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盐城市初级中学“学为中心”双循环课堂教学设计记录（一）
学科 英语 主备人 执教者
课 题 8上 Unit 2 School life Welcome to the unit
教学目标 By the end of the class, students can 1.understand the listening material about unusual schools around the world and match the information correctly. 2.master the vocabulary related to unusual schools (e.g., flood, poor families, boat school) and use them to talk about school - related topics.
教学重点 Students can understand the listening content and complete the matching task accurately. Students can use the given conversation model to discuss unusual schools in pairs.
教学难点 Students can grasp the key information in the listening material, especially the reasons for creating unusual schools.
教学方法 与手段 Task-based teaching method、Situational teaching method、Cooperative teaching method、Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Lead - in Show some pictures of different school scenes (e.g., a normal classroom, a school on a boat). Ask students: “What do you think of these schools Are they usual or unusual ” Students answer the questions by themselves.
共 学 Step1Warm-up Step2 Presentation Step3 Listen and answer Step4 Post-listening Step5 Summary Pre - listening: Introduce the background of the listening task - Kitty is listening to a program about unusual schools. Present the key words(e.g.,Bangladesh, India, Australia, flood, poor families) and ask students to predict the content. While - listening: Play the audio for students to listen and match the picture of each school with its country and the reason for creating it (Task A). Play it twice if necessary. Post - listening: Check the answers as a class. Ask students to explain how they got the answers, focusing on the key information in the audio. Model Conversation: Present the conversation between Kitty and her classmates as a model. Analyze the sentence structures and useful expressions, such as “Do you know any unusual schools around the world ” “I know about... During... With..., children have a chance to...”. Pair - work: Students work in pairs to talk about unusual schools, using the model conversation. Encourage them to add their own ideas. Walk around to offer help. Class Sharing: Invite several pairs to share their conversations in front of the class. Give positive feedback and correct any mistakes. Ask students to think about the question “Which of the above unusual schools interests you the most Why ” (Task C). Let them write down their ideas first, then share in small groups. Improve students’ listening skills and help them understand the information about unusual schools. Enhance students’ speaking skills and enable them to talk about unusual schools confidently. Consolidate students' learning and encourage them to explore more knowledge independently. Develop students’ critical thinking and ability to express personal opinions.
固 学 我达标 1. I don't have enough money, so I plan to buy a ______ (use) one. 2.On a ______ (rain) day, I usually stay at home and listen to music. 3.We learned about many different______ (country) in our geography class. 4. Many people think eating at home is______(health) than eating in the restaurant. 5. Shiji Niangniang in Ne Zha 2 is a______（rea1）optimistic（乐观的）person．She never gives up.
我 挑 战 ( )1.The______is getting worse and worse. Don't worry. Our government is trying to find good ways to deal with the air problems. A.place B.experience C. environment D.happiness ( )2.You want to lose weight But why You look quite slim to me. That may be true.But I'm______than last year. A.heavier enough B.much more heavier C.much heavier D.much lighter ( )3.Lucy sang the most beautifully. I think she is______better than______singer. Exactly! Her voice is special. A. much; any other B.much; the other C. more; any other D.more; the other ( )4.______is it from the train station to your school About 15 minutes by bus. It isn't______my home. A.How long;far away B.How far,away from C.How long, away from D. How far;far away from
我登峰 Search online for more words to describe your school life and share with us next class.
板 书 设 计
Listening Key Words Bangladesh, India, Australia, flood, poor families Conversation Model Do you know... I know about... During... With..., children...
教 学 反 思
盐城市初级中学“学为中心”双循环课堂教学设计记录（一）
学科 英语 主备人 执教者
课 题 8上 Unit 2 School life Reading1
教学目标 By the end of the class, students can master words and phrases and sentences used to describe their school life. improve reading skills and enhance speaking skills by discussing topics related to school life. develop an awareness of the value of different school life.
教学重点 Students can master words and phrases and sentences used to describe their school life.
教学难点 Students can improve reading skills and enhance speaking skills by discussing topics related to school life.
教学方法 与手段 Task-based teaching method、Situational teaching method、Cooperative teaching method、Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Free talk Have students answer the following question. What unusual schools around the world do you know Students discuss freely.
共 学 Step1Pre - reading Step2 While - reading Activity 1: Skim for Main Ideas Activity 2: Scan for Details—Complete Profiles Activity 3: Deepen Comprehension—Answer Questions Step3 Post - reading Step4 Summary & Homework Have students read the rubrics on page 22 and look at the photos of the two students on page 22 and page 23, and then answer the following questions: (1)What type of articles are we going to read (2) Can you guess where the two students are from (3) Do you know anything about the schools 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. The name seems like a Japanese one. Have students answer the two questions on page 22 before reading the blog posts. Have students read the two blog posts and answer the following questions: How many parts are there in Nancy's and Tomoya's blog posts What is each part about Have students finish Part A on page 24. Have students discuss the following questions to better understand the importance of school life and education. Meanwhile, have students pay attention to how to express personal opinions in blog posts. Do Nancy and Tomoya like their school lives Can you give examples to support your idea (2) What thing about the schools interests you the most Why (3)Why does Woodland Secondary School pay great attention to the arts (4)Why does Gekko Middle School consider safety programs and food education important Review the key vocabulary and the main points of the class discussion. Reread the two passages and write down 2 new things about your school life. Invite 2 - 3 students to share their answers, aiming to activate their prior knowledge about school life. Guide students to answer the question: “What’s the main idea of each passage ” Arrange students to check answers in pairs first, then the teacher confirms the correct answers with the whole class. Let students discuss the answers in pairs, then invite some pairs to share their answers with the class. Guide students to link their answers to the content of the passages.
固 学 我达标 1.Many (foreign) come to China to study Chinese. 2.It's (use) to learn about different cultures. 3.She speaks English (fluent) than I do. 4.We should practice (speak) English every day. 5.The book is (write) by a famous American writer.
我 挑 战 ( )1. did you learn about Japanese culture By watching documentaries and reading books. A.What B.How C.Why D.When ( )2.My brother is in science than in art. A.more interested B.most interested C.interested D.interest ( )3. Would you like to join the English club . I want to improve my speaking skills. A.Yes, I' d love to B. No, thanks C. Not at all D.Never mind ( )4.It' s polite to when you enter someone' s room in Japan. A.bow B.shake hands C.hug D.wave ( )5. What do you think of the exchange program !I made many friends from different countries. A. It' s boring B.It' s terrible C.It' s amazing D.It' s difficult
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板 书 设 计
教 学 反 思
盐城市初级中学“学为中心”双循环课堂教学设计记录（一）
学科 英语 主备人 执教者
课 题 8上 Unit 2 School life Reading2
教学目标 By the end of the class, students can 1.introduce Nancy’s and Tomoya’s school life with the help of a mind map; 2.be familiar with the language points in the text, and use the key words and expressions to express their ideas; 3.better understand the difference of school life.
教学重点 Students can introduce Nancy’s and Tomoya’s school life with the help of a mind map;
教学难点 Students can better understand the difference of school life.
教学方法 与手段 Task-based teaching method、Situational teaching method、Cooperative teaching method、Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1Revision Show pictures of Nancy’s and Tomoya’s school, and then pose questions. Help students use the knowledge they have learned to introduce them. Brainstorm adjectives and phrases to introduce Nancy’s and Tomoya’s school.
共 学 Step2Language points Step3Further thinking and summary Step4Homework Provide structures and useful expressions to help Ss produce their own ideas. Encourage them to share their ideas in class. Share some proverbs about friendship with Ss. Discuss in pairs: Do you think friends are important to everyone Why Share ideas with others (must-do) 1. Remember the new words and language points in this lesson. 2. Do with the related exercises on the workbook. (choose-to-do) Recite reading. Read aloud and underline descriptions of Nancy’s and Tomoya’s school. Learn about the language points and related explanations. Understand the language points and write down the notes on the notebook, Remember them in our mind and try to master the language points through this class.
固 学 我达标 1.The kind man offered (drive) the old lady to the hospital. 2.This beautiful painting caught my (attend) as soon as I saw it. 3.When you cross the road,you must pay attention to (look) both ways. 4.The Chinese Women's Badminton Team beat the (Japan) team by 3:1. 5. Many young people like to write (blog) to share their daily life experiences and thoughts.
我 挑 战 ( )1.The Internet is very useful and it can give information to us. A.many of B.plenty of C.a little of D.a number of ( )2.It's said that 5G have changed people's life in many ways, isn't it Yes. With 5G, you can share information on the Internet A.much easier B.more easier C.much more easier D.much more easily ( )3.Now more and more people the dangers of pollution. A.are tired of B. are aware of C.are fond of D.are proud of ( )4.Bob.please your spelling. You've dropped the "d" in the word "knowledge". Oh,yes. I'll be more careful next time. A.listen to B. look forward to C. pay attention to D.get used to ( )5.Reading makes a full man. .Wherever I go, there is always a book with me. A. I truly agree with you B.You are joking C.It sounds like fun D. I don't think so
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板 书 设 计
教 学 反 思
盐城市初级中学“学为中心”双循环课堂教学设计记录（一）
学科 英语 主备人 执教者
课 题 8上 Unit 2 School life Grammar
教学目标 By the end of the class, students can 1.master the usage of comparative and superlative forms for quantity (fewer/fewest, less/least, more/most) with countable and uncountable nouns. 2.be able to use “as... as” and “not as/so... as” structures correctly to make comparisons.
教学重点 Students can understand and apply the rules of using comparative and superlative forms for quantity. Students can correctly use “as... as” and “not as/so... as” to make equal and unequal comparisons.
教学难点 Students can distinguish the usage of comparative and superlative forms with countable and uncountable nouns.
教学方法 与手段 Task-based teaching method、Situational teaching method、Cooperative teaching method、Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1Lead in Activity:Show pictures of three different classrooms with different numbers of students, break times, and summer holiday weeks. Ask students to make simple comparisons orally, e.g., “Class A has more students than Class B.” Arouse students’ interest and activate their prior knowledge of comparison.
共 学 Step2 Presentation Step3Grammar Explanation Step4Practice Step4Production Step5Consolidation Step6Homework Present the table about Nancy, Tomoya, and Linlin’s schools. Analyze the sentences like “Linlin’s school has fewer students in each class than Tomoya’s school. Nancy’s school has the fewest students.” Show sentences from Kitty’s notes, e.g., “The arts are as important as languages, Maths and Science in Nancy’s school.” and “Nancy’s school is not as big as Tomoya’s.” Practice A (Comparative and Superlative for Quantity) Students complete Kitty’s text in part A1 individually. Then check answers as a class, emphasizing the choice of correct forms (e.g., countable or uncountable nouns). Ask students to use their own information to complete the last column of A1 and write short comparison texts. Share some in class. Practice B ( “as... as” and “not as/so... as”) Students finish part B1, using “as... as” or “not as/so... as” to complete Kitty’s text about her school and Laura’s school. Have students compare their middle school and primary school using the grammar, and share their writings. Divide students into groups of 3 - 4. Each group is given a set of school - related information cards (e.g., number of subjects, clubs, free time). Group members use the learned grammar to make comparisons within the group. Write a short passage (at least 80 words) comparing your dream school with your current school using the learned grammar. Guide students to work out the rules: use “fewer/fewest” with countable nouns, “less/least” with uncountable nouns, and “more/most” with both. Fill in the “Work out the rule” part together. Let students summarize the rules: “as... as” for equal comparisons and “not as/so... as” for unequal plete the “Work out the rule” section. Reinforce grammar rules through structured practice and application. Promote collaborative learning and flexible use of grammar in real - like situations. Extend learning beyond the class and improve writing skills.
固 学 我达标 1.She spends (little) money on clothes than on books. 2.Her son has (many) plastic toys among his little friends. 3. This restaurant has （few）customers（顾客）on such rainy days. 4. Lucy doesn't do her homework so (careful) as the others in her class. 5. He's the best teacher, even though he has (little) experience of all the teachers.
我 挑 战 （ ）1.Millie has free time than Sandy,because she has work to do than Sandy. A. less; more B. fewer;more C. least;most D. fewest;most （ ）2. How many books can I borrow from the library at a time two. If you want to borrow more,you will have to return the two books you have borrowed. A. At most B. More than C. At least D. Less than （ ）3. Mom,I would like to buy an iPhone Xs. Why not buy Xiaomi It costs an iPhone Xs, but it works well,too. A. less expensive than B. as much as C. more than D. less than （ ）4. --What a beautiful skirt! I would like to buy a skirt like this,Mom.--OK,we can buy one than this,but this. A. a cheaper, not as nice as B. a cheaper, as nice as C. a nicer, not as cheap as D. a nicer, not so cheap as （ ）5. Chinese students have weeks in the summertime than British students. A. more; on B. less; off C. more; off D. fewer; on
我登峰 Write a short passage (at least 80 words) comparing your dream school with your current school using the learned grammar.
板 书 设 计
Comparative & Superlative for Quantity “fewer/fewest” - countable nouns; “less/least” - uncountable nouns; “more/most” - both “Nancy’s school has the fewest students.”; “Nancy’s school has the least break time.”; “Linlin’s school has the most weeks off.” “as... as” For equal comparisons “The arts are as important as languages.” “not as/so... as” For unequal comparisons “Nancy’s school is not as big as Tomoya’s.”
教 学 反 思
盐城市初级中学“学为中心”双循环课堂教学设计记录（一）
学科 英语 主备人 执教者
课 题 8上 Unit 2 School life Word power
教学目标 By the end of the class, students can 1.master the suffixes -ish, -ian, -ese, -n to form adjectives or nouns related to nationalities and languages from country names. 2.be able to correctly use these derived words in context to describe people, languages, and cultures.
教学重点 Students can understand the rules of using suffixes -ish, -ian, -ese, -n to form words from country names. Students can correctly complete the reading task with the appropriate derived words.
教学难点 Students can distinguish the usage of different suffixes and choose the right one for various country names.
教学方法 与手段 Task-based teaching method、Situational teaching method、Cooperative teaching method、Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1Lead - in Show flags of different countries (e.g., Canada, China, Italy). Ask students: “What do you call people from these countries What language do they speak ”. Arouse students’ interest in nationalities and languages, and introduce the topic of the lesson.
共 学 Step2Presentation Step3Practice Step4Production Step5 Summary &homework Suffix Introduction: Present the concept of suffixes -ish, -ian, -ese, -n used to form adjectives or nouns from country names. Use examples from the book: “Millie is good at English (from England); Tomoya is Japanese (from Japan)”. Pair - check: Students check their answers with a partner, discussing the reasons for choosing each word. Class Check: Check answers as a class, emphasizing the correct application of suffixes and context understanding. Map Activity: Do Task B—look at a world map. Students name nationalities and languages of different countries in pairs. For example, “Brazil → Brazilian, language is Portuguese”. Share - out: Invite some pairs to share their answers with the class. Assignment: Ask students to make a list of 5 more country - nationality/language pairs using the suffixes. Also, write 3 sentences using these new pairs to describe people or languages. Clearly explain the word - building rules and help students recognize patterns. Let students practice using the suffixes in context and understand how to choose the right words. Expand students’ vocabulary and apply the suffix rules to more countries. Reinforce students’ memory of the word - building rules. Extend learning beyond the class and practice using the new vocabulary.
固 学 我达标 1.Our English teacher can speak a little____________(France). 2. Daniel went to India,he can practice his____________(India). 3.When I was in Italy, the classmates there taught me to cook ____________(Italy)food. 4.Most____________(America) schools require students to take a variety of subjects.
我 挑 战 ( )1.Doing housework helps keep our home clean and makes us happier. ________,we can develop our independence and sense of responsibility. A.But B.However C.So D.Moreover ( )2.The young player spends four hours________volleyball every day. A.practice B.practicing C.to practice D.practised ( )3. Today's newspaper is so________that I feel. A.boring;boring B.boring;bored C.bored;bored D.bored;boring ( )4.Did you finish________the weather report A.listening B.to listen C.listening to D.listened
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板 书 设 计
教 学 反 思
盐城市初级中学“学为中心”双循环课堂教学设计记录（一）
学科 英语 主备人 执教者
课 题 8上 Unit 2 School life Integration1
教学目标 By the end of the class, students can 1.understand the story “Two friends and the bean” and be able to answer comprehension questions. 2.master the listening content about making friends and be able to identify the mentioned advice.
教学重点 Students can comprehend the story and extract information to answer questions.
教学难点 Students can analyze the moral of the story and express personal views on friendship.
教学方法 与手段 Task-based teaching method、Situational teaching method、Cooperative teaching method、Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1Lead in Show pictures of friends hanging out. Ask: “What do you think of friendship Who is your best friend and why ” Arouse students’ interest in the topic of friendship.
共 学 Step2Before listening Step3While listening Step4After listening Step5 Summary and Homework Story Reading: Students read “Two friends and the bean” silently. Then answer questions 1 and 2. Discussion: In pairs, discuss the answers. Share ideas with the class, focusing on the moral of the story . Pre - listening: Present the making - friends advice options (Join a club, Be brave etc.). Predict which ones might be mentioned. Listening: Play the audio of Daniel, Simon and Millie talking. Students tick the mentioned advice. Post - listening: Check answers. Discuss the advice in groups: “Which advice do you think is most useful Why ” Role - play: Students role - play as Daniel, Simon and Millie, retelling the listening content about making friends. Discussion: Ask: “How will you use these advice to make new friends ” Share in class. Summary: Recap the story’s moral and making - friends advice. Improve reading comprehension and understand the value of true friendship. Enhance listening skills and learn practical ways to make friends. Improve speaking skills and apply the learned content. Prepare a short speech (30 seconds) about one making - friends advice you’ll try.
固 学 我达标 1.Jack often________(browse) the Internet to find interesting science videos. 2.Young children can't always tell the________(different) between right and wrong. 3.The movie was so________(excite) that everyone cheered at the end. 4.Could you give me some________(advice) on how to improve my writing
我 挑 战 ( )1.When you finish________ your homework,remember________your room. A.doing;cleaning B.doing;to clean C.to do;cleaning D.to do;to clean ( )2. Do you enjoy watching this TV program Yes, but it would be better with________ commercials.They interrupt the show. A.more B.less C.fewer D.many ( )3. The poor________often helped by local charities. That's true.Many organizations________them with food and clothes. A.is;offer B.are;give C.are;provide D.is;afford
我登峰 Write a short passage (60 words) about your understanding of true friendship.
板 书 设 计
Section Key Content Story Moral: True friends stay in danger. Listening Advice Tick: Join a club, Be brave... (based on answers) Homework Write about true friendship; prepare a speech
教 学 反 思
盐城市初级中学“学为中心”双循环课堂教学设计记录（一）
学科 英语 主备人 执教者
课 题 8上 Unit 2 School life Integration2
教学目标 By the end of the class, students can 1.master the listening content about getting along with friends and complete the notes. 2.Use the information to complete Daniel’s article about making and keeping friends.
教学重点 Students can accurately complete the listening notes about getting along with friends.
教学难点 Students can write a coherent article about making and keeping friends using the learned structures.
教学方法 与手段 Task-based teaching method、Situational teaching method、Cooperative teaching method、Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1Lead in Activity: Show a short video clip of friends resolving a conflict. Ask: “How do you get along with your friends What will you do when having disagreements ” Connect to the topic of getting along with friends and activate prior knowledge.
共 学 Step2Before writing Step3While writing Step4After writing Step5Homework Article Completion: Students use information from B1 and B2 to complete Daniel’s article. Guide them to use correct logic (e.g., making friends first, then keeping them). Peer - review: Exchange articles with a partner to check for completeness and coherence. Pair Work: Use part C to discuss “lots of friends or a few good friends” in pairs. Follow the model dialogue. Sharing: Invite pairs to share their ideas. Encourage different opinions. Summary: Recap how to make and keep friends, and views on the number of friends. Answer D1 questions about your best friend in detail. Enhance writing skills and use listening content in writing. Improve speaking skills and critical thinking about friendship quantity. Write a draft of “My best friend” article using D2 as a model.
固 学 我达标 ( )1.His learning style is different_______mine. He prefers listening to reading. A.from B.as C.with D.for ( )2.The movie was_______.It made me feel_______. A.exciting;excited B.exciting;exciting C.excited;exciting D.excited;excited ( )3.Students in Grade 8 have_______homework than Grade 7,so they have _______time to play. A.more;less B.less;more C.more;fewer D.less;fewer ( )4. What' s the best way to relax My friend suggests_______music or taking a walk. A.listen to B. to listen to C.listening to D.listened to ( )5.The charity provided the children_______books, and they also provided toys_______them. A.for;for B.for;with C.with;for D.with;with
我 挑 战 阅读短文，根据首字母提示填入适当的单词。 Last summer,I joined a volunteer program in a small village in Yunnan. The village was located in the mountains,and the air was f_____and clean. We woke up early every morning to the sound of birds c_____.After a simple breakfast, we started our work. Some of us helped build a small library, while others taught the local children English. The children were very e_____to learn and always asked many questions. During breaks, we played games and sang songs together. In the evening, we sat around a campfire, sharing stories and laughing. It was a meaningful e_____that taught me the importance of helping others.I will never forget the s_____ on the children's faces when they received new books.
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板 书 设 计
Section Key Content Listening Notes Be a good listener, Be positive... (based on answers) Article Structure Making friends → Keeping friends Homework Answer D1; draft best friend article.
教 学 反 思

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