Unit2 School life Welcome to the unit (教学设计) - 2025-2026学年译林版（2024）八年级英语上册

8A Unit2 School life Welcome to the unit (教学设计) I. Teaching Objectives Knowledge Objectives Students can understand the listening material about unusual schools around the world and match the information correctly. Students can master the vocabulary related to unusual schools (e.g., flood, poor families, boat school) and use them to talk about school - related topics. Ability Objectives Improve students’ listening skills by extracting key information from the audio. Enhance students’ speaking skills through pair - work and class discussions about unusual schools. Emotional Objectives Cultivate students’ interest in learning about different school lives around the world. Encourage students to think about educational innovation and the importance of education in different environments. II. Teaching Key Points and Difficult Points Key Points Understand the listening content and complete the matching task accurately. Use the given conversation model to discuss unusual schools in pairs. Difficult Points Grasp the key information in the listening material, especially the reasons for creating unusual schools. Express personal opinions about unusual schools fluently and logically. III. Teaching Procedures 1. Lead - in (5 minutes) Activity: Show some pictures of different school scenes (e.g., a normal classroom, a school on a boat). Ask students: “What do you think of these schools? Are they usual or unusual?”. Purpose: Arouse students’ interest in the topic of unusual schools and introduce the main content of the lesson. 2. Listening Practice (12 minutes) Pre - listening: Introduce the background of the listening task - Kitty is listening to a program about unusual schools. Present the key words (e.g., Bangladesh, India, Australia, flood, poor families) and ask students to predict the content. While - listening: Play the audio for students to listen and match the picture of each school with its country and the reason for creating it (Task A). Play it twice if necessary. Post - listening: Check the answers as a class. Ask students to explain how they got the answers, focusing on the key information in the audio. Purpose: Improve students’ listening skills and help them understand the information about unusual schools. 3. Speaking Practice (18 minutes) Model Conversation: Present the conversation between Kitty and her classmates as a model. Analyze the sentence structures and useful expressions, such as “Do you know any unusual schools around the world?” “I know about... During... With..., children have a chance to...”. Pair - work: Students work in pairs to talk about unusual schools, using the model conversation. Encourage them to add their own ideas. Walk around to offer help. Class Sharing: Invite several pairs to share their conversations in front of the class. Give positive feedback and correct any mistakes. Purpose: Enhance students’ speaking skills and enable them to talk about unusual schools confidently. 4. Discussion (8 minutes) Activity: Ask students to think about the question “Which of the above unusual schools interests you the most? Why?” (Task C). Let them write down their ideas first, then share in small groups. Purpose: Develop students’ critical thinking and ability to express personal opinions. 5. Summary and Homework (3 minutes) Summary: Recap the key points of the lesson - the listening task about unusual schools, the conversation model, and the discussion. Homework: Find more information about one unusual school and write a short passage (about 30 words) to introduce it. Prepare for the next lesson by previewing the reading part about school life. IV. Blackboard Design Part Content Listening Key Words Bangladesh, India, Australia, flood, poor families Conversation Model Do you know...? I know about... During... With..., children... V. Teaching Reflection Through this lesson, students have shown interest in unusual schools around the world. Most of them can complete the listening task and have a basic discussion about the topic. However, some students still have difficulties in expressing complex ideas. In the future, more speaking practice and vocabulary enrichment activities should be provided. 学科网（北京）股份有限公司 $$