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译林版八上 Unit 2 School life Welcome to the unit教学设计
教材研读
本单元的主题是“School life”，旨在帮助学生了解世界上不同的学校和学校生活，拓宽学生的国际视野，同时培养其语言表达和批判性思维能力。
What 本课围绕“世界各地不寻常的学校”这一主题设计，会从学校类型、所在地、设立原因等方面向学生介绍三所不同的特殊学校。本课时的对话部分为Kitty、Simon和Daniel在谈论两所特殊学校，展示如何用英语讨论这些学校的特点和意义，引导学生思考并表达自己对哪种学校最感兴趣及其原因。
Why 通过介绍孟加拉、印度、澳大利亚等国的教育创新，帮助学生理解不同文化背景下的教育挑战与应对方式； 结合听、说、读、写多项技能，尤其是通过对话范例引导学生进行口语表达；强调教育公平、环境保护（如瓶子学校）、适应性创新（如船学校）等社会议题，培养学生的社会责任感和创新思维。
How 1.任务型学习： 为孩子拓宽词汇积累，训练听说技能，提高读写水平和听说读写能力下一年级的奥林匹克英语:系统的语法教材，攻克语法难关。 2.支架式教学：： 提供对话范例和关键词句，帮助学生构建语言输出。 3. 合作学习： 鼓励学生结对讨论，增强互动性和参与度。 4. 图文结合与情境化设计： 使用图片和国家名称等视觉和语境线索，辅助学生理解内容，降低认知负荷。
Teaching aims:
By the end of this lesson, the students will be able to
1. master the key information about 4 unusual schools worldwide, including their types, locations and the reasons for building them.
2. identify specific information from listening materials through "listen and match" and "listen and fill" tasks.
3. appreciate the diversity of education and show concern for children's education in underdeveloped areas.
Key and difficult points:
1. to guide students to use the correct sentence patterns to describe unusual schools and conduct simple dialogues.
2. To help students deeply understand the social background behind the existence of unusual schools and express their own views logically.
Teaching Procedures
Lead-in
Show students the picture of the magic school in Chicago, USA on the PPT and ask them 3 questions:
1. Who can you see in this picture
2. What are they doing
3. Where are they
设计意图：激发学生的好奇心，从图片导入到本课主题unusual schools around the world, 并且过渡到下一步中任务的发布。
Pre-listening: Look and Guess
Display the pictures of the three unusual school on the PPT. Ask students to observe the pictures carefully and answer the questions:
1. What are they
2. Where are they
设计意图：通过引导学生对两个问题的思考，指导学生掌握读图技巧，让学生体会到做听力之前也可从图片中获取有用的信息。
While - listening:
Step 1: Listen and Match
Play for the first time. Ask students to listen carefully and match the pictures of the train station school, school of the air and boat school with their corresponding countries.
Play for the second time. Ask students to listen carefully and match the pictures with the reason for creating each school.
Check and review the information of the three special schools.
设计意图：把书上的练习分割为两部分，第一遍播放听力音频时要求学生侧重听关于国家的信息，第二遍播放音频时主要侧重获取关于学校建立原因的信息，训练学生获取某项特定信息的能力。
Step 2: Listen and fill Play the second listening material. Ask students to listen and fill in the blanks in the form.
After listening, ask students to exchange their filled forms in pairs and check each other's answers. Then invite a group of students to read their filled content, and the teacher will comment and correct the mistakes.
Ask a further-thinking question:
Why is it (bottle school) good for the environment
设计意图：训练学生听取信息的能力的同时培养学生深度思考的习惯：为什么bottle school就是对环境友好的？因为它回收再利用了用过的瓶子。
Step 3: Listen and repeat Play the second listening material again. Ask students to listen and think: how do they introduce different schools
设计意图：帮助学生再次熟悉听力材料内容的同时，让学生归纳出介绍一所学生可以从它的类型、所在地、优点等方面介绍，从而为下一步中的口语输出奠定基础。
Post - listening:
Act and Say Ask students to work in groups of 4 to share their opinions on unusual schools by referring to the dialogue model on the PPT.
Give students 5 minutes to prepare the dialogue. During this period, the teacher walks around the classroom to provide help for students who have difficulties.
Invite 2-3 groups to perform their dialogues in front of the class. After each performance, the teacher and other students give evaluations.
设计意图：为学生提供口语练习的机会，巩固他们已学的知识，并培养其合作精神与表达能力。
Further Thinking
Put forward 4 thinking questions in turn and organize students to discuss:
Which of the unusual schools above interests you the most Why
Why are there these unusual schools in the world
Do you think there will be such schools in Rugao Why or why not
How can all students worldwide receive an education
For each question, first give students 1-2 minutes to think independently, then ask them to share their views in pairs. Finally, invite several students to express their opinions in class. The teacher summarizes and supplements the students' answers.
设计意图：引导学生深入思考unusual schools这一主题，培养他们的批判性思维能力和社会责任感。
Summary and homework
The teacher summarizes the key content of this class and assign two types of homework:
Must do: Create a dialogue (at least 6 sentences) with a classmate about the unusual schools. Practice it and be ready to perform it in class tomorrow.
Choose to do: Choose one unusual school (either the one learned in class or your own idea) and make a poster about it.
Remind students to complete the homework on time and encourage them to be creative when making the poster.
设计意图：通过作业巩固学生在课堂上所学的知识与技能，并为学生提供选择，以满足他们多样化的学习需求。
教学反思
本节课的教学活动选择丰富多样，涵盖看图预测、听音匹配、小组对话及思考讨论等形式；情感目标贯穿整个教学过程。通过介绍欠发达地区儿童教育现状、探讨全球教育议题，有效培养了学生的社会责任感。但是，在教学过程中也发现了这样一些问题：
听力环节中，学生聆听材料的时间可能不足。部分听力能力较弱的学生或无法充分获取关键信息，进而影响后续匹配、填空任务的完成效果。
小组对话活动中，个别学生参与度可能较低。部分学生或许因性格腼腆不愿表达观点，或依赖其他同学完成对话，未能达成口语练习的目标。
3. 深度思考环节的时间安排可能较为紧张。受时间限制，部分学生或无充足时间充分思考与讨论，导致所表达观点不够深入。
针对这些问题，可以采取以下措施：
1.针对听力环节，未来教学中可适当增加听力材料的播放次数，并及时对材料关键部分进行讲解。同时，在播放材料前可加强引导，帮助学生预测听力内容，以提升其听力效果。
2.在小组对话活动中，教师可给小组内每位学生分配明确角色（如对话发起者、回应者、补充者），确保每位学生均有参与机会。活动结束后，针对表现欠佳的学生，教师可给予针对性反馈，鼓励其在后续学习中积极参与。
3.安排深度思考环节的时间时，可根据课堂实际情况进行更灵活的调整。若学生对某一问题兴趣浓厚且讨论热烈，可适当延长时间；对于学生较为陌生的问题，教师可增加提示与引导，帮助学生开展思考。

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