Unit 4 Integration D2D3 & further study教学设计 2025-2026学年译林版英语八年级下册

译林新版8BU4 Lesson Plan 5: Integration D2 ,D3& Further Study Textbook Reference: Unit 4, Pages 58-59 I. Teaching Objectives Language Ability: Write a structured reading journal including summary and personal opinion; use target expressions (tell us to..., face the results). Cultural Awareness: Connect reading to cultural identity (Lu Xun, Diary of a Madman); appreciate how literature reflects society. Thinking Quality: Critically evaluate a book’s theme; synthesize the unit’s concept of "opening minds" through reading. Learning Ability: Self-edit writing using a checklist; conduct independent research on an author. II. Key & Difficult Points Key: Structuring the journal (Title, Info, Summary, Opinion); using linking words for coherence. Difficult: Moving from simple plot summary to deep thematic reflection (What does the story teach us?). III. Teaching Procedures Step 1: Further Study Exploration Topic: Lu Xun and Diary of a Madman. Activity: Brief presentation (teacher or student-led) on Lu Xun. Q1: "Why is Lu Xun considered one of the greatest writers? How did his work 'open minds' in China?" Connection: Link to the unit theme: Reading is a good way to open our minds. Reading isn't just entertainment; it's social reflection. Step 2: Model Analysis Read: Amy’s journal on The Adventures of Tom Sawyer. Deconstruct: 1　 Basic Info: Title, Writer, Type. 2　 Summary: "From talking friends... to finding treasure..." (Action-oriented). 3　 Opinion: "I enjoy... because..." + "The story tells us to..." (Thematic depth). 4　 Highlight Expressions: face the results, fight for what is right, fun-loving and brave. Step 3: Writing Workshop Task: Write your own Reading Journal based on D1 preparation. Requirements: (1) Include all basic info. (2) Summary: 3-4 sentences covering main plot points. (3) Opinion: Must include why you liked it and what lesson the story teaches. (4) Integrate "Further Study" spirit: Mention how the book broadens horizons or protects culture (if applicable). Drafting: Students write individually. Teacher circulates to assist with vocabulary. Step 4: Peer Review & Polish Checklist: Did I use must/have to or wh-to structures correctly? Is my opinion clear? Did I include a "lesson learned"? Sharing: Select 2-3 students to read their "Lesson Learned" section. IV. Sample Essay (Model for Students) (To be provided on handout or board) My Reading Journal Title: The Little Prince Summary: This book describes the journey of a little prince who travels from his tiny asteroid to Earth. He meets a pilot in the desert and shares stories about his rose and the fox. Through his eyes, we see the strange behavior of adults. Opinion: I really enjoy this book because it is simple yet deeply moving. I love the character of the Fox best. He is wise and patient, though he is just an animal. The story tells us to look with our hearts, not just our eyes, and to cherish the relationships we build. It reminds us that what is essential is invisible to the eye. Key Vocabulary & Highlights: cherish (v.) - 珍爱，珍视 invisible (adj.) - 看不见的 essential (adj.) - 必不可少的，本质的 Highlight Sentence: The story tells us to look with our hearts, not just our eyes. (这个故事告诉我们要用心去看，而不仅仅是用眼睛。) Highlight Sentence: It reminds us that what is essential is invisible to the eye. (它提醒我们，真正重要的东西是肉眼无法看见的。) V. Homework Polish the reading journal based on peer feedback and submit. Project: Choose one Chinese classic (e.g., Journey to the West) and find one English excerpt or summary to share next week, connecting it to the "Further Study" theme of cultural export. VI. Blackboard Design Unit 4 Writing: My Reading Journal Structure: . Header (Title, Author, Type) . Summary (Who, Where, What happened) . Opinion (Feelings + Lesson Learned) Key Expressions: - The story tells us to... - It reminds us that... - Face the results / Fight for what is right Theme: Reading opens minds & connects cultures. 学科网（北京）股份有限公司 $