:S(doer)+V+O(receiver)*Passive:O(receiver)+am/is/are+V-ed(PastParticiple)+(byS)Examples:*Peoplerecycleglass.->Glassisrecycled(bypeople).*Wereuseboxes.->Boxesarereused(byus).*Factoriesproducepollution.->Pollutionisproducedbyfactories.Uses:1.Generaltruths/facts2.Doerunknown/notimportant3.Emphasizeaction第四课时：IntegratedSkills/SpeakUp教学目标：1.能听懂关于环保话题的对话或短文，获取关键信息。2.能运用所学词汇和句型（包括被动语态）就环保话题进行简单的口头交流和讨论。3.能根据提示完成一份简单的环保倡议书或信息卡。教学重难点：*重点：运用所学语言知识进行口头和书面的环保主题交流。*难点：在交流中正确、流利地表达自己的观点和建议。教学准备：多媒体课件、录音材料、讨论话题卡、倡议书模板。教学过程：Step1:Revision(5mins)1.Reviewpassivevoice:Askstudentstomakepassivesentencesusingtheverbs:save,reuse,plant,separate.2.Quickreviewofkeyvocabulary.Step2:Listening(10mins)1.Pre-listening:Introducethetopicofthelistening(e.g.,asurveyaboutstudents’greenhabits,aradioprogramaboutenvironmentaltips).Askstudentstolookatthepicturesorquestionsinthetextbooktopredictcontent.2.While-listening:*Playtherecordingforthefirsttime,askstudentstogetthemainidea.3.Post-listening:Checkanswers,playsectionsagainifnecessary.Discussanydifficultparts.Step3:Speaking:SpeakUp(15mins)1.Presentthesituationfor"SpeakUp"(e.g.,Discusshowtomakeyourschoolgreener/Talkaboutyourgreenhabits).2.Showtheexampledialogueinthetextbook.Askstudentstoreadandunderstand.3.Highlightusefulexpressions:*Whatcanwedoto...?*Howabout...?*Weshould/shouldn’t...*It’sagoodideato...*...is/arerecycled/used/saved.4.Pairwork:Studentspracticethedialogueinpairs.5.Roleplay:Changesomeinformationandmakenewdialogues.Forexample:*A:Whatcanwedotosaveelectricityinourclassroom?*B:Lightsshouldbeturnedoffwhenweleave.6.Inviteseveralpairstoactouttheirdialogues