Unit 6 Integration 2 (教学设计) 2025-2026学年译林版（2024）八年级英语上册

该初中英语教学设计聚焦电话谈论天气的句型表达与喜爱季节写作，通过展示Simon与爷爷的对话模型，朗读并梳理对话开头及天气信息，学生角色扮演搭建口语练习支架，再分析Vicky范文结构，提供写作框架，衔接输入到输出的学习脉络。 亮点在于融合语言能力与思维品质培养，角色扮演中鼓励添加天气事件与个人感受（如暴雨、热浪）提升对话自然性，写作环节用提纲与范文分析（学习能力）、同伴互评促进内容优化。任务型活动增强互动，助力学生语言运用与思维发展，教师可直接沿用流程，高效落实目标。

8A Unit 6 Integration 2 (教学设计) I. Teaching Objectives A. Knowledge Objectives Students will master the sentence patterns and expressions for talking about the weather on the phone (e.g., Hello, this is... How are you doing? It’s really cold/snowy...). Students will be able to write an article about their favourite season, using the structure and expressions from Vicky’s article (e.g., describing the season’s features, activities, and personal feelings). B. Ability Objectives Improve students’ oral communication skills by role - playing phone conversations about the weather. Enhance students’ writing skills by organizing ideas and using appropriate expressions to describe their favourite season. C. Emotional Objectives Cultivate students’ ability to communicate and care about family and friends through weather - related phone conversations. Encourage students to observe and appreciate the beauty of their favourite season, arousing their love for life. II. Teaching Key & Difficult Points A. Key Points Use correct sentence patterns and expressions in phone conversations about the weather. Write a well - structured article about the favourite season, imitating Vicky’s writing model. B. Difficult Points Make the phone conversations natural and detailed, adding personal experiences. Write vivid and unique descriptions of the favourite season, avoiding simple repetition. III. Teaching Procedures A. Lead - in (5 minutes) Show the phone conversation model between Simon and his grandpa. Read it aloud with students. Then, ask: “How do they start the conversation? What weather information do they share?” Invite two students to role - play the conversation in front of the class, demonstrating the phone conversation skills. B. Oral Practice (12 minutes) Role - play Preparation: Divide students into pairs. Ask them to prepare a phone conversation about the weather in their place, using the model. Encourage them to add more details, such as specific weather events (e.g., rainstorm, heatwave) and personal responses. Role - play & Sharing: Have students role - play the phone conversations in pairs. Walk around to listen and provide feedback on language use and communication skills. Select a few pairs to perform their conversations in front of the class. Other students can listen and give positive comments or suggestions for improvement. C. Writing Guidance (15 minutes) Analyzing Vicky’s Article: Guide students to analyze Vicky’s article “I love winter” in Part D2. Point out the structure: introduction of the favourite season, description of the season’s features, introduction of activities, and expression of personal feelings. Highlight the useful expressions (e.g., ... is my favourite season. The temperature is usually... It is often... My friends and I love to...). Outlining & Writing: Ask students to complete the outline in Part D1 about their favourite season first. They need to fill in the season’s features, activities, and reasons for liking it. Then, guide students to write an article about their favourite season based on the outline and Vicky’s model. Remind them to use the useful expressions provided. D. Peer Review & Improvement (8 minutes) Peer Review: Have students exchange their articles with a classmate. Ask them to check for: correct structure, appropriate use of expressions, and vivid descriptions. They can use a simple checklist (e.g., Is the season clearly introduced? Are there enough activity descriptions? Are the feelings expressed?). Self - Improvement: Based on peer feedback, students revise their articles to make them more perfect. E. Summary (2 minutes) Recap the key sentence patterns for phone weather conversations and the structure of writing about the favourite season. Encourage students to keep observing seasons and improving their communication and writing skills. F. Homework (5 minutes) Polish the revised article about the favourite season and submit it. Make a short video (or write a short dialogue) of a phone conversation about the weather with family members, and share it in the next class (if possible, record the video; otherwise, write the dialogue). IV. Blackboard Design A. Phone Conversation Key Patterns Greeting & Introduction: Hello, this is... How are you doing? Weather Description: It’s really cold/snowy/... here. There was a heavy snowstorm/rainstorm... Concern & Help: You’d better not go out. I can... if you need help. B. Favourite Season Writing Structure Introduction: ... is my favourite season. Season Features: The temperature is usually... It is often... Everything is... Activities: My friends and I love to... We also... Moreover, I enjoy... Feelings: ... is really great. I love... C. Useful Expressions ... is my favourite season. I love... because... The temperature is usually... It is often sunny/windy/rainy... During this season, you can/cannot... My friends and I often... These two teaching plans cover the integration part of Unit 6, focusing on 24 Solar Terms, global weather, phone conversations, and season writing respectively, with clear objectives, practical teaching steps, and effective skill - training. 学科网（北京）股份有限公司 $$