Unit 3 To be a good learner-Reading 教学设计 2025-2026学年译林版英语八年级上册

Unit 3 To be a good learner-Reading The reading passage in this unit focuses on the story of Benjamin Franklin, a remarkable figure in history. It portrays Franklin as a writer, scientist, inventor, and one of the Founding Fathers of the United States. Despite having only two years of formal education due to his large family background, Franklin's insatiable love for learning set him apart. While working in his brother's print shop, he taught himself by reading extensively. He often borrowed books from booksellers, staying up late to return them early the next day. His curiosity about the world led him to study storms, and through numerous tests, he discovered the movement patterns of storms, which contributed to weather forecasting. Moreover, he had a great passion for science and made countless inventions, such as a special type of glasses in his late 70s. Notably, he did not profit from his inventions but freely shared them with the public. As a lifelong learner, he regarded learning as an exciting and endless journey filled with wonder and success. 教学目标 Students will be able to understand and use new words and phrases related to learning and historical figures, such as "lifelong learner", "inventor", "curious", "set... apart", etc. They can comprehend the narrative logic of biographical texts and summarize the main experiences and qualities of Benjamin Franklin. Students will master the usage of adverbial clauses and some complex sentence structures appeared in the passage. 教学重难点 A. Key Points New words and phrases: "inventor", "found", "curious", "countless", "invention", "set... apart", "be curious about", "in order to", "for free" etc. Understanding the life story of Benjamin Franklin and his qualities that made him a great learner. Grasping the narrative structure and main idea of the biographical text. B. Difficult Points Analyzing and understanding some long and complex sentences in the passage, such as "As one of 17 children in a big family, Franklin had only two years of education before he had to start work." and "Franklin did not make money from any of his inventions but let people use them for free, and his greatness goes far beyond that." Deeply comprehending the spirit of lifelong learning and how to apply it to real - life learning situations. A. New Words learner / l n (r)/n. 学习者 inventor / n vent (r)/n. 发明家;创造者 found /fa nd/v. 建立;创建 (过去式和过去分词:founded) century / sent ri/n. 世纪;百年 apart / p t/adv. 分开;分离;成碎片 Phrase: set... apart 使…… 与众不同 print /pr nt/v. 印刷;打印 n. 印刷字体;印刷品 himself /h m self/pron. 他自己 (反身代词) in order to 为了…… (后接动词原形,表示目的) return /r t n/v. & n. 返回;归还 Phrase: return sth. to sb. 把某物归还给某人 curious / kj ri s/adj. 好奇的 Phrase: be curious about 对…… 好奇 storm /st m/n. 暴风雨;风暴 countless / ka ntl s/adj. 无数的;数不尽的 invention / n ven n/n. 发明;创造 no surprise 不足为奇 Phrase: come as no surprise 不足为奇 invent / n vent/v. 发明;创造 for free 免费 greatness / re tn s/n. 伟大;崇高 success /s k ses/n. 成功 Adj. successful 成功的;V. succeed 成功;Ad. successfully 成功地 themselves / m selvz/pron. 他们自己;她们自己;它们自己 (反身代词) conversation / k nv se n/n. 谈话;交谈 Phrase: have a conversation with sb. 与某人交谈 translate /tr nz le t/v. 翻译;转化 N. translation 翻译;译文 B. Key Sentences Benjamin Franklin was a man of many talents and one of the most famous people of the 18th century. While working in his brother's print shop, Franklin taught himself by reading a lot. He often borrowed books from booksellers and stayed up very late in order to return them early the next day. What's more, Franklin had a great love for science. So his countless inventions came as no surprise. Franklin did not make money from any of his inventions but let people use them for free. As a lifelong learner, he saw learning as an exciting and endless journey, full of wonder and success. C. Grammar Focus Adverbial Clauses: The passage contains some adverbial clauses, such as "While working in his brother's print shop" (adverbial clause of time, while + V - ing structure is used to express an action happening simultaneously with the main action). Students need to understand the function and usage of such adverbial clauses in the context. Reflexive Pronouns: Words like "himself", "themselves" are used in the passage. Students should review and consolidate the usage of reflexive pronouns, that is, when the subject and the object of a sentence refer to the same person or thing, reflexive pronouns are used. 教学过程 A. Lead - in (5 minutes) Greet the students and show them some pictures of famous inventors and scientists, such as Thomas Edison, Isaac Newton, etc. Then ask students: "Do you know these people? What are they famous for?" Present a picture of Benjamin Franklin and ask if anyone knows about him. Encourage students to share any information they know about Franklin briefly. B. Pre - reading (8 minutes) Vocabulary Teaching Write some new words and phrases on the blackboard, such as "inventor", "curious", "set... apart", "in order to", etc. Explain their meanings, pronunciations, and usages with examples. For example, for "curious", say "The little boy is very curious about everything around him. He always asks a lot of questions." Let students read the words and phrases after the teacher several times, and then have a quick review by randomly pointing to the words and asking students to read them out and give a short explanation. Prediction Show the title of the reading passage "A Love of Learning" and the picture related to Franklin in the textbook. Ask students to predict what the passage might be about. Guide them to think from aspects like who the main character is, what his learning experiences are, and what his attitude towards learning is. Let them share their predictions in pairs and then invite some pairs to report to the class. C. While - reading (20 minutes) Skimming Ask students to read the passage quickly within 2 - 3 minutes and find out the main idea of each paragraph. Then match the paragraphs with the corresponding headings on the blackboard. The headings could be: "Franklin's Introduction", "Franklin's Early Love for Learning", "Franklin's Research on Storms", "Franklin's Inventions", "Franklin's Contribution to the World". Check the answers with the class and briefly explain how to get the main idea of each paragraph, for example, the first paragraph usually gives an overall introduction of the person, so it can be matched with "Franklin's Introduction". Scanning Present a series of detailed questions on the screen and ask students to read the passage carefully again to find the answers. The questions could be: What were Franklin's occupations? Why did Franklin have only two years of education? How did Franklin teach himself when working in his brother's print shop? What did Franklin discover about storms? What was one of Franklin's inventions in his late 70s? Why didn't Franklin make money from his inventions? Let students work individually to find the answers. After a few minutes, ask them to share their answers with their partners for verification. Then call on some students to answer the questions in class, and check and correct the answers. Analyzing Difficult Sentences Select some long and complex sentences from the passage, such as "As one of 17 children in a big family, Franklin had only two years of education before he had to start work." and "Franklin did not make money from any of his inventions but let people use them for free, and his greatness goes far beyond that." Write them on the blackboard. Analyze the sentence structures with the students. For the first sentence, explain that "As one of 17 children in a big family" is an adverbial phrase indicating the background, and "before he had to start work" is an adverbial clause of time. For the second sentence, point out that it is a compound sentence connected by "but" and "and", and analyze the meaning and function of each part. Let students read the sentences aloud several times to get familiar with the structures and meanings. D. Post - reading (10 minutes) Group Discussion Divide the students into groups of 4 - 5. Pose a discussion topic: "What qualities of Benjamin Franklin do you think are most important for us to learn from as learners today? And how can we apply these qualities to our own learning?" Let each group discuss the topic for about 5 minutes. Encourage students to express their opinions freely and support their views with examples from the text. Walk around the classroom to monitor the discussion and offer necessary guidance. After the discussion, ask each group to select a representative to report the group's discussion results to the class. Listen to the reports and give comments and feedback, emphasizing positive points and also guiding students to think more comprehensively. Summary Summarize the key points of the reading passage with the students, including Franklin's life story, his important qualities, and the new words, phrases, and sentence structures learned. Write the main points on the blackboard. Ask students to take notes of the summary. E. Homework Assignment (2 minutes) Ask students to write a short passage about a person they admire who is also a good learner. They should introduce the person's learning experiences and qualities they possess, using at least 5 new words and phrases learned in this class. The word limit is about 100 - 120 words. Let students read the passage again after class and try to recite some important sentences. 教学反思 After this class, overall, students showed a certain level of interest in the story of Benjamin Franklin. The lead - in activities effectively aroused their curiosity and prepared them for the following reading. In vocabulary teaching, most students could master the new words and phrases through explanations and examples, but a few students still had some difficulties in pronunciation and usage, which need more individual guidance. During the while - reading process, students were able to gradually master skimming and scanning skills, but when analyzing complex sentences, some students still had trouble understanding the structures, indicating that more grammar - related exercises and explanations are needed in future classes. The group discussion in the post - reading part actively engaged students, and they could express their thoughts and opinions, but the time for discussion was a bit tight, which might not have allowed some students to fully elaborate their ideas. Next time, more time can be allocated for group discussions or adjusted according to the actual situation of the class. In general, this class achieved most of the teaching objectives, but there is still room for improvement in teaching methods and time management to better meet the learning needs of all students. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$