Unit3 To be a good learner Reading1教案 2025-2026学年译林版（2024）八年级英语上册

该教案聚焦八年级Unit3 "To be a good learner" Reading1，核心围绕Benjamin Franklin的生平、成就及学习习惯展开阅读理解教学。通过Pre-reading环节的两个问题激活学生已知，如"你喜欢学什么"和"对富兰克林了解多少"，搭建从学生学习经验到历史人物学习精神的知识支架。 该资料亮点在于融合任务型教学与小组合作，以语言能力和思维品质培养为核心。While-reading环节通过skimming把握主旨、scanning提取细节（如富兰克林受教育年限、自学方式），训练信息获取能力；语境推断"set apart""countless"等词汇，提升逻辑推断思维。Post-reading小组讨论"富兰克林学习精神对自身的启示"，结合作业写敬佩的学习者，助力学生掌握阅读策略和终身学习意识，也为教师提供结构化、可操作的教学流程设计。

2025-2026学年度第一学期英语组集体备课 课题 Unit3 To be a good learner —Reading1 主备人 教学对象 八年级学生 使用人 使用日期 集体备 课参与人 二、教学目标 By the end of the lesson, students will be able to: 1. Understand the main ideas and details of the text about Benjamin Franklin. 2. Extract specific information about Franklin’s life, achievements, and learning habits. 3. Infer the meaning of key vocabulary from context (e.g., set apart, countless, for free). 4. Relate Franklin’s learning spirit to their own learning experiences. 三、学情分析 八年级学生正处于英语学习关键时期。他们好奇心和求知欲强烈，经过初一阶段的学习，已具备一定英语基础，语言综合运用能力有所提升，表达热情增强。在知识储备上，掌握了基础词汇、句型和简单语法知识，但在词汇深度理解与运用、复杂语法掌握及长难句分析上有待提高。面对新版教材中增加的长难句和更高难度词汇，部分学生可能感到吃力。 四、教学策略选择与设计 listening and speaking ,group cooperation method ,task-based method. 五、教学重点及难点 By the end of the lesson, students will be able to: 1. Understand the main ideas and details of the text about Benjamin Franklin. 2. Extract specific information about Franklin’s life, achievements, and learning habits. 3. Infer the meaning of key vocabulary from context (e.g., set apart, countless, for free). 4. Relate Franklin’s learning spirit to their own learning experiences. 六、教学过程 教师活动 学生活动 设计意图 个性化设计 1. Pre-reading (5 minutes) - Greet students and introduce the topic: Benjamin Franklin, a lifelong learner. - Activate prior knowledge with two questions: 1. What kind of things do you enjoy learning? 2. What do you know about Benjamin Franklin? - Write students’ responses on the board. - Briefly introduce Franklin: writer, scientist, inventor, Founding Father of the USA. 2. While-reading (20 minutes) a. First Reading (Skimming - 5 minutes) - Students read the text quickly to get the main idea. - Ask: What made Benjamin Franklin special? (Answer: His love of learning and many talents.) b. Second Reading (Scanning - 10 minutes) - Students read again to find specific details. - Discuss and answer these questions: 1. How many years of education did Franklin have? (Only two years.) 2. How did he teach himself? (By reading a lot, borrowing books, staying up late.) 3. What did he discover about storms? (They move from one place to another.) 4. What did he invent in his late 70s? (Special glasses.) 5. Did he make money from his inventions? (No, he let people use them for free.) c. Vocabulary in Context (5 minutes) - Highlight key phrases: - set him apart: made him different - countless inventions: many inventions - for free: without payment - Students guess meanings from context and use them in sentences. 3. Post-reading (10 minutes) Group Discussion: - In groups of 4, discuss: What can we learn from Benjamin Franklin’s learning habits? - Encourage use of phrases: - He taught himself by... - He was curious about... - He never stopped learning even when... - Groups share their ideas with the class. 4. Wrap-up and Reflection (5 minutes) - Ask: How can you apply Franklin’s learning spirit to your own studies? - Summarize: Lifelong learning requires curiosity, self-discipline, and sharing knowledge. - Assign homework: Write a short paragraph (5-6 sentences) about a person you admire for their love of learning (e.g., a family member, historical figure, or celebrity). 七、板书设计 八、作业设计 1.完成课课练相应课时作业。 2.背诵本课时单词、词组、句型，准备下节课默写。 九、教后反思 学科网（北京）股份有限公司 $