Unit 3 第六课时 Integration&第七课时 Assessment & Further study-【木牍中考·名师教案】2026-2027学年八年级上册英语（译林版·新教材）

该初中英语教学设计聚焦语言学习相关词汇、短语及核心句型，教学重点为运用单元知识讨论学习问题并撰写计划与文章。课堂通过播放多场景语言学习视频导入，提问“学习语言的挑战与策略”引发讨论，搭建从学生经验到单元主题的学习支架，梳理前后知识联系。 资料特色在于任务驱动与多模态输入结合，如小组讨论赵元任学习方法培养思维品质，听力练习后完成计划提升语言能力，分析范文结构再创作并同伴互评发展学习能力。学科特色体现在“输入-内化-输出”闭环，助力学生提升综合语言运用与自主学习能力，为教师提供可操作的分层教学活动设计。

第七课时　Assessment & Further study ◇目标导航◇ 类别 课时要点 教学重点 1.引导学生进行客观的自我评价,并制定切实可行的学习改进计划。 2.鼓励学生开展拓展学习,加深对学习主题的理解,拓宽学习视野。 教学难点 1.引导学生准确地认识自己的学习状况,客观地分析自己的优势和劣势。 2.帮助学生制定具有针对性、可操作性的学习改进计划,并督促学生在课后认真执行,确保计划能够有效提升学习效果。 ◇教学过程◇ Step 1 Work on Assessment 1.Organise students into groups of four.In each group,students take turns to retell a story of successful learning from the unit,like Benjamin Franklin’s story or Zhao Yuanren’s language⁃learning experience. 2.Do the exercises on page 128.Then check. 3.Hand out the self⁃assessment form.Guide students to rate themselves honestly. Step 2 Work on Further study 1.Introduce the film Akeelah and the Bee to students. 2.Encourage students to share any other inspiring stories about learning that they know. ◇教学反思◇ 　　本课时通过多种评估方式,学生对自己的学习情况有了较为清晰的认识。后续教学中,还应加强对学生自我评价方法的指导,帮助学生制定更详细、更具操作性的学习计划;同时,在拓展学习分享时,提前给予学生更多的引导和提示,提升学生的分享质量和表达能力。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $ 第六课时　Integration ◇目标导航◇ 类别 课时要点 重点单词 possible adj.可能的 sentence n.句子 pronunciation n.发音 grammar n.语法 slowly adv.慢速地,缓慢地 text n.文本;文章 whole n.全部;整个 speech n.演讲;说话的能力 aloud adv.出声地;大声地 pronounce vt.发音 correctly adv.正确地 spelling n.拼写 repeat vt.重复 tourist n.游客,观光者 重点短语 as...as possible尽可能…… focus on聚焦于 to one’s surprise 令某人惊讶的是 rather than而不是 get ready for为……做准备 重点句型 1.Zhao believed that it was best to focus on learning sentences rather than single words.赵认为最好集中精力学习句子而不是单个单词。 2.I think you try listening to English as often as possible.我认为你可以尝试尽可能经常听英语。 教学重点 1.培养学生运用单元知识,围绕语言学习问题展开讨论并提出合理建议的能力。 2.指导学生撰写逻辑清晰、内容翔实的英语学习计划以及关于学习问题及解决方法的文章,提升写作水平。 教学难点 1.帮助学生在实际交流中灵活运用所学知识,精准且流畅地表达自己的观点。 2.引导学生在写作时,有条理地阐述学习问题,并突出重点,提升写作深度与质量。 ◇教学过程◇ Step 1 Leading in 1.Greet the class in an enthusiastic manner. 2.Display a short video about people learning different languages in diverse settings.After that,pose questions like “What challenges do you face when learning a language?And what learning strategies have you tried?” to initiate a class discussion. Step 2 Work on A 1.Have students read the introduction to Zhao Yuanren silently.After they finish,ask them some questions. 2.Organise students into groups of four or five.In these groups,they should discuss the effective language⁃learning methods they can learn from Zhao Yuanren’s experience. 3.Invite some groups to share their insights. Step 3 Work on B1 1.Before playing the recording of Lily’s talk,ask students to scan through the statements quickly. 2.Play the recording for the first time,allowing students to listen without writing.The second time,they should mark the statements as “T” (true) or “F” (false) according to what they hear. 3.After the second listening,have students check their answers with their partners. Step 4 Work on B2 1.Play the recording of the students’ questions and Lily’s answers.Ask students to listen carefully and complete the summary of Lily’s answers. 2.Check the answers with the class.Highlight and analyse the key points. Step 5 Work on B3 1.Ask students to read Kitty’s English learning plan. 2.Let students complete the plan with the information in Parts B1 and B2. 3.Ask some students to read out the passage and check the answers. Step 6 Work on C 1.Play the recording of the conversation between Amy and Millie.And let students read after it. 2.Divide students into pairs.Instruct students to use the talk as a reference and talk about their own problems in learning English. 3.Walk around the classroom to monitor the conversations.Offer language support. 4.Select a few pairs to share their conversations with the class. Step 7 Work on D 1.Work on D1 Display Millie’s survey results about learning English.Have students complete the survey for themselves in their notebooks. 2.Work on D2 Show Millie’s article for Teenagers magazine.Analyse the structure of the article with students. 3.Work on D3 Ask students to write their own articles based on their survey results,following the structure and using the useful expressions from Millie’s article.Walk around to provide individual guidance. 4.After students finish writing,ask them to exchange their articles with their partners for peer⁃review.Finally,select some students to read their articles aloud to the class. ◇教学反思◇ 　　本课时通过多样化的教学活动,学生积极参与到语言学习方法的探讨和写作练习中,对语言学习有了更深入的认识。但在写作过程中,部分学生存在逻辑不清晰、语言表达单一的问题。后续教学中,应增加写作指导和范文赏析,帮助学生提升写作能力,丰富语言表达。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $