Unit 6 Seasons Integration 教学设计-2025-2026学年译林版八年级英语上册

Unit 6 Seasons Integration 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will understand the 24 Solar Terms and their cultural/agricultural significance. Students will master describing weather in different cities and seasons, using vocabulary like temperature, daylight, weather conditions. 2. Ability Objectives Improve reading skills by analyzing texts about the 24 Solar Terms, answering comprehension questions. Enhance listening skills through completing notes about global weather in December. Develop writing skills by composing an article about a favorite season, using Vicky’s model. 3. Affective Objectives Inspire appreciation for traditional Chinese culture (24 Solar Terms) and global seasonal diversity. Encourage students to observe and reflect on weather patterns and seasonal experiences worldwide. II. Language Knowledge 1. Key Words & Phrases 24 Solar Terms, traditional festivals, weather conditions, temperature, daylight, seasonal activities; Expressions: “What are the uses...?”, “Do you know any...?” 2. Key Sentences “In ancient times, Chinese people noticed the changes in seasons and weather. They divided the year into 24 parts—this is the 24 Solar Terms.” “Winter is my favourite season. It is very cold and everyone has to wear thick warm clothes, but I always enjoy the winter here in Harbin.” 3. Key and Challenging Points Key Points: Comprehend the 24 Solar Terms’ significance; describe global weather and favorite seasons. Challenging Points: Accurately capturing weather details in listening (different cities); writing a structured, vivid seasonal article. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading & Listening (8 Minutes) Show the title “Integration—Seasons around the world” and ask: “What do you know about the 24 Solar Terms? How do seasons differ globally?” Introduce the task: “Today, we’ll explore traditional solar terms, global weather, and write about your favorite season—discovering seasonal diversity!” Step 2 Reading—Activity A (10 Minutes) Students read about the 24 Solar Terms. Answer questions: “What are the uses? (Guide farming, cultural meanings)” “Solar terms and festivals? (E.g., Qingming Festival linked to a term)” Discuss answers, highlighting cultural heritage and agricultural importance. Step 3 Listening—Activities B1, B2 (12 Minutes) Activity B1: Play audio about December weather in four cities. Students complete notes on temperature, weather, daylight. Activity B2: Play weather forecast audio. Students fill in advice for going outside (e.g., “Wear warm clothes in Moscow”). Check answers together, emphasizing global weather diversity (e.g., “Sydney is hot in December, Moscow is cold”). Step 4 Writing Preparation—Activity D3 (10 Minutes) Analyze Vicky’s article: Structure: Season introduction, weather details, activities, feelings. Key expressions: “... is my favourite season. I love... because... The temperature is... During this season, we...” Discuss how to adapt the model to personal seasonal experiences (e.g., summer beach trips, autumn hikes). Step 5 Writing Practice—Activity D3 (7 Minutes) Task: “Write an article about your favorite season, using Vicky’s model. Include weather, activities, and feelings.” Students draft articles. Invite 1–2 to share, providing feedback on structure and vivid details. Step 6 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap 24 Solar Terms’ significance, global weather diversity, and seasonal article structure. Homework (2 Minutes): Polish the seasonal article, adding cultural references (e.g., solar terms, festivals). Research one global seasonal tradition and write a short note. IV. Assessment of Teaching Effectiveness Check reading answers (Activity A) for comprehension of solar terms. Evaluate listening task completion (B1, B2) for detail - capturing skills. Assess writing drafts for structured seasonal descriptions and personal voice. V. Design Purpose Pre - reading/Listening: Activate interest in cultural and global seasonal topics, building relevance. Reading/Listening: Develop comprehension skills with traditional and global weather content. Writing: Guide students to use a model for creative expression, linking personal experiences to seasonal diversity. VI. Blackboard Design Unit 6 Integration—Seasons Around the World 24 Solar Terms: - Guide farming, cultural meanings (e.g., Qingming) Global Weather (December): - Moscow: Cold, snowy - Sydney: Hot, sunny Writing Structure (Favorite Season): 1. Introduction: “... is my favourite season.” 2. Weather: “Temperature is... It is often...” 3. Activities: “We enjoy... My friends and I...” 4. Feelings: “I love... because...” Homework: Polish your seasonal article! VII. Teaching Reflection Strengths: Integrates cultural (24 Solar Terms) and global weather content, inspiring appreciation for diversity. Weaknesses: Some students may struggle to add cultural references in writing. Improvements: Add a “seasonal culture share” activity: Have students research and present a global seasonal tradition (e.g., Japan’s cherry blossom festivals). This enriches cultural understanding and writing content. 学科网（北京）股份有限公司 $$