Unit 3 第6课时 Integration-【木牍中考•名师教案】2025-2026学年新教材八年级上册英语（译林版2024）

该教案聚焦语言学习策略的核心词汇（possible, pronunciation等）、短语（as...as possible, focus on）及句型，通过短视频展示多元语言学习场景，提问“学习语言的挑战与策略”引发讨论，搭建学生经验与单元主题的学习支架，梳理语言学习方法的知识脉络。 特色在于融合思维品质与语言能力培养，小组讨论赵元任经验提炼有效方法，提升分析与合作思维；听力任务通过听辨与填空强化信息获取；写作环节参考Millie范文结构，引导学生基于调查撰写计划，培养学习策略运用。为教师提供结构化活动设计，助力学生综合语言运用与自主学习能力提升。

第六课时　Integration ◇目标导航◇ 类别 课时要点 重点单词 possible adj.可能的 sentence n.句子 pronunciation n.发音 grammar n.语法 slowly adv.慢速地,缓慢地 text n.文本;文章 whole n.全部;整个 speech n.演讲;说话的能力 aloud adv.出声地;大声地 pronounce vt.发音 correctly adv.正确地 spelling n.拼写 repeat vt.重复 tourist n.游客,观光者 重点短语 as...as possible尽可能…… focus on聚焦于 to one’s surprise 令某人惊讶的是 rather than而不是 get ready for为……做准备 重点句型 1.Zhao believed that it was best to focus on learning sentences rather than single words.赵认为最好集中精力学习句子而不是单个单词。 2.I think you try listening to English as often as possible.我认为你可以尝试尽可能经常听英语。 教学重点 1.培养学生运用单元知识,围绕语言学习问题展开讨论并提出合理建议的能力。 2.指导学生撰写逻辑清晰、内容翔实的英语学习计划以及关于学习问题及解决方法的文章,提升写作水平。 教学难点 1.帮助学生在实际交流中灵活运用所学知识,精准且流畅地表达自己的观点。 2.引导学生在写作时,有条理地阐述学习问题,并突出重点,提升写作深度与质量。 ◇教学过程◇ Step 1 Leading in 1.Greet the class in an enthusiastic manner. 2.Display a short video about people learning different languages in diverse settings.After that,pose questions like “What challenges do you face when learning a language?And what learning strategies have you tried?” to initiate a class discussion. Step 2 Work on A 1.Have students read the introduction to Zhao Yuanren silently.After they finish,ask them some questions. 2.Organise students into groups of four or five.In these groups,they should discuss the effective language⁃learning methods they can learn from Zhao Yuanren’s experience. 3.Invite some groups to share their insights. Step 3 Work on B1 1.Before playing the recording of Lily’s talk,ask students to scan through the statements quickly. 2.Play the recording for the first time,allowing students to listen without writing.The second time,they should mark the statements as “T” (true) or “F” (false) according to what they hear. 3.After the second listening,have students check their answers with their partners. Step 4 Work on B2 1.Play the recording of the students’ questions and Lily’s answers.Ask students to listen carefully and complete the summary of Lily’s answers. 2.Check the answers with the class.Highlight and analyse the key points. Step 5 Work on B3 1.Ask students to read Kitty’s English learning plan. 2.Let students complete the plan with the information in Parts B1 and B2. 3.Ask some students to read out the passage and check the answers. Step 6 Work on C 1.Play the recording of the conversation between Amy and Millie.And let students read after it. 2.Divide students into pairs.Instruct students to use the talk as a reference and talk about their own problems in learning English. 3.Walk around the classroom to monitor the conversations.Offer language support. 4.Select a few pairs to share their conversations with the class. Step 7 Work on D 1.Work on D1 Display Millie’s survey results about learning English.Have students complete the survey for themselves in their notebooks. 2.Work on D2 Show Millie’s article for Teenagers magazine.Analyse the structure of the article with students. 3.Work on D3 Ask students to write their own articles based on their survey results,following the structure and using the useful expressions from Millie’s article.Walk around to provide individual guidance. 4.After students finish writing,ask them to exchange their articles with their partners for peer⁃review.Finally,select some students to read their articles aloud to the class. ◇教学反思◇ 　　本课时通过多样化的教学活动,学生积极参与到语言学习方法的探讨和写作练习中,对语言学习有了更深入的认识。在写作过程中,部分学生存在逻辑不清晰、语言表达单一的问题。后续教学中,应增加写作指导和范文赏析,帮助学生提升写作能力,丰富语言表达。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $$