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

Unit 4 A good read 分课时教案 课时 1 Welcome to the unit 课题 Choosing what to read & Talking about reading preferences 教学目标 1. 能区分 fiction 和 non-fiction，掌握核心定义词汇（make up, real, pleasure, learn 等）。 2. 能运用句型Are you reading anything good...?/I like reading.../Is it worth reading? 谈论阅读喜好。 3. 激发阅读兴趣，了解不同书籍类型的价值。 教材分析 重点 区分 fiction 与 non-fiction 的特征；运用核心句型谈论阅读偏好。 难点 熟练用目标句型进行情景化、个性化的阅读喜好对话。 教学内容 & 步骤 Step 1 Warming-up (5mins) 1. Show pictures of different books (novel, history book, science book, travel book) and ask: Do you like reading? What book are you reading recently? 2. Invite 2-3 students to share, lead in the topic of different book types. Step 2 Pre-task (10mins) 1. Play the audio for "Choosing what to read", ask students to complete the table (fill in blanks 1-8). 2. Check answers in pairs, then whole class. Explain key words: make up, real, pleasure, learn about, social science etc. 3. Let students label the four book pictures (The Time Machine etc.) as Fiction/Non-fiction, check and confirm. Step 3 While-task (15mins) 1. Play the audio of Millie and Daniel’s conversation, students listen and underline key sentences. 2. Analyze the conversation structure: ask about reading → answer → express preference → ask for suggestion. 3. Pair work: Students practice the conversation with the model, then replace the book information with their own reading experience (e.g. I’m reading a science book about space. I’m really interested in science.). 4. Invite 3-4 pairs to perform in front of the class, give simple comments. Step 4 Post-task (10mins) 1. Group discussion (4 students a group): Which kind of book do you like, fiction or non-fiction? Why? Encourage students to give specific reasons (e.g. I like fiction because it’s interesting and the stories are exciting.). 2. Group representatives share ideas, teacher sums up the value of different book types. Step 5 Summary & Homework (5mins) 1. Brief summary: Key differences between fiction and non-fiction; core conversation sentences. 2. Homework arrangement (layered). 板书设计 plaintext Unit 4 A good read - Welcome to the unit ┌───────────────┬───────────────┐ │ Fiction │ Non-fiction │ 🔍(book icon) │ • not real │ • real stories│ │ • made-up (2)(3)│ • give facts │ │ • for pleasure│ • learn about │ └───────────────┴───────────────┘ Useful Sentences: 1. Are you reading anything good at the moment? 2. I’m reading... I’m really interested in... 3. Is it worth reading? Yes. You must check it out! 作业布置 基础层 1. Copy the key words and the conversation between Millie and Daniel (2 times). 2. Make a short dialogue with your partner about reading preferences, write it down (at least 5 sentences). 提高层（选做） 3. Classify the books you have read into fiction/non-fiction, write 1 reason for each type you like. 教学后记 1. 学生对 fiction/non-fiction 的区分掌握较好，能快速完成表格和图片标注； 2. 基础句型模仿较熟练，但个性化对话时部分学生词汇匮乏，需补充更多书籍相关表达； 3. 小组讨论参与度较高，后续可增加更多真实书籍案例，贴近学生生活。 课时 2 Reading 1 课题 Gulliver in Lilliput (1) - Comprehend the main plot 教学目标 1. 能掌握阅读语篇核心词汇（crash, tie, break free, army, tired out 等）和关键句型。 2. 能梳理格列佛在小人国的主要经历，把握语篇叙事顺序。 3. 培养略读、寻读的阅读策略，感受科幻小说的趣味性。 教材分析 重点 梳理语篇情节发展顺序；掌握阅读策略（略读找主旨，寻读找细节）。 难点 理解语篇的叙事视角，根据细节推断人物的心情和感受。 教学内容 & 步骤 Step 1 Warming-up & Lead-in (7mins) 1. Review: Ask students What’s fiction? Invite 1 student to answer, lead in the fiction novel Gulliver's Travels. 2. Show the picture of Gulliver and the tiny men, ask prediction questions: What do you think the story is about? Do you think Gulliver is in danger? 3. Teach core new words: crash, tie, break free, army, tired out, stomach (show pictures/do actions to explain). Step 2 Pre-reading (3mins) 1. Let students read the two pre-reading questions on P51, and skim the passage quickly to get the main idea: Gulliver’s experience when he first arrived in Lilliput. Step 3 While-reading (20mins) 1. Skimming: Students read the passage fast, circle the key events (swim to land → fall asleep → wake up tied → see tiny men → more men climb → try to break free). 2. Scanning: Do Exercise A (P51) - Put the sentences in correct order, check answers in pairs, then whole class. Explain the plot logic step by step. 3. Careful reading: Students read the passage again, answer Exercise B (P51) Q1-Q3 (factual questions), check answers and find the evidence in the passage. 4. Pair work: Discuss Exercise B Q4 (How did Gulliver feel?), ask students to find clues (e.g. I shouted at them → scared/surprised). Step 4 Post-reading (10mins) 1. Mind map making (pair work): Students make a simple mind map of Gulliver’s main experiences in the passage, the main branch is Gulliver’s arrival in Lilliput, sub-branches are key events (swim → sleep → wake up → see tiny men → try to break free). 2. Invite 2 pairs to show their mind maps and retell the plot in 3-5 sentences with the mind map. Step 5 Summary & Homework (5mins) 1. Summary: Key plot of the passage; skimming and scanning strategies; core vocabulary. 2. Homework arrangement (layered). 板书设计 plaintext Unit 4 A good read - Reading 1: Gulliver in Lilliput Core words: crash, be tired out, tie, break free, army, stomach Gulliver’s Experience (🧍♂️→ tiny men 👶👶) Mind map: Swim to land → Fall asleep → Wake up (tied to ground) → See the first tiny man → More men climb → Try to break free Key Sentences: 1. After our ship crashed against the rock, I swam as far as I could. 2. My arms, legs and hair were tied to the ground! 3. I tried to break free but only managed to pull one hand out of the ropes. 作业布置 基础层 1. Copy the core words and key sentences (2 times), recite the key plot of the passage. 2. Retell the story to your family with the mind map (write down 5 key sentences for retelling). 提高层（选做） 3. Write a short paragraph (80 words) about Gulliver’s first experience in Lilliput, use the core words. 教学后记 1. 学生能较好掌握略读和寻读策略，快速完成排序和事实性问题； 2. 思维导图制作能帮助学生梳理情节，但部分学生逻辑不清晰，需教师示范简单框架； 3. 推断人物心情时，部分学生缺乏找文本线索的意识，后续需加强细节分析指导。 课时 3 Reading 2 课题 Gulliver in Lilliput (2) - Develop the plot & Express feelings 教学目标 1. 能熟练运用语篇词汇（crash, fall over, break free, huge army 等）完成情节续写。 2. 能根据情节发展推断人物情感，表达自己对故事的看法和想象。 3. 培养想象力和逻辑思维，提升书面表达和口头讨论能力。 教材分析 重点 用所给词汇完成故事续写；讨论故事发展，表达个人观点和想象。 难点 根据原文语境，合理运用词汇进行情节续写，保证逻辑连贯。 教学内容 & 步骤 Step 1 Warming-up & Review (5mins) 1. Quick review: Invite 2 students to retell Gulliver’s first experience in Lilliput (from Reading 1), other students supplement. 2. Show the first part of the continuation (P52), ask: What do you think will happen to Gulliver next? Will he run away successfully? Step 2 Pre-task (8mins) 1. Revise the words and phrases in the box (P52): huge army, tie, fall over, crash, break free, stomach, be tired out, continue, explain the usage with simple sentences (e.g. A huge army of students is on the playground.). 2. Let students read the continuation passage, understand the context and the blanks’ meaning. Step 3 While-task (18mins) 1. Individual work: Students fill in the blanks with the correct forms of the words/phrases, pay attention to tense and part of speech. 2. Check answers in groups (4 students), discuss the reasons for each answer (e.g. past tense: crashed, fell over). 3. Reading aloud: Students read the completed passage together, pay attention to the pronunciation and intonation. 4. Group discussion: Answer the 3 questions on P52 (e.g. Do you think Gulliver could get away? Why?), each student shares their ideas, group representatives record the key points. Step 4 Post-task (10mins) 1. Creative writing (mini): Students write 2-3 sentences to continue the story after Gulliver is tied up again (e.g. Suddenly, a tiny woman came and talked to him...), use at least 1 core word. 2. Invite 3-4 students to share their creative ideas, teacher gives positive comments and modifies simple grammar mistakes. Step 5 Summary & Homework (4mins) 1. Summary: Key vocabulary for plot development; how to make a reasonable story continuation; expressing personal opinions about the story. 2. Homework arrangement (layered). 板书设计 plaintext Unit 4 A good read - Reading 2: Gulliver’s Adventure (Continued) Useful Phrases & Words (Past Tense) ┌──────────────┬───────────────┐ │ huge army │ crash → crashed│ 💥(crash icon) │ tie → tied │ fall over → fell over│ 🤸(fall over) │ break free │ be tired out │ 😩(tired) │ stomach │ continue → continued│ ➡️ └──────────────┴───────────────┘ Plot Continuation: Run away → Followed by huge army → Crash into tree → Fall over → Tied again Discussion: 1. Can Gulliver get away? 2. What would you do? 3. How would you feel? 作业布置 基础层 1. Copy the completed continuation passage (1 time), recite the core phrases and their past forms. 2. Answer the 3 discussion questions on P52 in writing (each question 1-2 sentences). 提高层（选做） 3. Write a short continuation of the story (100 words) after Gulliver is tied up again, use at least 3 core words/phrases. 教学后记 1. 学生能较好掌握词汇的形式变化，完成填空的正确率较高； 2. 小组讨论时，学生想象力丰富，但部分学生表达观点时句型单一，需补充更多表达（e.g. I think... because.../In my opinion...）； 3. 创意小写作参与度高，后续可增加更多创意表达的机会，鼓励学生大胆想象。 课时 4 Grammar 课题 Question words + to-infinitives & Must and have to 教学目标 1. 能掌握疑问词 + 不定式的结构和用法，熟练运用该结构造句和完成练习。 2. 能区分must/have to的用法差异，正确使用 must (not)/don’t have to 进行表达。 3. 培养语法运用能力，能在语境中灵活使用两大语法点。 教材分析 重点 疑问词 + 不定式的结构（what/which/how/when/where/who + to do）；must/have to 的用法区分。 难点 疑问词 + 不定式在不同句式（陈述句、疑问句）中的运用；must/have to 的否定形式和语境辨析。 教学内容 & 步骤 Step 1 Warming-up (5mins) 1. Play a "Grammar Quick Quiz" game: Show sentences and ask students to correct mistakes (e.g. I don’t know what do. → I don’t know what to do.), lead in the first grammar point. 2. Greet students and introduce the two grammar points of this lesson. Step 2 Grammar 1: Question words + to-infinitives (15mins) 1. Rule learning: Show the sentences from P54, students read and summarize the rules in pairs: · Structure: wh- words (what/which/how/when/where/who) + to-infinitive; · Usage: after verbs (decide, know, wonder) or adjectives; · Exception: why cannot be used with to-infinitive. 2. Practice: Complete Exercise A1 (P55) individually, check answers and explain the reasons (e.g. which book to choose → which for selection). 3. Pair work: Complete Exercise A2 (P55), make dialogues with the completed sentences, practice orally. Step 3 Grammar 2: Must and have to (15mins) 1. Rule learning: Show the text from P55, students read and fill in the table (group work) to distinguish the usage: 表格 Must Have to Speaker’s necessity Situational necessity mustn’t = not allowed don’t have to = not necessary 2. Explanation: Teacher explains the rules with simple examples (e.g. I must study hard. (I think it’s necessary) / I have to get up early. (school rule)). 3. Practice: Complete Exercise B1 (P56) individually, check answers and discuss the library rules context (e.g. You must follow the rules → library requirement). Step 4 Integrated Practice (5mins) 1. Sentence making: Students make 2 sentences with question words + to-infinitives and 2 sentences with must/have to (individual work), write them down. 2. Invite 4 students to share their sentences, teacher corrects mistakes and gives comments. Step 5 Summary & Homework (5mins) 1. Summary: Two grammar structures and their usage; key differences between must and have to. 2. Homework arrangement (layered). 板书设计（简洁 + 表格 / 符号） plaintext Unit 4 A good read - Grammar 1. Question words + to-infinitives ✍️ Structure: wh- (what/which/how/when/where/who) + to do Usage: after verbs (decide, know, wonder) / adjectives Exception: why ❌ (Why do you do it? ✔️ / Why to do it? ❌) Examples: I don’t know what to read. / He wonders where to go. 2. Must & Have to 📜 ┌───────────┬───────────────┬───────────────┐ │ │ Must │ Have to │ ├───────────┼───────────────┼───────────────┤ │ Meaning │ Speaker’s need│ Situational need│ │ Negative │ mustn’t (not allowed) │ don’t have to (not necessary) │ └───────────┴───────────────┴───────────────┘ Examples: I must check my spelling. / I have to hand in the review. 作业布置 基础层 1. Copy the grammar rules and key examples (2 times). 2. Finish Exercise A3 (P55) and write 5 sentences with question words + to-infinitives. 3. Finish Exercise B2 (P56) - Write a short text about book care with must (not)/don’t have to (at least 5 sentences). 提高层（选做） 4. Write a short notice for the class reading corner (80 words), use at least 2 sentences of question words + to-infinitives and 3 sentences of must (not)/don’t have to. 教学后记 1. 学生对疑问词 + 不定式的结构掌握较好，能快速完成基础练习；但对 why 的例外和 whom 的用法仍有模糊，需后续巩固； 2. must/have to 的肯定形式运用熟练，但否定形式（mustn’t/don’t have to）易混淆，需增加语境辨析练习； 3. 语法整合练习时，部分学生难以将语法点融入真实语境，后续需增加更多情景化语法运用活动。 课时 5 Integration A-C 课题 Recommending a book & Say no to pirated books & Borrowing books 教学目标 1. 能了解不同类型书籍的推荐方式，掌握书籍推荐的核心句型。 2. 能理解版权保护的意义，学会拒绝盗版书籍，提升文化素养。 3. 能运用目标句型进行图书馆借书的情景对话，提升口语交际能力。 教材分析 重点 书籍推荐的核心句型；图书馆借书的情景对话；版权保护的核心观点。 难点 灵活运用句型进行个性化的书籍推荐；在真实情景中完成借书对话。 教学内容 & 步骤 Step 1 Warming-up & Lead-in (5mins) 1. Review: Ask students What book do you like best? How would you recommend it to your friend? Invite 2 students to share, lead in the topic of "Recommending a book". 2. Play the audio for Exercise A1 (P57), students listen and match the students with book types/names, check answers. Step 2 Part A: Recommending a book (15mins) 1. Play the audio for Exercise A2 (P57), students listen and complete the notes about J.K. Rowling and Harry Potter, check answers and learn key information (publishing experience, sales). 2. Complete Exercise A3 (P58) individually, check answers and understand the book recommendation passage structure (introduce book types → recommend specific books → introduce famous series). 3. Pair work: Students practice book recommendation with the model: If you like..., I recommend... / This book is a must-read because... / Why not try...?, recommend a book they like to their partner. Step 3 Part B: Say no to pirated books (10mins) 1. Students read the passage about copyright protection (P58) silently, answer the two questions in pairs, find the evidence in the passage. 2. Whole class check answers, teacher explains key phrases: copyright protection, pirated books, have difficulty (in) doing sth, harm the book industry. 3. Short discussion: Why should we say no to pirated books? Invite students to share, teacher sums up the importance of respecting writers’ work. Step 4 Part C: Borrowing books from the library (10mins) 1. Show the model conversation (P59) between Millie and Mrs Li, students read and underline key sentences for borrowing books: · Could you tell me where to find...? · Can I borrow more than one book at a time? · You must return them within... 2. Role play (pair work): Students act as librarian and student, make a new borrowing dialogue (change the book name, borrowing number etc.), practice orally. 3. Invite 2-3 pairs to perform in front of the class, give positive comments and correct simple mistakes. Step 5 Summary & Homework (5mins) 1. Summary: Book recommendation sentences; copyright protection knowledge; library borrowing dialogue sentences. 2. Homework arrangement (layered). 板书设计（简洁 + 句型框） plaintext Unit 4 A good read - Integration A-C 📚 Part A: Recommend a book Useful Sentences: 1. If you like..., I recommend... 2. ...is a great choice / a must-read. 3. Why not try...? 4. It has been translated into... with sales of... 📖 Part B: Copyright Protection - Say NO to pirated books ❌ - Respect writers’ work ✔️ - Protect copyright = build a healthy book market 🏫 Part C: Borrow books from the library Useful Sentences: 1. Could you tell me where to find...? 2. Can I borrow more than one... at a time? 3. You must return them within... 4. Where are the... books? 作业布置 基础层 1. Copy the key sentences for book recommendation and library borrowing (2 times). 2. Write a short book recommendation (50 words) for your favorite book, use the recommendation sentences. 3. Recite the core views about copyright protection (3 sentences). 提高层（选做） 4. Write a dialogue about borrowing books from the library (80 words), with at least 5 key sentences from Part C. 5. Make a poster slogan (5 sentences) about "Say no to pirated books" for the class. 教学后记 1. 学生对书籍推荐句型掌握较好，能进行简单的个性化推荐，但部分学生缺乏具体推荐理由，需补充细节表达； 2. 版权保护的内容学生理解较好，能说出拒绝盗版的原因，提升了文化意识； 3. 图书馆借书架角色扮演参与度高，部分学生能灵活创新对话，少数学生仍需依赖模型，后续可增加更多真实情景练习。 课时 6 Integration D 课题 Writing a reading journal 教学目标 1. 能掌握阅读日志的写作结构（title, writer, type, summary, opinion 等）。 2. 能运用核心句型和有用表达完成一篇完整的阅读日志，做到内容完整、逻辑清晰。 3. 培养书面表达能力，养成写阅读日志的良好阅读习惯。 教材分析 重点 阅读日志的写作结构；运用有用表达完成日志的各部分内容。 难点 简洁、准确地概括书籍主要内容；写出个性化的阅读观点和感受。 教学内容 & 步骤 Step 1 Warming-up & Lead-in (5mins) 1. Review: Ask students What did we learn about book recommendation? Invite 1 student to answer, then ask: After reading a book, how can we record our feelings? Lead in the topic of "Reading journal". 2. Show Amy’s reading journal (P60) about The Adventures of Tom Sawyer, let students guess the writing structure. Step 2 Pre-writing: Analyze the reading journal (10mins) 1. Students read Amy’s reading journal carefully, and fill in the structure table (group work): 表格 Part Content 1 Title, Writer, Type, Reading time 2 Main characters 3 Summary (main content) 4 My opinion (feelings, reasons, what I learn) 2. Teacher checks the table, explains the key requirements for each part: Summary - short and accurate; Opinion - personal and specific. 3. Highlight the useful expressions (P60) on the blackboard, read them together and explain the usage (e.g. This book describes... / I really enjoy this book because... / The story tells us to...). Step 3 While-writing: Complete the questionnaire & Draft (15mins) 1. Students complete Exercise D1 (P59) individually - answer the questions about a book they have read, this is the outline of the reading journal. 2. Draft writing (individual work): Students write the first draft of the reading journal with the questionnaire and Amy’s model, use the useful expressions. Teacher walks around to give individual help (e.g. vocabulary, sentence structure) for students who need it. 3. Peer correction (pair work): Students exchange their drafts, check each other’s content (structure complete?)/grammar (simple mistakes)/vocabulary (correct usage?), and give simple comments. Step 4 Post-writing: Show & Evaluate (10mins) 1. Invite 2-3 students to read their reading journals aloud, other students listen and evaluate with 2 questions: Is the structure complete? / Does he/she use the useful expressions? 2. Teacher gives detailed comments on the shown journals: praise the advantages (e.g. good summary, specific opinion) and modify small mistakes (grammar, spelling), give writing suggestions. Step 5 Summary & Homework (5mins) 1. Summary: Reading journal’s writing structure; key useful expressions; writing tips (short summary, personal opinion). 2. Homework arrangement (layered). 板书设计（简洁 + 结构框架） plaintext Unit 4 A good read - Integration D: Write a Reading Journal 📝 Reading Journal Structure (Model: The Adventures of Tom Sawyer) 1. Basic Info: Title → Writer → Type → Reading time 2. Main characters: ... (who) 3. Summary: This book describes/ is about... (main content, short & accurate) 4. My opinion: I enjoy... because... / I love... best. / The story tells us to... (personal) ✨ Useful Expressions: - This book is about/describes a series of... - He/She is..., though... - I really enjoy this book because it is... - The story tells us to... and to... 作业布置 基础层 1. Revise your reading journal draft according to peer and teacher’s comments, write the final version (at least 80 words). 2. Copy the useful expressions for reading journal (2 times). 提高层（选做） 3. Write a reading journal for another book you like (100 words), try to use more different expressions for opinion. 4. Exchange your reading journal with your classmate, write a short comment (20 words) on his/her journal. 教学后记 1. 学生能较好掌握阅读日志的写作结构，大部分学生能完成完整的日志； 2. 有用表达的运用较熟练，但部分学生的总结部分过于冗长，缺乏概括性，需加强概括能力指导； 3. 个性化观点部分，少数学生内容单一，需鼓励学生结合自身经历谈感受； 4. 同伴互改能帮助学生发现简单错误，后续可培养学生更专业的修改能力（如逻辑、表达）。 学科网（北京）股份有限公司 $