Unit2 Welcome to the unit教学设计2026-2027学年译林版八年级英语上册

该初中英语教学设计围绕“学校生活”主题，整合词汇、阅读、语法、写作等核心知识。通过图片、音频引入独特学校开启单元，Reading借助博客对比中外学校信息，Grammar结合学校数据学习比较级，Word power归纳国籍语言后缀构词法，Integration1-2综合听说读写，构建连贯学习支架。 资料亮点在于多模态输入（图片、音频、视频）提升语言能力，对比中外学校培养文化意识，任务链（表格、思维导图、建议信）发展思维品质。如Reading用思维导图梳理学校信息，Integration2写建议信综合运用知识，助力学生提升综合语言运用和跨文化理解，为教师提供结构化活动设计，便于高效教学。

教学 内容 Unit 2 School life Welcome to the unit 主备人 教学 目标 通过本课时的学习，学生能够： 1.明确本单元的学习主题，了解每个课时的学习任务； 2.借助图文和音频，初步了解三种独特的学校，提取和归纳介绍相关学校的词汇和语言表达； 3.获取梳理独特学校的相关信息，并与自己的学校进行对比； 4.运用相关词汇和语言表达，与同伴谈论自己最感兴趣的独特学校，并完成介绍报道； 5.通过了解各类独特的学校，感知教育的重要性，并珍惜当下所拥有的教育环境。 重点 难点 教学重点： 1.通过问题链及表格等形式了解文中提及的独特学校以及建立这些学校的原因及其优势。 2.借助音频和对话，引导学生获取和梳理更多有关这类独特学校的信息，描述、评价相关学校及对比自身学校。 教学难点： 1.结合自身知识经验，谈论自己感兴趣的学校并小组合作完成相关学校的介绍报道。 2.了解中外不同文化背景下的校园，尊重文化的多样性和差异性，并联系自身，感知教育的重要性。 环节 活动设计 实施与生成 1 Have students look at the picture on page 20 and answer the following questions. (1)What can you see in the picture? (2)Can you guess where they are? 2 Have students read the unit overview on page 20 and answer the following question. What will we do in this unit? 3 Have students look at the pictures in Part A on page 21 and answer the following questions. (1)What can you see in the pictures? (2)Where are the children? (3)What are the children doing? 4 Have students listen to a programme about some unusual schools and finish Part A on page 21. 5 Have students fill in the following table. Then have students answer the following question. What do you think of these schools? 6 Have students listen to the conversation in Part B on page 21 and answer the following questions. (1) What are they talking about? (2) How many kinds of unusual school do they mention? What are they? 7 Have students read the conversation in Part B on page 21 and answer the following questions. (1)How does the boat school help children? (2)Where is the bottle school? Why do people build this kind of school? 8 Have students listen to the recording of the conversation and read along, and then read aloud in different roles. 9 Have students work in groups and share their opinions on unusual schools,using the conversation in Part B on page 21 as a model. 10 Have students finish Part C on page 21. 课后 任务 板书 设计 课后 反思 学科网（北京）股份有限公司 教学 内容 Unit 2 School life Reading 主备人 教学 目标 通过本课时的学习，学生能够： 1、获取和梳理Nancy和Tomoya所在学校的位置、课程设置和独特之处等信息，借助可视化图形呈现语篇的结构化知识； 2、基于结构化知识，描述两所学校的课程设置及其独特之处，分享彼此的学习收获及感受； 3、在真实情境中运用相关语言表达，比较三所学校的课程设置和独特之处，初步感受不同国家学校课程的差异和多元的校园文化，从而增加对学校的感情，更珍惜和享受自己的学校生活； 4、结合所获取的信息，介绍自己丰富多彩的学校生活，从而增进对学校的情感，更珍惜和享受自己的学校生活。 重点 难点 教学重点： 1、指导学生通过阅读文本获取两所学校的基本信息和独特之处，并借助可视化图形形成结构化知识和框架； 2、通过阅读和比较文本内容，能够感知并复述三所学校的不同之处，从而理解教育和文化的多元。 教学难点： 1、在模拟真实的语境中，学生能综合运用所学知识谈论自己的学校生活； 2、学生能够联系自身，在日常校园生活中感受到学校生活的美好，从而更珍惜学校生活。 环节 活动设计 实施与生成 Step 1 Lead-in 1. Teacher introduces the main task of reading. 2. Brainstorm: What will you think of when you talk about school life? Step 2 Pre-reading 1. Read and answer: What’s special about blog posts? 2. Find and say: Who are the blog posts written by? Step 3 Fast reading (Nancy’s blog post) 1. Read and match: What’s the main idea of each part? Step 4 Careful reading (Nancy’s blog post) Read and answer (part 1) Name: Woodland Secondary School Nancy’s school Location: Near London Size: Small Read and complete (part 2): What’s special about Nancy’s school life? (1) ① Do you go to different classrooms for different lessons? ② Why does Nancy’s school do so? (2) ① Why are there so many interesting subjects? ② What does Nancy plan to choose? ③ Is Chinese easy to foreigners? (watch a video) ④ What does Nancy choose to do? ⑤ Are you willing to have a go if you meet problems when learning something new? (3) ① How does school focus on the teaching of arts? ② Why does Nancy’s school do so? Discuss and share: Does your school focus on the teaching of arts? Read and answer: Q1: Why does Nancy feel that way? Q2: When do you feel that times flies at school? Summarize. Step 5 Group reading (Tomoya’s blog post) 1. Read in groups and finish the mind map. Students share their opinions. Summarize. Discuss and share: Does your school have such programmes? Step 6 Comparative reading (Linlin’s blog post) Fill in the blanks and then check the answers. Compare and discuss: If you have a chance to study in one of the three schools, which one will you choose? Why? Step 7 Post reading Share your school life. 2. Think and discuss: What does school life mean to you? 3. Ending: School life is the passport to our education, and education is the passport to the future. So, enjoy your school life, work harder, and wish you a bright future. 课后 任务 板书 设计 课后 反思 教学 内容 Unit 2 School life Grammar 主备人 教学 目标 通过本课时学习，学生能够： 1. 在语境中获取和梳理fewer/fewest、less/least和more/most的形式特征、比较事物数量时的意义和使用规则，以及 as ... as 在比较事物特点时的意义和使用规则； 2.在比较不同的校园生活的语境中正确运用fewer/fewest、less/least、more/ most和as ... as，巩固和内化其用法； 3. 在谈论自己的校园生活的情境中，正确运用fewer/fewest、less/least、more/most 比较事物数量，正确运用as ... as比较校园生活的特点，分享积极向上的校园生活。 4. 在比较中国学校和其他国家学校的数据时，能理解并尊重因地区差异造成的文化多元性。 重点 难点 教学重点： 1.掌握数量比较和同级比较的形式和意义。 2.通过比较不同学校的文化，培养跨文化理解和尊重意识。 教学难点： 1.学会正确使用“more ... than” “fewer ... than” “less ... than” “the most”和“the fewest/the least”来比较物或人的数量。 2. 学会正确使用“as ... as” and “not as/so ... as” 来进行比较。 环节 活动设计 实施与生成 Grammar A: Comparing the amount of things Step 1. Warming-up 1. Set up a situation and step into it. 2. Compare the information of Nancy’s and Tomoya’s schools. Step 2. Presentation 1. Look at the pictures and talk about the content. 2. Ask students to work out the rules of using “more” “fewer” and “less”. 3. Guide students to think about the numbers in different schools. 4. Talk about the contents of the table to work out the rules of using “most” “fewest” and “least”. 5. Ask questions about the details in the table to help students learn about different cultures. Step 3 Practice 1. Guide the students to compare the numbers in the table and fill in the blanks. Step 4. Production 1. Write a short text about your own school life, using the grammar you have learnt. 2. Discuss and find out the information beyond the numbers to understand the learning culture. Grammar B: Using as … as Step 1. Presentation 1. Share Nancy’s diary with students. 2. Look at the pictures and talk about the content using different adjectives. 3. Compare the pictures and help students work out the rules of using “as … as” and “not as/so … as”. Step 2. Practice 1. Discuss and finish the interview with “as … as” and “not as/so … as”. 2. Compare two schools and fill in the blanks with “as … as” and “not as/so … as”. 3. Pay attention to different adjectives to discuss the value culture. Step 3. Production Compare your middle school with your primary school with “as … as” and “not as/so … as”. Focus on values, not just numbers and facts. Step 4. Summary 1. Review what we’ve learnt in this lesson, including grammar and different cultures. 课后 任务 板书 设计 课后 反思 教学 内容 Unit 2 School life Word power 主备人 教学 目标 通过本课时的学习，学生能够： 1 阅读例句，了解、归纳与国籍、语言相关的 -ish、-ian、-ese 和 -n 等后缀构词方法； 2 借助表格识记表示世界主要国家的名称、国籍和语言的词汇； 3 在介绍国际学校的语境中，运用正确的后缀构成新单词，并完成语篇填空； 4 根据所学后缀构词法，拓展更多表示国家名称、国籍和语言的词汇，为了解和介绍更多不同国家的校园生活储备词汇知识。 重点 难点 教学重点：学生能够了解、归纳与国籍、语言相关的 -ish、-ian、-ese 和 -n 等后缀构词方法； 借助表格识记表示世界主要国家的名称、国籍和语言的词汇。 教学难点：学生能够运用正确的后缀构成新的表示国籍、语言的单词，并能分析判断其词性，运用所学词汇介绍更多不同国家校园生活。 环节 活动设计 实施与生成 Step 1 Lead-in Introduce what the students will learn in this section with the help of the unit context International School Communication Week. Step 2 Revision 1. Review the reading text by asking students the following questions: (1) Who are they? (2) Where are they from? (3) What language do they speak? 2. Circle the words “English” and “Japanese” and tell students they are words about nationalities and languages. Step 3 Presentation 1.Present the sentences and pictures about the words of nationalities and languages (Spanish, Italian, Vietnamese, Russian). 2.Ask students how the nationalities/languages change from country names. 3.Show the basic definition of the suffixes -ish, -ian, -ese, -n. 4.Ask students to try adding correct suffixes to more country names. 5.Present the table and show students the words about nationalities/ languages. Let students find out the rules of adding the four suffixes. 6.Analyze and summarize the main rules of adding the four suffixes. 7.Extension: Let students name more nationalities and languages of different countries. And then show the exceptions. 8.Ask students to analyze the parts of speech of the words about nationalities/ languages. 9.Show students the usage of the words about nationalities and languages. Step 4 Practice 1.Let students read the sentences and fill in the blanks by using the correct suffixes. 2.Let students read the sentences and find out if they are true or false by analyzing the parts of speech. 3.Let students complete the short passage in Part A. Step 5 Production Ask students to play a game to review the words about nationalities/languages they learned in this lesson. 课后 任务 板书 设计 课后 反思 教学 内容 Unit 2 School life Integration1 主备人 教学 目标 通过本课时的学习，学生能够: 1、借助语篇及音频，获取并梳理中美两所学校在班级规模、教室使用、教材获取、午餐时间等方面的相关信息； 2、模仿对话，思考并谈论自己校园生活的独特之处，表达对校园生活的热爱； 重点 难点 通过语篇、音频、对话等获取中美两所学校在班级规模、教室使用、教材获取、午餐时间等方面的相关信息；并与同伴开展对话，讨论自己校园生活的独特之处，表达对校园生活的热爱。 环节 活动设计 实施与生成 1. Greeting Introduce myself and say hello. 2. Warm-up and lead-in (1) Review what we’ve learned in the past few lessons. (2) Show students photos of global schools. Q: How much do you know about the schools around the world? 3. Reading Read and guess: Have the students read the introduction of part A quickly, then have a guess: what is this passage talking about? 4. Listening (1) Listen and mark: Have the students listen to the audio and circle or underline some key words or sentences about differences between the two schools. (2) Summarize: Make a summary with a table about the differences of lunchtime between Sunshine Middle school and Toby’s American School. Q：What do you think of Toby’s school in the USA? (3) View and compare: Have the students view the pictures and tell the food. (4) Listen and fill: Have the students listen to the audio and fill in the blanks (Part B1). (5) Listen and fill: Have the students listen to the audio and fill in the blanks (Part B2). (6) Read and fill: Have the students read Toby’s diary entry and fill in the blanks (Part B3). (7) Summarize: Make a summary with a table about all the differences between Sunshine Middle school and Toby’s American School. 5. Speaking (1) Listen and answer: Have the students listen to the audio and answer the questions: ①What makes Toby’s school life special? ②What makes Millie’s school life special? (2) Read and answer: ①Have the students go through the dialogue on Page 31 again, then answer the question: How do they express their opinions? ②Show students a tip of expressing one’s opinion. (3) Read and imitate: Have the students work in pairs and make up a new dialogue. 课后 任务 板书 设计 课后 反思 教学 内容 Unit 2 School life Integration2 主备人 教学 目标 通过本课时的学习，学生能够： 1、在写作活动中综合运用话题词汇和语篇结构知识与表达，撰写一封建议信，对改善学校生活提出合理的建议，表达自己的独特思考，提升对校园生活重要性的理解。 2、感知中外不同文化背景下的校园生活，尊重文化的多样性和差异性。 重点 难点 综合运用话题词汇和语篇结构知识与表达，撰写一封建议信，对改善学校生活提出合理的建议，表达自己的独特思考，并根据写作评价表进行自评与他评。 环节 活动设计 实施与生成 1.Have the students finish the questionnaire about their school and school lives. 2.Read and answer: ①Have the students go through Wang Xinyue’s suggestion letter, then answer the questions: Why does Wang Xinyue write this letter? How many suggestions does Wang Xinyue give? ②Have the students analyze the structure and the language of the suggestion letter on Page 32. 3.Write a suggestion letter: ①Have the students write a suggestion letter about how to improve their school and school life to the head teacher. ②Have the students check their writing by themselves after they finish or exchange drafts with their group members. 【写作自评表】 课后 任务 板书 设计 课后 反思 $