Unit 2 School life Reading 教学设计2026-2027学年译林版英语八年级上册

该初中英语教学设计聚焦译林版八年级上册Unit 2“学校生活”主题，通过英国和日本学生的博客文章，引导学生了解中外校园生活差异。课堂导入从Welcome to the unit板块的独特学校过渡，读前引导观察插图、署名预测内容，结合TIP明确博客语篇特征，借助表格等支架梳理信息。 此资料亮点在于融合语言能力、文化意识与思维品质培养，如精读表格梳理课程与观点，小组讨论课程设置原因以理解文化差异，略读把握语篇结构提升逻辑思维，判断正误促进语言精准表达。助力学生提升阅读策略与跨文化理解，为教师提供清晰教学步骤与评价工具。

译林版《英语》八年级上册 Unit 2 School life Reading I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 Reading板块的第一课时，计划1课时（Reading板块共2课时）。本板块的话题为My school life，语篇是两名学生介绍各自校园生活的博客文章，分别由来自英国伦敦近郊Woodland Secondary School的Nancy和来自日本东京Gekko Middle School的Tomoya撰写。Nancy的文章可分为三个部分：第一部分（第1段）简要介绍个人及所在学校的基本信息，第二部分（第2—3段）重点介绍学校的课程设置与特殊之处，第三部分（第4段）描述Nancy的个人感受。Tomoya的文章可分为两个部分：第一部分（第1段）简要介绍个人及所在学校的基本信息，第二部分（第2—4段）重点介绍学校的课程设置与特殊之处，并穿插个人观点与感受。两篇文章包含了介绍学校课程的词汇，如drama、foreign languages、French、German、safety programmes、food education等，使用了分享经历、表达观点的短语，如not be as simple as、look forward to having a go、as important as、be more aware of the importance of、develop good habits等，以及“Being creative is great and it helps us study better ...”“Time flies when we are enjoying school!”等句子。文章使用日常交际用语，语调轻松，体现博客文章这一新媒体语篇的典型特征。本课时侧重于学习理解，引导学生观察插图与提示语预测文章内容，了解博客文章的语篇特征，把握语篇结构，获取并梳理两所学校的所在地、课程设置、特殊之处等信息，完成教材A部分表格，判断并修正B部分句子的正误，形成结构化知识，为第二课时的语言内化与迁移创新奠定基础。 二、学情分析 从语言知识与技能层面来看，学生在Welcome to the unit板块已初步接触描述学校类型的表达，并在七年级学习过subject、lesson、timetable、club等校园生活词汇，具备谈论校园生活的基本语言基础。但本板块出现的drama、foreign languages、safety programmes、food education、survive、creative、aware、develop等词汇，以及“as ... as”“look forward to doing”“pay attention to”“be aware of”等短语，对学生的理解与运用提出了更高要求。学生已具备一定的略读与扫读能力，能够根据问题定位细节信息，但对博客文章这一新媒体语篇的语篇特征（口语化语言、轻松语调、第一人称叙述、分享个人经历与观点）尚缺乏系统认识，在把握“基本信息—课程设置—个人感受”的文章脉络、从零散细节中提炼结构化知识方面，仍需教师提供思维支架。此外，本板块语篇中出现的“as ... as”结构是Grammar板块的教学重点，在本课时只作初步感知，不作系统讲解与操练。 从认知与情感层面来看，八年级学生对“别的国家的学生上什么课、学校生活是什么样的”抱有浓厚兴趣，两篇博客文章分别来自英国和日本，具有很强的真实性和吸引力，能够有效激发阅读动机。学生在地理、历史等学科中已对英国和日本有一定了解，可借助已有知识理解两国课程设置差异背后的原因，如日本多地震因而重视安全教育。但学生的阅读往往止步于“知道文章讲了什么”，较少主动思考“为什么这样设置课程”，对不同文化背景下教育理念的差异缺乏深入理解；同时，学生容易把两所学校的信息混淆，需要借助表格、思维导图等可视化工具进行信息的分类与整合。 三、教学目标 通过本课的学习，学生能够： 1. 观察教材插图、标题与提示语，预测博客文章的内容，了解博客文章的语篇特征； 2. 略读两篇博客文章，把握其语篇结构，完成教材A部分表格，获取两所学校的所在地与主要特点； 3. 精读两篇博客文章，梳理两所学校的课程设置、特殊之处及学生的学习收获与感受，形成结构化知识； 4. 基于所获取的信息判断并修正教材B部分句子的正误，深入理解文本细节，感受多元校园生活的魅力。 四、教学过程 教学目标 学习活动 效果评价 1. 观察教材插图、标题与提示语，预测博客文章的内容，了解博客文章的语篇特征。 Step 1：Lead in 学生回顾Welcome to the unit板块内容，回答问题。 Q: What unusual schools around the world do you know? What’s special about them? Possible answer I know the boat school in Bangladesh. Students go to these schools because floods often happen in the country. I know the School of the Air in Australia. Some students live far away from the nearest school so they need to use the internet to have lessons. 学生阅读第22页提示语，观察Nancy和Tomoya的照片，回答问题。 Q1: What type of articles are we going to read? Q2: Can you guess where the two students are from? Q3: What do you know about education in the two countries? Possible answer (1) We are going to read two blog posts. (2) Nancy looks like a westerner. Maybe she is from the UK. / Maybe Tomoya is from Japan. His name seems like a Japanese one. (3) In the UK, children usually start primary school at the age of 4 or 5. Compulsory education lasts from age 5 to age 16. The UK offers students many interesting subjects, including English, Maths, Science, Art, etc. In Japan, children usually start primary school at the age of 6. Compulsory education lasts from age 6 to age 15. Japanese schools also offer a lot of club activities. 学生阅读第23页TIP，了解博客文章的语篇特征。 Blog posts usually use conversational language and a relaxed tone. Writers often share their personal opinions or experiences. Step 2：Before reading 学生结合自身实际，思考并回答第22页读前的两个问题。 Q1: What is your school life like? Q2: What is special about your school life? Possible answer 1 It is colourful. We have interesting lessons, such as Biology and PE. 2 There are optional courses for students to choose from. We can choose the courses we are interested in. 根据学生对已学内容的回顾，评估学生对上一板块知识的掌握情况；根据学生对插图与署名的观察推断，评估学生的预测能力与图文解码能力；根据学生对两国教育情况的介绍，评估学生跨学科知识的迁移能力；根据学生对读前问题的回答，评估学生能否调动已有语言储备谈论自己的校园生活。 设计意图：以旧引新，用Welcome to the unit板块的独特学校自然过渡到本板块的常规学校，形成认知上的反差与张力；引导学生借助插图、署名、姓名等副文本信息预测文章内容，培养“读前预测”这一重要的阅读策略；借助TIP明确博客文章的语篇特征，为后续的阅读与写作建立文体意识；读前两问把文本与学生自身的校园生活建立关联，使阅读成为一次有意义的对话而非被动的信息接收。 2. 略读两篇博客文章，把握其语篇结构，完成教材A部分表格，获取两所学校的所在地与主要特点。 Step 3：Skimming 学生快速阅读两篇博客文章，回答问题。 Q: How many parts are there in Nancy’s and Tomoya’s blog posts? What is each part about? Possible answer Nancy’s blog post: Part 1 (paragraph 1): Introduction to herself and her school Part 2 (paragraphs 2–3): Subjects and what’s special about her school Part 3 (paragraph 4): Nancy’s feeling about her school life Tomoya’s blog post: Part 1 (paragraph 1): Introduction to himself and his school Part 2 (paragraphs 2–4): Subjects and what’s special about his school Step 4：Part A 学生再次阅读文章，完成第24页A部分表格。 Nancy Tomoya School Woodland Secondary School Gekko Middle School Country (1) ______________ (5) ______________ Key features • A small school, (2) _______ • Different (6) _______ programmes students and smaller classes • Different (3) ____________ • (7) ______________ education to choose from • Strong focus on (4) _______ • An important tradition of (8) ______________ Answer (1) The UK (2) fewer (3) subjects (4) the arts (5) Japan (6) safety (7) Food (8) cleaning 根据学生对段落大意的概括，评估学生能否准确把握两篇文章的结构；根据学生A部分表格填写的准确率，评估学生扫读定位关键信息的能力；根据学生对“key features”三项内容的提炼，评估学生能否从具体描述中抽象概括出学校的主要特点。 设计意图：略读环节先抓“骨架”再填“血肉”，引导学生发现两篇文章“总—分—总／总—分”的共性结构，为后续复述与写作提供清晰的语篇框架；A部分表格是对文章主干信息的结构化提取，既检验略读效果，又为下一环节的精读提供内容坐标，使阅读活动层层递进、拾级而上。 3. 精读两篇博客文章，梳理两所学校的课程设置、特殊之处及学生的学习收获与感受，形成结构化知识。 Step 5：Close reading — Woodland Secondary School 学生精读Nancy的文章，完成表格，梳理学校的课程设置与Nancy的观点。 Subjects Foreign languages: (1) __________ (2) __________ (3) __________ The arts: Art Music (4) __________ Maths Science Nancy’s • Learning Chinese is (5) __________, but she wants to (6) __________. opinion • The arts are as (7) __________ as languages, Maths and Science. • She can be (8) __________ when learning the arts. • It helps students (9) __________ in other subjects. Answer (1) Chinese (2) French (3) German (4) Drama (5) not simple (6) have a go (7) important (8) creative (9) study better Step 6：Close reading — Gekko Middle School 学生精读Tomoya的文章，完成表格，梳理学校的特殊之处及其益处。 What’s special What to do Benefits Safety programmes Learn how to (1) __________ — in the face of danger Food education Learn how to (2) __________ Be more aware of (3) __________ and eat well Cleaning Clean classrooms, (4) __________ Develop (5) __________ and other school areas from an early age Answer (1) survive (2) cook meals (3) the importance of a healthy diet (4) toilets (5) good habits Step 7：Deeper thinking 学生小组讨论，深入理解课程设置背后的原因。 Q1: Do Nancy and Tomoya like their school lives? Can you give details to support your idea? Possible answer Yes, they both like their school lives. Because Nancy says “Being creative is great and it helps us study better in other subjects.” and “Time flies when we are enjoying school!” Tomoya says “In this way, we are more aware of the importance of a healthy diet.” and “This helps us develop good habits from an early age.” Q2: Why does Woodland Secondary School pay great attention to the arts? Possible answer Version 1: The arts can encourage creative thinking and also help students study better in other subjects. Version 2: Drama lessons can help develop communication and public speaking skills. Version 3: The arts can help students shape a positive attitude towards life. Q3: Why does Gekko Middle School consider safety programmes and food education important? Possible answer: Safety programmes and food education help students live safe and healthy lives. They can also prepare students for the future. 根据学生两张精读表格的填写情况，评估学生能否准确梳理课程设置、特殊之处与学习收获三类信息；根据学生能否用自己的话转述Nancy与Tomoya的观点，评估学生对文章深层意义的理解；根据学生对三个追问的回答，评估学生能否结合文本细节与文化背景进行有理有据的推理与论证。 设计意图：两张精读表格分别对应“课程—观点”与“特色—做法—益处”，把文章的细节信息纳入不同的结构框架，避免学生陷入碎片化阅读；三个追问由浅入深，从“作者是否喜欢自己的学校生活”的事实判断，走向“学校为什么这样设置课程”的原因探究，引导学生把课程设置与国情、文化联系起来，培养跨文化理解的意识与逻辑推理能力，实现从“读得懂”到“想得深”的跃升。 4. 基于所获取的信息判断并修正教材B部分句子的正误，深入理解文本细节，感受多元校园生活的魅力。 Step 8：Part B 学生再次阅读两篇博客文章，完成第24页B部分判断正误，并改正错误的句子。 (1) Nancy’s school is small, and it is in London. __________ (2) Nancy thinks Chinese is easy to learn. __________ (3) Nancy likes going to school. __________ (4) Tomoya’s school has different programmes to help students stay safe. __________ (5) Tomoya does not know how to cook. __________ (6) Every day at school, Tomoya and his classmates only need to clean the toilets. __________ Answer (1) F Nancy’s school is small, and it is near London. (2) F Nancy does not think Chinese is easy to learn. (3) T (4) T (5) F Tomoya learns how to cook at school. (6) F Every day at school, Tomoya and his classmates need to clean classrooms, toilets and other school areas. Consolidation 学生四人一组，一人说一句判断，其余三人判断正误并改正，轮流进行。 Possible answer A: Nancy’s school has more students than most schools. B/C/D: False! It has fewer students and smaller classes. 根据学生判断的准确率，评估学生对文本细节掌握的牢固程度；根据学生改正错误句子的表述，评估学生能否准确运用fewer、near London、learn how to cook等语言形式进行纠错；根据小组活动的表现，评估学生合作学习与口语表达的能力。 设计意图：判断正误不仅仅是一次答案校对，更是一次精细化的文本回读。六道小题分别针对方位介词（in / near）、作者态度（not as simple as）、情感推断（Time flies）、课程功能（safety programmes）、能力习得（learn how to cook）与范围限定（only）六个易错点，覆盖面广、针对性强；“改正错误句子”的要求迫使学生在理解的基础上进行语言再生产，把消极的辨识转化为积极的表达。 Homework For All: Read the two blog posts aloud three times and underline five expressions you find useful. For some: Draw a mind map of Nancy’s or Tomoya’s school life and prepare a 1-minute introduction for the next class. Unit 2 School life Reading I: My school life Nancy — Woodland Secondary School (the UK) • a small school: fewer students and smaller classes • subjects: Chinese, French, German, Drama, Art, Music ... • a special building just for the arts • Time flies when we are enjoying school! Tomoya — Gekko Middle School (Tokyo, Japan) • safety programmes — survive in the face of danger • food education — cook meals and eat well • cleaning — develop good habits from an early age Blog posts: conversational language & a relaxed tone 学科网（北京）股份有限公司 $