初中英语Unit 8 A green worldGrammar表格教学设计

这是一份初中英语Unit 8 A green worldGrammar表格教学设计，共3页。
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 wrld (Grammar)
教学目标
通过本课时的学习，学生能够：
在阅读与单元话题相关的语篇的基础上，获取和梳理一般将来时被动语态的形式特征、表意功能和使用规则；
借助句群、对话和语篇的分层练习，深入理解和体会一般将来时被动语态的表意功能，巩固和内化其用法；
在介绍学校环保活动的情境中，正确运用一般现在、过去、将来时被动语态，深入理解保护环境的重要意义，增强社会责任感与环保意识。
教学内容
教学重点：
掌握一般将来时被动语态的结构：will be + 过去分词 / be ging t be + 过去分词。
能在语境中正确使用一般将来时被动语态描述即将发生的环保行动或事件。
理解被动语态在强调动作承受者、动作执行者不明或不重要时的使用情境。
教学难点：
区分一般将来时主动语态与被动语态的结构与语用差异。
在真实写作与口语表达中，准确、自然地综合运用不同时态的被动语态。
理解中英文在被动表达上的思维差异，避免母语干扰。
教学过程
Step 1: Review
What is dne in Switzerland t prtect the envirnment?
Review the passive vice—When t use passive vice.
Review the Reading part
Hw is the waste recycled?
What will happen if yu break the rules in Switzerland?
What will happen if yu drp litter in public places there?
New types f energy are ging t be used mre widely in the future.
Design Intent: T activate students’ prir knwledge f the passive vice (simple present and past tenses) in the cntext f envirnmental prtectin, and t establish a meaningful link between the Reading cntent and the new grammar fcus, facilitating a smth transitin int the lessn.
Step 2: Presentatin
Present the sentences in the Reading part, divide them int tw grups accrding t the vice and tense used—(1)Passive vice in the simple present tense; (2)Passive vice in the simple future tense
Wrld Envirnment Day is cming. Mr Wu is talking abut the schl Envirnment Week. Read what he says n Page 112 and answer the fllwing questins.
What did they d last year during the Envirnment Week?
What will they d this year during the Envirnment Week?
Read and cnclude: Have the students cmpare the first sentence in the text n Page 112 t the sentences with wrds in bld and answer the questin—What are the similarities and differences between them?
Have students cnclude the rules fr frming the passive vice in the future tense and finish “Wrk ut the rule!” n Page 112.
Design Intent: T intrduce the target grammar structure (passive vice in the simple future tense) explicitly within a familiar and engaging cntext (Envirnment Week). By cmparing sentences frm the Reading and new examples, students are guided t discver the frm and meaning f the structure inductively, enhancing understanding and retentin.
Step 3: Practice
Have students finish Part A n Pages 112-113 and check the answers.
Have students finish Part B n Page 113 and check the answers.
Have students finish Part C n Page 114 and check the answers.
Have students read the article in Part C again and answer the fllwing questin—Why is it imprtant t prtect the envirnment?
Design Intent: T prvide cntrlled and semi-cntrlled practice thrugh textbk exercises (Parts A, B, C). These tasks help students internalize the grammar rule, develp accuracy in frm, and apply it t cmplete sentences and shrt texts related t the unit theme, thereby reinfrcing bth grammatical cmpetence and thematic vcabulary.
Step 4: Prductin
Have students wrk in grups and write a shrt text abut yur schl’s activities t prtect the envirnment, using the passive vice in the simple present, past and future tenses.
Design Intent: T create an pprtunity fr freer and integrated language use. The grup writing task requires students t synthesize their learning by using the passive vice acrss different tenses (present, past, future) t describe real r imagined schl envirnmental activities. This prmtes cllabrative learning, creative applicatin, and the transitin frm grammatical accuracy t cmmunicative fluency.
Step 5: Hmewrk
Must d
Cmplete and plish yur ideas abut yur schl’s activities t prtect the envirnment.
Review what we have learnt abut the passive vice in the simple future tense.
Chse t d
Share yur ideas abut hw t prtect the envirnment with yur classmates and cllect their ideas.
Design Intent: T cnslidate learning beynd the classrm. The must-d tasks fcus n individual writing revisin and grammar review, ensuring mastery f the cre cntent. The ptinal task encurages peer interactin and idea exchange, extending the envirnmental theme and fstering a sense f cmmunity and shared purpse in language use.