8A Unit6 Seasons 教学设计2026-2027学年译林版八年级英语上册

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