Unit 4 Being a good learner Lesson 3 My learning experiences 教学设计-2025-2026学年冀教版英语八年级上册

该初中英语教学设计聚焦英语学习方法及情态动词"should""may""can""must"的用法，通过翻译家李恒的学习经历文本展开。课堂导入展示英语学习场景图片，引导学生小组讨论自身英语学习优势，激活旧知，搭建从个人经验到文本方法及语法点的认知支架。 资料特色在于融合语言能力与学习能力培养，采用"读-说-写"任务链：阅读训练略读扫读技能，小组用情态动词分享学习经验提升口语，写作提供结构化指导（如"我应该...我能..."句式）。真实学习经历文本增强代入感，分层活动促进思维品质发展，助力教师高效教学，帮助学生构建自主学习策略，提升综合语言运用能力。

Unit 4 Being a good learner-Lesson 3 My learning experiences This lesson is from Unit 4 "Being a good learner" in the eighth-grade English textbook of Hebei Education Press (2024). The main text is a passage where Li Heng, a translator, shares his English learning experiences. Through this passage, students will learn about different methods of learning English, such as making a study plan, reading various English materials, joining English clubs, and taking part in challenging language tasks. Also, they will focus on the usage of modal verbs like "should", "may", "can", and "must" in the context of giving advice and expressing possibilities. 教学目标 A. Knowledge Objectives Students will be able to master the new words and phrases related to learning experiences, such as "confidence", "follow", "aloud", "make a study plan", "work best", etc. They can understand the main idea of the passage about how to develop good methods to learn English. Students are expected to recognize modal verbs in the text and clarify their meanings in context, and summarize the basic usage and differences of modal verbs. B. Ability Objectives Enable students to improve their reading skills, including skimming for the main idea and scanning for specific information. Develop students' oral English skills by sharing their own learning experiences using modal verbs. Cultivate students' writing ability to write a short passage about their learning methods with the guidance of the learned content. C. Emotional Objectives Stimulate students' interest in learning English and encourage them to explore more effective learning methods. Help students build confidence in learning English and overcome difficulties in the learning process. 教学重难点 A. Key Points The main idea of the passage about English learning experiences and methods. The correct usage of new words, phrases, and modal verbs in sentences. B. Difficult Points Distinguish the subtle differences in the usage of modal verbs "should", "may", "can", and "must", and use them accurately in different situations. Guide students to think independently and find out the most suitable learning methods for themselves according to the learned content. A. New Words and Phrases confidence /ˈkɒnfɪdəns/n. 信心；信任 build confidence 建立信心 have confidence in oneself 对自己有信心 follow /ˈfɒləʊ/v. 跟随；遵循；仿效 follow one's advice 听从某人的建议 follow the rules 遵守规则 aloud /əˈlaʊd/adv. 大声地；出声地 read aloud 大声朗读 speak aloud 大声说 make a study plan 制定学习计划 work best 最有效；效果最好 B. Modal Verbs should Used to give advice or make recommendations. For example, "You should follow your teacher’s advice." It also implies that something is the right or proper thing to do. may Expresses possibility. For example, "We may read English stories, newspapers, and magazines." Can be used to ask for permission in a polite way, but in this lesson, it mainly focuses on the meaning of possibility. can Indicates ability. For example, "I can sing many English songs." Can also be used to make requests or give permission in some cases. In this text, it is used to show the ability to do something related to learning, like "You can start by making a study plan." which means it is possible or within one's ability to start in this way. must Expresses necessity or obligation. For example, "We must try our best to explore ourselves." It implies that something is required and there is no choice. 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Show some pictures related to English learning, such as students reading English books, listening to English songs, and speaking English in class. Then ask students to work in pairs and talk about what they are good at in English learning. For example: "I can pronounce English words well." "I can write English compositions without many mistakes." Invite several pairs to share their ideas with the whole class. This activity can arouse students' interest and lead them to think about their own English learning experiences. B. Pre - reading (10 minutes) Introduce the background of the passage. Tell the students that they will read a passage written by Li Heng, a translator, who will share his English learning experiences with them. Present some new words and phrases on the blackboard or through PPT. Teach the pronunciation, meaning, and usage of these words and phrases, such as "confidence", "follow", "aloud", "make a study plan", "work best". Use some simple sentences to help students understand, for example: "If you want to succeed, you need to build confidence first." "Please follow me to read these words aloud." "You should make a study plan at the beginning of each term." Let students read the new words and phrases several times to make sure they can read them correctly. C. While - reading (15 minutes) Skimming Ask students to read the passage quickly and tick the main idea of the passage among the given options: How to become a translator How to learn from mistakes How to develop good methods to learn English After students finish, check the answers together and ask some students to explain why they choose that option. This step can help students get a general understanding of the passage. Scanning Let students read the passage carefully again and answer some detailed questions: What was Li Heng's problem when he began learning English? (He found it hard and was afraid to speak English before the class.) What advice did his teacher give him? (Make a study plan and don't worry about making mistakes.) What ways of learning English are mentioned in the passage? (Reading English stories, newspapers, magazines; joining an English club; listening to English songs; watching TV shows, ads, and the news in English; writing in a diary; watching English cartoons and movies; taking part in challenging language tasks like online English forums and English contests.) After students answer the questions, have a brief discussion to check the answers and make sure students understand the details of the passage. Language Points Learning Focus on the modal verbs in the passage. Show the sentences with modal verbs on the screen, such as "We should build confidence in our English learning.", "You can start by making a study plan.", "We may read English stories, newspapers, and magazines.", "We must try our best to explore ourselves." Explain the usage of each modal verb in these sentences. Let students imitate these sentences and make some of their own. For example, ask students to use "should" to give advice to their classmates on how to learn math well. Then invite several students to share their sentences. D. Post - reading (10 minutes) Group Work Divide the students into groups of four or five. Ask each group to discuss their own English learning experiences. They need to use modal verbs to talk about what they should do, what they can do, what they may do, and what they must do to improve their English. Each group chooses a representative to make a report to the whole class. For example, "In our group, we think we should read English aloud every morning. We can join an English corner to practice speaking. We may watch English movies at weekends. And we must finish our English homework on time." While the representatives are reporting, other students listen carefully and can ask questions if they have any. Writing Ask students to write a short passage about their own English learning experiences and methods. They should include at least three sentences with modal verbs. Give them some guidance, such as starting with "My name is... I have been learning English for... years. At first, I... Then, I found some good ways to learn English. For example, I think I should... I can... Also, I may... In the future, I must...". After students finish writing, ask them to exchange their passages with their partners and check for grammar mistakes, spelling mistakes, and the correct usage of modal verbs. Then invite several students to read their passages in class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including the new words and phrases, the main idea of the passage, and the usage of modal verbs. Ask students to recall the different English learning methods mentioned in the passage and in their group discussions. Homework Ask students to rewrite their English learning experience passages according to the suggestions of their partners, and then hand them in next class. Let students search for more information about English learning methods on the Internet or in books and share it with the class next time. 教学反思 After this class, I think the overall teaching process went smoothly. The lead - in activity successfully aroused students' interest and made them actively participate in the discussion. The pre - reading part helped students better understand the new words and phrases, which laid a good foundation for reading. During the while - reading process, students gradually mastered the reading skills of skimming and scanning, and also had a better understanding of the usage of modal verbs. However, there are still some areas that need improvement. In the group work, some students were a bit shy and did not actively participate in the discussion. In the future, I need to encourage these students more and create a more relaxed atmosphere. Also, in the writing part, some students still made mistakes in the usage of modal verbs. Maybe I should give more examples and exercises in class to strengthen their understanding. Overall, I will continue to adjust my teaching methods to make the class more effective and interesting for 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 $