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

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