Unit 4 Welcome to the Unit 教学设计 2025-2026学年译林版英语八年级下册

该初中英语教学设计聚焦书籍类型区分与阅读偏好表达，核心知识点为识别小说（fiction）与非虚构类（non-fiction）书籍特征，掌握相关词汇（如genre, novel）及对话模型（I'm interested in...等）。课堂导入通过展示《时间机器》等书封面图片，提问引导学生区分真实与虚构故事，搭建从类型识别到阅读偏好讨论的学习支架，结合表格对比、对话填空等活动辅助理解。 该资料亮点在于融合多维度核心素养，如通过《格列佛游记》等经典文学提及提升文化意识，引导学生分类书籍培养思维品质，设计“Book Speed Dating”活动促进互动与学习能力发展。学科特色教学方法如对话模型练习、小组合作，既帮助学生提升语言表达与跨文化理解，也为教师提供结构化活动设计，便于高效开展课堂教学。

译林新版8BU4 Lesson Plan 1: Welcome to the Unit – Choosing What to Read Textbook Reference: Unit 4, Pages 48-49 I. Teaching Objectives Language Ability: Students will be able to identify and pronounce key vocabulary related to book genres (fiction, non-fiction, novel, history, science); use the dialogue model to discuss reading preferences using "I'm interested in..." and "I'm not a fan of...". Cultural Awareness: Recognize classic literature mentioned (Gulliver’s Travels, Childhood) and understand the value of diverse reading materials. Thinking Quality: Classify books into fiction and non-fiction based on characteristics; analyze personal reading habits. Learning Ability: Use tables to organize information about book types; actively participate in pair work to exchange ideas. II. Key & Difficult Points Key: Distinguishing between fiction and non-fiction; mastering the conversation model for recommending books. Difficult: Articulating why they prefer a certain genre using abstract adjectives (e.g., made-up, inner life, realistic). III. Teaching Procedures Step 1: Lead-in Activity: Show images of book covers (The Time Machine, How Steel Was Tempered, Chinese Civilization). Q1: "Look at these covers. Which ones tell real stories and which ones are made up?" Q2: "If you want to learn facts about history, which one would you pick? If you want an adventure, which one?" Step 2: Presentation Activity: Listen to Part A and complete the table comparing Fiction and Non-fiction. Q3: "What makes a story 'fiction'? Is it only about having magic?" (Guide to: characters and events are made-up). Q4: "Why do people read non-fiction? Is it just for school?" (Guide to: to learn about different things/real events). Drill: Practice pronunciation of new words: fiction, non-fiction, novel, crash, tired out. Step 3: Practice Activity: Analyze the dialogue in Part B (Millie & Daniel). Q5: "Daniel likes history books. Millie prefers novels. How do they express their opinions politely?" (Focus on: I'm really interested in... / I'm not a fan of... / It's worth reading). Task: Fill-in-the-blank exercise based on the dialogue structure. Example: "Are you reading anything good? Yes, I'm reading a book about ______. I'm really ______ in it." Pair Work: Students create a new dialogue using the model, discussing their own favorite books. Step 4: Production Activity: "Book Speed Dating." Students walk around and ask 3 classmates about their current reading. Q6: "After talking to your classmates, do you notice a trend? Do boys and girls prefer different genres? Why might that be?" Extension: Briefly discuss the quote: "Reading ten thousand books is like travelling ten thousand miles." What does it mean? IV. Homework Memorize the new vocabulary and the dialogue model. Bring one book (fiction or non-fiction) to the next class and prepare a 1-sentence introduction. V. Blackboard Design Unit 4 Welcome: Choosing What to Read Genres: - Fiction: made-up stories, characters (e.g., Novels, Gulliver's Travels) - Non-fiction: real stories, facts (e.g., History, Science) Key Structures: - Are you reading anything good? - I'm (really) interested in... - I'm not a fan of... - It's worth reading. / You must check it out! 学科网（北京）股份有限公司 $