8A Unit3 To be a good learner 教学设计2026-2027学年译林版八年级英语上册

该初中英语教学设计聚焦“成为优秀学习者”主题，围绕学习策略、比较级最高级副词、反身代词及后缀构词法展开。通过头脑风暴、名人故事导入，以“个人学习档案”为支架，各课时积累词汇、语法及策略素材，最终完成“My ways of learning”写作任务。 此资料亮点在于核心素养深度融合，如用“活到老，学到老”与“Never too old to learn”培养文化意识，通过文本证据分析提升思维品质。采用任务驱动与教-学-评一体化，如写作checklist同伴互评，助学生提升语言运用与自主学习能力，为教师提供结构化教学方案。

8A Unit 3 To be a good learner · Teaching Designs (2022 Edition Curriculum Standards) 8A Unit 3 To be a good learner 教学设计 新译林版《英语》八年级上册（2024 年审定） Module 1 Teenage life · 《义务教育英语课程标准（2022 年版）》对表 · 核心素养目标版 Unit Overview 单元整体说明 This unit plan covers New Yilin English 8A, Unit 3 To be a good learner, and is written in line with the English Curriculum Standards for Compulsory Education (2022 Edition). Following the school template, every period below is a complete teaching design written in English, with objectives, key and difficult points, timed procedures and blackboard design. Unit theme: 人与自我 → 生活与学习 → 学习策略、学习习惯与终身学习. Unit big idea: Learning is a lifelong journey; good learners stay curious, use good strategies and never stop learning. Unit objectives (By the end of the unit, students will be able to:) (1) obtain and sort out information about good ways of learning, and use comparative and superlative adverbs, reflexive pronouns and the suffixes -er / -or / -ist to talk about learning strategies and describe learners orally and in writing (language ability); (2) value lifelong learning, feel the spirit of “Never too old to learn” shared by Chinese and Western cultures, and build confidence as an English learner (cultural awareness); (3) compare different ways of learning, analyze why good learners succeed, and form well-grounded judgements about one's own learning habits (thinking capacity); (4) summarize and try out practical learning strategies, keep a personal learning portfolio, and assess and improve one's own learning habits (learning ability). Unit final product: A short article “My ways of learning” (80–100 words) with at least three learning strategies and one example each, using at least two comparative or superlative adverbs, for the personal learning portfolio. How the teaching objectives follow the 2022 standards (1) Every period sets three or four integrative objectives written from the learners' perspective (“students will be able to ...”), each tagged with the core competency it mainly develops — language ability, cultural awareness, thinking capacity or learning ability. The old three-way split of knowledge / ability / emotional objectives is no longer used. (2) Every objective is observable and checkable: each teaching step carries a Purpose line marked with the objective numbers it serves (→ O1–O4), and the Summary section states the assessment evidence, so that teaching, learning and assessment are integrated（教—学—评一体化）. (3) Classroom activities move through the three layers of the English learning activity view — learning & understanding → applying & practicing → transferring & creating. (4) Homework is tiered in three types for every period — Consolidation / Extension / Practice — and the Practice tasks feed the real unit tasks. Teaching arrangements 课时安排 Period Section(s) Lesson type 1 Unit opening + Welcome to the unit Listening & speaking · unit opening 2 Reading (1) — first reading Reading comprehension 3 Reading (2) — deep reading Reading & language focus 4 Grammar Grammar (inductive) 5 Word power Vocabulary · word formation 6 Integration A–C Integrated skills · story & listening 7 Integration D + Assessment Reading & writing · unit assessment Period 1 · Unit 3 To be a good learner Welcome to the unit 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] perceive, understand and read aloud the verbs and phrases about ways of learning (e.g., preview, review, take notes, look up, practise, memorize), match them with the learning situations, and exchange ideas about “How do you learn English?” in a pair talk of at least three turns, using “I learn English by ...” and “It works well because ...” (O1); (2) [Cultural awareness] realize that learning happens everywhere and lifelong learning is valued in every culture, beginning with the sayings “活到老，学到老” and “Never too old to learn” (O2); (3) [Thinking capacity] compare different ways of learning, judge which way suits which task (memorizing new words, improving listening, understanding texts), and support each judgement with a reason (O3); (4) [Learning ability] start a personal “learning portfolio” for the unit task — writing “My ways of learning” at the end of the unit — and note down their present ways of learning in two sentences (O4). II. Language Knowledge 1. Key words & phrases preview, review, take notes, look up, practise, memorize, repeat, improve; learn by oneself, learn by doing, keep trying, give up 2. Key sentences How do you learn English? — I learn English by watching English films and taking notes. What do you do when you meet a new word? — I look it up in a dictionary. It works well, because I can remember the words better. 3. Key and challenging points Key: the sound, form, meaning and use of the learning-method phrases, and the functional patterns for talking about ways of learning. Challenging: match a learning way with a learning task and explain the choice with “It works well because ...” instead of just naming the method. III. Teaching Procedures Step 1 Lead-in (5 minutes) Read the unit title “To be a good learner” and go through the unit goals with the class. Present the unit task: at the end of the unit, everyone will write a short article “My ways of learning” and keep it in the personal learning portfolio. Brainstorm: “What do you do to learn English well?” Purpose: publish a real unit product so that every lesson works for it; success is visible when students can name one way of learning (learning & understanding: perceiving & noticing; → O4). Step 2 Pre-discussion (10 minutes) Present the method phrases in Part A with simple situations: preview → look at the new lesson before class; review → go over the lesson after class; take notes → write down the key points while listening; look up → find the word in a dictionary; practise → do it again and again; memorize → keep the words in mind. Students read them aloud for pronunciation, then take a quick quiz (situation → phrase). Purpose: build the language basis for the discussion; success is measured by the quiz accuracy (learning & understanding: obtaining & organizing; → O1). Step 3 While-activity (15 minutes) Activity A: Students match the ways of learning with the situations in Part A individually. When checking, ask “Why does ‘review’ match ‘after class’?” so that students explain the meanings in simple English. Activity B: Pairs role-play the model dialogue in Part B first, then talk about their own ways of learning English with the phrases in the box. The teacher probes: “Does it work well? Why?” to push answers like “I take notes in class, because I can review them at night.” Purpose: move from understanding the phrases to using them in real talk; success is a 2–3-sentence turn with one method + one reason (applying & practicing: internalizing & utilizing; → O1, O3). Step 4 Post-discussion (10 minutes) Activity C: Students think about “What kind of learner are you now?” and write two sentences about their present ways of learning. Several students share; others comment: “Do you want to try his/her way? Why?” The two sentences go into each student's learning portfolio (page 1). The teacher closes with the sayings: “活到老，学到老 — Never too old to learn.” (→ O2) Purpose: turn the topic back on students themselves — from naming methods to examining their own habits — and open the portfolio for the unit task (transferring & creating: critiquing & evaluating; → O3, O4). Step 5 Summary and Homework (5 minutes) Summary: Go back to the big idea: good learners keep trying and use good ways — a good way makes learning twice as effective (→ O2). Consolidation: read and copy the method phrases; finish the vocabulary exercises in the Workbook. Extension: write three sentences with “I learn ... by ..., because ...”. Practice: interview a classmate or a family member — “What is your best way of learning?” — and note the answer down in one sentence. IV. Assessment of Teaching Effectiveness Each objective is checked in class as follows (teaching–learning–assessment integration): Objective Success evidence How to check O1 Language ability Part A matching basically correct; the pair talk keeps three or more turns with “learn by ...” and a reason Check the matching answers in class; observe the pair work with a simple tick record O2 Cultural awareness Students respond to “Never too old to learn” and give one example of lifelong learning around them Listen to the summary and the sharing in Activity C O3 Thinking capacity Each method choice comes with a matched task and a reason, not just a name Listen for “It works well because ...” in Activities B and C O4 Learning ability The portfolio is started with two sentences about present ways of learning Collect the portfolio page (or the two sentences) at the end of the lesson V. Design Purpose The lead-in publishes the unit task and builds learning expectation for the whole unit. Pre-discussion teaches the method phrases as the basis of all further activities. While-activity moves students from matching (understanding) to discussing their own ways (using). Post-discussion completes the turn from “methods in the book” to “my ways of learning”, planting the unit big idea and opening the portfolio. VI. Blackboard Design Content Unit 3 To be a good learner — Welcome to the unit Key phrases: preview, review, take notes, look up, practise, memorize ... Key sentences: How do you learn English? — I learn English by ... Big idea: Learning is a lifelong journey. Unit task: Write “My ways of learning” → personal learning portfolio. VII. Teaching Reflection (To be completed after class.) Suggested focus: (1) Can every student give a method with a reason, not just a word? (2) Did the shy students get real chances to speak in the pair work? (3) Was the quick quiz at the right level? Adjust Period 2 accordingly. Period 2 · 8A Unit 3 To be a good learner Reading (1) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the article “A love of learning” and find Franklin's experiences at different stages to complete the time-line chart with accurate details (O1); (2) [Cultural awareness] feel Franklin's love of learning from the title and pictures, and get ready to explore the spirit behind his lifelong learning in the next period (O2); (3) [Thinking capacity] sort and organize the information found in the text into the time-line chart of Franklin's experiences clearly, and check every answer against the text with its source sentence (O3); (4) [Learning ability] use the reading strategies of predicting from the title and pictures, skimming for the main idea and scanning for details with a clear purpose, and mark the parts they are not sure about for the deep reading in the next period (O4). II. Teaching Key Points and Difficult Points Key Points (1) The main idea and the structure of the article “A love of learning”. (2) Finding the details needed for the time-line chart of Franklin's experiences and organizing them clearly. Difficult Points (1) Scanning efficiently for the needed information. (2) Checking every answer against the text instead of guessing. III. Teaching Procedures 1. Lead-in (5 minutes) Show a picture of Benjamin Franklin and a saying of his: “An investment in knowledge pays the best interest.” Ask: “Who is he? What do you know about him?” Tell students that today they will read the story of a man who never stopped learning. Purpose: arouse interest and focus attention on “a lifelong learner” (perceiving & noticing; → O1, O2). 2. Pre-reading (7 minutes) Students predict from the title and the pictures: what does “a love of learning” mean? What may Franklin learn in the story? When did he start learning? Collect the predictions on the board. Purpose: prediction gives students a clear reading purpose (learning & understanding; → O4). 3. Reading for gist (10 minutes) Skimming (5'): read the article quickly and check the predictions; work out the time line of the story: as a child — as a young man — all his life. Purpose: get the main idea and the structure with skimming (learning & understanding: obtaining & organizing; → O1, O4). 4. Reading for details (15 minutes) Scanning & timeline (8'): students complete the time-line chart of Franklin's experiences with the key information (what he did and what he learnt at each stage), then check in pairs; students answer the detail questions and must read out the source sentence for each answer. Purpose: scan for the details and organize them into the time-line chart of Franklin's experiences (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3). 5. Check and prepare (4 minutes) Students check the completed the time-line chart of Franklin's experiences in pairs and correct the answers with the text; each pair marks one question they are not sure about — it will be solved in the next period. The teacher collects the common questions on the board. Purpose: get ready for the deep reading in the next period; success = the time-line chart of Franklin's experiences basically complete with source sentences marked (→ O3, O4). IV. Summary (2 minutes) Students summarize in one sentence: “We have got the main idea, the structure and the key facts of the article “A love of learning”.” The teacher points to the questions collected on the board: they will be solved in the next period. Assessment of objectives: O1 and O3 via the completed the time-line chart of Franklin's experiences and the pair check; O2 via the sharing in the lead-in and pre-reading; O4 via the strategy use observed in class. V. Homework (2 minutes) Consolidation: read the article “A love of learning” aloud until fluent; complete the time-line chart of Franklin's experiences if it is not finished. Extension: mark your favourite sentence in the text and be ready to explain why you like it in the next period. Practice: write one sentence into the portfolio: “From Franklin I learn to ..., and this week I will try it in ...” VI. Blackboard Design Part Content Text the article “A love of learning” Structure the main parts of the text (found by skimming) Details the time-line chart of Franklin's experiences — completed with source sentences Strategies predict → skim for gist → scan for details Next period deep reading: answer with evidence, find the pattern Period 3 · 8A Unit 3 To be a good learner Reading (2) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the article more deeply, answer the questions with source sentences, and use the key chunks (e.g., teach oneself, be curious about, set up) correctly (O1); (2) [Cultural awareness] appreciate the spirit of lifelong learning shown by Franklin, connect it with the Chinese saying “活到老，学到老” (Never too old to learn), and feel the shared value across cultures (O2); (3) [Thinking capacity] analyze why Franklin became a great learner (curiosity, self-teaching, reading, practice), judge which quality matters most, and summarize the keys of lifelong learning with reasons from the text (O3); (4) [Learning ability] collect the learning strategies shown in the text into the learning portfolio as material for the unit writing task (O4). II. Teaching Key Points and Difficult Points Key Points (1) Answering the questions with source sentences — evidence-based reading. (2) The language focus and the writing pattern of the text. Difficult Points (1) Inferring the feelings and values behind the details. (2) Using the collected chunks correctly in the speaking task. III. Teaching Procedures 1. Review and retell (4 minutes) Students retell the main idea of the article “A love of learning” with the time-line chart of Franklin's experiences completed last period; the teacher checks quickly and solves one or two of the questions collected last time. Purpose: reactivate the main idea and set the goal of this period — reading deeper with evidence (perceiving & noticing; → O1). 2. Deep reading with evidence (12 minutes) Deep reading (5'): students find the sentences that show how he learnt (teaching himself, reading, practising writing, asking questions) and work out the reasons for his success. Purpose: from getting information to organizing it, then to text-based reasoning; success = a complete time line and answers with source sentences (obtaining & organizing → summarizing & integrating; analyzing & judging; → O1, O3). 3. Language focus and pattern discovery (12 minutes) Strategy discovery: the class lists the learning strategies behind Franklin's story (keep curious; learn by oneself; read a lot; practise writing again and again; never stop) and connects them with the sayings “活到老，学到老 — Never too old to learn”. Students choose the one strategy they want to learn most. Purpose: turn the story into usable strategies — reading for learning (summarizing & integrating; → O2, O3, O4). 4. Thinking and judging (7 minutes) Students answer the question: “Which of Franklin's learning moments impresses you most? Find the sentence in the text and say why.” They must find the evidence in the text and report with “I choose ... because the text says ...”. The teacher guides: deep reading means reading with evidence. Purpose: text-based reasoning — from facts to judgement (transferring & creating: reasoning & arguing; → O2, O3). 5. Speaking (6 minutes) In groups of four, students answer: “What can we learn from Franklin? Which quality of his do you want to have most?” using “I want to learn ... from him, because he ...”. Two or three groups report to the class. Purpose: transfer the story into personal reflections with reasons (transferring & creating: reasoning & arguing; → O2, O3). IV. Summary (2 minutes) Students summarize in one sentence: “Reading deeply means answering with evidence and finding the writer's pattern.” The teacher highlights the key chunks and the pattern on the board. Assessment of objectives: O1 via the source-sentence answers and the chunk use in speaking; O2 and O3 via the judging discussion and the group report; O4 via the material-bank entries. V. Homework (2 minutes) Consolidation: read the article aloud until fluent; finish the exercises in the Workbook for this lesson. Extension: retell Franklin's story to your family with the time line in five to seven sentences. Practice: write one sentence into the portfolio: “From Franklin I learn to ..., and this week I will try it in ...” VI. Blackboard Design Part Content Time line as a child — as a young man — all his life (Franklin's learning experiences) Key chunks teach oneself, be curious about, set up, keep trying Strategies keep curious / learn by oneself / read a lot / practise again and again Big idea Never too old to learn — learning is a lifelong journey. Period 4 · 8A Unit 3 To be a good learner Grammar 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out and state the formation rules of comparative and superlative adverbs (short adverbs: -er / -est; long adverbs: more / most; irregular: well → better → best, badly → worse → worst), and use “comparative adverb + than”, “the + superlative adverb + in/of ...” and “as + adverb + as” accurately in controlled practice (target accuracy ≥ 85%) and in sentences comparing learners (O1); (2) [Cultural awareness] understand that comparing learning serves finding one's own way to improve rather than laughing at others, and comment on classmates' learning politely and kindly (O2); (3) [Thinking capacity] observe, sort and induce the rules of the adverb forms from example sentences, tell adverbs from adjectives in the same family (careful / carefully), and self-monitor typical errors such as using more with -er (O3); (4) [Learning ability] understand and use the reflexive pronouns (myself, yourself, himself, herself, ourselves, themselves) in the patterns by oneself, enjoy oneself, teach oneself, help oneself to, and record the rules in a self-made grammar table for after-class review (O4). II. Teaching Key Points and Difficult Points Key Points (1) The formation rules of comparative and superlative adverbs, including the irregular forms. (2) The forms and basic uses of the reflexive pronouns: by oneself, enjoy oneself, teach oneself, help oneself to ... Difficult Points (1) Telling adverbs from adjectives and choosing the right form (careful / carefully; slow / slowly). (2) Using the right reflexive pronoun to match the subject (she → herself; we → ourselves). III. Teaching Procedures 1. Lead-in (4 minutes) Show two learner cards: “Tom reads English for ten minutes every day.” “Lily reads English for twenty minutes every day and takes notes.” Elicit: “Lily works harder than Tom.” Then ask: “Who learns best in our class? How?” and lead in comparing learners with adverbs. Purpose: start from real comparison and lead in the grammar focus (perceiving & noticing; → O1). 2. Presentation (8 minutes) Students re-read example sentences on the board (e.g., “Franklin taught himself to write better and better.” “Lily does her homework more carefully than me.” “Of all the subjects, I listen most carefully in English class.”) and complete “Work out the rule!” in pairs: short adverbs add -er / -est; long adverbs use more / most; well → better → best, badly → worse → worst; the comparative + than compares two; the superlative + in/of ... compares among three or more. Purpose: let students discover the rules from example sentences (learning & understanding: summarizing & integrating; success = a complete restatement of the rules; → O1, O3). 3. Grammar explanation (10 minutes) The class sorts the rules into a table (see blackboard design) and compares the adjective and adverb forms in the same family (careful → carefully, slow → slowly). Then the class moves to reflexive pronouns: the forms match the subject (I → myself; she → herself; we → ourselves ...), and the class patterns are presented with examples: learn by oneself, enjoy oneself, teach oneself, help oneself to ..., “Franklin taught himself ...” Students drill: the teacher gives a subject, students answer with the right reflexive pronoun in chorus or by rows. Purpose: make the rules explicit and reachable; success = accuracy in the quick drill (learning & understanding → applying & practicing; → O1, O4). 4. Practice (12 minutes) Task A1: students complete the transformation chart independently (hard → harder → hardest; carefully → more carefully → most carefully; well → better → best; badly → worse → worst ...), peer-check, then class feedback on the tricky ones. Task A2: students complete the exercises about two learners with comparatives/superlatives and than / in / of, and fill in the reflexive pronouns in short dialogues (enjoy oneself at the English party; help oneself to some cakes; “The children are washing themselves.”). Purpose: controlled practice from form to context, with error correction in class (applying & practicing: internalizing & utilizing; → O1, O3, O4). 5. Production (8 minutes) Task B: each student writes three sentences comparing two learners (or the present self and the past self) with at least two comparative/superlative adverbs, and one sentence with a reflexive pronoun about their own learning (e.g., “Last term I couldn't take notes quickly; now I do it much better.”). Values point: we compare to find our own way to improve, not to laugh at others. Students share in groups. Purpose: use the grammar for the unit theme — being a better learner (transferring & creating: imagining & creating; success = accurate and true sentences; → O1, O2). IV. Summary and consolidation (2 minutes) Students state the rules by themselves: adverb comparative + than; the + adverb superlative + in/of ...; reflexive pronouns match the subject. The teacher answers remaining questions and reminds students to copy the table into their error-collection notes. Assessment of objectives: O1 via the accuracy of Tasks A1/A2 (target ≥ 85%); O2 via polite comments in Production; O3 via the “Work out the rule!” restatement; O4 via the reflexive-pronoun sentences and the self-made grammar table. V. Homework (1 minute — assigned with the summary) Consolidation: finish the grammar exercises in the Workbook for this unit. Extension: write five sentences comparing your study this term with last term, using at least two comparative/superlative adverbs and one reflexive pronoun. Practice: find two comparative/superlative adverbs in this week's extensive reading and copy the sentences with their sources. VI. Blackboard Design Part Content Adverb forms short: hard → harder → hardest; long: carefully → more carefully → most carefully; irregular: well → better → best, badly → worse → worst Usage comparative + than (two); the + superlative + in/of ... (three or more); as + adverb + as (the same level) Reflexive pronouns myself / yourself / himself / herself / itself / ourselves / yourselves / themselves; by oneself, enjoy oneself, teach oneself, help oneself to Examples Lily does her homework more carefully than me. / Franklin taught himself to write. Period 5 · 8A Unit 3 To be a good learner Word power 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out the rule of the suffixes -er / -or / -ist (a verb or noun + suffix → a word for a person), form and read words like worker, driver, winner, inventor, actor, visitor, scientist, artist and pianist correctly, and use at least five of them in sentences about learners and jobs (O1); (2) [Cultural awareness] perceive that many jobs need lifelong learning — scientists, artists and editors all keep learning — and show respect for different jobs and the people who do them (O2); (3) [Thinking capacity] induce which suffix fits which base word and why (teach → teacher but invent → inventor; science → scientist but art → artist), and generalize the spelling changes (double letters, -t/-ist) instead of applying the rule mechanically (O3); (4) [Learning ability] build the word-family strategy (a base word + suffix → a new word) and make a word-formation card to support guessing new words in after-class reading (O4). II. Teaching Key Points and Difficult Points Key Points (1) The rule verb / noun + -er / -or / -ist → a word for a person, with the typical spelling changes. (2) Using the new words naturally when talking about learners, jobs and dreams. Difficult Points (1) Choosing the right suffix for each base word (teach → teacher, invent → inventor, science → scientist). (2) Noticing the spelling changes (double letters: run → runner; keep or drop letters: write → writer, piano → pianist). III. Teaching Procedures 1. Lead-in (4 minutes) Re-read one sentence from the Reading: Franklin “taught himself” — and he became a writer and a scientist. Write teach → teacher and science → scientist on the board and cut off the suffixes. Students guess today's topic: making words for people. Purpose: recycle the text and let students sense the rule first (learning & understanding: perceiving & noticing; → O1, O3). 2. Presentation (8 minutes) The class concludes: verb / noun + -er / -or / -ist → a word for a person (the -er/-or words often come from verbs; the -ist words often come from nouns). Students sort the words in Part A into three families, paying attention to the spelling changes: teach → teacher, drive → driver, win → winner, run → runner; invent → inventor, act → actor, visit → visitor; science → scientist, art → artist, piano → pianist. Purpose: rule + sorting, building a word-family habit (summarizing & integrating; success = correct sorting with reasons; → O1, O3). 3. Practice (15 minutes) Task A: students complete the exercises in Part A — change the base words into words for people and fill them into sentences — then check in pairs and explain each choice with the rule and the spelling change (“science ends in -t before -ist: scientist”). Task B: quick-response game: the teacher gives a base word (drive, art, visit, piano, win ...), students answer with the person word as fast as possible; then students use five of the new words in five sentences about “People around us”. Purpose: see word formation at work in a real context (applying & practicing: internalizing & utilizing; → O1). 4. Production (12 minutes) Task C: “My dream job.” Each student chooses a job word with -er/-or/-ist and says two or three sentences: “I want to be a scientist, because I love asking questions. To be a good scientist, I will read more and practise more.” Groups share and vote for the most convincing dream. The class concludes: every job keeps learning — lifelong learning is everywhere (→ O2). Purpose: use the new words for the unit theme — to be a good learner (transferring & creating: imagining & creating; → O1, O2). IV. Summary (3 minutes) Students restate the rule with the three families; the teacher points out that Grade 8 adds about a thousand new words, and word families with suffixes are one of the key strategies to grow vocabulary by themselves. Assessment of objectives: O1 via the exercises and the five sentences; O2 via the “dream job” sharing; O3 via the suffix choices with spelling reasons; O4 via the word-formation card. V. Homework (3 minutes) Consolidation: make a word-formation card with at least eight -er/-or/-ist words and their base words. Extension: write a short passage of about 60 words: “My dream job”, using at least three person words. Practice: find three words with -er/-or/-ist in this week's extensive reading and note down their base words. VI. Blackboard Design Part Content Rule verb / noun + -er / -or / -ist → a word for a person -er teach → teacher, drive → driver, win → winner, run → runner -or / -ist invent → inventor, act → actor, visit → visitor; science → scientist, art → artist, piano → pianist Note Watch the spelling: double letters (winner), -t before -ist (scientist), drop e (write → writer) Period 6 · 8A Unit 3 To be a good learner Integration (A–C) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] read the story in Part A about learning, retell it with a complete plot chain and work out its message about learning; obtain key information from the two listening materials in Part B on learning English by predicting and noting key words, and integrate the notes into a coherent passage in B3 (O1); (2) [Cultural awareness] perceive that good learning ways are shared across countries, and feel encouraged by the learners in the materials who keep trying and are not afraid of mistakes (O2); (3) [Thinking capacity] analyze what helped the learner in the story and what made learning hard, judge which way works best for which task, and argue for a side in Part C with “Yes, that's true. But ...” to agree first and then turn (O3); (4) [Learning ability] apply the listening strategy chain “predict → catch key words → integrate”, and turn one piece of learning advice from Part B into a real action for the coming week, recording what they did and how it worked (O4). II. Teaching Key Points and Difficult Points Key Points (1) The plot and message of the story in Part A; the key information of the two listening materials in Part B. (2) Completing B3 with the information from B1 and B2 (integrating). Difficult Points (1) Interpreting the message of the story and relating it to one's own learning. (2) The opinion exchange in Part C: agreeing first and then adding a turning point (“Yes, that's true. But ...”). III. Teaching Procedures 1. Lead-in (4 minutes) Quick review: students name the strategies collected from Franklin's story. The teacher asks: “Is learning always easy? What can we do when learning is hard?” and leads in today's topic — lessons in language learning. Purpose: activate what students have learnt and lead in “learning English” (perceiving & noticing; → O1). 2. Reading the story (10 minutes) Students predict from the pictures: who is the learner in the story? What problem does he/she meet? Then they read the story in Part A and retell it with a plot chain of their own (the problem → what he/she tried → the result). The class discusses the two questions in Part A and reaches the message: good learners keep trying and learn from mistakes — mistakes are steps to success. Students connect the message with their own English learning. Purpose: feel the message first — why “keep trying” matters; success = complete retelling and a proper grasp of the message (learning & understanding → applying & practicing: analyzing & judging; → O1, O2, O3). 3. Listening practice (18 minutes) B1 (7'): students read the options first and predict what advice the listening may give; listen and tick; check the answers with reasons (“The speaker says ... because ...”). B2 (11'): make the strategy note clear — you don't have to write down every sentence; focus on key words. Students listen to the second material about learning English well and complete the notes (the key pieces of advice). Then students complete the short passage in B3 with the information from B1 and B2 and read it aloud. Purpose: a full strategy chain — predict → catch key words → integrate; success = accurate key words in the notes and a coherent B3 passage (obtaining & organizing → internalizing & utilizing; → O1, O4). 4. Discussion (8 minutes) Students read the model dialogue in Part C (two speakers exchange ideas about the best way to learn English). In pairs, students take a side — more reading or more speaking, memorizing or using — and talk with “Yes, that's true. But ...” to agree first and then turn. Two or three pairs show their talks. Purpose: a real opinion exchange with response language (transferring & creating: reasoning & arguing; → O3). IV. Summary (2 minutes) The class builds a mind map together — how to learn English well: before class (preview) / in class (take notes, practise) / after class (review, read, listen, speak bravely) / when meeting problems (keep trying, learn from mistakes). Assessment of objectives: O1 via the retelling and the accuracy of B1–B3; O2 via the message connection made in Step 2; O3 via the opinion exchange in Part C; O4 via the action-plan note. V. Homework (3 minutes) Consolidation: retell the story in Part A to your family in three to five English sentences. Extension: complete the mind map “How to learn English well” with the advice from Part B. Practice: try one piece of advice from Part B in real life this week and record what you did and how it worked (→ O4). VI. Blackboard Design Part Content Story message Good learners keep trying — mistakes are steps to success. B notes key advice on learning English well (from the two listening materials) Response frame Yes, that's true. But ... Mind map before class / in class / after class / when meeting problems Period 7 · 8A Unit 3 To be a good learner Integration (D) + Assessment 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] analyze the structure of the model article in Part D (introduction: what you learn and how you feel about it; main body: your ways of learning with examples; conclusion: your plan), and draft an 80–100-word article “My ways of learning” with at least three strategies, one example each and at least two comparative or superlative adverbs (O1); (2) [Cultural awareness] express a positive attitude towards learning in writing, and understand that sharing learning ways is a way to grow together with classmates (O2); (3) [Thinking capacity] assess their own and their peers' drafts against the checklist (structure, content, language, presentation), give “one star and one wish” feedback, and revise the draft accordingly (O3); (4) [Learning ability] use the model article, the collected strategies and the checklist as scaffolds to monitor their own writing process, complete the unit self-assessment, and put the final article into the personal learning portfolio (O4). II. Teaching Key Points and Difficult Points Key Points (1) The three-part structure of the article and the way “strategy + example” supports each point. (2) Using the language of the unit: comparative/superlative adverbs, reflexive pronouns, method phrases. Difficult Points (1) Avoiding a list of methods without examples or feelings. (2) Using comparative/superlative adverbs accurately inside the passage. III. Teaching Procedures 1. Lead-in (4 minutes) Show the model article in Part D and ask: “What ways of learning does the writer share? What makes the article clear and believable?” Purpose: bring out the elements of a ways-of-learning article (perceiving & noticing; → O1). 2. Analyzing the model (8 minutes) Students mark the three parts of the model article and their functions (introduction / main body / conclusion), circle the “strategy + example” sentences, and collect useful expressions from the model (e.g., “Every evening, I ...” “I find ... useful because ...”). The unit material bank (the strategies collected in Periods 2 and 5) is shown for reference. Purpose: read as a writer — make the model a scaffold (summarizing & integrating; success = correct marking and a list of transferable sentences; → O1, O4). 3. Pre-writing (8 minutes) Students answer five questions to make a material card: What do you want to learn well this term? / What are your ways of learning? / What do you do exactly? / What works best? How do you know? / What will you keep doing? They interview each other once and rehearse orally. Purpose: collect real material so that writing starts from content, not from words; success = material with examples (→ O1, O4). 4. Writing process (15 minutes) Students draft independently, with three requirements on the board: three parts (introduction — ways with examples — conclusion); at least three strategies, each with one example; at least two comparative or superlative adverbs and one reflexive-pronoun pattern (80–100 words). The teacher monitors and gives individual help. Purpose: independent writing with a clear, checkable goal (→ O1). 5. Peer review and sharing (7 minutes) Students check drafts against the checklist: Structure — introduction, ways with examples, conclusion; Content — at least three strategies with examples; Language — comparative/superlative adverbs correct (≥ 2), one reflexive-pronoun pattern; Presentation — neat handwriting, correct punctuation, 80–100 words. Peers give “one star and one wish”; students revise in class. One or two articles are shared. Purpose: assessment for learning — the checklist turns the unit's language goals into checkable writing points (transferring & creating: critiquing & evaluating; → O2, O3). IV. Summary and self-assessment (2 minutes) Students finish the unit self-assessment: I know some good ways of learning; I can use comparative and superlative adverbs to compare learners; I can use reflexive pronouns correctly; I can write about my ways of learning. The teacher announces that the final articles go into each student's personal learning portfolio — the collection keeps growing all through Grade 8. Assessment of objectives: O1 via the draft meeting the three writing requirements; O2 and O3 via the “one star and one wish” peer review and the in-class revision; O4 via the completed self-assessment and the portfolio. V. Homework (1 minute — assigned with the summary) Consolidation: revise your article according to the peer's comments and copy out the final version into the portfolio. Extension: swap portfolios with a deskmate, read each other's article and write down one strategy you want to try. Practice: use your top strategy in this week's English study and add one line to the portfolio: what you did and how it worked. VI. Blackboard Design Part Content Structure Introduction (what & why) → Main body (ways of learning + examples) → Conclusion (plan) Language more carefully than / the most hard-working / teach oneself (≥ 2 adverb comparisons) Checklist structure · content · language · presentation Next step Personal learning portfolio — keep collecting all through Grade 8 编写依据：新译林版《英语》八年级上册 Unit 3 To be a good learner；《义务教育英语课程标准（2022 年版）》。课时目标、活动与作业为依据教材与课标的设计，实际教学中请根据班情调整时间分配与难度分层。 学科网（北京）股份有限公司 $