资源简介

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： 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。 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。 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。 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： 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。 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。 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： 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。 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。 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 Review the four types of pollution and their influence, causes and ways to solve the pollution. 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 Watch a national flag and let the students tell what country we are going to talk about. 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 Read the title and the introduction above and answer the questions: Who wrote the article What’s the article about When did Millie read the blog 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: Read the article and match the main idea with each paragraph. Divide the article into three parts. 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: Read Para1 and think what “that way” means. 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 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 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. Read Para5 and answer: When is World Environment Day How will countries celebrate it 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 Discussion: What can we do to go green What does a “green country” mean Complete the chart on Page 110 and check the plete 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.学习任务单
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)
学习目标
通过本课时的学习，我能够： 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。 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。 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。 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。
课前学习任务
Think about the topic: Consider “What is a green country ” and list three features you think a green country should have. 2. Preview vocabulary: Learn and understand key words from the text, such as: recycle, separate, punish, law, run out, make a difference.
课上学习任务
【学习任务一】 Lead-in Describe a picture: Look at the image of Switzerland and describe it in 1–2 sentences in English. 【学习任务二】Pre-reading Read the title and introduction: Answer: Who wrote the article What is it about When did Millie read it Predict from the picture: Look at the picture in the textbook. Use one adjective to describe your first impression of Switzerland. 【学习任务三】While-reading Skim the text: (1) Match each paragraph (Para. 1–5) with its main idea. (2) Identify the text structure (general → specific → general) and mark the corresponding parts. 2. Scan for details: (1) Para. 1: Explain what “that way” means in the text. (2) Para. 2: Complete a chart about recycling in Switzerland; describe how the clothing recycling organization works. Para. 3: Answer: Why does the government make environmental laws What happens if people break the rules Para. 4: Fill in a table comparing old and new energy; think about: Why aren’t new energy sources more widely used now (5) Para. 5: Find the date of World Environment Day and how countries celebrate it. 3. Think and discuss: (1) Group discussion: Who makes Switzerland a green country (government, companies, citizens…) (2) Do you think it is necessary for governments to make strict environmental laws Why or why not 【学习任务四】Post-reading Complete textbook exercise: Finish the chart on Page 110 to summarize three ways Switzerland stays green. Extend the topic: What can we do to live a “green life” (List at least three actions.) Besides a beautiful environment, what else does a “green country” mean (lifestyle, public awareness, policies…) Read and write: Read the short passage about another eco-friendly place on Page 111 and identify its environmental protection measures.
推荐的学习资源
1. 视频资源 （1）国家地理儿童频道（National Geographic Kids） 主题：“Recycling and Green Cities”系列短片 （2）BBC Learning English “Follow to Switzerland” 主题：短纪录片片段，展示瑞士自然风光与环保政策 2. 阅读与绘本资源 （1）《Oxford Read and Discover》Level 3 “Wonderful Water” 主题：水资源保护、循环利用 （2）中国日报社《英语周刊》（初中版）环保主题文章 主题：国内外环保案例，如“Green School in Sweden”作业练习
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)
作业练习
阅读理解单选：根据课文内容选择正确答案。 Which is NOT mentioned as a way Switzerland protects the environment A. Recycling waste. B. Using new energy. C. Building more factories. D. Making strict laws. 2. What happens to old clothes in Switzerland A. They are all burned. B. They are thrown into rivers. C. Some are sold, some are given away, and others are recycled. D. They are sent to other countries. 翻译：用课文中学到的短语完成句子。 1. The government has ______________________ to keep the city clean. (制定了严格的法律) 2. We __________________________________ like water and trees. (依赖自然资源) 3. Solar and wind energy ___________________________. (几乎不产生污染且不会耗尽) 开放问答： Why does the writer say “Nature is our greatest treasure” Give two reasons based on the text. 课外拓展阅读（单选）：Read the short passage and choose the best answer. Costa Rica: A Pioneer in Green Energy Costa Rica, a small country in Central America, has become a global leader in environmental protection. With its rich rainforests, diverse wildlife, and strong commitment to sustainability, it offers a powerful model for a green future. Unlike many countries that rely heavily on fossil fuels, Costa Rica gets most of its electricity from renewable sources. In fact, for over eight years in the last decade, the country ran on more than 98% renewable energy for more than 300 days each year. The main sources are hydropower (using rivers), geothermal energy (using heat from volcanoes), wind, and solar power. The government has invested heavily in these clean technologies and has set a goal to become completely carbon-neutral (净零碳排放) by 2050. Protecting forests is another key priority. In the 1990s, Costa Rica had one of the highest deforestation rates in the world. To change this, the government started a program called "Payments for Environmental Services". Landowners who protect forests on their property receive money from the government. This program, along with strict laws against illegal logging, has been very successful. Today, over 50% of the country is covered by forests, which are home to nearly 6% of the world's biodiversity. Ecotourism (生态旅游) plays a big role in both the economy and environmental education. Millions of tourists visit each year to see the volcanoes, beaches, and wildlife. Strict rules protect natural areas from being harmed by tourism. Visitors learn about the importance of conservation, and the money from tourism helps fund more environmental projects. Of course, challenges remain. Plastic pollution is still a problem in some areas, and climate change brings more extreme weather. However, Costa Rica shows that with clear goals, strong policies, and public support, a small country can make a huge difference. Its journey reminds us that protecting the planet is not only necessary but also possible. 1. What is the main purpose of the first paragraph A. To introduce Costa Rica's location and size. B. To describe the wildlife in Costa Rica. C. To explain why Costa Rica is poor. D. To present Costa Rica as a green model. 2. How does the author support the statement that Costa Rica is a leader in green energy A. By comparing its energy use with other Central American countries. B. By giving examples of its renewable energy sources and specific data. C. By explaining how geothermal energy works in detail. D. By describing the daily life of people in Costa Rica. 3. What was the main reason for the great increase in forest coverage in Costa Rica A. The weather changed and became perfect for trees to grow. B. The government paid landowners to protect forests and made strict laws. C. All the farmers moved to cities and stopped cutting trees. D. International organizations planted millions of trees for free. 4. What is the biggest challenge Costa Rica faces now according to the passage A. Not having enough tourists. B. Running out of geothermal energy. C. Plastic pollution and climate change. D. High unemployment rate. 5. What can we learn from Costa Rica's story A. Only rich countries can protect the environment well. B. Environmental protection can be achieved with clear goals and efforts. C. Tourism always harms the environment. D. Small countries do not need to worry about climate change.
练习答案
1-2 C C 1. made strict laws 2. depend on natural resources 3. produce little pollution and will never run out （参考答案）Because we depend on its rich resources to live, and it provides us with clean air, water, and beautiful places. 1. D 解析：主旨题。第一段的核心句是最后一句：“...it offers a powerful model for a green future.”（它为一个绿色的未来提供了一个强有力的榜样。）这与D选项“将哥斯达黎加呈现为一个绿色榜样”意思一致。A、B选项是细节，C选项文中未提及。 B 解析：细节理解/论证方式题。第二段为了证明哥斯达黎加是绿色能源领导者，首先指出其大部分电力来自可再生能源，然后列举了具体能源类型（hydropower, geothermal, wind, solar），并给出了具体数据（超过98%，超过300天）。B选项准确概括了这种方法。A、C选项过于片面或细节，D选项未提及。 B 解析：细节题。第三段明确说明了森林覆盖率增长的原因：政府启动了“环境服务付费”项目（给保护森林的土地所有者钱）并制定了反对非法伐木的严格法律。B选项是这两点的同义转述。A、D选项文中未提及，C选项与事实不符（农民并未全部搬走）。 C 解析：细节题。最后一段开头明确写道：“Of course, challenges remain. Plastic pollution is still a problem..., and climate change brings more extreme weather.” C选项直接对应原文。A、B、D选项均未在文中作为当前主要挑战被提及。 B 解析：推理判断题。文章通篇讲述哥斯达黎加通过设定目标（如2050碳中和）、制定政策（付费护林、严格法律）、发展生态旅游等努力取得了环保成效。最后一段总结：“Its journey reminds us that protecting the planet is not only necessary but also possible.” 这强烈支持B选项的推断。A、C选项的表述过于绝对且与文意不符，D选项与文章主旨相反。

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