Unit 4表格式教学设计 2025-2026学年译林版英语八年级下册

译林版英语 八年级下册 Unit 4 A good read教案 Lesson Plan 1: Welcome to the unit – Choosing what to read（第1课时） Teaching Process Teaching Steps 二次备课 Teaching Aims By the end of the lesson, students will be able to: 1. Name different types of books (fiction, nonfiction, novel, must read, etc.). 2. Talk about their reading habits and favourite books. 3. Use “What kind of book do you like?” and “I prefer…” correctly. 4. Develop interest in the topic “A good read”. PPT with book covers of different types + listening audio. Teaching Key Points Vocabulary: fiction, nonfiction, novel, must read, prefer, exciting, interesting Structure: What kind of… do you like? / I prefer… Step 1 Presentation (5 mins) Show pictures of different book types. Ask: “What kind of books do you like to read?” Teach new words. Tell Ss: “Today we will learn about choosing what to read.” Clear book cover photos on PPT. Step 2 Listen and match (6 mins) Play the recording. Ss listen and match the book types with descriptions (textbook Part A). Check answers. Audio ready. Step 3 Read and act (5 mins) Read the conversation about reading habits (Part B). Chorus reading, then pair practice. 3 pairs act out. Step 4 Explanation (6 mins) Explain key phrases: “I prefer fiction because…”, “It is a mus tread”, “What kind of book do you like?” Ss make sentences. Example sentences on board. Step 5 Pair work (8 mins) Model conversation: Talk about favourite books and why. Ss practise in pairs and report. Prompt cards. Step 6 Speaking extension (6 mins) Ss recommend one book to the class using the model. Step 7 Consolidation (4 mins) Quick survey: “What is the most popular book type in our class?” Handout or PPT. Homework 1. Recite the conversation. 2. Remember book types and write one sentence for each favourite type. Board Design **Unit 4 A good read** Book types: fiction / nonfiction / novel / must read Key sentence: I prefer fiction because it is exciting! 教学反思 Lesson Plan 2: Reading – Gulliver in Lilliput（第2课时） Teaching Process Teaching Steps 二次备课 Teaching Aims 1. Understand the story “Gulliver in Lilliput” and its main events. 2. Complete the timeline or summary table. 3. Answer detailed questions. 4. Develop reading skills (skimming & scanning). PPT with story pictures + timeline table. Teaching Key Points Vocabulary: giant, tiny, Lilliput, rope, tie, struggle, prisoner, curious Reading strategy: timeline of events Step 1 Presentation (5 mins) Show pictures from the story. Ask: “Have you read Gulliver’s Travels? What do you think will happen?” Lead in the passage (pp.5053). Story illustrations. Step 2 Pre-reading (4 mins) Predict from title and pictures: “Who is Gulliver? Where is he?” Titles on PPT. Step 3 Reading for gist (6 mins) Ss skim the passage in 3 minutes and complete a simple summary. Check. Timer. Step 4 Reading for details – Timeline (8 mins) Ss read again and complete the timeline of events. Group check. Timeline on PPT. Step 5 Reading for details – Questions (8 mins) Answer B questions 1–5. Pair discussion then feedback. Questions displayed. Step 6 Pair work (5 mins) Discuss: “Would you like to be in Lilliput? Why or why not?” Step 7 Consolidation (4 mins) True/False statements from the story. Homework 1. Read the passage aloud fluently. 2. Finish the timeline if not completed. Board Design **Gulliver in Lilliput** Gulliver: giant in a tiny country Events: shipwreck → tied by ropes → meets king Key: He feels curious but worried. 教学反思 Lesson Plan 3: Reading – Gulliver in Lilliput（第3课时） Teaching Process Teaching Steps 二次备课 Teaching Aims 1. Master language points from the story. 2. Complete the conversation or summary using target words. 3. Retell the story using new vocabulary. 4. Improve speaking and writing skills. Word cards and blanks on PPT. Teaching Key Points Phrases: tie…with ropes, struggle to stand up, be curious about, mustsee, feel like a prisoner Sentence patterns: He was so surprised that…; The people were so small that… Step 1 Revision (5 mins) Quick recall of the timeline and questions from last lesson. Timeline on board. Step 2 Language points (10 mins) Explain key phrases with examples from text. Ss make sentences. PPT examples. Step 3 Guided practice (8 mins) Complete the summary or conversation about the story. Check answers. Blanks on PPT. Step 4 Pair work & discussion (8 mins) Discuss the three questions at the end. 3 pairs present. Step 5 Speaking extension (6 mins) Ss retell the story in their own words (group of 4). Prompts. Step 6 Consolidation (5 mins) Translation and fill in using new phrases. Handout. Homework 1. Retell the story in 80 seconds. 2. Write 6–8 sentences about what Gulliver saw in Lilliput. Board Design **Language points** 1. tie…with ropes 2. struggle to do sth. 3. be curious about Key: The tiny people tied Gulliver with ropes. 教学反思 Lesson Plan 4: Grammar – Question words + to infinitives & must/have to（第4课时） Teaching Process Teaching Steps 二次备课 Teaching Aims 1. Master “question word + to infinitive” structure. 2. Use must and have to correctly for obligation. 3. Complete exercises A and B. 4. Give advice on reading using the grammar. Grammar charts on PPT. Teaching Key Points what/where/how/when + to do must (internal obligation) / have to (external obligation) Step 1 Presentation (6 mins) Show examples from textbook (pp.5456). Ask: “What does it mean?” Examples on PPT. Step 2 Explanation (10 mins) Teach both grammar points with clear examples and differences. Rule charts. Step 3 Practice – Exercise A (6 mins) Complete sentences with question words + to infinitives. Check. Step 4 Practice – Exercise B (8 mins) Complete sentences with must/have to. Pair check. Step 5 Speaking (6 mins) Give advice: “What must we do before reading a book?” using both structures. Prompts. Step 6 Consolidation (4 mins) Error correction drill. Homework 1. Memorize the structures. 2. Write 5 sentences using each grammar point. Board Design Grammar Question words + to inf: what to read / where to buy Must / Have to: You must read more. / You have to finish homework first. Key difference: must (speaker’s opinion) vs have to (rules) 教学反思 Lesson Plan 5: Integration – Recommending a book（第5课时） Teaching Process Teaching Steps 二次备课 Teaching Aims 1. Understand how to recommend a book. 2. Complete listening and reading tasks about book recommendations. 3. Grasp vocabulary for book reviews. Listening audio and model on PPT. Teaching Key Points Vocabulary: recommend, exciting, boring, must read, author, plot, character Skill: writing a short book recommendation Step 1 Lead in (5 mins) Show book covers. Discuss: “How do you recommend a book to friends?” Book covers. Step 2 Reading (8 mins) Read the model recommendation (pp.5760) and answer questions. Step 3 Listening (6 mins) Listen and complete the table about different book recommendations. Audio. Step 4 Listening extension (6 mins) Listen again and do T/F + correction. Step 5 Speaking (8 mins) Ss recommend one book they have read using the model. Step 6 Consolidation (5 mins) Fill in a short recommendation form. Homework 1. Read the model aloud. 2. Prepare your own book recommendation. Board Design **Recommending a book** Title / Author / Why I recommend it Key: It is a must read because the plot is exciting! 教学反思 Lesson Plan 6: Integration – Writing a book recommendation（第6课时） Teaching Process Teaching Steps 二次备课 Teaching Aims 1. Complete a fact file about a favourite book. 2. Write a full book recommendation using useful expressions. 3. Use grammar from the unit correctly. 4. Improve writing and peer evaluation skills. Writing template and checklist on PPT. Teaching Key Points Useful expressions: I have just read…, It is about…, You must read it because…, I recommend… Writing skill: from introduction to personal opinion Step 1 Revision (5 mins) Retell one book using grammar and vocabulary from previous lessons. Step 2 Speaking – Model (8 mins) Read the sample recommendation. Ss practise in pairs. Model on PPT. Step 3 Fact file (6 mins) Ss make a fact file about their favourite book (title, author, plot, why recommend). Template on PPT. Step 4 Guided writing (10 mins) Write the full recommendation using the model and useful expressions. Teacher helps individually. Writing frame. Step 5 Peer evaluation & sharing (6 mins) Swap and give feedback using checklist. 2–3 Ss read aloud. Checklist. Step 6 Consolidation (5 mins) Quick self check: Did I use question words + to infinitives and must/have to? Homework 1. Revise and type your recommendation. 2. Prepare Unit 4 project (book club poster). Board Design **My book recommendation** Title: … Author: … Why I recommend it: … Key sentence: You must read it because it is so exciting! 教学反思 1 学科网（北京）股份有限公司 $