Unit 6 Seasons (Integration)学习任务单+教学设计+课后练习2025-2026学年八年级上册《英语》译林版

学习任务单 课程基本信息 学科 英语 年级 八年级 学期 秋季 课题 Unit 6 Seasons (Integration) 学习目标 通过本课时的学习，学生能够 1. 了解中国二十四节气的用途及文化内涵，坚定文化自信，并借助音频获取有关四个城市气候的基本信息，理解世界各地气候的多样性； 2. 模仿对话，谈论自己所在地区的天气状况，针对不同天气归纳出相应的出行建议，同时探讨在恶劣天气下的自我保护措施； 3. 在写作活动中综合运用本单元词汇知识与表达和语篇结构知识与表达撰写一篇文章，介绍自己最喜爱的季节，享受大自然带来的乐趣，热爱和敬畏自然，形成人与自然和谐共生的理念。 课前学习任务 1. 复习不同类型的天气，梳理四季的气候、景色、活动等信息。 2. 搜集二十四节气的英文表达，了解相关的文化背景知识。 课上学习任务 【学习任务一】Reading Students answer the following question: Besides four seasons, we Chinese have a special way to divide a year. What is it Students read the article in Part A and answer the two questions. What Solar Terms can you find in the article What are the uses of the 24 Solar Terms Students introduced some Solar Terms related to traditional festivals. Talk about the Solar Term “Winter Solstice”. Talk about the weather in December. 【学习任务二】Listening Students predict the answers and write down some possible answers in the blanks. Students listen to the recording and finish Part B1 on page 87. Students answer the following questions: What is Simon listening to What information does the weather forecast include Students predict the answers to Part B2 and write down some possible answers in the blanks. Students listen to the recording and finish Part B2 on page 88. Students finish Part B3, then read the whole article and check the answers. 【学习任务三】Speaking Students listen to the conversation and answer the following questions: What was the weather like in Harbin yesterday How is Grandpa What does Simon advise Grandpa to do What does Simon offer to do for Grandpa Students work in pairs and talk about the weather in their area. A: Hello, ...! This is ... How are you doing B: Hi, ... I’m fine, but … A: The weather is … You’d better … I can … B: Thanks, … I hope … A: OK. Feel free to call us/me if you need help. Take care, … Bye-bye. B: You take care too. Bye. Students work in pairs and discuss the following question: How should we protect ourselves in bad weather 【学习任务四】Writing Students brainstorm and answer: What would you include in your article about your favourite season Students read and think. Read Vicky’s outline. What does she include in her article Students read Vicky’s article and match the paragraphs with their content. Students find useful expressions in the article and come up with more. Students finish the chart. Analyze each paragraph and talk about possible answers. Students complete the table with the information about their favourite season. Students write an article about their favourite season. Students share their articles in class, evaluate which one is the best and learn from each other. Students check their writing after they finish and ... ...