8A Unit6 Seasons 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“季节与天气”主题，涵盖季节天气词汇、基本句型（S+V, S+V+O, S+V+P）及-y形容词，通过声音片段、诗歌对比等多模态导入，以“season scrapbook”“天气日记”为支架，衔接词汇积累、语法学习与写作输出，构建连贯知识脉络。 此资料亮点在于核心素养深度融合，语言能力通过“Seasons Radio”任务整合听说读写，文化意识借助24节气与西方诗歌对比培养跨文化理解，思维品质通过季节活动对比训练分析能力。教-学-评一体化设计让目标可观测，助力学生提升综合语言运用能力，为教师提供结构化、可操作的教学方案。

8A Unit 6 Seasons · Teaching Designs (2022 Edition Curriculum Standards) 8A Unit 6 Seasons 教学设计 新译林版《英语》八年级上册（2024 年审定） Module 2 Nature and environment · 《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 6 Seasons, 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: 人与自然 → 自然生态 → 天气与季节变化及其对生活的影响. Unit big idea: Every season has its own beauty; nature's changes make our lives rich and colourful. Unit objectives (By the end of the unit, students will be able to:) (1) obtain and sort out information about weather and the four seasons, and use the basic sentence patterns (S+V, S+V+O, S+V+P), the -y weather adjectives and sensory verbs to talk about seasons and describe a favourite season orally and in writing (language ability); (2) appreciate the beauty of the changing seasons in Chinese and Western cultures (poems about seasons, the 24 solar terms), and feel how nature colours our lives (cultural awareness); (3) compare the four seasons in weather, activities and feelings, choose a favourite season and support the choice with vivid evidence from life and the text (thinking capacity); (4) collect season words and pictures into a “season scrapbook” for the unit task, use the rhythm-and-rhyme strategy when reading poems, and assess their own learning with the unit checklist (learning ability). Unit final product: A short paragraph “My favourite season” (70–90 words) or a four-line season poem, using at least three -y adjectives and clear sentence patterns, read aloud in the class “Seasons Radio”; the best recordings may join Project 2 “An audio campaign to help nature”. 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 6 Seasons 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 seasons and weather (e.g., spring, summer, autumn, winter, weather, warm, cool, pleasant), describe the weather of each season with one or two sentences, and exchange favourite seasons in a pair talk of at least three turns, using “What's the weather like in ...?” and “I like ... best because ...” (O1); (2) [Cultural awareness] perceive how people write about seasons in Chinese and Western cultures, beginning with the 24 solar terms（二十四节气）and the season poems they will read in this unit, and feel that loving nature is shared across cultures (O2); (3) [Thinking capacity] compare the four seasons in weather, activities and feelings, and judge which season suits which activity with reasons (“I think autumn suits sports, because it is cool and pleasant.”) (O3); (4) [Learning ability] start a “season scrapbook” (season words, weather words, pictures and poems) for the unit task — a short paragraph or a four-line poem read in the class “Seasons Radio” (O4). II. Language Knowledge 1. Key words & phrases season, spring, summer, autumn, winter, weather, wind, rain, snow, cloud; warm, cool, hot, cold, dry, wet, pleasant 2. Key sentences Which season do you like best? — I like autumn best. What's the weather like in winter here? — It is cold and dry. It is pleasant to fly kites on a windy day in spring. 3. Key and challenging points Key: the sound, form, meaning and use of the season and weather words, and the functional patterns for asking about weather and choosing a season. Challenging: link a season, its weather and an activity in one sentence (“It is pleasant to ... in ... because it is ...”), instead of giving single words. III. Teaching Procedures Step 1 Lead-in (5 minutes) Play four short clips of sounds (wind, rain, birds, footsteps on snow) and ask: “Which season does each sound make you think of?” Read the unit title “Seasons” and present the unit task: at the end of the unit, everyone will read aloud a short paragraph or poem about a favourite season in our class “Seasons Radio”, and the best recordings may join Project 2 “An audio campaign to help nature”. Purpose: publish a real unit product so that every lesson works for it; success is visible when students can name a season from a sound (learning & understanding: perceiving & noticing; → O4). Step 2 Pre-discussion (10 minutes) Present the season and weather words in Part A with pictures: spring → warm and rainy, flowers come out; summer → hot and sunny; autumn → cool and dry, leaves turn golden, the harvest comes in; winter → cold, windy or snowy. Students read them aloud for pronunciation, then take a quick quiz (picture → 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 match the seasons with the weather and the activities in Part A individually. When checking, ask “Why does ‘fly kites’ match ‘spring’?” so that students explain the matches in simple English. Activity B: Pairs role-play the model dialogue in Part B first, then talk about the weather of each season and their favourite season with the words in the box. The teacher probes: “What do you do in that season? How does it feel?” Purpose: move from matching seasons to real talk about weather and feelings; success is a 2–3-sentence turn with weather + activity + feeling (applying & practicing: internalizing & utilizing; → O1, O3). Step 4 Post-discussion (10 minutes) Activity C: Students think about “Which season is the best for which activity?” and write two sentences with reasons. Several students share; others comment: “Do you agree? What would you add?” Students begin the season scrapbook: copy two season words, two weather words and draw or stick one picture. Cultural point: the teacher shows the 24 solar terms（二十四节气）— how Chinese people read the seasons — and tells students that poems about seasons are coming in Period 2 (→ O2). Purpose: turn the topic back on students' own life and plant the unit big idea — every season has its own beauty (transferring & creating: critiquing & evaluating; → O2, O3, O4). Step 5 Summary and Homework (5 minutes) Summary: Go back to the big idea: every season has its own beauty — watch the weather, and you will find it (→ O2). Consolidation: read and copy the season and weather words; finish the vocabulary exercises in the Workbook. Extension: write three sentences about the weather of the four seasons in Xuzhou. Practice: interview a family member — “Which season do you like best? Why?” — 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 matching basically 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 say one thing about the 24 solar terms or season poems in their own words Listen to the cultural talk in Activity C O3 Thinking capacity Each season-activity judgement comes with weather evidence and a reason Listen for “I think ... because ...” in Activities B and C O4 Learning ability The season scrapbook is started with words and one picture Check the scrapbook page at the end of the lesson V. Design Purpose The lead-in uses sounds to build the link between nature and language, and publishes the unit task. Pre-discussion teaches the season and weather words as the basis of all further activities. While-activity moves students from matching (understanding) to real talk about weather and feelings (using). Post-discussion completes the turn from “four seasons in the book” to “my favourite season”, opening the scrapbook and planting the unit big idea. VI. Blackboard Design Content Unit 6 Seasons — Welcome to the unit Key words: spring, summer, autumn, winter; warm, cool, hot, cold, pleasant ... Key sentences: Which season do you like best? / What's the weather like in ...? Big idea: Every season has its own beauty. Unit task: “Seasons Radio” — read your paragraph or poem aloud; best recordings may join Project 2. VII. Teaching Reflection (To be completed after class.) Suggested focus: (1) Can every student link weather, season and activity in one sentence? (2) Did the shy students get real turns in the pair work? (3) Was the picture-word quiz at the right level? Adjust Period 2 accordingly. Period 2 · 8A Unit 6 Seasons Reading (1) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] read the poem about the four seasons, match each part with its season and find the season images to complete the “season — weather — activities — feelings” chart with accurate details (O1); (2) [Cultural awareness] get ready to enjoy the beauty of the four seasons in an English poem, and feel the poet's love for nature from the title and pictures (O2); (3) [Thinking capacity] sort and organize the information found in the text into the “season — weather — activities — feelings” chart 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 poem about the four seasons. (2) Finding the details needed for the “season — weather — activities — feelings” chart 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) Look at the season scrapbook page from Period 1. The teacher reads two lines of a Chinese season poem (“春眠不觉晓”) and asks: “What season? How do you know?” Then tell students: today we will read an English poem about the four seasons — poems paint pictures with words. Purpose: open the door from Chinese poems to the English poem (perceiving & noticing; → O2). 2. Pre-reading (7 minutes) Students look at the poem's shape on the page and predict: how is a poem different from a story? (short lines, no long sentences, often rhymes) What seasons will the poem talk about? Collect the predictions on the board. Purpose: prediction gives students a clear reading purpose (learning & understanding; → O4). 3. Reading for gist (10 minutes) First reading — listen and follow (5'): the teacher reads the poem aloud with rhythm; students follow silently and match each part with its season (spring — summer — autumn — winter). Purpose: get the main idea and the structure with skimming (learning & understanding: obtaining & organizing; → O1, O4). 4. Reading for details (15 minutes) Second reading — silent and deep (8'): students read silently, find the season words and the images in each part (what you can see, hear and feel in that season), and underline the key words such as pleasant and harvest; then they complete the “season — weather — activities — feelings” chart in pairs. Purpose: scan for the details and organize them into the “season — weather — activities — feelings” chart (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3). 5. Check and prepare (4 minutes) Students check the completed the “season — weather — activities — feelings” chart 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 “season — weather — activities — feelings” chart 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 poem about the four seasons.” 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 “season — weather — activities — feelings” chart 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 poem about the four seasons aloud until fluent; complete the “season — weather — activities — feelings” chart 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: find one Chinese poem or saying about a season, and write its season and its picture in one English sentence into the scrapbook. VI. Blackboard Design Part Content Text the poem about the four seasons Structure the main parts of the text (found by skimming) Details the “season — weather — activities — feelings” chart — 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 6 Seasons 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 poem more deeply, say what picture each part paints, and use the key words (e.g., pleasant, harvest) and the images correctly in speaking (O1); (2) [Cultural awareness] appreciate the beauty of seasons in an English poem, connect it with Chinese season poems (e.g., “春眠不觉晓” about spring), and feel that people of both cultures love nature through poetry (O2); (3) [Thinking capacity] find the images (what you can see, hear and feel) behind the lines, compare the four seasons in the poem, and judge which image is the most vivid with reasons (O3); (4) [Learning ability] collect the season words and images into the season scrapbook for the unit 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 poem about the four seasons with the “season — weather — activities — feelings” chart 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) Third reading — read aloud in groups (5'): groups practise reading their favourite part aloud with rhythm and pauses; the class finds the rhyming words at the ends of the lines together. Purpose: from meaning to image to sound — reading a poem the poet's way; success = correct matching and a completed chart (obtaining & organizing → summarizing & integrating; analyzing & judging; → O1, O3, O4). 3. Language focus and pattern discovery (12 minutes) Image talk: in pairs, students choose the one image in the poem that they like best (“The golden leaves in autumn” / “The warm wind in spring” ...) and say why it is vivid: “I can see ... and I can feel ... when I read this line.” The class connects the English poem with Chinese season poems: both paint seasons with small, true pictures. Students copy their favourite image into the season scrapbook. Purpose: from understanding to appreciating — reading a poem for beauty (summarizing & integrating; analyzing & judging; → O2, O3). 4. Thinking and judging (7 minutes) Students answer the question: “Which image in the poem paints the most vivid picture for you? Find the line and say why.” 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: “Which season's part do you like best? If you could add one line to the poem for your favourite season, what would it say?” using the pattern “In ..., I can see / hear / feel ...”. Two or three groups show their lines to the class. Purpose: transfer the poem into personal creation — the first step towards the unit product (transferring & creating: imagining & creating; → 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 your favourite part of the poem aloud three times until it flows; finish the exercises in the Workbook for this lesson. Extension: write your one added line into the scrapbook and draw the picture it paints. Practice: find one Chinese poem or saying about a season, and write its season and its picture in one English sentence into the scrapbook. VI. Blackboard Design Part Content Poem map spring — summer — autumn — winter (the poem about the four seasons) Reading a poem read aloud → feel the rhythm → find the rhymes → see the pictures Key words pleasant, harvest (and the season words in the poem) Big idea Every season has its own beauty. Period 4 · 8A Unit 6 Seasons 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 three basic sentence patterns — S+V (Birds fly.), S+V+O (Farmers harvest crops.) and S+V+P (The sky is blue.) — and build correct sentences of each pattern in controlled practice (target accuracy ≥ 85%) and in real descriptions of seasons and weather (O1); (2) [Cultural awareness] understand that a clear sentence, like a clear season picture, helps others “see” what you mean, and describe nature factually and beautifully in both English talk and writing (O2); (3) [Thinking capacity] observe, sort and induce which pattern a sentence belongs to, tell action verbs from linking verbs (be, look, sound, taste, feel, smell, turn, become), and self-monitor errors such as dropping the verb be in S+V+P sentences (O3); (4) [Learning ability] record the three patterns in a self-made grammar table, check their own sentences with the “verb test” (does the verb take an object, or describe a state?), and collect personal errors for after-class review (O4). II. Teaching Key Points and Difficult Points Key Points (1) The three basic patterns: S+V, S+V+O, S+V+P, with typical examples. (2) Telling action verbs from linking verbs and choosing the right pattern. Difficult Points (1) Remembering to keep the verb be in S+V+P sentences (“The sky is blue”, not “The sky blue”). (2) Choosing the right pattern for a real idea about seasons and weather. III. Teaching Procedures 1. Lead-in (4 minutes) Read three short lines from the poem work of Period 2 (teacher-made versions): “The wind blows.” “Farmers harvest crops.” “The sky is blue.” Ask: “What is the same in every line? (subject + verb) What is different?” Students notice the three shapes and guess today's topic. Purpose: recycle the poem and let students see the three shapes first (learning & understanding: perceiving & noticing; → O1, O3). 2. Presentation (8 minutes) Students work in pairs on more season sentences (e.g., “Birds fly south.” “Children make snowmen in winter.” “Spring is warm.” “The leaves look golden.” “The soup tastes nice.”) and complete “Work out the rule!”: a sentence needs a subject and a verb; if the verb is an action on something, add the object (S+V+O); if the verb is be / look / sound / taste / feel / smell / turn / become and tells what something is like, add the describing word (S+V+P). Purpose: let students discover the patterns from real sentences (learning & understanding: summarizing & integrating; success = a complete restatement of the patterns; → O1, O3). 3. Grammar explanation (10 minutes) The class sorts the patterns into a table (see blackboard design) with the “verb test”: does the verb hand the action to something (take an object) or describe a state (linking)? The teacher drills: the teacher says a verb (blow, make, taste, turn, shine, feel), students call out “action” or “linking” in chorus or by rows, then build one sentence of the right pattern. Purpose: make the patterns explicit and reachable; success = accuracy in the quick drill (learning & understanding → applying & practicing; → O1, O4). 4. Practice (12 minutes) Task A1: students mark the pattern of each given sentence (S+V / S+V+O / S+V+P) independently, peer-check, then class feedback on the tricky ones (turn / become as linking verbs; “It is raining.” as S+V). Task A2: students complete a short season passage with the given words, choosing the right pattern for each blank, paying attention to keeping the verb be in S+V+P sentences. 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: “Paint today with three patterns.” Each student writes three sentences about today's weather or their favourite season — one of each pattern (e.g., “The sun shines.” (S+V) “Farmers harvest rice in autumn.” (S+V+O) “The weather is pleasant.” (S+V+P)) — and shares in groups. Groups pick the best “season picture made of words”. Purpose: use the patterns for the unit theme — painting seasons with words (transferring & creating: imagining & creating; success = three correct patterns with true details; → O1, O2). IV. Summary and consolidation (2 minutes) Students state the three patterns by themselves with one example each; 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 the “season picture” sharing; O3 via the pattern marking and the verb test; O4 via the self-made grammar table 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 six sentences about your favourite season — two of each pattern — into the season scrapbook. Practice: find one sentence of each pattern in this week's extensive reading and mark S+V / S+V+O / S+V+P. VI. Blackboard Design Part Content S+V subject + verb: Birds fly. / The wind blows. S+V+O subject + verb + object: Farmers harvest crops. / Children make snowmen. S+V+P subject + linking verb + describing word: The sky is blue. / The leaves look golden. Verb test action on something → S+V+O; be / look / sound / taste / feel / smell / turn / become → S+V+P Period 5 · 8A Unit 6 Seasons 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 suffix -y (a noun + -y → an adjective, often about weather or feeling), form and read words like sunny, cloudy, rainy, snowy, windy, foggy and stormy correctly (with the double-letter rule: sun → sunny, fun → funny), and use at least four of them in a short weather report (O1); (2) [Cultural awareness] notice that both English and Chinese describe weather in short vivid words — English -y adjectives and Chinese words like 晴、阴、雨、雪 — and enjoy observing how languages paint the sky (O2); (3) [Thinking capacity] induce the spelling changes (double the last letter after a short vowel: sun → sunny; just add -y after most nouns), and judge which -y word fits which weather picture instead of guessing (O3); (4) [Learning ability] build the noun-to-adjective word family, keep a week-long weather diary with -y adjectives, and use the diary as material for the unit writing task (O4). II. Teaching Key Points and Difficult Points Key Points (1) The rule noun + -y → adjective, with the double-letter spelling change. (2) Using the -y adjectives naturally in weather talks and reports. Difficult Points (1) Remembering when to double the last letter (sun → sunny, fun → funny) and when to just add -y (wind → windy). (2) Choosing the right -y adjective for a real weather picture, not mixing look-alike words. III. Teaching Procedures 1. Lead-in (4 minutes) Show today's weather photo. Elicit: “The sun is bright today — the weather is sunny.” Write sun → sunny on the board and cut off the -y. Students guess today's topic: making weather words with -y. Purpose: start from today's real weather and let students sense the rule first (learning & understanding: perceiving & noticing; → O1). 2. Presentation (8 minutes) The class concludes: noun + -y → adjective (often about weather or feeling). Students sort the words in Part A into “just add -y” (wind → windy, rain → rainy, snow → snowy, cloud → cloudy, luck → lucky, taste → tasty) and “double the last letter” (sun → sunny, fun → funny, fog → foggy), and read them aloud for pronunciation. Cross-language note (→ O2): English paints the sky with -y words just as Chinese uses 晴、阴、雨、雪 — short and vivid. Purpose: rule + spelling 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 — change the nouns into -y adjectives and fill them into weather sentences — then check in pairs and explain each choice with the rule (“sun ends with a short vowel sound, so double the n: sunny”). Task B: quick-response game: the teacher shows a weather picture, students answer with the right -y adjective as fast as possible; then students complete a four-season weather passage with the words and read it aloud. Purpose: see word formation at work in a real context (applying & practicing: internalizing & utilizing; → O1). 4. Production (12 minutes) Task C: “Little weather reporter.” In pairs, students prepare a one-minute weather report for tomorrow in two cities of China, using at least four -y adjectives and the sentence patterns from Period 3 (“Tomorrow will be sunny and windy in Beijing. It will be rainy in Guangzhou, so take an umbrella.”). Two or three pairs perform to the class, and the class votes for the clearest report. Purpose: use the new words for real communication (transferring & creating: imagining & creating; → O1, O2). IV. Summary (3 minutes) Students restate the rule with the two spelling groups; the teacher points out that the week's weather diary (homework) will feed the unit writing — the best season descriptions always start from true weather words. Assessment of objectives: O1 via the exercises and the weather report; O2 via the cross-language note; O3 via the spelling choices with reasons; O4 via the weather-diary plan. V. Homework (3 minutes) Consolidation: make a word card with at least eight -y adjectives and their base nouns, marking the double letters. Extension: write a short passage of about 60 words: “The weather this week”, using at least five -y adjectives. Practice: keep a five-day weather diary: each day one sentence with an -y adjective (for example, “Monday: It is cloudy and cool today.”). VI. Blackboard Design Part Content Rule noun + -y → adjective (weather / feeling) Just add -y wind → windy, rain → rainy, snow → snowy, cloud → cloudy, luck → lucky Double letters sun → sunny, fun → funny, fog → foggy Note English paints the sky with -y words, just as Chinese uses 晴、阴、雨、雪. Period 6 · 8A Unit 6 Seasons 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 seasons around the world, retell its key information and work out its main idea; obtain key information from the two listening materials in Part B on seasons and weather by predicting and noting key words, and integrate the notes into a coherent passage in B3 (O1); (2) [Cultural awareness] perceive that seasons differ around the world (different places, different weather and even different months for the same season), and feel interest in and respect for life in other places (O2); (3) [Thinking capacity] compare the seasons in different places, judge which season-life they would like to try and why, and argue for a favourite season 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 from Part B into a real observation action — keeping the weather diary — 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 seasons in different places with evidence, not impressions. (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 read one weather-diary line from the homework. The teacher asks: “Is winter cold in every country? Is summer in the same months everywhere?” and leads in today's topic — seasons around the world. Purpose: activate what students have learnt and lead in “seasons around the world” (perceiving & noticing; → O1). 2. Reading the material (10 minutes) Students predict from the pictures: which places will the material talk about? What may be special about their seasons? Then they read the material in Part A and retell its key information with a short chain (place — its season feature). The class discusses the two questions in Part A and reaches the main idea: seasons differ around the world, and every place has its own beautiful time of year. Purpose: understand seasons in other places 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 seasons and weather around the world and complete the notes (the key facts). 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 their favourite seasons). In pairs, students take a side — for example, summer with long days versus winter with snow — 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 — seasons around the world: different weather / different activities / different months — but people everywhere love their seasons. 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 weather-diary records. 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 “Seasons around the world” with the facts from Part B. Practice: keep the weather diary for the rest of the week and mark your favourite day — it may become the material of your unit writing (→ O4). VI. Blackboard Design Part Content Main idea Seasons differ around the world — every place has its own beautiful time of year. B notes key facts about seasons and weather around the world (from the two listening materials) Response frame Yes, that's true. But ... Mind map different weather / different activities / different months Period 7 · 8A Unit 6 Seasons 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: which season; main body: weather with -y adjectives, activities and one special memory; conclusion: why you love it), and draft a 70–90-word paragraph “My favourite season” (or a four-line season poem) with at least three -y adjectives and all the three sentence patterns (O1); (2) [Cultural awareness] express real feelings about nature through writing, and understand that loving and recording the seasons is a value shared by Chinese and Western 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 season scrapbook and the checklist as scaffolds to monitor their own writing process, complete the unit self-assessment, and read the final work aloud in the class “Seasons Radio” (O4). II. Teaching Key Points and Difficult Points Key Points (1) The three-part structure of the article and the way -y adjectives and the three sentence patterns paint the season. (2) Using the language of the unit: -y adjectives, S+V / S+V+O / S+V+P, season and weather words. Difficult Points (1) Writing from true observation (the weather diary), not empty adjectives. (2) Building all the three sentence patterns naturally in one paragraph. III. Teaching Procedures 1. Lead-in (4 minutes) Show the model article in Part D and ask: “Which season does the writer love? What makes the paragraph easy and lively to read?” Purpose: bring out the elements of a season paragraph (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 -y adjectives and one sentence of each pattern, and collect useful expressions from the model (e.g., “In ..., the weather is ...” “I love ... because ...”). The unit material bank (the season scrapbook and the weather diary) 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: Which season? / What is the weather like (-y adjectives)? / What can you see, hear and feel? / What do you do in this season? / Why do you love it? They interview each other once and rehearse orally. Purpose: collect real material so that writing starts from content, not from words; success = material with senses and activities (→ O1, O4). 4. Writing process (15 minutes) Students draft independently, with three requirements on the board: three parts (introduction — weather, activities and one special memory — why you love it); at least three -y adjectives; one sentence of each pattern S+V / S+V+O / S+V+P (70–90 words; or a four-line poem with two -y adjectives and one rhyme pair). 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, body with weather and activities, ending with the reason; Content — true details from the diary or scrapbook; Language — three -y adjectives, three sentence patterns (or the poem rules); Presentation — neat handwriting, correct punctuation, 70–90 words. Peers give “one star and one wish”; students revise in class. One or two works 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 seasons and weather; I can use the three basic sentence patterns; I can use -y adjectives; I can write and talk about my favourite season. The teacher announces the class “Seasons Radio”: everyone reads the final work aloud, and the best recordings may join Project 2 “An audio campaign to help nature”. 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 radio reading. V. Homework (1 minute — assigned with the summary) Consolidation: revise your paragraph (or poem) according to the peer's comments and copy out the final version. Extension: record your final work as a one-minute audio clip with a season sound if you like; the best ones may join Project 2 “An audio campaign to help nature”. Practice: read your work to your family and add their one-line comment to the season scrapbook. VI. Blackboard Design Part Content Structure Introduction (which season) → Main body (weather with -y adjectives, activities, one memory) → Conclusion (why you love it) Language ≥ 3 -y adjectives; one sentence of each pattern S+V / S+V+O / S+V+P Checklist structure · content · language · presentation Next step Class “Seasons Radio”; best recordings may join Project 2 “An audio campaign to help nature” 编写依据：新译林版《英语》八年级上册 Unit 6 Seasons；《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 $