Unit2 School life 教学设计2026-2027学年译林版八年级英语上册

8A Unit 2 School life 教学设计

新译林版《英语》八年级上册（2024 年审定） Module 1 Teenage life · 《义务教育英语课程标准（2022 年版）》对表 · 核心素养目标版

Unit Overview 单元整体说明

This unit plan covers New Yilin English 8A, Unit 2 School life, and is written in line with the English Curriculum Standards for Compulsory Education (2022 Edition). Following the school template, every period below is a complete teaching design written in English, with objectives, key and difficult points, timed procedures and blackboard design.

Unit theme: 人与自我 → 生活与学习 → 丰富多彩的学校生活与中外学校生活对比.

Unit big idea: School life is different around the world, but every school helps us learn and grow; be proud of our own school life and open to differences.

Unit objectives (By the end of the unit, students will be able to:)

(1) obtain and sort out information about school life at home and abroad, and use quantity comparison (more / fewer / less ... than; the most / the fewest / the least), “(not) as ... as” and the suffixes -ish / -ian / -ese / -n to introduce school life orally and describe it in writing (language ability);

(2) appreciate school lives in different countries, respect cultural differences, and feel proud of and grateful for our own school life (cultural awareness);

(3) compare school lives in different places, judge what makes a good school life, and form well-grounded views on how to make the most of our school days (thinking capacity);

(4) summarize ways to make school life rich, transfer them to real school life, and monitor their own learning with checklists and self-assessment (learning ability).

Unit final product: A short article “My school life” (80–100 words) with at least two quantity comparisons and two “as ... as” sentences, for the class display “Our School Lives”.

How the teaching objectives follow the 2022 standards

(1) Every period sets three or four integrative objectives written from the learners' perspective (“students will be able to ...”), each tagged with the core competency it mainly develops — language ability, cultural awareness, thinking capacity or learning ability. The old three-way split of knowledge / ability / emotional objectives is no longer used.

(2) Every objective is observable and checkable: each teaching step carries a Purpose line marked with the objective numbers it serves (→ O1–O4), and the Summary section states the assessment evidence, so that teaching, learning and assessment are integrated（教—学—评一体化）.

(3) Classroom activities move through the three layers of the English learning activity view — learning & understanding → applying & practicing → transferring & creating.

(4) Homework is tiered in three types for every period — Consolidation / Extension / Practice — and the Practice tasks feed the real unit tasks.

Teaching arrangements 课时安排

Period	Section(s)	Lesson type
1	Unit opening + Welcome to the unit	Listening & speaking · unit opening
2	Reading (1) — first reading	Reading comprehension
3	Reading (2) — deep reading	Reading & language focus
4	Grammar	Grammar (inductive)
5	Word power	Vocabulary · word formation
6	Integration A–C	Integrated skills · story & listening
7	Integration D + Assessment	Reading & writing · unit assessment