Unit 4　A good read 教学设计-2025-2026学年译林版英语八年级下册

Unit 4　A good read 导入一　阅读名言导入 在教室屏幕上展示“读万卷书,行万里路”“书籍是人类进步的阶梯”等关于阅读的名言,让学生分组讨论对这些名言的理解,从而引出本单元关于阅读的主题,探讨阅读的意义以及如何选择和赏析书籍。 导入二　“我的推荐书单”分享导入 课前布置任务让学生准备一本自己最推荐的书,简要说明推荐理由(如书籍类型、精彩之处)。课堂上,请学生上台分享推荐书单。分享结束后,引导其他同学提问或发表看法,由此引发学生对不同书籍类型的关注和思考,顺利引入本单元关于阅读选择的学习。 导入三　“书籍类型”关键词联想游戏 给出“Fiction”和“Non⁃fiction”这两个关键词,然后让学生在规定时间内尽可能多地写出与之相关的中文描述,如“小说:虚构、想象;非虚构类作品:纪实、知识”等。之后,请学生分享自己所写的内容,并简单解释为什么会联想到这些描述,通过词汇的拓展和讨论引入单元主题。 导入四　“阅读偏好”头脑风暴 在黑板上写下“Choosing what to read”的话题,让学生在规定时间内尽可能多地写下他们选择阅读内容时会考虑的因素,如书籍类型、个人兴趣、阅读目的等。之后,邀请学生分享自己的想法,并进行简单的讨论和总结,从而引入本单元围绕阅读选择展开的各项学习活动,帮助学生明确学习目标。 导入五　“我的阅读树”绘制 给每个学生发一张白纸,让他们在纸上绘制一棵简单的树,树干代表自己,树枝代表不同的书籍类型(如小说、非虚构类作品),并在树枝上写下自己喜欢的该类型书籍名称及理由。绘制完成后,学生向同桌介绍自己的“阅读树”,然后全班一起讨论阅读类型的多样性和阅读选择的重要性。 导入六　书籍封面分类挑战 展示《钢铁是怎样炼成的》、《时间机器》、《中华文明》、《深潜》等书籍的封面,让学生在规定时间内将其分为“Fiction”和“Non⁃fiction”两类。之后,请学生分享分类依据,引发对书籍类型特征的探讨,进而引入本单元关于阅读选择的学习。 活动设计　　　　　　　　　　　　　　　　　　　　　　　　　 活动一　Introduction to the Theme——书籍类型探索之旅 活动目标: 1.学生能够用英语分享对小说和非虚构类作品的认知,锻炼口语表达。 2.明确两类书籍的特征差异,激发对阅读选择的思考。 实施步骤: 1.在黑板上写下“Fiction”“Non⁃fiction”及相关关键词,如a made⁃up story(一个虚构的故事),real events(真实的事件)等,简单解释含义。 2.学生独自回忆自己读过的小说或非虚构类作品,用英语记录书籍名称、类型及阅读感受。 3.学生自愿上台,用英语分享自己的阅读经历,包括书籍类型、精彩点及感悟,其他学生倾听并可提问互动。 活动二　Group Discussion——阅读偏好研讨会 活动目标: 1.探讨对小说和非虚构类作品的偏好及选择理由。 2.促进学生思想交流,培养团队协作与表达能力。 实施步骤: 1.提供几个阅读选择场景,如想了解历史时选哪类书、想体验奇幻冒险时选哪类书、为了放松娱乐选哪类书等,将学生分组,每组选一个场景进行讨论。 2.小组内成员发表看法,共同总结选择逻辑,推选代表记录。 3.各小组代表向全班汇报,其他小组可补充或提出不同意见,教师总结点评,引导学生明确阅读选择的考量因素。 活动三　Role⁃play——阅读交流情景再现 活动目标: 1.通过角色扮演,让学生体验推荐书籍、交流阅读偏好的场景。 2.提高英语实际运用和应变能力,深化对书籍类型的理解。 实施步骤: 1.教师准备情景卡片,如向朋友推荐一本小说并说明推荐理由、向同学介绍一本非虚构类历史书并分享阅读收获、在图书馆遇到同学时讨论彼此喜欢的书籍类型等。 2.学生抽取卡片,进行角色分配和简单准备。 3.学生进行角色扮演表演,用英语对话交流,表演结束后,其他学生分享观察到的优点和不足,教师给予鼓励和指导,进一步加深对阅读选择的理解与实践。 语法探究　　　　　　　　　　　　　　　　　　　　　　　　　 　　“疑问词+动词不定式”结构 　　【观察】 I am not certain what to include in my book review. 我不确定在我的书海里该写些什么。 Simon forgot when to return the books to the library.西蒙忘记了何时把书还给图书馆。 Don't forget to tell your classmates where to find these books. 别忘了告诉你的同学们在哪里能找到这些书。 They are discussing which book to read next. 他们正在讨论接下来读哪本书。 　　【探究】 结构类型 例句 Adjective+question word+to⁃infinitive (形容词+疑问词+动词不定式) Gulliver was not sure who/whom to ask for help. 格列佛不确定该向谁求助。 Verb+question word+to⁃infinitive (动词+疑问词+动词不定式) Millie has decided what to read. 米莉已经决定了读什么。 Verb+object+question word+to⁃infinitive (动词+宾语+疑问词+动词不定式) My father taught me how to take photos with a mobile phone. 爸爸教我怎么用手机拍照。 Verb+question word+noun+to⁃infinitive (动词+疑问词+名词+动词不定式) She wondered how many subjects to choose. 她想知道选几门课。 　　【总结】 疑问词(what, who, when 等,why除外)可与动词不定式搭配,形成上述四种结构,用于表达动作的选择、对象、属性、涉及事物等细节。 　　must 和 have to 的用法 　　【观察】 You must follow these rules while you're here. 你在这里时必须遵守这些规则。 You have to take care of the books in the library. 你必须爱护图书馆里的书。 You mustn't write in the books or take out any pages. 你不能在书上写字或撕页。 You don't have to stay in the library to read the books here. 你没必要待在图书馆里读这里的书。 　　【探究】 词条 意义 例句 must 说话者认为有必要做某事 I must run away from them.我必须逃离他们。 have to 客观情况使某事有必要做 Gulliver had to pull his hand out of the ropes. 格列佛不得不把他的手从绳子里抽了出来。 must not (mustn't) 表示禁止做某事 You must not shout at us! 你们不许对我们大喊大叫! do not have to (don't have to) 表示不必做某事 Gulliver didn't have to run away because the tiny men were kind. 格列佛没必要逃跑,因为小人们是善良的。 　　【总结】 must 表主观必要,have to 表客观必要;mustn't 表禁止,don't have to 表不必。 听说训练——书籍类型识别与阅读偏好交流　　　　　　　　　　　　　　　　　　　　　　　　　 　　目标: 1.通过多样听力与口语任务,锻炼学生理解不同书籍类型特征的能力,提升提取关键信息的效率与准确性。 2.借助讨论和模拟对话,为学生创造口语表达机会,促进其清晰阐述阅读偏好,提升口语流畅性与准确性。 实施步骤: Step 1　预习活动: 提供与书籍类型相关的文字材料,如“Fiction is a made⁃up story, while non⁃fiction tells real events or provides knowledge.”,帮助学生提前熟悉小说与非虚构类作品的核心特征,为后续听说训练建立知识储备,降低理解难度。 Step 2　听力训练: (1)第一遍听力: 要求学生聆听关于书籍类型的介绍,完成表格中“Fiction”和“Non⁃fiction”的特征填空,如小说的故事是否真实、非虚构类作品的功能等。此步骤训练学生快速抓住听力材料核心要点,培养整体理解能力。 (2)第二遍听力:学生再次聆听,根据听到的内容为四本书籍封面标注“Fiction”或“Non⁃fiction”。通过分类任务引导学生关注细节,加深对书籍类型的理解,提高对信息的敏感度。 (3)讨论与反思:围绕“你喜欢小说还是非虚构类作品?为什么?”展开讨论,分享各自的阅读偏好及理由。 (4)模拟汇报:以 Millie 和 Daniel 的对话为模板,学生两两一组,模拟交流各自喜欢的书籍类型及正在阅读的书籍,如“I'm reading science fiction. It's full of imagination.”等,锻炼口语表达与运用能力。 学科网（北京）股份有限公司 $ Unit 4　A good read 第1课时　Welcome to the unit Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around “Choosing what to read”, focusing on different kinds of books, specifically fiction and non⁃fiction. It guides students to complete a table distinguishing the features of fiction(not real, made⁃up characters and plots, read for enjoyment) and non⁃fiction(tells real stories, records events, gives information, suitable for those who are interested in history, science, etc., read to learn), and then classifies books into fiction or non⁃fiction. It also includes a conversational practice about reading preferences and questions, prompting students to share which kind of book they like to read, fiction or non⁃fiction and why. Why: The text aims to help students understand the differences between fiction and non⁃fiction, expand their knowledge of literary genres, and improve their ability to talk about reading preferences. It also intends to foster students' awareness of choosing appropriate reading materials based on their needs and interests, conveying the value of both enjoying fictional stories and learning from non⁃fictional information. How: The text is structured in an interactive and task⁃based manner, starting with a table⁃completion task to clarify literary genre features, followed by conversation practice based on a model conversation, and ending with personal reflection questions. It uses simple and clear English, with visual aids like book covers to enhance comprehension, suitable for language learners to grasp vocabulary related to books and reading. The text adopts a step⁃by⁃step approach, from distinguishing literary genres to discussing reading preferences and then to personal expression, creating an engaging learning environment. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.identify the key features of fiction and non⁃fiction and extract specific details like book titles and reading preferences from Millie and Daniel's conversation; 2.introduce personal reading preferences following the model conversation. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation 1.To identify the key features of fiction and non⁃fiction and extract specific details like book titles and reading preferences from Millie and Daniel's conversation. Step 1: Pre⁃listening Let's share Present the images of books and guiding questions, prompt students to talk about whether they've read these books and share their opinions on them, and then guide them to use the given descriptive sentences as references. Step 2: While⁃listening 1.Listen and discuss Explain the task of classifying books, guide students to listen to the introduction, fill in the table by identifying key words, and then prompt them to discuss their reading preferences and list the relevant books they've read. Assess whether students can actively share their book⁃reading experiences and use the reference sentences correctly to grasp their engagement with the topic and language application ability. 2.Read and write Present the images of books and the classification task, guide students to label each book as“Fiction”or“Non⁃fiction”based on what they've learned, and then prompt them to share what they know about these books. 3.Listen and repeat Play the audio of the conversation, guide students to listen and repeat it, and then use the checklist to prompt them to focus on pronunciation, fluency and emotions during the practice. Check if students can accurately fill in the table by identifying key words, clas⁃sify books correctly, and practise the conversation with proper pronunciation and fluency to assess their listening comprehension and language learning status. Purpose To activate students' prior experiences of reading books, guide them to use descriptive language to share opinions, and arouse their interest in the follow⁃up learning. To develop students' listening comprehension ability by identifying key information, help them master book classification, and improve their oral expression(pronunciation, fluency and emotions) through conversation practice. 2.To introduce per⁃sonal reading pre⁃ferences following the model conver⁃sation. Step 3: Post⁃listening Let's recommend Present the guiding questions and book recommendation template, guide students to prepare a book recom⁃ mendation by answering the questions, and then prompt them to practise sharing their recommendation using the template. Assess whether students can prepare a complete book recommendation using the template and guiding ques⁃tions to check their ability to organize and express ideas with the learned language. Purpose To guide students to organize personal ideas with the template and guiding questions, and improve their ability to express book recommendations in English. Step 4: Language Point Explain the language points to students, including the usage of“if”conditional clauses, the difference between“interesting”and“interested”, the phrase“worth reading”, the modal verb“must”with“check it out”, and the indefinite pronoun“anything”, and help them understand and master them with example sentences. Step 5: Exercise Have students complete the blank⁃filling, translation and sentence rewriting exercises to consolidate the use of the learned language points, such as phrases, tenses and word collocations. Check if students can explain the meanings and application scenarios of the target language points correctly to assess their mastery of the grammar and vocabulary knowledge. Assess whether students can complete the exercises with correct answers by applying the learned language points to check their ability to use knowledge in practical tasks. Purpose To help students understand the meanings and application scenarios of the target grammar and vocabulary, and enhance their ability to use these language points accurately. To consolidate students' mastery of the learned language points through different exercise forms, and reinforce their ability to apply knowledge in practical tasks. Homework Basic homework Role⁃play the conversation. Practical homework Ask your group members about their favourite books and the reasons. Extended homework Try to make a poster about the fiction and non⁃fiction. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第2课时　Reading Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around “Gulliver in Lilliput”, an excerpt from the novel Gulliver's Travels. It tells the story of Gulliver's adventure in Lilliput, where he encounters tiny people after his ship crashes. The text includes pre⁃reading questions, a story excerpt with vivid descriptions and post⁃reading tasks such as putting the sentences in the correct order, answering text⁃based questions and completing the text. Why: The text aims to help students understand the plot and elements of a novel(character, plot, setting, etc.), develop their reading comprehension and critical thinking skills, and foster an interest in classic literature. It also intends to encourage students to engage with fictional stories, appreciate the creativity in literature, and reflect on themes like adventures and the unknown. How: The text is structured in a task⁃driven and analytical manner, starting with pre⁃reading questions to activate prediction skills, followed by a narrative excerpt with descriptive language to engage readers. It then uses post⁃reading tasks(put the sentences in the correct order, answer text⁃based questions, the text completing) to guide students to analyze novel elements. The language is vivid and descriptive, suitable for a fictional narrative. The text adopts a “reading—analyzing—creating” framework, helping students deepen their understanding of the novel while developing literary appreciation and creative writing skills. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.analyze the text to extract details about Gulliver's experiences and the strange world of Lilliput; 2.understand the story content, answer text⁃based questions about Gulliver's experiences and put the sentences in the correct order to outline the plot development; 3.imagine story continuations and present ideas orally to enhance expression and cultural understanding. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation Step 1: Warm⁃up Play a video clip, present the guiding question“What's it about?”, and then introduce the related book and explain its background, guiding students to connect the video with the book content. Assess whether students can connect the video with the book background and answer the guiding question to check their interest and initial understanding of the topic. Purpose To arouse students' interest in the book, help them connect the video with the book background, and build their initial understanding of the topic. 1.To analyze the text to extract details about Gulliver's experiences and the strange world of Lilliput. 2.To understand the story content, answer text⁃based questions about Gulliver's experiences and put the sentences in the correct order to outline the plot development. Step 2: Pre⁃reading Introduce the excerpt background, present the guiding questions, prompt students to observe the picture and think about the story content and their reading preferences, and then guide them to share their ideas. Step 3: While⁃reading 1.Read Guide students to read the excerpt, extract key plot details, and then have them put the sentences in the correct order. 2.Read and answer Ask students to read the excerpt again, guide them to answer the questions by finding information from the text, and then prompt them to share their thoughts on the character. 3.Find and underline the sentences Introduce the elements of a novel, guide students to identify and extract related information from the excerpt to fill in the table, and then have them underline the corres⁃ponding sentences in the text. 4.Read and complete the text Guide students to read the follow⁃up story, have them complete the text by filling in the blanks with the correct forms of the given words and phrases. Check if students can observe the picture to predict the story and share their reading preferences to assess their ability to link visual infor⁃mation with personal ideas. Assess whether students can put the sentences in the correct order, answer text⁃based questions, and fill in the novel elements table correctly to check their reading comprehension and information⁃extraction skills. Purpose To guide students to know the story content through putting the sentences in the correct order, activate their personal reading experiences, and practise expressing their reading preferences. To develop students' reading comprehension and information⁃extraction skills, help them grasp the story structure and novel elements, and practise using the target vocabulary and phrases. 3.To imagine story continuations and present ideas orally to enhance expres⁃sion and cultural understanding. Step 4: Post⁃reading 1.Think and share Present the guiding questions, prompt students to think about the story development and personal reactions, and then guide them to share their answers and reasons with classmates. 2.Let's create Assign the news reporter task, guide students to create a news report about the“giant”event, and then have them present it while referring to the evaluation criteria to improve their language and performance. Check if students can share logical ideas about the story and create a coherent news report with proper language and performance to assess their critical thinking and comprehensive language application ability. Purpose To enhance students' critical thinking about the story, encourage them to express personal opinions, and improve their comprehensive language application ability through creative tasks. Step 5: Language Point Learn these language points, including phrases like“by the time”and“tired out”, the structure“manage to do sth”, the“question words+to⁃infinitives”pattern, and the use of“must”, and help students understand and use them with example sentences. Step 6: Exercise Complete matching, blank⁃filling and translation exercises, and use the learned phrases, tenses and sentence structures to consolidate the mastery of the relevant language points. Assess whether students can understand the meanings and application scenarios of the target language points to check their mastery of the grammar and vocabulary knowledge. Check if students can complete the exercises with correct answers by applying the learned language points to assess their ability to use the knowledge in practical tasks. Purpose To help students understand the meanings and application scenarios of the target language points, and lay a foundation for accurate language use. To consolidate students' mastery of the learned language points, and reinforce their ability to apply the knowledge to practical language tasks. Homework Basic homework Make a story map and retell it to your classmates. Practical homework Finish the workbook on page 133. Extended homework Read Gulliver's Travels or watch the movie Gulliver's Travels. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第3课时　Grammar Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around English grammar points including “question words+to⁃infinitives” and “‘must’ and ‘have to’”. It introduces the usage of “question words+to⁃infinitives” through sentence groups and rules, covering structures like “Verb+question word+to⁃infinitive” and “Adjective+question word+to⁃infinitive”. It also explains the differences between “must”(expressing personal necessity) and “have to”(expressing situational necessity), along with their negative forms. The text includes multiple exercises such as filling in the blanks with the correct question words or verb forms and writing a short text. Why: The text aims to help students master the correct usage of “question words+to⁃infinitives” and “must” and “have to” in English communication, enabling them to accurately express actions, choices and necessity. It intends to cultivate students' grammatical accuracy and application ability, and convey the importance of choosing appropriate grammatical structures to express meanings precisely in different contexts. How: The text is structured in a clear and practice⁃oriented manner for grammar teaching. It starts with sentence group analysis to present target grammar points, and then systematically summarizes rules with explanations and examples. Finally, it consolidates learning through diverse exercises(blank⁃filling, text writing, etc.). The language is simple and precise, suitable for grammar explanations, and it adopts an “analysis—rule summary—practice” framework, creating a step⁃by⁃step learning process that helps students effectively understand and apply these grammatical points. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.understand the “question words+to⁃infinitives” structure, as well as the usages of “must” and “have to”; 2.use the structure correctly in speaking and writing; 3.talk about reading preferences using the new grammar. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation 1.To understand the“question words+to⁃infinitives”stru⁃cture, as well as the usages of“must”and“have to”. Step 1: Presentation & Practice 1.Learn about the structure of“question words+to⁃infinitives” (1)Read and find the structure Guide students to read the sentences, prompt them to find the common structure, and then explain the“question words+to⁃infinitives”pattern. (2)Let's learn Explain the different usage scenarios of the“question words+to⁃infinitives”structure with examples and highlight the exception of“why”and guide students to distinguish correct and incorrect usages. (3)Let's work out the rule Guide students to summarize the rules of the“question words+to⁃infinitives”structure by filling in the blanks. (4)Let's practise Have students complete the conversations and statements by using the correct“question words+to⁃infinitives”structure. 2.Learn about the usages of“must”and“have to” (1)Read Guide students to read the text, focus on the usages of“must”and“have to”, and then help them understand that both express necessity. Assess whether students can identify the“question words+to⁃infinitives”structure, grasp its usage scenarios(including the exception of“why”), summarize rules by filling in the blanks, and correctly use the structure in conversations to check their understanding of this grammar pattern. 2.To use the structure correctly in speaking and writing. 　 (2)Let's learn Explain the usages(including subjective/objective necessity, negation and speculation) and forms of“must” and“have to”with examples, and then clarify their differences and abbreviations. (3)Let's practise Guide students to complete the library rules script by choosing“must (not)”or“(do not) have to”based on the context, and then reinforce their understanding of the two phrases' usages. Check if students can recognize that“must”and“have to”both express necessity, master their usages(subjective/objective necessity, etc.) and forms, and correctly use them in the library rules script to assess their comprehension of these modal verbs. Purpose To guide students to identify, understand and master the“question words+to⁃infinitives”structure, including its usage scenarios, exception and rules, and practise applying it to language tasks. To help students recognize that“must”and“have to”express necessity, grasp their usages (subjective/objective necessity, etc.) and forms, and practise using them correctly in context. 3.To talk about reading preferences using the new grammar. Step 2: Production Group work Divide students into groups of 4, guide them to create a reading plan while using the“question words+to⁃infinitives”structure, and provide sentence examples for reference. Check if students can flexibly use the“question words+to⁃infinitives”structure in creat⁃ing reading plans, assessing their language application and cooperation skills. Purpose To guide students to collaboratively design a reading plan in groups, strengthen the use of the“question words+to⁃infinitives”structure through practical tasks, help them consolidate and internalize this language point, and at the same time practise their team collaboration skills. Step 3: Exercise Have students rewrite sentences, and then complete the conversation, and check their answers afterward to reinforce their mastery of these grammar points. Check if students can correctly rewrite sentences and complete the conver⁃sation, and assess how well they have mastered the target grammar points through their answer accuracy. Purpose To consolidate students' mastery of the“question words+to⁃infinitives”structure and the use of“must”and“have to”through targeted exercises, enhancing their flexible application ability of these grammar points. Homework Basic homework List 3 books you want to read next month. For each book, write one sentence using the“question words+to⁃infinitives”structure.(e.g. I need to decide when to start reading Harry Potter.) Practical homework Create a simple reading plan for yourself. Write 5 sentences using the“question words+to⁃infinitives”structure. Extended homework Create a“Reading Guide”for a book you like. Use the grammar you learned today.(e.g. This guide will tell you how to understand the main character.) Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第4课时　Integration (A-C) Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around “Recommending a book”, covering various types of books and the process of book recommendation. It guides students to match each student with the type and name of the book they've read through listening, complete the notes about the Harry Potter series, complete a passage about book choices, read an article about copyright protection, and practise role⁃playing the conversation about borrowing books from the library. Why: The text aims to help students understand different book genres and the background of the famous book series, improve their ability to integrate information from listening and reading materials, and develop their skills in recommending books and talking about reading. It also intends to foster students' awareness of copyright protection and respect for authors' work, conveying the value of engaging with diverse literature and supporting a healthy book market. How: The text is structured in an integrated and practical manner, combining listening, reading, writing and speaking tasks. It starts with listening activities to identify book preferences and series information, followed by a completing task about book choices, then a reading task about copyright protection, and ends with a speaking task for role⁃playing. The language is formal and descriptive for book⁃related topics, with visual aids like tables and conversation models to enhance comprehension. The text adopts an “input—integration—output” framework, helping students comprehensively engage with the theme of recommending books. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.identify different types of books(e.g. novels, travel books) and get key information(the author and book details) through listening; 2.realize the importance of protecting a book's copyright and express personal opinions on reading habits; 3.use sentence patterns like “For something…, … is a great choice.” to recommend books and role⁃play conversations about borrowing books from a library. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation Step 1: Lead⁃in Watch and talk Show students the video and answer the questions. Q: Do you like reading? Q: What's your favourite book? Assess whether students can actively talk about their reading preferences and favourite books to grasp their initial interest in the topic. Purpose To activate students' interest in reading, arouse their willingness to share personal reading preferences, and build connections between the topic and their daily experiences. 1.To identify different types of books(e.g. novels and travel books) and get key information(the author and book details) through listening. Step 2: Listening 1.Let's answer Guide students to listen to the content related to different book types, and then ask them to share which type of book they like. 2.Listen and match Have students listen to the conversation between the Class 1, Grade 8 students, and then guide them to match each student with the type and name of the book they've read. 3.Listen and complete the notes Ask students to listen to Millie's introduction about the Harry Potter series, and then guide them to complete her notes by filling in the missing information. Check if students can correctly get information from the listening materials, match the content accurately and complete notes and passages to assess their listening comprehension ability. 2.To realize the importance of protecting a book's copyright and express personal opinions on reading habits. 4.Listen and complete the passage Guide students to complete Millie's passage about book choices by using the information they got from Parts A1 and A2. Step 3: Reading Read and answer Guide students to read the article, identify the issues about copyright protection(such as writers' difficulties and the reasons), and then answer the related questions. Assess whether students can understand the article about copyright protection, identify key issues, and answer questions properly to grasp their reading comprehension level. Purpose To help students develop listening comprehension skills, enable them to extract and organize information from listening materials, and lay a foundation for subsequent language output. To guide students to understand the core content of the article about copyright protection, recognize the value of copyright, and improve their ability to analyze text information and answer questions. 3.To use sentence patterns like“For something…,…is a great choice.”to recommend books and role⁃play conversations about borrowing books from a library. Step 4: Talking 1.Role⁃play Divide students into pairs, have them use the given conversation as a model, and then guide them to role⁃play a conversation about borrowing books from the library. 2.Let's talk Divide students into groups, have them share book recommendations and role⁃play the conversation about borrowing books from a library, and then guide them to complete the chart with related information. Check if students can use the model conversation to role⁃play smoothly, share book recommendations clearly and complete the chart to assess their oral communication ability. Purpose To enable students to apply the learned language to real communication scenarios, practise oral expression skills, and enhance their ability to cooperate and interact in groups. Step 5: Language Point Learn language points like“especially”,“have difficulty doing sth”and“be unwilling to do sth”, understand their meanings and usages with example sentences, and improve students' ability to use vocabulary and phrases. Step 6: Exercise Ask students to complete fill⁃in⁃the⁃blanks, sentence transformation and translation exercises to consolidate the use of language points. Assess whether students can understand the meanings and usages of the target language points to grasp their mastery of the new vocabulary and phrases. Check if students can correctly complete the exercises by using the learned language points to assess their flexible application ability. Purpose To help students master the meanings and usages of key language points, and improve their ability to use these language points accurately in context. To consolidate students' mastery of the learned language points, test their flexible application ability, and reinforce the connection between knowledge input and output. Homework Basic homework Listen and repeat the conversation in Part C. Read it aloud 3 times. Practical homework Role⁃play a conversation about borrowing books from the library with your family, using the model conversation in Part C, and add new questions about borrowing time. Extended homework Find some facts about copyright protection and share them with your class next time. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第5课时　Integration D Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around writing a reading journal, guiding students to reflect on a book they have read through a questionnaire, covering aspects like the name of the book, the writer, the type of it, the main idea, main characters, the most interesting part and personal opinion. It also provides a model reading journal about The Adventures of Tom Sawyer and prompts students to write their own journals using useful expressions. Why: The text aims to help students develop the habit of reflecting on their reading, improve their ability to summarize and evaluate books, and express their thoughts about literature in an organized manner. It also intends to foster students' appreciation of reading and critical thinking skills, conveying the value of documenting reading experiences to deepen the understanding of books. How: The text employs a task⁃based and model⁃guided approach. It uses a questionnaire with clear questions to help students organize information about a book. The model reading journal is structured around some sections (Title, Writer, Type, Main characters, Summary, etc.), using simple and formal language suitable for academic writing. It also provides useful expressions to support students in writing their own journals, facilitating a step⁃by⁃step learning process. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.grasp the basic structure of a reading journal and build interest in The Adventures of Tom Sawyer; 2.understand Amy's reading journal about The Adventures of Tom Sawyer; 3.write a reading journal about a book they have read. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation 1.To grasp the basic structure of a reading journal and build interest in The Adventures of Tom Sawyer. Step 1: Lead⁃in Show students the pictures, ask them the related questions, and then introduce The Adventures of Tom Sawyer and guide them to learn about the structure of a reading journal. Check if students can actively respond to the questions about the pictures and grasp the basic structure of a reading journal to assess their initial engagement with the topic. Purpose To arouse students' interest in the book The Adventures of Tom Sawyer, build connections between the topic and their prior knowledge, and help them initially grasp the structure of a reading journal. 2.To understand Amy's reading journal about The Adventures of Tom Sawyer. Step 2: Reading 1.Let's read Guide students to read Amy's reading journal about The Adventures of Tom Sawyer. 2.Read and match Have students read the information from the reading journal, and then guide them to match each item(like Title and Writer) with its corres⁃ponding content. 3.Let's identify and summarize Guide students to analyze Amy's reading journal, and then help them identify and summarize the structure of a reading journal. 4.Read and answer Teach students the specific meanings of new words(like“journal”and“naughty”) in the reading journal, and then have them read the corresponding parts and answer the questions about the book's title, Tom's adventures and Amy's favourite character. Assess whether students can accurately understand the content of Amy's reading journal, match items correctly, summarize the structure of a reading journal, and answer the questions to grasp their reading comprehension ability. 3.To write a reading journal about a book they have read. Step 3: Writing 1.Think and write Have students complete the questionnaire about a book they've read, and then guide them to write their own reading journals by following Amy's reading journal. 2.Let's write Introduce the useful expressions for writing an article about a book, and then guide students to use these phrases to complete their article. Check if students can complete the book questionnaire independently and write a reading journal using the model and useful expressions to assess their writing ability and application of the learned language. Purpose To guide students to understand the content of Amy's reading journal, master the method of analyzing the text structure and expand vocabulary, and improve their ability to extract and process key information from reading materials. To enable students to apply the structure of a reading journal and useful expressions, transform the information about a book they have read into written output, and improve their practical writing skills. Step 4: Assessment Guide students to evaluate their ability to recognize book types, use grammar structures (“question words+to⁃infinitives”,“must”and“have to”) and express reading preferences through the checklist, and then have them fill in their strengths and areas to improve on an action plan. Step 5: Further Study Introduce the information about Lu Xun and his work“Diary of a Madman”to students, and then guide them to explore more about Lu Xun and his works and share their findings with classmates. Check if students can objectively evaluate their own learning progress through the checklist to assess their self⁃reflection ability. Assess whether students can effectively explore the information about Lu Xun and his works and share findings clearly to grasp their independent learning and communication skills. Purpose To expand students' literary knowledge, cultivate their independent inquiry ability, and enhance their communication skills by sharing the findings about Lu Xun and his works. To help students clarify their learning achievements and shortcomings, develop self⁃reflection awareness, and formulate targeted learning plans to promote continuous improvement. Step 6: Language Point Explain the meanings and usages of the key language points(like“describe”and“though”) with example sentences, and then guide students to understand how to use these structures in context. Assess whether students can understand the meanings and usages of the key language points to grasp their mastery of the target grammar and vocabulary. Step 7: Exercise Ask students to complete the exercises like fill⁃in⁃the⁃blanks, translation and word⁃completion(based on initial letters), using the learned language points and related vocabulary to consolidate their English grammar and expression skills. Check if students can correctly complete the exercises by applying the learned language points to assess their flexible application ability of grammar and vocabulary. Purpose To help students master the meanings and usages of the key grammar and vocabulary, and lay a solid foundation for accurate language expressions in both oral and written contexts. To consolidate students' mastery of the learned language points, test their flexible application ability, and strengthen their integration of grammar, vocabulary and practical language use. Homework Basic homework Review the language points. Practical homework Improve your reading journal about your favourite books. Extended homework Find out more about Lu Xun and his works, and share with your classmates. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       学科网（北京）股份有限公司 $Unit 4 A good read 》 02 课标落实 A good read Book Types Recognition and Literary Works Reading Grammar Application and Reading Preferences and Analysis Reading Practice Welcome to Reading Grammar Integration (A-C) Integration D the unit Understand Master the Match readers with Fill in Identify two book Gulliver 's 'question words+ books,organize Harry questionnaires, types'features, Travels excerpt. to-infinitives" Potter series and learn imitate Amy's explore preferences analyze novel struture and the copyright knowledge journal to write via the conversation elements and usages of“must to build anti-piracy one's own and and share the stimulate have to" wareness. summarize book types of books reading interest content and views students like and with useful reasons. expressions Explore the importance of expanding reading,deepening understanding and respecting writers. Recognize the value of diverse reading,master reading and writing analysis,use grammar to improve language expressions,and establish the awareness of respecting intellectual property rights.Unit 4 A good read 》 教材导学 Theme: Welcome to the unit is to introduce different kinds of books Human Students will learn to identify fiction and non-fiction,including understanding fiction stories are not real with made-up characters Society and plots,and non-fiction tells real stories,records events or gives information.Additionally.the lesson includes a conversation between Millie and Daniel about what they like to read,encouraging students to discuss the type of book they like in pairs.Finally,students need to think about what kind of book they like to read,fiction or non-fiction,and why. Reading centres on the excerpt"Gulliver in Lilliput"from Gulliver's Travels,guiding students to learn about the elements of a novel(character,plot,setting,etc.)and understand Gulliver's This unit is adventures in Lilliput,including his distress,being tied up by tiny centred on the people,and interacting with them.Through activities like putting topic of“A good the sentences in the correct order,answering text-based questions read”,which and completing the text,students will master methods of reading belongs to the novels,analyze Gulliver's experiences and feelings,and be thematic cluster inspired to develop an interest in such fantasy novels while of“Human& thinking about the underlying meanings of the story. Society'”.The thematic context Grammar focuses on the learning of the"question words+to- focuses on infinitives'”structure and the usages of“"must”and“have to', literary Students will learn the structure of combining question words appreciation, (what,who,when,etc.,except why)with to-infinitives,and the Unit 4 reading strategies usage of"must (indicating the speaker feels something is and copyright A good necessary)","have to(indicating the situation makes something protection. read necessary)”,“must not(indicating something is not allowed)”,and guiding students "do not have to(indicating something is not necessary)". to recognize book Meanwhile,they will consolidate the use of these grammar points types,master through exercises,improving their mastery of English grammar reading methods. knowledge and the accuracy of language use. understand work Integration (A-C)focuses on"Recommending a book". value and including matching each student with the book they have read, establish organizing information about the Harry Potter series,completing copyright a passage about book choices,reading an article about copyright awareness protection,and role-playing the conversation about borrowing books from the library.Students will learn expressions for book recommendation,understand different book types and copyright knowledge,and practise conversations about borrowing books from the library in pairs. Integration D focuses on writing a reading journal,including filling out a reading questionnaire,referring to Amy's reading journal about The Adventures of Tom Sawver,and creating their own reading journals based on the questionnaire information. Students will learn to record elements such as the book's title. author,type,main characters,summary and personal opinions, organize content with useful expressions,and improve reading summary and written expression ability.