Unit3整单元教案-2025-2026学年译林版英语八年级上册

课 题 8A Unit3 To be a good learner Welcome to the unit 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the class, students can 1. Understand and interpret Chinese sayings related to learning. 2. Discuss and express opinions on key factors for successful learning. 3. Use modal verbs and expressions to give suggestions. 4. Collaborate in groups to share ideas about effective learning strategies.. II. Teaching main points The key vocabulary and phrases III. Focus of the lesson and predicted area of difficulty Use modal verbs and expressions to give suggestions. IV. Teaching procedures Step1:Lead-in Look at the pictures on the screen. ①What can you see in the picture? ②Where can you see these things? ③What can you do with them? Step2: Look and think Now we have three pictures about sayings. Let’s look at them. What is each picture about? Discuss with your deskmate. Step3: Read and think (Matching) ①Read the three sayings aloud first. Then match each saying with its meaning. Finish it by yourself first, then check with your group. ②Read aloud, do the matching, and check in groups. Step4: Read and choose ①Here are three situations. Read them carefully and choose the proper saying to respond. Let’s do Situation 1 together first, then you finish the other two. ②Follow the teacher, then finish the rest and share answers. Step5: Brainstorm ①We know these sayings about learning. ②What other Chinese sayings about learning do you know? Share their English meanings with your group. e.g., “With time and effort, even an iron pestle can be ground down to a needle.” Step6: Listen and think (Conversation) ①Millie and her classmates are talking about the most important thing for successful learning. ②Listen to the conversation (or read it together). Then answer: What do the students think is important? Step7: Think and share (Group discussion) ①Work in groups of 4. Talk about the most important thing for successful learning, using the conversation as a model. One student writes down the key points. ②Discuss and share their group’s ideas in front of the class. Pair - work Discussion (15 minutes) Present the topic on the PPT: "What do you think are the most important factors for successful learning?" Provide some example factors, such as "a strong drive to learn", "a good teacher to guide you", "good learning skills", "a proper learning plan", etc. Let students work in pairs to discuss. One student starts with "For me, one thing is...", and the other responds with "I agree/I don't agree. Because...". Walk around the classroom to listen to their discussions and offer help if necessary. After about 10 minutes, ask several pairs to come to the front of the class and share their discussions. The rest of the students listen and can ask questions or give their own opinions. 5. Summary (5 minutes) Summarize the key points of this class, including the Chinese sayings, new words, and the discussion about learning factors. Assign homework: Ask students to write a short passage about their own opinions on successful learning factors. They should use at least three new words and one Chinese saying they learned in this class. Step8:Homework ①Choose the proper sayings to respond in these situations. ②Write 4 to 5 English sentences about “the most important thing for successful learning”. 教后记： 课 题 8A Unit3 To be a good learner Reading1 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of this class，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. II. Teaching main points 1.Key vocabulary and phrases related to Benjamin Franklin. 2.Reading skills such as skimming, scanning and inferring. III. Focus of the lesson and predicted area of difficulty 1.Infer the meaning of key vocabulary from context 2.Relate Franklin’s learning spirit to their own learning experiences. IV. Teaching procedures Step1:Warming-up 1. Greet students and ask: "Do you know any great people in history? What did they do?" 2. Show a picture of Benjamin Franklin and introduce him briefly: "Today we’ll learn about a great man—Benjamin Franklin. He was an inventor, a writer, a scientist, and one of the Founding Fathers of the US. Let’s find out more about him." Step2: Pre-reading 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. Step3: While-reading 1. Fast reading: Ask students to read the text quickly and check their predictions about the paragraph headings. Then fill in the blanks of the headings (e.g., (1) introduction, (2) learning). 2. Careful reading: Ask students to read Paragraph 2-4 carefully and answer questions: ①How did Franklin teach himself? ②What did he study about storms? ③What inventions did he make?" 3.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". Step4: Post-reading 1. Group discussion: Divide students into groups of 4. Ask: ①How could Franklin be a lifelong learner? ②What qualities does he have? 2.List 2-3 qualities and find evidence from the text." After 5 mins, each group shares. 3. Language practice: Ask students to complete the sentence: From Franklin, I learn that ___________. I will ___________ in my study. Step5: Summary Invite a student to retell the text briefly with the help of the PPT (key points: Franklin’s identity, how he learned, what he studied, his inventions). The teacher supplements and emphasizes the key points. Step6 Homework 1.Find out more qualities of Franklin and write 2-3 sentences. 2. Retell the article using a timeline (draw a timeline and write key events). 教后记： 课 题 8A Unit3 To be a good learner Reading 2 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of this class，students will be able to 1.Use reflexive pronouns and target language to discuss language - learning problems. 2.Master the structure of writing an article about overcoming language - learning difficulties. 3.Improve speaking skills to discuss language - learning problems and solutions. 4.Enhance writing skills to compose articles with the “problem - solution - lesson” structure.. II. Teaching main points 1.Use the model dialogue to discuss language - learning issues. 2.Write articles about overcoming language - learning problems following the model. III. Focus of the lesson and predicted area of difficulty 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. IV. Teaching procedures Step 1. Lead - in ①Ask students “Yesterday we learned about Zhao Yuanren and Lily. Now, think about your own English - learning problems. Who has trouble with grammar? Pronunciation?” List problems on the board. Step 2. Speaking Practice: Discussing Problems ①Introduce the model dialogue (Part C). ②Students practice in pairs, then change roles. Encourage adding new ideas, e.g., “I have trouble with writing. What should I do?” “You can keep a diary in English.” ③Invite 3 - 4 pairs to perform dialogues. Give feedback on language accuracy and creativity. Step 3. Pre - writing: Analyze the Model 1.Show Millie’s article “Practice makes perfect” (Part D2). Analyze the structure: Introduction: Problem (couldn’t be understood when speaking English). Solution: Daily listening and pronunciation practice. Lesson: Practice makes perfect. 2.Useful expressions (e.g., “During the summer holiday...; I then decided to...; After two months...”). Step 4. Writing Practice 1.Students use the survey (Part D1) to write their own articles. Guide them to follow the structure: ①Describe the problem (e.g., “I had problems with grammar...”). ②Explain solutions (e.g., “I did grammar exercises and asked the teacher for help...”). ③Share the lesson (e.g., “Now I know practice is key”). 2.Walk around to help, remind of useful expressions. 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. Step 5. Post - writing: Share & Evaluate 1.Students exchange articles, give peer feedback (e.g., “Does the problem - solution - lesson structure work? Are there clear details?”). Then, select 2 - 3 articles to read in class. 2.Teacher comments on content, structure, and language use. Step 6. Summary Review speaking strategies (using the model dialogue) and writing structure (problem - solution - lesson). Step 7 Homework: 1.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. 2.Let students read the passage again after class and try to recite some important sentences. 教后记： 课 题 8A Unit3 To be a good learner Grammar 1 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Master the rules of forming and using comparative & superlative adverbs. 2.Correctly use reflexive pronouns in different contexts. 3.Improve students' ability to analyze grammar rules and apply them in writing and speaking. 4.Enhance students' language accuracy through practice tasks. II. Teaching main points 1.The formation and usage of comparative & superlative adverbs. 2.Correct application of reflexive pronouns. III. Focus of the lesson and predicted area of difficulty 1. Distinguishing between the use of comparative and superlative adverbs in complex contexts. 2.Properly using reflexive pronouns to express self - related actions precisely. IV. Teaching procedures Step 1: Lead - in 1.Show some pictures related to learning, such as students studying hard, reading books carefully, etc. Ask students to describe what they see in the pictures using simple sentences. For example, "The boy is reading a book carefully." Try to guide them to use adverbs in their descriptions. 2.Ask students to describe the actions using adverbs, like “Tom runs fast. Lily jumps high...”. Then, lead to comparison: “Who runs faster? Who jumps the highest?”, introducing the topic of comparative and superlative adverbs. Step 2. Presentation 1.Comparative & Superlative Adverbs ①Present the example sentences from the book (Sandy, Amy, Millie reading). ②Analyze the formation rules: short adverbs (hard → harder → hardest), long adverbs (quickly → more quickly → most quickly), irregular adverbs (well → better → best). ③Write the rules on the board. ④Let students try to form comparative and superlative forms of some adverbs (e.g., early, carefully, badly) orally. 2. Reflexive Pronouns (5 minutes) ①Show the sentences with reflexive pronouns from the book (e.g., “enjoy myself”, “teaching herself”). ②Explain the singular (myself, yourself...) and plural (ourselves, yourselves...) forms. ③Illustrate the rule: use when subject and object are the same. ④Ask students to make simple sentences with reflexive pronouns, like “I can dress myself.” Step 3. Practice 1.Comparative & Superlative Adverbs Practice ①Have students complete Exercise A (Millie writing about classmates) individually. ②check in pairs. Walk around to help. ③Ask some students to read their answers and explain why they choose the forms, reinforcing the rules. Show different types of adverbs one by one. Use more examples to illustrate. For adverbs of manner, show pictures of people doing things in different ways, like a person walking slowly and a person running fast, and ask students to describe them with adverbs. For adverbs of time, write a timeline on the blackboard and mark different time points, then use sentences with time adverbs to describe events at those points. 2.Reflexive Pronouns Practice ①Students do Exercise B1 (Millie writing about people) alone. ②share answers in groups. Discuss any mistakes or confusions. ③Invite a group to present their answers and explain the usage of each reflexive pronoun in the context. Step 4. Production 1.For comparative & superlative adverbs, students do Exercise A2: write sentences about group activity performance, e.g., “In our group, John works hard. Peter works harder. Mary works the hardest.” 2.For reflexive pronouns, students do Exercise B2: write a short text about others' learning experiences with reflexive pronouns. 3.Select some students to read their writings. Praise good usages and correct mistakes. Step 5. Summary 1.Review the rules of comparative & superlative adverbs (formation and usage) and reflexive pronouns (forms and when to use). 2.Ask students to summarize the key points. Step 6. Homework 1.Do more grammar exercises from the workbook related to these two grammar points. 2.Write a diary entry about a day using at least 3 comparative/superlative adverbs and 3 reflexive pronouns. 教后记： 课 题 8A Unit3 To be a good learner Grammar 2 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Master the rules of forming and using comparative & superlative adverbs. 2.Correctly use reflexive pronouns in different contexts. 3.Improve students' ability to analyze grammar rules and apply them in writing and speaking. 4.Enhance students' language accuracy through practice tasks. II. Teaching main points 1.The formation and usage of comparative & superlative adverbs. 2.Correct application of reflexive pronouns. III. Focus of the lesson and predicted area of difficulty 1. Distinguishing between the use of comparative and superlative adverbs in complex contexts. 2.Properly using reflexive pronouns to express self - related actions precisely. IV. Teaching procedures A. Warming - up (5 minutes) Greet the students as usual. Show some pictures related to learning, such as students studying hard, reading books carefully, etc. Ask students to describe what they see in the pictures using simple sentences. For example, "The boy is reading a book carefully." Try to guide them to use adverbs in their descriptions. B. Presentation (15 minutes) Adverbs Concept Introduction: Write some sentences on the blackboard, such as "She sings beautifully." and "He gets up early." Underline the words "beautifully" and "early". Explain to students that these words are adverbs, and they are used to modify verbs. Types of Adverbs: Show different types of adverbs one by one. Use more examples to illustrate. For adverbs of manner, show pictures of people doing things in different ways, like a person walking slowly and a person running fast, and ask students to describe them with adverbs. For adverbs of time, write a timeline on the blackboard and mark different time points, then use sentences with time adverbs to describe events at those points. Explain the formation rules of adverbs. Write some adjectives on the left - hand side of the blackboard and their corresponding adverbs on the right - hand side, and let students observe the patterns. Reflexive Pronouns Introduction: Write the sentence "I saw myself in the mirror." on the blackboard. Circle the word "myself" and explain that this is a reflexive pronoun. When the subject and the object of a verb are the same person or thing, we use a reflexive pronoun. Forms: List all the forms of reflexive pronouns on the blackboard, and read them aloud with students several times to help them remember. Usage Examples: Give more examples of using reflexive pronouns, such as "He taught himself English." and "We should believe in ourselves." Explain the different usages, including for self - action and emphasis. C. Practice (15 minutes) Adverbs Exercises Hand out a worksheet with sentences that require students to fill in the blanks with the correct form of adverbs. For example: He runs ______ (fast). She speaks English ______ (fluent). They arrived at school ______ (late) this morning. Let students work individually first, and then check the answers together in class. Explain the reasons for each answer, especially for the conversion from adjectives to adverbs. Reflexive Pronouns Exercises Present some sentences with blanks for students to fill in with the appropriate reflexive pronouns. For example: The girl can dress ______ (herself) now. We should take care of ______ (ourselves). Did you enjoy ______ (yourself/yourselves) at the party? After students finish, ask them to read the sentences aloud with the filled - in reflexive pronouns, and correct any mistakes. D. Consolidation (7 minutes) Group Work: Divide students into groups of four or five. Give each group a set of cards with different sentences (some with adverbs and some with reflexive pronouns). The group members need to discuss and classify the sentences according to the grammar points, and then explain their classification reasons. Summary: Summarize the key points of adverbs and reflexive pronouns with students, emphasizing the important usage and formation rules. E. Homework Assignment (3 minutes) Step 6. Homework 1.Do more grammar exercises from the workbook related to these two grammar points. 2.Write a diary entry about a day using at least 3 comparative/superlative adverbs and 3 reflexive pronouns. 3.Ask students to write a short passage about their weekend activities, using at least three adverbs and three reflexive pronouns. Let students review the grammar points learned today and preview the next part of the unit. 教后记： 课 题 8A Unit3 To be a good learner Word power 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Understand the function of the suffixes -er, -or, and -ist in forming nouns for people. 2. Apply the suffixes to verbs/nouns to create nouns describing professions or roles. 3. Use the newly formed words in context to describe people's jobs or activities. 4. Write a short paragraph about "slashies" or multitalented people using the target vocabulary. II.Focus of the lesson and predicted area of difficulty Understand the function of the suffixes -er, -or, and -ist in forming nouns for people. III. Focus of the lesson and predicted area of difficulty Use the newly formed words in context to describe people's jobs or activities. IV. Teaching procedures Step1: Warm-up & Revision 1.Show PPT to review previous suffixes (-ful, -less, -ish 等) and ask: What does '-ful' mean? (e.g., useful = full of use)" 2.Today we’ll learn 3 new suffixes: -er, -or, -ist, which help make nouns for people. Step2: Presentation (Suffixes -er, -or, -ist) 1.Explain the meaning of the 3 suffixes: "They mean 'a person who does a specific job/activity'". 2.Give examples with PPT: print→printer (a person who prints), invent→inventor (a person who invents), art→artist (a person who does art). 3.Show the example of Benjamin Franklin: "He was a printer, writer, inventor and scientist" to help students understand the usage in context. Step3: Practice (Forming Nouns) 1.Ask students to complete Exercise A on PPT (e.g., plan→______, own→______) individually. Remind them to use a dictionary if unsure. 2.Check answers together: Invite students to share their answers and explain how they chose the suffix. Step4: Presentation (Dictionary Use) 1.Show dictionary pages (with words fall, fast, fancy) and ask: Where is 'fall'? Where is 'fast'? How do we find words in a dictionary? 2.Summarize the rule: "Dictionaries are in A-Z order. We compare the first letter, then the second, etc. Step5: Practice (Spelling Rules for -er) 1.Introduce spelling rules when adding -er: ① Most words: + -er (e.g., work→worker); ② Short words with consonant at the end: double the consonant + -er (e.g., jog→jogger); ③ Words ending with "e": + -r (e.g., dance→dancer). 2.Ask students to practice: publish→______, own→______, jog→______. Step6:Activity 1."School Talent Show Recommendation" 2.Divide students into groups of 4. Ask each group to discuss: ① One student introduces their own talent (use comparative adverbs, e.g., "I can dance more gracefully than before"). ② Recommend a classmate (use superlative adverbs and reflexive pronouns, e.g., "Tom can play the guitar the best in our class. He teaches himself to play").- 3.Invite 2-3 groups to present their discussions. Step7: Application (Guessing Word Meanings) 1.Show sentences with underlined words 2.Ask students to guess the meanings: " What is a cyclist? (Hint: cycle + -ist = a person who cycles)"; " What is a supporter? (support + -er = a person who supports)". Step8: Homework 1.Change the given words (cycle, carry, fight 等) into nouns for people with -er/-or/-ist (use a dictionary if needed). 2. Find other suffixes for people (e.g., -ee, -ant) and write 2 examples for each。 教后记： 课 题 8A Unit3 To be a good learner Integration 1 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Extract key information about Zhao Yuanren's language learning methods from the text. 2. Evaluate and discuss effective strategies for language learning. 3. Listen for specific details in a conversation about English learning experiences. 4. Apply listening and reading comprehension skills to complete summaries and surveys. II. Focus of the lesson and predicted area of difficulty Listen for specific details in a conversation about English learning experiences. III. Focus of the lesson and predicted area of difficulty Apply listening and reading comprehension skills to complete summaries and surveys. IV. Teaching procedures Step 1: Warm-up & Lead-in 1.Show the picture of Zhao Yuanren and ask: " ①Do you know who he is? ②What do you think he is good at? 2.Introduce the topic: "Today we’ll learn about good learners and their ways of learning, and share our own learning experiences." Step 2: Reading 1.Ask students to read the article about Zhao Yuanren quickly and answer: " What strong talents/ useful ways of learning does he have?" 2.Guide students to complete the blanks (Strong: talent, interest; Useful ways: reading, speaking, listening, focus on sentences) and check answers together. Step 3: Listening (True/False) 1.Play the audio of Lily talking about her English learning experience once. 2.Ask students to read the 6 sentences first. 3.Play the audio again. Students mark T/F and correct false sentences. 4.Check answers: Invite students to share their answers and explain how they found the correct information. Step 4: Listening (Fill in the Blanks) 1.Ask students to read the summary of Lily’s answers and predict the possible words e.g., "Pronunciation is a ____ of language learning" → possible word: part 2.Play the audio twice. Students fill in the blanks.- Check answers together and explain key expressions Step 5: Speaking (Talk About English Learning Problems) 1.Play the audio of Amy and Millie’s conversation. Ask students to find the key sentences 2.Divide students into pairs. Ask them to talk about their own English learning problems and plans, using the conversation as a model. 3.Invite 2-3 pairs to act out their dialogues in class. Step 6: Writing (Learn from Millie’s Article) 1.Ask students to read Millie’s article and answer: ①How many parts are there in the article? ②What does each part talk about? 2.Guide students to analyze the details: When/where did Millie have the problem? What did she do to solve it?" 3.Introduce the writing requirements: Write an article about their own English learning experience, including problem, solution and harvest. Step 7:Writing Practice:- 1.Students write their articles individually. Remind them to use the structure and expressions from the lesson. 2.After writing, students exchange drafts with partners to review, using the check list 3.Students revise their articles according to partners’ suggestions. Step 8:Homework 1.Polish the article and share it; Review the unit. 2.Collect more learning improvement ideas. New Words and Phrases dialect /ˈdaɪəlekt/n. a form of a language that is spoken in a particular area 方言 e.g. Zhao Yuanren could speak over 30 Chinese dialects. besides /bɪˈsaɪdz/prep. in addition to; apart from 除…… 之外（还） e.g. Besides his great talent, he also had useful ways to learn languages. put... into the language environment 把…… 置于语言环境中 e.g. He quickly learnt the language by putting himself into the language environment. 教后记： 课 题 8A Unit3 To be a good learner Integration 2 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Extract key information about Zhao Yuanren's language learning methods from the text. 2. Evaluate and discuss effective strategies for language learning. 3. Listen for specific details in a conversation about English learning experiences. 4. Apply listening and reading comprehension skills to complete summaries and surveys. II. Focus of the lesson and predicted area of difficulty Listen for specific details in a conversation about English learning experiences. III. Focus of the lesson and predicted area of difficulty Apply listening and reading comprehension skills to complete summaries and surveys. IV. Teaching procedures Step1 Lead - in (5 minutes) Greet the students and ask them some simple questions about their language - learning experiences, such as “Do you think learning English is easy or difficult? Why?” “What problems do you usually have in learning English?” Show some pictures of famous linguists or polyglots on the PPT and briefly introduce them, leading to the topic of this class - language learning strategies. Step 2 Reading and Comprehension (10 minutes) Present the passage about Zhao Yuanren on the screen. Let students read it silently for the first time and answer the general question: “What made Zhao Yuanren a language master?” Then, ask students to read the passage again carefully and find out Zhao Yuanren's language - learning methods. After that, invite some students to share their answers. Explain some difficult words, phrases and sentence patterns in the passage, such as “dialect”, “put... into the language environment”, “It is hard to learn a new language, but if we do it the right way, it will be a lot easier.” Step3 Listening (10 minutes) Tell students that they will listen to Lily, a Grade - 9 student, sharing her English - learning experience. Before listening, let them look at the statements in Part B1 quickly and predict what they might hear. Play the recording for the first time. Students listen carefully and mark “T” (true) or “F” (false) for each statement. Play the recording again. This time, students correct the false statements. Check the answers together. Then, move on to Part B2. Let students look at the questions first. Play the recording and ask students to listen and complete the summary of Lily's answers. Check the answers and explain some key points about pronunciation, grammar and reading in English learning. Step4 Speaking (10 minutes) Present the model dialogue in Part C on the screen. Invite two students to read the dialogue aloud as a demonstration. Let students work in pairs. They practice the dialogue first, and then make up their own dialogues about language - learning problems and solutions. Encourage them to use the expressions they have learned in this class. Walk around the classroom to monitor and offer help if necessary. After a few minutes, invite some pairs to come to the front of the class and act out their dialogues. Step5 Writing (10 minutes) Guide students to write an article about their own language - learning problems and how they solve them. First, ask them to brainstorm their problems and possible solutions. Then, give them a writing framework: Paragraph 1: Introduction - Briefly introduce the importance of language learning and mention that you have some problems in the process. Paragraph 2: Problems - List your main language - learning problems, such as pronunciation, grammar, vocabulary, etc. Paragraph 3: Solutions - Write down how you solve these problems, using the strategies you have learned today. Paragraph 4: Conclusion - Summarize your language - learning experience and express your hope for future language learning. Let students start writing. Walk around to provide guidance and answer their questions. After they finish writing, ask them to exchange their articles with their partners and give each other some suggestions for improvement. 教后记： 课 题 8A Unit3 To be a good learner Further study 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives 1.Students will be able to understand and use more advanced vocabulary related to learning strategies, such as “preview”, “review”, “summarize”, “take notes efficiently” etc. 2.They can master and use complex sentence structures for expressing learning experiences and suggestions, like “It is advisable to...”, “The key to... is to...” 3.Students are expected to be able to talk about their own learning plans and experiences fluently in English. II. Focus of the lesson and predicted area of difficulty Listen for specific details in a conversation about English learning experiences. III. Focus of the lesson and predicted area of difficulty Apply listening and reading comprehension skills to complete summaries and surveys. IV. Teaching procedures 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of students studying in different ways, such as studying alone, studying in groups, using flashcards, etc. Then ask students: “What do you think of these learning methods? Which one do you usually use?” Encourage students to share their opinions briefly. This activity aims to arouse students' interest in the topic of learning methods and lead in to the further study of this class. 2. Presentation (12 minutes) Vocabulary teaching: Write the new vocabulary words on the blackboard. Explain the meaning, pronunciation, and usage of each word one by one. For example, when teaching “preview”, show a sentence like “I always preview the textbook before the new lesson starts.” and explain that “preview” means to look at or study something before it is formally presented or taught. Use some simple actions or examples to help students understand, like pretending to look through a book quickly before class. Let students read the words after the teacher several times to practice pronunciation. Then ask students to make their own sentences using these new words and share them with the class. Sentence pattern teaching: Present the key sentence patterns on the PPT. Analyze the structure and meaning of each pattern. For the pattern “It is essential to do sth.”, explain that it is used to emphasize the importance of a certain action. Give an example: “It is essential to have a good rest before an exam.” Ask students to imitate the sentence patterns to make their own sentences. Walk around the classroom to check students' work and offer help if necessary. 3. Practice (15 minutes) Listening practice: Play a short passage about a student's learning experience on the recorder. The passage should contain some of the new vocabulary and sentence patterns just taught. Before playing, give students some questions to listen for, such as “What learning methods did the student use?”, “What difficulties did he/she meet and how did he/she solve them?” After playing the passage once, let students answer the questions in pairs. Then play the passage again for students to check and correct their answers. Speaking practice: Divide students into groups of four. Give each group a topic related to learning, such as “The best way to learn English grammar” or “How to improve your math problem - solving ability”. Ask each group to discuss the topic using the new vocabulary and sentence patterns. Each group member should express their opinions and suggestions. Select several groups to present their discussion results to the whole class. Encourage other students to ask questions or give comments. 4. Production (10 minutes) Writing practice: Ask students to write a short passage about their own learning experiences or a learning plan. They should use at least three new vocabulary words and two new sentence patterns in their writing. Provide some guiding questions on the PPT, such as “What subject do you find most difficult to learn?”, “What methods have you tried?”, “What is your plan to improve your learning in this subject?” Give students about 8 minutes to write. Then ask them to exchange their writings with their partners for peer - review. Partners should check for grammar mistakes, spelling mistakes, and whether the new vocabulary and sentence patterns are correctly used. Finally, students can make revisions based on their partners' suggestions. 5. Summary and Homework (3 minutes) Summarize the key points of this class with students, including the new vocabulary, sentence patterns, and learning strategies. Ask students to recall what they have learned in this class. Ask students to write a more detailed learning plan for the coming week, including their daily study schedule, learning goals, and the learning methods they will use. They should also write a short reflection on what they hope to achieve through this plan. 教后记： 课 题 8A Unit3 To be a good learner Revision 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives 1.Students will be able to master the key vocabulary related to learning, such as "method", "review", "note - taking", "memorize", "concentrate", etc. 2.Grasp the usage of important sentence patterns like "It is + adj. + to do sth." when talking about learning methods, for example, "It is important to review what we have learned every day." 3.Understand the reading materials about good learning habits and be able to extract key information. II. Focus of the lesson and predicted area of difficulty vocabulary and sentence patterns related to learning, as they are the basis for students to express themselves in the context of this unit. III. Focus of the lesson and predicted area of difficulty Apply listening and reading comprehension skills to complete summaries and surveys. IV. Teaching procedures A. Warming - up (5 minutes) Show some pictures on the PPT, such as students reading books, taking notes in class, and discussing problems in groups. Then ask students: "What are these students doing? Do you think they are good learners? Why or why not?" Encourage students to share their initial thoughts briefly. This activity aims to arouse students' interest in the topic and activate their prior knowledge related to learning. B. New Knowledge Presentation (12 minutes) Vocabulary Teaching Present the new words one by one on the PPT. For each word, show its pronunciation, meaning, and example sentences. Use flashcards to play a word - guessing game. The teacher shows a flashcard with a word on it, and students try to guess the meaning by using body language or giving definitions. This can help students better remember the words. Sentence Pattern Teaching Write the sentence pattern "It is + adj. + to do sth." on the blackboard. Explain its meaning and usage. Ask students to make their own sentences using this pattern. Invite several students to share their sentences with the class and correct them if there are any mistakes. C. Reading Comprehension (15 minutes) Pre - reading Show the title and the picture of the reading passage on the PPT. Let students predict what the passage might be about. For example, if the title is "Good Learning Habits", students may predict that it will talk about what good learning habits are and how to develop them. First, let students skim the passage quickly to get the main idea. Then ask them to answer a general question like "What is the passage mainly about?" Next, ask students to read the passage carefully and answer some detailed questions on the PPT. These questions can be about specific facts, reasons, or examples in the passage. After that, divide students into groups of four. Let them discuss the difficult sentences or points in the passage. The teacher walks around the classroom to offer help and guidance. Post - reading Select some students to summarize the passage in their own words. The teacher gives feedback and makes sure the summary is accurate and concise. Organize a group discussion: "Which learning habit do you think is the most important for you? Why?" Each group chooses a representative to share their group's opinion with the whole class. D. Listening (8 minutes) Introduce the listening material, which is usually a dialogue or a short passage about learning. Let students look at the pictures or the questions related to the listening material on the PPT first. This can help them get some clues about what they are going to listen to. Play the recording for the first time. Let students just listen and get a general idea of the content. Play the recording for the second time. Ask students to listen carefully and answer the questions on the PPT. The questions can be multiple - choice, fill - in - the - blanks, or short - answer questions. E. Speaking (3 minutes) Give students one minute to think about it. Then ask several students to share their experiences in front of the class. Encourage other students to listen carefully and ask questions if they are interested. F. Summary and Homework Assignment (2 minutes) Summarize the key points of this class, including the new vocabulary, sentence patterns, reading skills, and the main ideas about being a good learner. Ask students to recall what they have learned in this class. Ask students to write a short passage about their own learning plan for the next week, using the knowledge and sentence patterns they have learned in this class. Require students to review the new words and the reading passage after class. 教后记： 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $