Unit2 School life 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“学校生活与中外对比”核心主题，涵盖相关词汇、数量比较语法及读写技能。通过单元任务“写My school life文章”导入，各课时以profile card等支架衔接前后知识，形成从感知到应用的学习脉络。 此资料亮点在于整合核心素养，语言能力通过真实语境应用（如用profile数据比较），文化意识借中外对比培养尊重与家国情怀。教-学-评一体化设计（如写作课checklist互评）提升思维品质，任务驱动教学助学生自主学习，为教师提供系统框架，高效落实课标要求。

8A Unit 2 School life · Teaching Designs (2022 Edition Curriculum Standards) 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 Period 1 · Unit 2 School life Welcome to the unit 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] perceive, understand and read aloud the words about school life (e.g., subject, lesson, timetable, club, activity), describe the unusual schools in the pictures with one or two sentences, and introduce our school life in a pair talk of at least three turns, using “We have ... lessons a week.” and “My favourite ... is ...” (O1); (2) [Cultural awareness] perceive that school life differs around the world (unusual schools around the world), show interest in and respect for the differences, and feel proud of our own school (O2); (3) [Thinking capacity] compare the unusual schools with our school life, judge what makes school life good and special, and support each judgement with “I think ... because ...” (O3); (4) [Learning ability] start a “school-life profile card” with the facts and numbers of our school life (subjects, lessons, clubs, activities) for the unit task — writing “My school life” for the class display “Our School Lives” (O4). II. Language Knowledge 1. Key words & phrases subject, lesson, timetable, break, club, activity, after-school activities, term, holiday; unusual, around the world 2. Key sentences What do you think of your school life? — It is busy but colourful. We have nine lessons a day and many after-school activities. My favourite subject is English, because the lessons are interesting. 3. Key and challenging points Key: the sound, form, meaning and use of the words about school life, and the functional patterns for introducing and commenting on school life. Challenging: say what is special about a school with “I think ... because ...” instead of just naming the subject or activity. III. Teaching Procedures Step 1 Lead-in (5 minutes) Read the unit title “School life” and go through the unit goals with the class. Present the unit task: at the end of the unit, everyone will write a short article “My school life” and the best works will form the class display “Our School Lives”. Brainstorm: “What does your school life include?” Purpose: publish a real unit product so that every lesson works for it; success is visible when students can name one part of school life (learning & understanding: perceiving & noticing; → O4). Step 2 Pre-discussion (10 minutes) Present the key words with pictures and simple definitions: subject → what you study; timetable → the plan of your lessons; club → a group with the same interest; after-school activities → what you do after lessons. Students read them aloud for pronunciation, then take a quick quiz (picture / situation → word). Purpose: build the language basis for the discussion; success is measured by the quiz accuracy (learning & understanding: obtaining & organizing; → O1). Step 3 While-activity (15 minutes) Activity A: Students look at the unusual schools around the world in Part A (for example, a school in a special place or with a special timetable) and match them with the right descriptions. When checking, ask “What is special about this school?” so that students describe them in simple English. Activity B: Pairs role-play the model dialogue in Part B first, then talk about our school life with the words in the box: “We have ... lessons a day / a week.” “We have ... clubs.” The teacher probes: “What is special in our school? Why do you like it?” Purpose: move from naming school things to introducing our real school life; success is a 2–3-sentence turn with facts and one feeling (applying & practicing: internalizing & utilizing; → O1, O3). Step 4 Post-discussion (10 minutes) Activity C: Students think about “What makes our school life good? What could be better?” and write two sentences. Several students share; others comment: “Do you agree? Why?” Students begin their school-life profile card: numbers and facts about our school life (subjects a day, lessons a week, clubs, sports meetings ...), which will be used for comparing in the unit. Purpose: turn the topic back on students themselves — from unusual schools to our own school life — and open the profile card for the unit task (transferring & creating: critiquing & evaluating; → O2, O3, O4). Step 5 Summary and Homework (5 minutes) Summary: Go back to the big idea: school life is different around the world, but every school helps us learn and grow (→ O2). Consolidation: read and copy the new words; finish the vocabulary exercises in the Workbook. Extension: add two more facts with numbers to the school-life profile card. Practice: interview a classmate — “What do you like best in our school life?” — and note the answer down in one sentence. IV. Assessment of Teaching Effectiveness Each objective is checked in class as follows (teaching–learning–assessment integration): Objective Success evidence How to check O1 Language ability Part A descriptions are correct; the pair talk keeps three or more turns with the target patterns Check the answers in class; observe the pair work with a simple tick record O2 Cultural awareness Students show interest in the unusual schools and restate “different but good” in their own words Listen to the summary and the sharing in Activity C O3 Thinking capacity Each judgement about school life comes with a reason Listen for “I think ... because ...” in Activities B and C O4 Learning ability The profile card is started with at least four facts or numbers Collect the profile card (or check four facts) at the end of the lesson V. Design Purpose The lead-in publishes the unit task and builds learning expectation for the whole unit. Pre-discussion teaches the school-life words as the basis of all further activities. While-activity moves students from unusual schools (understanding) to our own school life (using). Post-discussion completes the turn from “other schools” to “our school”, planting the unit big idea and opening the profile card. VI. Blackboard Design Content Unit 2 School life — Welcome to the unit Key words: subject, lesson, timetable, break, club, activity ... Key sentences: What do you think of your school life? / We have ... lessons a week. Big idea: Different school lives, the same happiness of growing up. Unit task: Write “My school life” → class display “Our School Lives”. VII. Teaching Reflection (To be completed after class.) Suggested focus: (1) Can every student introduce one part of our school life with a fact or a number? (2) Did the shy students get real chances to speak in the pair work? (3) Was the quick quiz at the right level? Adjust Period 2 accordingly. Period 2 · 8A Unit 2 School life Reading (1) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the article “My school life” and find the information about the writer's subjects, timetable, activities and feelings to complete the school-life profile with accurate details (O1); (2) [Cultural awareness] show interest in a school life different from ours through the title and pictures, and get ready to compare the two school lives fairly in the next period (O2); (3) [Thinking capacity] sort and organize the information found in the text into the writer's school-life profile clearly, and check every answer against the text with its source sentence (O3); (4) [Learning ability] use the reading strategies of predicting from the title and pictures, skimming for the main idea and scanning for details with a clear purpose, and mark the parts they are not sure about for the deep reading in the next period (O4). II. Teaching Key Points and Difficult Points Key Points (1) The main idea and the structure of the article “My school life”. (2) Finding the details needed for the writer's school-life profile and organizing them clearly. Difficult Points (1) Scanning efficiently for the needed information. (2) Checking every answer against the text instead of guessing. III. Teaching Procedures 1. Lead-in (5 minutes) Review the school-life profile card made in Period 1. Ask: “Is our school life the same as students' in other countries?” Tell students that today they will read a student's article “My school life” and compare it with ours. Purpose: connect the profile card with the reading and focus attention on “school life around the world” (perceiving & noticing; → O1). 2. Pre-reading (7 minutes) Students predict from the title and the pictures: what will a “My school life” article write about — subjects, timetable, activities, friends or feelings? Collect the predictions on the board. Purpose: prediction gives students a clear reading purpose (learning & understanding; → O4). 3. Reading for gist (10 minutes) Skimming (5'): read the article quickly and check the predictions; work out the parts of the article: school work — school activities — feelings. Purpose: get the main idea and the structure with skimming (learning & understanding: obtaining & organizing; → O1, O4). 4. Reading for details (15 minutes) Scanning & profiling (8'): students complete the writer's school-life profile (subjects and lessons, timetable, after-school activities, friends) independently and then check in pairs; students answer the detail questions and must read out the source sentence for each answer. Purpose: scan for the details and organize them into the writer's school-life profile (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3). 5. Check and prepare (4 minutes) Students check the completed the writer's school-life profile in pairs and correct the answers with the text; each pair marks one question they are not sure about — it will be solved in the next period. The teacher collects the common questions on the board. Purpose: get ready for the deep reading in the next period; success = the writer's school-life profile basically complete with source sentences marked (→ O3, O4). IV. Summary (2 minutes) Students summarize in one sentence: “We have got the main idea, the structure and the key facts of the article “My school life”.” The teacher points to the questions collected on the board: they will be solved in the next period. Assessment of objectives: O1 and O3 via the completed the writer's school-life profile and the pair check; O2 via the sharing in the lead-in and pre-reading; O4 via the strategy use observed in class. V. Homework (2 minutes) Consolidation: read the article “My school life” aloud until fluent; complete the writer's school-life profile if it is not finished. Extension: mark your favourite sentence in the text and be ready to explain why you like it in the next period. Practice: add three number facts of your own school life (lessons, clubs, activities ...) to the material bank for the coming writing. VI. Blackboard Design Part Content Text the article “My school life” Structure the main parts of the text (found by skimming) Details the writer's school-life profile — completed with source sentences Strategies predict → skim for gist → scan for details Next period deep reading: answer with evidence, find the pattern Period 3 · 8A Unit 2 School life Reading (2) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the article more deeply, answer the questions with source sentences, and use the key chunks about school life (e.g., be good at, after-school activities, my favourite subject) correctly (O1); (2) [Cultural awareness] appreciate a school life different from ours through the article, respect the differences, and feel the shared joy of school days across countries (O2); (3) [Thinking capacity] compare the writer's school life with ours (the similarities and the differences), infer the writer's feelings from the details, and judge what makes a happy school life with reasons (O3); (4) [Learning ability] collect the quantity expressions and school-life chunks from the text into the material bank for the unit writing task (O4). II. Teaching Key Points and Difficult Points Key Points (1) Answering the questions with source sentences — evidence-based reading. (2) The language focus and the writing pattern of the text. Difficult Points (1) Inferring the feelings and values behind the details. (2) Using the collected chunks correctly in the speaking task. III. Teaching Procedures 1. Review and retell (4 minutes) Students retell the main idea of the article “My school life” with the writer's school-life profile completed last period; the teacher checks quickly and solves one or two of the questions collected last time. Purpose: reactivate the main idea and set the goal of this period — reading deeper with evidence (perceiving & noticing; → O1). 2. Deep reading with evidence (12 minutes) Deep reading (5'): students find and underline the sentences with numbers and comparisons in the text (how many lessons, clubs, activities ...), and taste how numbers make school life clear and real. Purpose: from getting information to organizing it, then to noticing the language focus; success = a complete profile and answers with source sentences (obtaining & organizing → summarizing & integrating; analyzing & judging; → O1, O4). 3. Language focus and pattern discovery (12 minutes) Comparison work: in pairs, students fill in a two-column table “the writer's school life vs our school life” using the profile card from Period 1, and mark the similarities and the differences. The class discusses: “What is the same in every school? What can we learn from each other?” Purpose: compare two school lives with evidence — reading for thinking (summarizing & integrating; analyzing & judging; → O2, O3). 4. Thinking and judging (7 minutes) Students answer the question: “Which part of the writer's school life do you envy most, and which part of ours might the writer envy? Find the evidence in the text.” They must find the evidence in the text and report with “I choose ... because the text says ...”. The teacher guides: deep reading means reading with evidence. Purpose: text-based reasoning — from facts to judgement (transferring & creating: reasoning & arguing; → O2, O3). 5. Speaking (6 minutes) In groups of four, students answer: “What would you like to borrow from the writer's school life? What of ours would you like to share with the writer?” using “I'd like to ... because ...”. Two or three groups report to the class. Purpose: transfer the reading into personal opinions with reasons (transferring & creating: reasoning & arguing; → O2, O3). IV. Summary (2 minutes) Students summarize in one sentence: “Reading deeply means answering with evidence and finding the writer's pattern.” The teacher highlights the key chunks and the pattern on the board. Assessment of objectives: O1 via the source-sentence answers and the chunk use in speaking; O2 and O3 via the judging discussion and the group report; O4 via the material-bank entries. V. Homework (2 minutes) Consolidation: read the article aloud until fluent; finish the exercises in the Workbook for this lesson. Extension: complete the two-column comparison table and write two sentences about the biggest difference you found. Practice: add three number facts of your own school life (lessons, clubs, activities ...) to the material bank for the coming writing. VI. Blackboard Design Part Content Profile the writer's school life: subjects / timetable / activities / feelings Language focus number expressions: ... lessons a day, ... clubs, ... activities a term Comparison the writer's school life vs our school life — same and different Big idea Different school lives, the same happiness of growing up. Period 4 · 8A Unit 2 School life Grammar 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out and state the rules of quantity comparison — more ... than (countable and uncountable), fewer ... than (countable), less ... than (uncountable), the most / the fewest / the least + in/of ... — and use “(not) as ... as” accurately in controlled practice (target accuracy ≥ 85%) and in real comparison of school lives with numbers (O1); (2) [Cultural awareness] understand that comparing amounts serves understanding different school lives rather than showing off, and describe other schools fairly and politely (O2); (3) [Thinking capacity] observe, sort and induce when to use more, fewer or less by judging whether the noun is countable or uncountable, and self-monitor typical errors such as using fewer with uncountable nouns (O3); (4) [Learning ability] use the school-life profile card as a data source for real comparison, record the rules in a self-made grammar table, and collect personal errors for after-class review (O4). II. Teaching Key Points and Difficult Points Key Points (1) The rules of quantity comparison: more / fewer / less ... than and the most / the fewest / the least + in/of ... (2) The use of “(not) as ... as” to show the same or different levels. Difficult Points (1) Choosing between fewer (countable) and less (uncountable). (2) Using real numbers from the profile card to make true and fair comparisons. III. Teaching Procedures 1. Lead-in (4 minutes) Show two profile cards from Period 1 and Period 2: “Our class: eight lessons a day, six clubs.” “The writer's school: nine lessons a day, many clubs.” Elicit: “We have fewer lessons a day than the writer. The writer has more clubs than us.” Then ask: “Is our school life as colourful as the writer's?” Purpose: start from real data and lead in the grammar focus (perceiving & noticing; → O1, O4). 2. Presentation (8 minutes) Students re-read example sentences on the board (e.g., “I have more books than you.” “We have fewer lessons than them.” “I have less free time than my cousin.” “Simon has the most picture cards in our class.” “Our school has the fewest students of the three schools.” “My school life is as colourful as yours.”) and complete “Work out the rule!” in pairs: more ... than works with both countable and uncountable nouns; fewer ... than only with countable; less ... than only with uncountable; the most / the fewest / the least + in/of ... compares among three or more; (not) as ... as shows the same level. Purpose: let students discover the rules from example sentences (learning & understanding: summarizing & integrating; success = a complete restatement of the rules; → O1, O3). 3. Grammar explanation (10 minutes) The class sorts the rules into a table (see blackboard design), with a quick check: nouns like lessons, clubs, books, students (countable) vs time, free time, homework, milk (uncountable) — which word fits, fewer or less? Quick oral drill: the teacher gives a pair of amounts and a noun, students answer with the right pattern in chorus or by rows. Purpose: make the rules explicit and reachable; success = accuracy in the quick drill (learning & understanding → applying & practicing; → O1, O4). 4. Practice (12 minutes) Task A1: students complete the pattern-choice exercises independently (fill in more / fewer / less / the most / the fewest / the least), peer-check, then class feedback on the tricky ones (fewer vs less). Task A2: students complete the sentences about two school lives with than / in / of and (not) as ... as, paying attention to the noun type after each blank. Purpose: controlled practice from form to context, with error correction in class (applying & practicing: internalizing & utilizing; → O1, O3, O4). 5. Production (8 minutes) Task B: “Compare our school lives.” Each student uses the profile card to write at least two sentences with more / fewer / less ... than and two sentences with (not) as ... as, comparing our school life with the writer's or with a classmate's real data, then shares in groups. Values point: we compare to understand each other, not to show off. Reminder: be fair and polite. Purpose: use the grammar for the unit theme — comparing school lives (transferring & creating: imagining & creating; success = accurate and true sentences; → O1, O2). IV. Summary and consolidation (2 minutes) Students state the rules by themselves: more for both; fewer for countable; less for uncountable; the most / the fewest / the least + in/of ...; (not) as ... as. The teacher answers remaining questions and reminds students to copy the table into their error-collection notes. Assessment of objectives: O1 via the accuracy of Tasks A1/A2 (target ≥ 85%); O2 via fair and polite comparisons in Production; O3 via the “Work out the rule!” restatement; O4 via the profile-based real comparison and the error notes. V. Homework (1 minute — assigned with the summary) Consolidation: finish the grammar exercises in the Workbook for this unit. Extension: write five sentences comparing your school life with a friend's in another school, using real numbers. Practice: find two quantity-comparison sentences in this week's extensive reading and copy them with their sources. VI. Blackboard Design Part Content More / fewer / less more ... than (countable & uncountable); fewer ... than (countable); less ... than (uncountable) Superlative the most / the fewest / the least + in/of ... (three or more) Same level (not) as ... as Examples We have fewer lessons than them. / My school life is as colourful as yours. Period 5 · 8A Unit 2 School life Word power 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out the rule of the suffixes -ish / -ian / -ese / -n (country → nationality word), form and read words like British, American, Chinese, Japanese and Australian correctly, and use at least five of them in sentences about students from different countries (O1); (2) [Cultural awareness] perceive the school lives of students from different countries, respect every culture, and feel proud of “I am Chinese” while being open to the world (O2); (3) [Thinking capacity] induce which suffix fits which country and why, notice the special cases (England → English, France → French) and the spelling rules (Japan → Japanese with -ese), and generalize instead of applying the rule mechanically (O3); (4) [Learning ability] build the country–nationality word family and make a word card to support talking and reading about people from around the world (O4). II. Teaching Key Points and Difficult Points Key Points (1) The rule country + suffix → nationality word, with the typical suffixes -ish, -ian, -ese and -n. (2) Using the nationality words when talking about students and schools around the world. Difficult Points (1) Choosing the right suffix for each country and remembering the special cases (England → English, France → French). (2) Using the words accurately in sentences, not mixing up the country and the nationality word. III. Teaching Procedures 1. Lead-in (4 minutes) Show two flags (China, the USA) and elicit: “We are Chinese. They are American.” Write China → Chinese and America → American on the board and cut off the suffixes. Students guess today's topic: countries and nationality words. Purpose: start from students' own identity and let them sense the rule first (learning & understanding: perceiving & noticing; → O1, O2). 2. Presentation (8 minutes) The class concludes: country + suffix → nationality word. Students sort the words in Part A into four families: -ish (Britain → British, England → English), -ian (Australia → Australian, Canada → Canadian), -ese (China → Chinese, Japan → Japanese), -n (America → American, Germany → German), and notice the special cases (France → French). Students check the meanings with dictionaries where needed. Purpose: rule + sorting, building a word-family habit (summarizing & integrating; success = correct sorting with reasons; → O1, O3). 3. Practice (15 minutes) Task A: students complete the exercises in Part A — fill in the nationality words and match the countries — then check in pairs and explain each choice with the suffix rule (“Japan ends with -ese: Japanese”). Task B: quick-response game: the teacher shows a country name, students answer with the nationality word as fast as possible; then students read a short passage about students from different countries and complete it with the right words. Purpose: see word formation at work in a real context (applying & practicing: internalizing & utilizing; → O1). 4. Production (12 minutes) Task C: “A school life world tour.” In groups, students pick two or three countries, introduce the students there with the new words and one fact each: “Kitty is British. British students often have ... at school.” “Takeshi is Japanese. Japanese students ...” Groups share, and the class concludes: school lives are different, and every culture deserves respect (→ O2). Purpose: use the new words for the unit theme — school lives around the world (transferring & creating: imagining & creating; → O1, O2). IV. Summary (3 minutes) Students restate the rule with the four suffix families and the special cases; the teacher points out that these words help them read and talk about people from around the world, and reminds students that “I am Chinese” is their pride when meeting the world. Assessment of objectives: O1 via the exercises and the quick game; O2 via the world-tour sharing; O3 via the suffix choices with reasons; O4 via the word card. V. Homework (3 minutes) Consolidation: make a word card with at least eight country–nationality pairs, including the special cases. Extension: write a short passage of about 60 words: “A friend from another country”, using at least four nationality words. Practice: find three nationality words in this week's extensive reading and note down their countries. VI. Blackboard Design Part Content Rule country + suffix → nationality word Four families -ish: Britain → British; -ian: Australia → Australian; -ese: China → Chinese, Japan → Japanese; -n: America → American Special cases England → English; France → French Note Say “I am Chinese.” proudly — and respect every culture! Period 6 · 8A Unit 2 School life Integration (A–C) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] read the material in Part A about different school lives, retell its key information and work out its main idea; obtain key information from the two listening materials in Part B on school lives by predicting and noting key words, and integrate the notes into a coherent passage in B3 (O1); (2) [Cultural awareness] perceive that school lives in different places have their own strong points, and feel the shared value of learning hard and enjoying school (O2); (3) [Thinking capacity] analyze the good points of different school lives, judge which parts suit our school and which do not, and argue for a side in Part C with “Yes, that's true. But ...” to agree first and then turn (O3); (4) [Learning ability] apply the listening strategy chain “predict → catch key words → integrate”, and turn one idea about school life from Part B into a real action for our class this week, recording what they did and how it worked (O4). II. Teaching Key Points and Difficult Points Key Points (1) The main idea of the material in Part A; the key information of the two listening materials in Part B. (2) Completing B3 with the information from B1 and B2 (integrating). Difficult Points (1) Comparing different school lives fairly and finding what is worth learning from each. (2) The opinion exchange in Part C: agreeing first and then adding a turning point (“Yes, that's true. But ...”). III. Teaching Procedures 1. Lead-in (4 minutes) Quick review: students show one number fact from their profile card. The teacher asks: “What makes a school life good — more lessons, more activities, or more free time?” and leads in today's topic — different school lives. Purpose: activate what students have learnt and lead in “different school lives” (perceiving & noticing; → O1). 2. Reading the material (10 minutes) Students predict from the pictures: what school lives will the material talk about? Then they read the material in Part A and retell its key information with a short chain (school A — its features; school B — its features ...). The class discusses the two questions in Part A and reaches the main idea: every school life has its own strong points. Students connect it with the comparison table from Period 2. Purpose: understand different school lives first — the basis for a fair exchange; success = complete retelling and a proper grasp of the main idea (learning & understanding → applying & practicing: analyzing & judging; → O1, O2, O3). 3. Listening practice (18 minutes) B1 (7'): students read the options first and predict what the listening is about; listen and tick; check the answers with reasons (“The speaker says ... because ...”). B2 (11'): make the strategy note clear — you don't have to write down every sentence; focus on key words. Students listen to the second material about school life and complete the notes (the key facts and suggestions). Then students complete the short passage in B3 with the information from B1 and B2 and read it aloud. Purpose: a full strategy chain — predict → catch key words → integrate; success = accurate key words in the notes and a coherent B3 passage (obtaining & organizing → internalizing & utilizing; → O1, O4). 4. Discussion (8 minutes) Students read the model dialogue in Part C (two speakers exchange ideas about a good school life). In pairs, students take a side — a busier school life with more activities, or a simpler one with more free time — and talk with “Yes, that's true. But ...” to agree first and then turn. Two or three pairs show their talks. Purpose: a real opinion exchange with response language (transferring & creating: reasoning & arguing; → O3). IV. Summary (2 minutes) The class builds a mind map together — a good school life: hard work (lessons, homework) + fun (clubs, activities, friends) + balance (free time and rest). Assessment of objectives: O1 via the retelling and the accuracy of B1–B3; O2 via the main-idea connection made in Step 2; O3 via the opinion exchange in Part C; O4 via the action-plan note. V. Homework (3 minutes) Consolidation: retell the key information of Part A to your family in three to five English sentences. Extension: complete the mind map “A good school life” with the ideas from Part B. Practice: try one idea for a better school life in our class this week (for example, an activity for the class) and record what you did and how it worked (→ O4). VI. Blackboard Design Part Content Main idea Every school life has its own strong points. B notes key facts and suggestions about school life (from the two listening materials) Response frame Yes, that's true. But ... Mind map a good school life = hard work + fun + balance Period 7 · 8A Unit 2 School life Integration (D) + Assessment 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] analyze the structure of the model article in Part D (introduction: who and where; main body: school work and activities with numbers; conclusion: feelings), and draft an 80–100-word article “My school life” with at least two quantity comparisons, two “as ... as” sentences and real numbers from the profile card (O1); (2) [Cultural awareness] express love for our own school life in writing, and understand that sharing school lives is a way to understand and respect other cultures (O2); (3) [Thinking capacity] assess their own and their peers' drafts against the checklist (structure, content, language, presentation), give “one star and one wish” feedback, and revise the draft accordingly (O3); (4) [Learning ability] use the model article, the profile card and the checklist as scaffolds to monitor their own writing process, complete the unit self-assessment, and prepare the article for the class display “Our School Lives” (O4). II. Teaching Key Points and Difficult Points Key Points (1) The three-part structure of the article and the way numbers and comparisons make school life clear. (2) Using the language of the unit: quantity comparison, (not) as ... as, school-life words. Difficult Points (1) Using real numbers and true facts instead of empty words. (2) Using fewer / less correctly inside the passage. III. Teaching Procedures 1. Lead-in (4 minutes) Show the model article in Part D and ask: “What does the writer tell about his/her school life? What makes the article clear and lively?” Purpose: bring out the elements of a school-life article (perceiving & noticing; → O1). 2. Analyzing the model (8 minutes) Students mark the three parts of the model article and their functions (introduction / main body / conclusion), circle the sentences with numbers and comparisons, and collect useful expressions from the model (e.g., “Every day, we have ...” “I like ... best because ...”). The unit material bank (the profile card and the collected number expressions) is shown for reference. Purpose: read as a writer — make the model a scaffold (summarizing & integrating; success = correct marking and a list of transferable sentences; → O1, O4). 3. Pre-writing (8 minutes) Students answer five questions to make a material card: What is your school life like in one line? / How many lessons and subjects do you have? / What do you do after school? / What is your favourite part? Why? / How do you feel about your school life? They interview each other once and rehearse orally. Purpose: collect real material so that writing starts from content, not from words; success = material with numbers (→ O1, O4). 4. Writing process (15 minutes) Students draft independently, with three requirements on the board: three parts (introduction — school work and activities with numbers — feelings); at least two quantity comparisons (more / fewer / less ... than) and two (not) as ... as sentences; true facts from the profile card (80–100 words). The teacher monitors and gives individual help. Purpose: independent writing with a clear, checkable goal (→ O1). 5. Peer review and sharing (7 minutes) Students check drafts against the checklist: Structure — introduction, school work and activities with numbers, feelings; Content — true facts and numbers; Language — quantity comparisons correct (≥ 2), (not) as ... as used (≥ 2); Presentation — neat handwriting, correct punctuation, 80–100 words. Peers give “one star and one wish”; students revise in class. One or two articles are shared. Purpose: assessment for learning — the checklist turns the unit's language goals into checkable writing points (transferring & creating: critiquing & evaluating; → O2, O3). IV. Summary and self-assessment (2 minutes) Students finish the unit self-assessment: I know the words about school life; I can use quantity comparison and “as ... as” correctly; I can use nationality words; I can write and talk about my school life. The teacher announces that the final articles will form the class display “Our School Lives”, so everyone can read about each other's school life. Assessment of objectives: O1 via the draft meeting the three writing requirements; O2 and O3 via the “one star and one wish” peer review and the in-class revision; O4 via the completed self-assessment and the display preparation. V. Homework (1 minute — assigned with the summary) Consolidation: revise your article according to the peer's comments and copy out the final version. Extension: add one more part to your article after reading a classmate's display page: one thing you want to try in our school life. Practice: make your display page beautiful (a photo or a picture + your article) for the class display “Our School Lives”. VI. Blackboard Design Part Content Structure Introduction (who & where) → Main body (school work and activities with numbers) → Conclusion (feelings) Language more / fewer / less ... than (≥ 2); (not) as ... as (≥ 2); real numbers from the profile card Checklist structure · content · language · presentation Next step Class display “Our School Lives” 编写依据：新译林版《英语》八年级上册 Unit 2 School life；《义务教育英语课程标准（2022 年版）》。课时目标、活动与作业为依据教材与课标的设计，实际教学中请根据班情调整时间分配与难度分层。 学科网（北京）股份有限公司 $