Unit 4 Being a good learner I love learning Chinese! 教学设计 2025-2026学年冀教版（2024）八年级英语上册

Unit 4 Being a good learner-I love learning Chinese! This part of the teaching material is from "I love learning Chinese!" in Unit 4 of the eighth - grade English textbook published by Hebei Education Press (2024 edition). It is a reading - based text. The text mainly presents a learner's experience and tips on learning Chinese. Through vivid examples and practical suggestions, it shows the challenges and joys of learning Chinese, aiming to guide students to think about their own learning methods and inspire their interest in learning foreign languages. 教学目标 1. Knowledge Aims Students will be able to master key words and phrases related to language learning, such as "tone", "character", "imagination", "make mistakes", "focus on", etc. Students can understand the main idea and details of the passage about learning Chinese, and learn some useful sentence patterns for expressing learning experiences and giving advice, like "First, don't be afraid to make mistakes."; "I believe I will reach a better level if I practice more." Students will be familiar with the grammar points used in the text, such as the usage of modal verbs for expressing suggestions and the simple present tense for stating general facts. 2. Ability Aims Improve students' reading skills, including skimming for the main idea, scanning for specific information, and inferring meaning from context. Develop students' oral and written expression abilities. They can talk about their own learning experiences and give advice on learning a foreign language in English. Cultivate students' ability to summarize and organize information, and be able to make mind maps or outlines based on the text content. 3. Emotional Aims Stimulate students' interest in learning foreign languages, especially Chinese for those who are learning English as a second language, and let them understand the charm and value of different languages. Encourage students to be brave in making mistakes in language learning and cultivate their positive attitude towards learning. Promote cross - cultural understanding and respect, making students realize that different languages carry different cultures. 教学重难点 1. Key Points Key vocabulary and phrases related to language learning and their correct usage. The main idea and important details of the passage about learning Chinese. Reading skills training, such as how to quickly find relevant information in the text. Oral and written expression training on the topic of language learning. 2. Difficult Points Helping students understand the cultural connotations behind Chinese language learning mentioned in the text, such as the characteristics of Chinese characters and tones. Guiding students to apply the learned reading skills and language knowledge to real - life situations, and being able to express their own learning experiences and suggestions fluently and accurately. Cultivating students' critical thinking ability, enabling them to evaluate and improve their own learning methods. 1. Key Words Tone /təʊn/: In Chinese, tones are very important. Different tones can change the meaning of a word. For example, the word “妈 (mā)” with the first tone means “mother”, while “马 (mǎ)” with the third tone means “horse”. Character /ˈkærəktə(r)/: Chinese characters are like pictures. They are unique and carry rich meanings. For instance, the character “日 (rì)” looks like the sun, and it means “sun” or “day”. Imagination /ɪˌmædʒɪˈneɪʃn/: When learning Chinese characters, we can use our imagination. For example, we can imagine the character “山 (shān)” as three mountains standing side by side. Mistake /mɪˈsteɪk/: Don't be afraid of making mistakes in language learning. Making mistakes is a part of the learning process. Focus /ˈfəʊkəs/: We should focus on key points when learning. For example, when learning Chinese, focusing on the pronunciation and meaning of common characters is very important. 2. Key Phrases Make mistakes: As mentioned before, it is normal to make mistakes in language learning. We should learn from our mistakes. Focus on: You need to focus on your studies if you want to make progress. For example, when reading a Chinese text, focus on understanding the main idea first. Be afraid to do sth. /biː əˈfreɪd tuː duː sʌmθɪŋ/: Many students are afraid to speak Chinese in public because they are worried about making mistakes. Use one's imagination: Using your imagination can make learning Chinese more interesting. You can use your imagination to remember the shape and meaning of Chinese characters. Find out: Try to find out the best way for you to learn Chinese. You can try different methods and see which one suits you the most. 3. Key Sentence Patterns First, don't be afraid to make mistakes. This is a common sentence pattern for giving advice. We can also say “Second, practice more every day.”; “Third, find a language partner to talk with.” I believe I will reach a better level if I practice more. This is a sentence with a conditional clause. Similar sentences are “I think you will make great progress if you focus on your studies.” 4. Grammar Points Modal verbs for giving advice: Such as “should”, “could”, “ought to”. For example, “You should read more Chinese books.”; “You could try watching Chinese movies to improve your listening.” Simple present tense: It is used to state general facts. In the text, sentences like “Many learners think Chinese is the most difficult language to learn because of its tones and grammar.” use the simple present tense. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different languages, such as English, French, Spanish, and Chinese, on the PPT. Ask students: “Do you know these languages? Which language do you think is the most difficult to learn? And why?” Let several students answer the questions. This activity can arouse students' interest and lead in the topic of language learning. 2. Pre - reading (10 minutes) Write the title “I love learning Chinese!” on the blackboard. Ask students: “What do you think the text will talk about according to the title? What do you want to know about learning Chinese?” Encourage students to share their ideas and predictions. Then, introduce some basic knowledge about Chinese language, such as the four tones in Chinese pronunciation and the structure of Chinese characters briefly. Show some simple Chinese characters and their corresponding meanings on the PPT, like “人 (person)”, “口 (mouth)”, “手 (hand)”, and let students guess the meanings. This can help students build some background knowledge for reading the text. 3. While - reading (15 minutes) Fast - reading: Let students read the text quickly within 3 minutes and answer the question: “What is the main idea of the text?” After that, ask some students to share their answers. The main idea of the text is that the author thinks Chinese is interesting and fun to learn, and gives some tips on learning Chinese. Careful - reading: Divide the text into several parts. Let students read each part carefully and answer some detailed questions. For example, for the part about making mistakes: “What happened to the author when he began to learn Chinese?” The answer is that he called a horse “mother” because of the wrong tone. For the part about using imagination: “How does the author use imagination to learn Chinese characters?” The answer is that the author takes Chinese characters as pictures when writing them. After students finish answering the questions, explain some difficult words, phrases, and sentence patterns in the text. Use examples to help students understand, such as for the phrase “focus on”, give an example “You should focus on your homework now.” 4. Post - reading (10 minutes) Group work: Divide students into groups of 4 - 5. Ask each group to discuss the following questions: “What are the similarities and differences between learning Chinese and learning English? What good learning methods do you have for learning English?” Each group chooses a representative to report their discussion results to the whole class. Mind - map making: Guide students to make a mind - map based on the text content. The central topic is “Learning Chinese”, and the branches can include “Challenges (tones, grammar)”, “Tips (don't be afraid of mistakes, use imagination, find the best way)”, etc. This can help students better summarize and organize the information in the text. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including important words, phrases, sentence patterns, and the main idea of the text. Ask students to recall what they have learned in this class. Homework: Ask students to write a short passage about their own learning experiences of a foreign language (it can be English or other languages they have learned), including the difficulties they have met and the solutions they have found. Let students search for more information about Chinese language learning on the Internet or in books, and share it with their classmates in the next class. 教学反思 After teaching this lesson, I think the following aspects are worthy of reflection. Positive aspects: The warming - up activity effectively aroused students' interest in the topic of language learning. The pre - reading activities, such as predicting the text content and introducing background knowledge, helped students better understand the text during reading. The while - reading process, including fast - reading and careful - reading, trained students' reading skills. The group work and mind - map making in the post - reading part promoted students' cooperation and summary abilities. Weak aspects: In the process of explaining difficult words and phrases, some students may not have fully understood due to the limited examples. Also, during the group work, some students were a little shy and did not actively participate in the discussion. Improvement measures: In the future teaching, I will prepare more vivid and practical examples when explaining language points to help students better understand. For students who are not active in group work, I will encourage them more and give them more guidance to make them actively involved in classroom activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $