Unit 2 School life Integration A-C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聚焦“中外校园生活差异”核心知识点，通过回顾已学的外国学校博客内容导入，借助结构化表格梳理阳光中学与美国学校在班级规模、教室使用等方面的对比，搭建知识联系支架。 此资料特色在于整合听读说技能训练，听力任务从对话到独白递进，培养学生捕捉细节与记要点能力，口语环节提供多样化表达支架引导学生结合具体事例谈校园生活特别之处，既提升语言能力，又通过辩证分析差异培养文化意识与思维品质，为教师提供清晰教学路径，助力学生深化对校园生活的理解与热爱。

译林版《英语》八年级上册 Unit 2 School life Integration A-C教学设计 一、教材分析 本单元的话题是“学校生活”，属于“人与自我”主题范畴下的“生活与学习”主题群中的“多彩、安全、有意义的学校生活”子主题。涉及的语篇类型有图片、音频、对话、博客文章、表格、说明文、日记和建议书等。本单元的教学旨在帮助学生了解中外不同类型的学校和丰富的校园生活，感知文化差异，鼓励学生在感受多姿多彩的校园生活的同时，基于生活实际积极思考，提出改善校园生活的合理建议，培养学生的思辨能力及热爱校园生活、积极向上的态度，促使学生认识到教育的重要性，并努力提升自身素养。本单元的主题句为“Education is our passport to the future.”，旨在引导学生理解教育的重要性，激发学生主动学习的热情，促使其在美好的校园生活中学习知识技能，提升思维品质，塑造优秀的品格并提升个人修养。 本课是Unit 2 Integration板块的第一课时，涵盖A、B、C三个部分，话题为Different school lives，计划1课时（Integration板块共2课时）。第一部分（A）呈现美国交换生Toby写的一篇说明文，比较他就读的阳光中学与自己美国母校在班级规模、教室使用、教材获取等方面的不同，要求学生阅读后回答两个问题；第二部分（B）包含三项听力活动：B1要求学生听Millie与Toby谈论两校午餐差异的对话并完成表格填空，B2要求学生听Toby向妈妈介绍阳光中学午餐的通话并完成笔记，B3要求学生综合运用B1、B2的信息补全Toby的一篇日记；第三部分（C）呈现Millie与Toby谈论各自校园生活特别之处的对话，Toby认为是学校社团，Millie认为是学校里的朋友们，并配有“For me, I’d say it’s ...”的表达提示，要求学生以该对话为范例，与同伴谈论自己校园生活的特别之处。本课时侧重读、听、看、说等理解性与表达性技能的训练，引导学生多角度比较中外校园生活的异同，感受不同文化背景下校园生活的特点，为D部分的写作任务做好语言、内容与情感的铺垫。 二、学情分析 从语言知识与技能层面来看，经过Welcome to the unit、Reading、Grammar和Word power四个板块的学习，学生已经掌握了描述学校生活的话题词汇（如textbook、search、difference、improve、uniform等），并能运用fewer/the fewest、less/the least、more/the most和as ... as比较校园生活的各个方面，具备完成本板块读写听说任务的语言基础。学生已具备一定的阅读与听力策略，能够通过略读获取大意、通过扫读定位细节，但在连续的语流中快速捕捉“午餐时长—就餐地点—食物种类”等多维信息并完成笔记，仍存在困难；在口语表达方面，学生能就熟悉话题进行简单交流，但在表达个人观点时语言较为单一，常重复使用“I think ...”，需要教师提供如“For me, I’d say it’s ...”“What makes ... special is ...”等多样化的表达支架。 从认知与情感层面来看，八年级学生对中外校园生活的差异抱有强烈的好奇心，Toby作为一名美国交换生的视角真实可感，能够有效激发学生的探究兴趣。学生对自己学校的午餐、社团、同学等话题有充分的真实体验，言之有物，表达动机强。但学生的比较往往停留在表面现象（如“他们午餐时间短”），较少深入思考差异背后的原因及其利弊（如“为什么美国学生换教室上课”“两种做法各有什么好处”）；在谈论“什么让我的校园生活特别”时，学生的回答容易流于空泛，缺乏具体细节与真情实感，需要教师引导学生从具体的人、事、场景入手，把情感落到细节上。 三、教学目标 通过本课的学习，学生能够： 1. 阅读Toby的说明文，获取并梳理阳光中学与Toby美国母校在班级规模、教室使用、教材获取等方面的不同之处，形成结构化知识； 2. 听取Millie与Toby谈论两校午餐的对话、Toby与妈妈的通话，获取午餐时长、就餐地点、食物种类等关键信息，完成B1、B2的表格与笔记； 3. 综合运用所获取的信息补全Toby的日记（B3），内化语言与内容，并能借助笔记复述Toby的午餐体验； 4. 获取和梳理Millie与Toby谈论校园生活特别之处的关键信息，运用相关表达与同伴谈论自己校园生活的特别之处，表达对校园生活的热爱。 四、教学过程 教学目标 学习活动 效果评价 1. 阅读Toby的说明文，获取并梳理阳光中学与Toby美国母校在班级规模、教室使用、教材获取等方面的不同之处，形成结构化知识。 Step 1：Lead in 学生回顾已学内容，回答问题，导入本板块话题。 Q: What do you know about school life around the world? Possible answer: We have read Nancy’s and Tomoya’s blog posts. Nancy’s school in the UK is small, and Tomoya’s school in Japan offers safety programmes and food education. Step 2：Part A (Reading) 学生阅读第29页Toby的文章，完成表格。 Sunshine Middle School Toby’s school in the USA Class size (1) __________ classes (3) __________ classes (2) __________ students (4) __________ students Classrooms Stay in (5) __________ Go to (6) __________ classrooms classrooms Students Spend more time with Spend less time with their classmates their classmates Get to know each other Get to know (8) __________ (7) __________ students Textbooks Have (9) __________ for Have textbooks for a few subjects most subjects Borrow books from (10) __________ or search online Answer (1) Bigger (2) More (3) Smaller (4) Fewer (5) the same (6) different (7) better (8) more (9) students’ books (10) the library 学生回答第29页A部分的两个问题。 Q1: How is Sunshine Middle School different from Toby’s school in the USA? Q2: What do you think of Toby’s school in the USA? Possible answer 1 The two schools are different in class size, the classrooms where students have lessons, the amount of time students spend with their classmates and the number of textbooks they have. 2 It’s wonderful to get to know more students and make more friends. But on the other hand, it is inconvenient not to have students’ own textbooks. 根据学生表格填写的准确率，评估学生扫读定位与对比信息的能力；根据学生对第一个问题的回答，评估学生能否从多个维度有条理地比较差异；根据学生对第二个问题的回答，评估学生能否辩证地看待两种做法的利弊，形成客观、开放的文化态度。 设计意图：以旧引新，把Reading板块的“外国学校”自然过渡到本板块的“中美学校对比”，形成单元内部的知识链；表格把四个维度的差异并置呈现，一目了然，既训练学生获取与梳理信息的能力，又为B3日记的补全提供了内容支架；第二个问题的“Possible answer”刻意呈现了一分为二的观点，为学生示范了如何看待文化差异，避免简单的优劣判断。 2. 听取Millie与Toby谈论两校午餐的对话、Toby与妈妈的通话，获取午餐时长、就餐地点、食物种类等关键信息，完成B1、B2的表格与笔记。 Step 3：Part B1 (Listening) 学生阅读第29页B1的表格，预测答案。 Sunshine Middle School Toby’s American school Time for lunch One hour and a half (1) ______________ Place for lunch In the dining hall Sometimes (2) ______________ Food • (3) __________ hot food • Hamburgers, pizza, fried • Different (4) __________ (5) __________ and salad every day • A (6) __________ and a snack 学生听录音，完成表格。 Answer: (1) Half an hour (2) in the classroom (3) Delicious (4) dishes (5) chicken (6) sandwich Tapescript Millie: Hey, Toby. Is our lunchtime different from yours in the USA? Toby: Yes. In the USA, we only get half an hour for lunch, but here you get an hour and a half. Millie: Oh, yes. We have some time to relax after the meal. Do you like the food in the dining hall? Toby: I love it! The dining hall here is full of delicious hot food, and there are different dishes every day. Back home, we only have a few to choose from, such as hamburgers, pizza, fried chicken and salad. Sometimes we take our lunch to school in a lunch box and eat it in the classroom. Millie: Really? What kind of food do you take to school? Toby: Just a sandwich and a snack like fruit or cookies. Millie: Oh! So you can choose food to your taste here. Toby: Yes, it’s great! Step 4：Part B2 (Listening) 学生观察第30页第一幅图片，回答问题，为听力作铺垫。 Q: What delicious hot food can students have at Sunshine Middle School? Possible answer: They can have different kinds of meat, vegetables, rice, noodles, … 学生浏览B2的笔记，听Toby与妈妈的通话，完成笔记。 • Toby gets 1.5 hours for lunch, so there is lots of time to eat and then (1) ______________ for a while. • The dining hall is great, and there are (2) ______________ every day. • There are many (3) ______________ and vegetables. There are different kinds of (4) ______________ too. They taste really good. • There are all kinds of (5) ______________ snacks. • Toby knows how to eat with chopsticks now. • Toby gets to watch movies during lunchtime. Answer: (1) relax (2) different dishes (3) meats (4) noodles (5) local 根据学生预测答案的合理性，评估学生借助表格与已有知识进行预测的能力；根据B1表格填写的准确率，评估学生在对话语流中捕捉关键细节的能力；根据B2笔记的完成情况，评估学生在独白语流中记录要点、提炼关键词的能力；根据两次听力任务的完成情况，评估学生听力策略的运用水平。 设计意图：两次听力任务体裁不同、难度递进——B1是双人对话，信息在问答中交替出现；B2是单人独白，信息密度更高，要求学生提炼关键词而非逐词记录，训练“记要点”这一重要的笔记策略；听前预测与看图铺垫降低了焦虑、激活了图式；两段Tapescript为学生提供了可反复研读的真实语料，便于听后回顾与语言学习。 3. 综合运用所获取的信息补全Toby的日记（B3），内化语言与内容，并能借助笔记复述Toby的午餐体验。 Step 5：Part B3 学生综合运用B1、B2的信息，补全Toby的日记。 Today I had an interesting chat with my Chinese friend Millie. We talked about the differences in (1) ______________ between our two schools. First, lunchtime is (2) ______________ in Chinese schools than in American schools. And American students sometimes take their lunch to school in a (3) ______________ and eat it in the classroom, but Chinese students have their lunch in the school’s (4) ______________. Second, the food is quite different. In the USA, we only have a few dishes to choose from, and sometimes we just have a (5) ______________ and a snack like fruit or cookies. But in China they have meats, vegetables and (6) ______________, and they are all delicious. Last, there are all kinds of (7) ______________. Also, I don’t always eat with a fork or a spoon. I know how to use chopsticks now. I enjoy my time here. Answer (1) lunchtime (2) longer (3) lunch box (4) dining hall (5) sandwich (6) (different kinds of) noodles (7) local snacks 学生朗读日记，并借助笔记复述Toby在阳光中学的午餐体验。 Possible answer Toby gets 1.5 hours for lunch at Sunshine Middle School. He has lunch in the dining hall. There is delicious hot food and different dishes every day. He can also try local snacks and watch movies after the meal. He knows how to use chopsticks now. He enjoys his time here. 根据学生B3填空的准确率，评估学生整合两次听力所获信息的能力；根据学生复述的完整性与条理性，评估学生能否借助笔记进行连贯的口头表达；根据学生复述中对first、second、last等连接词的运用，评估学生对语篇衔接手段的掌握。 设计意图：B3是听与读、输入与输出的交汇点。它要求学生把B1、B2两处信息重新组织到一个新的语篇框架中，既检验了听力效果，又训练了信息重组与语篇建构能力；日记这一文体延续了本单元“个人化表达”的语篇特色；复述环节进一步提升要求，促使学生把书面信息转化为口头表达，完成从理解到表达的完整闭环。 4. 获取和梳理Millie与Toby谈论校园生活特别之处的关键信息，运用相关表达与同伴谈论自己校园生活的特别之处，表达对校园生活的热爱。 Step 6：Part C (Speaking) 学生听Millie与Toby的对话，回答问题。 Q: What makes Toby’s and Millie’s school lives special? Answer: For Toby, it’s the school clubs. For Millie, it’s her school friends. 学生阅读对话，完成表格。 What’s special Reasons Toby’s school clubs There are lots of clubs to (1) ______________. He is a member of the (2) ______________. He loves (3) ______________ with his partner. Millie’s school friends She likes (4) ______________ with them. They have many (5) ______________ together. Her days are (6) ______________ with so many friends. Answer (1) choose from (2) Tennis Club (3) practicing (4) spending time (5) happy moments (6) never boring 学生跟读录音，分角色朗读对话，注意模仿语气。 教师引导学生关注第31页TIP，并补充更多表达个人观点的句式。 "For me, I’d say it’s ..." is used to express one’s opinion on a certain topic. In my opinion, … I believe that … From my point of view, … It seems to me that … I would argue that … Step 7：Pair work 学生两人一组，以C部分对话为范例，谈论自己校园生活的特别之处。 A: What makes your school life special, …? B: For me, I’d say it’s ... There are …/I can …/I love … What about you, …? A: I think/I’d say it’s ... I like … We have … B: That’s really nice/wonderful/great. Sharing 学生展示对话，全班评选“最特别的校园生活”。 教师引导总结。 校园生活的特别之处，往往藏在具体的人与事里。 Time flies when we are enjoying school! 根据学生表格填写的准确率，评估学生获取对话细节信息的能力；根据学生分角色朗读的表现，评估学生的语音语调与情感表达；根据学生能否运用“For me, I’d say it’s ...”等句式表达观点，评估学生对功能性语言的掌握；根据学生对话内容的充实度与真实性，评估学生能否把情感落到具体细节上。 设计意图：C部分从“比较差异”转向“发现自己”，情感维度自然升华。TIP提示与补充句式为学生提供了多样化的表达选择，避免口语表达的单一化；两人对话的句式支架简洁实用，既保证交际的顺畅，又留有个性化发挥的空间；教师的总结语点明“特别之处藏在具体的人与事里”，引导学生从具体细节中发现美、表达美，为下一课时撰写改善校园生活的建议书奠定了真实的情感基础。 Homework For All: Write five sentences about what makes your school life special, using at least two expressions for giving opinions. For some: Interview a classmate about his or her school life and write a short report of about 60 words with the information you get. Unit 2 School life Integration A-C: Different school lives Sunshine Middle School Toby’s American school Class size bigger, more students smaller, fewer students Classrooms the same classroom different classrooms Textbooks students’ books borrow / search online Lunch 1.5 hours, dining hall 0.5 hour, lunch box hot food, local snacks a sandwich and a snack — What makes your school life special? — For me, I’d say it’s ... 学科网（北京）股份有限公司 $