Unit 2 School Life — Welcome Listening ～Speaking 教学设计 2025-2026学年译林版(2024)英语八年级上册

该初中英语教学设计聚焦仁爱科普版八年级上册Unit 2 School Life的Welcome板块，围绕“三种特殊学校”展开，通过视频导入激发兴趣，借助图片、音频与填空任务层层推进，构建从感知到理解再到表达的学习支架，实现语言输入与输出的有效衔接。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在Step 3中，学生通过听对话、练句型、说理由，不仅掌握“get sb to do sth”等关键短语，还学会用逻辑清晰的句子表达观点，体现语言能力和思维品质的协同发展。课堂引入全球不同地区的教育案例，如孟加拉的船校、印度的火车站学校和澳大利亚的空中学校，拓宽学生视野，增强跨文化理解力，彰显文化意识培养。教师巧妙使用PPT表格梳理信息，帮助学生建立结构化认知，提升学习效率，也为差异化教学提供支持，既照顾基础薄弱学生，又为学有余力者设置挑战任务，真正实现以生为本的教学理念。

译林版八年级上册英语Unit 2 School Life — Welcome Listening-Speaking 教学设计 Core Literacy Objectives 1. Language Competence: Identify three unusual schools and their locations on a map, understand the reasons for their establishment, and discuss/express opinions on these schools using the provided model dialogue. 2. Cognitive Ability: Analyze information about unusual schools (e.g., their functions, target students) and develop critical thinking by evaluating the value of these special educational models. 3. Cultural Awareness: Learn about diverse educational models worldwide, recognize that education adapts to different regional conditions, and broaden global perspectives on schooling. Key and Difficult Points - Key Point: Understand basic information about the three unusual schools and master key phrases related to school life. - Difficult Point: Discuss and express personal opinions on these unusual schools fluently using the model dialogue, including explaining preferences and reasons. Teaching Method Task-based Teaching Method Teaching Procedures Design & Learning Activities Design Teaching Procedures Design Learning Activities Design Design Intent Step 1: Lead-in (5 mins) 1. Respond to the teacher’s questions: “Are all schools around the world the same? What do most schools you know look like?”2. Watch a 2-minute video showing unusual schools.3. Share orally: “What did you see in the video? Were those schools different from yours?” Starting with a familiar question (“schools you know”) lowers students’ anxiety and activates their existing knowledge of school life. The video of unusual schools sparks curiosity—visuals make abstract “different educational models” concrete. Oral sharing encourages students to connect their observations to personal experiences, laying a natural foundation for learning about the target schools. Step 2: Presentation A (10 mins) 1. Look at PPT pictures of the three schools, then answer: “What can you see in the picture? Where do you think the children are? What are they doing?”2. Listen to the audio tape once, then match each picture to its location (Bangladesh, India, Australia) based on the line “Actually, they're from 3 different places.”3. Listen to the tape again and fill in blanks in the text . This step uses a “see-listen-fill” sequence to train skills progressively. Answering picture-based questions first helps students build visual connections to the schools. Matching pictures to locations trains listening for key details (place names). Filling in blanks deepens understanding of why the schools exist . This layered practice ensures students grasp basic information without feeling overwhelmed. Step 3: Presentation B (12 mins) 1. Listen to Kitty and her classmates’ discussion about the schools, then answer: “How can the boat school help children? Where is the bottle school? Why was it built?”2. Work in pairs to practice the model dialogue .3. Class discussion: Share your favorite school and explain your reason, using the dialogue as a guide. Listening to Kitty’s discussion exposes students to natural conversational English about the topic, making it easier for them to practice later. Pair work lets students practice speaking in a low-pressure setting—they can correct each other and build confidence. The class discussion extends this practice to public speaking, encouraging students to express personal opinions (not just repeat the model). This step improves oral communication skills and critical thinking by asking them to evaluate the schools’ value. Step 4: Language Points (Phrases) (8 mins) 1. Learn key phrases with the teacher: “get sb to do sth”, “heavy flood”, “a good way to do sth”, “with used plastic bottles” .2. Make 1-2 simple sentences with each phrase, working with a desk partner. Focusing on key phrases addresses potential language barriers—students need these phrases to talk about the schools accurately. Making sentences with partners helps them apply the phrases immediately, rather than just memorizing them. This step ensures students have the lexical tools to participate in discussions and complete later exercises. Step 5: Exercises (5 mins) Complete in-class exercises individually:1. Fill in the blanks with the key phrases .2. Circle the correct words to finish sentences about the schools . These exercises provide immediate practice to consolidate the key phrases and information learned. Filling in blanks reinforces phrase usage, while circle-the-correct-word tasks check understanding of the schools’ features. Individual work lets the teacher quickly assess how well students have mastered the content—if many struggle with a question, it can be reviewed on the spot. Blackboard Design Unit 2 School Life — Welcome to the Unit Slogan: Education is our passport to the future. Country Unusual School Key Reason for Establishment Bangladesh A boat school Heavy floods stop kids from going to land schools India A school at the train station Helps street kids near stations get education Australia The School of the Air Reaches students in remote areas (no nearby schools) Teaching Reflection This lesson went well overall, with students showing strong interest in the unusual schools—many raised hands during the lead-in video discussion, and some even shared stories about unique schools they’d heard of . The task-based activities, especially the pair dialogue practice, kept most students engaged; even quieter students participated when working with a partner they knew. However, there were two areas to improve. First, during the class discussion in Step 3, a few students still relied on very simple sentences instead of explaining reasons. Next time, I’ll prepare sentence frames on the PPT to give them more support. Second, the exercises in Step 5 were too easy for some advanced students—they finished quickly and got bored. For future lessons, I’ll add a “challenge task” for faster learners. Another small issue: when teaching the phrase “get sb to do sth,” some students confused it with “let sb do sth.” I should have compared the two phrases briefly to avoid confusion. Overall, the lesson met the core literacy goals—students identified the schools, practiced the dialogue, and learned about global education models. Adjusting the discussion scaffolds and adding challenge tasks will make the lesson more inclusive and engaging for all students next time. 学科网（北京）股份有限公司 $