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8
A
Unit3 To be a
课
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备课时间
复备教师
上课时间
good learner
Welcome to the unit
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I. Teaching aims and learning objectives
By the end of the class, students can
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. Understand and interpret Chinese sayings related to learning.
. Discuss and express opinions on key factors for successful learning.
. Use modal verbs and expressions to give suggestions.
. Collaborate in groups to share ideas about effective learning strategies..
II. Teaching main points
The key vocabulary and phrases
III. Focus of the lesson and predicted area of difficulty
Use modal verbs and expressions to give suggestions.
IV. Teaching procedures
Step1:Lead-in
Look at the pictures on the screen.
①
②
③
What can you see in the picture
Where can you see these things
What can you do with them
Step2: Look and think
Now we have three pictures about sayings. Let’s look at them. What is each
picture about Discuss with your deskmate.
Step3: Read and think (Matching)
①
Read the three sayings aloud first. Then match each saying with its meaning.
Finish it by yourself first, then check with your group.
Read aloud, do the matching, and check in groups.
Step4: Read and choose
Here are three situations. Read them carefully and choose the proper saying
to respond. Let’s do Situation 1 together first, then you finish the other two.
Follow the teacher, then finish the rest and share answers.
Step5: Brainstorm
②
①
②
①
②
We know these sayings about learning.
What other Chinese sayings about learning do you know Share their English
meanings with your group.
e.g., “With time and effort, even an iron pestle can be ground down to a needle.”
Step6: Listen and think (Conversation)
①
Millie and her classmates are talking about the most important thing for
successful learning.
②
Listen to the conversation (or read it together). Then answer: What do the
students think is important
Step7: Think and share (Group discussion)
①
Work in groups of 4. Talk about the most important thing for successful
learning, using the conversation as a model. One student writes down the key
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points.
②
Discuss and share their group’s ideas in front of the class.
Step8:Homework
①
②
Choose the proper sayings to respond in these situations.
Write 4 to 5 English sentences about “the most important thing for successful
learning”.
教后记：
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上课时间
8
A Unit3 To be a
good
learner
Reading1
主备教师
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I. Teaching aims and learning objectives
By the end of this class，students will be able to
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. Understand the main ideas and details of the text about Benjamin Franklin.
. Extract specific information about Franklin’s life, achievements, and learning
habits.
. Infer the meaning of key vocabulary from context (e.g., set apart, countless, for
free).
. Relate Franklin’s learning spirit to their own learning experiences.
II. Teaching main points
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.Key vocabulary and phrases related to Benjamin Franklin.
.Reading skills such as skimming, scanning and inferring.
III. Focus of the lesson and predicted area of difficulty
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.Infer the meaning of key vocabulary from context
.Relate Franklin’s learning spirit to their own learning experiences.
IV. Teaching procedures
Step1:Warming-up
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. Greet students and ask: "Do you know any great people in history What did
they do "
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. Show a picture of Benjamin Franklin and introduce him briefly: "Today we’ll
learn about a great man—Benjamin Franklin. He was an inventor, a writer, a scientist,
and one of the Founding Fathers of the US. Let’s find out more about him."
Step2: Pre-reading
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. Teach key vocabulary: Show pictures or use simple sentences to explain words
like "lifelong learner", "inventor", "storm", "prediction". Ask students to repeat and
make simple sentences (e.g., "A lifelong learner keeps learning all his life.").
2
. Ask students to look at the paragraph headings in the PPT and predict: "What do
you think each paragraph will talk about Let’s write down your guesses."
Step3: While-reading
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. Fast reading: Ask students to read the text quickly and check their predictions
about the paragraph headings. Then fill in the blanks of the headings (e.g., (1)
introduction, (2) learning).
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. Careful reading: Ask students to read Paragraph 2-4 carefully and answer
questions:
①
②
③
How did Franklin teach himself
What did he study about storms
What inventions did he make "
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.Ask students to underline key information in the text
Step4: Post-reading
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. Group discussion: Divide students into groups of 4. Ask:
①
②
How could Franklin be a lifelong learner
What qualities does he have
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.List 2-3 qualities and find evidence from the text." After 5 mins, each group
shares.
3
. Language practice: Ask students to complete the sentence:
From Franklin, I learn that ___________. I will ___________ in my study.
Step5: Summary
Invite a student to retell the text briefly with the help of the PPT (key points:
Franklin’s identity, how he learned, what he studied, his inventions). The teacher
supplements and emphasizes the key points.
Step6 Homework
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.Find out more qualities of Franklin and write 2-3 sentences.
. Retell the article using a timeline (draw a timeline and write key events).
教后记：
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8
A Unit3 To be a
good
learner
Reading 2
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I. Teaching aims and learning objectives
By the end of this class，students will be able to
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.Use reflexive pronouns and target language to discuss language - learning problems.
.Master the structure of writing an article about overcoming language - learning
difficulties.
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.Improve speaking skills to discuss language - learning problems and solutions.
.Enhance writing skills to compose articles with the “problem - solution - lesson”
structure..
II. Teaching main points
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.Use the model dialogue to discuss language - learning issues.
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.Write articles about overcoming language - learning problems following the model.
III. Focus of the lesson and predicted area of difficulty
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.Skillfully apply learned strategies to personal situations in writing.
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.Ensure logical structure in speaking and writing.
IV. Teaching procedures
Step 1. Lead - in
①
Ask students “Yesterday we learned about Zhao Yuanren and Lily. Now, think
about your own English - learning problems. Who has trouble with grammar
Pronunciation ” List problems on the board.
Step 2. Speaking Practice: Discussing Problems
①
②
Introduce the model dialogue (Part C).
Students practice in pairs, then change roles. Encourage adding new ideas,
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e.g., “I have trouble with writing. What should I do ” “You can keep a diary in
English.”
③
Invite 3 - 4 pairs to perform dialogues. Give feedback on language accuracy
and creativity.
Step 3. Pre - writing: Analyze the Model
.Show Millie’s article “Practice makes perfect” (Part D2). Analyze the
structure:
Introduction: Problem (couldn’t be understood when speaking English).
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Solution: Daily listening and pronunciation practice.
Lesson: Practice makes perfect.
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.Useful expressions (e.g., “During the summer holiday...; I then decided to...;
After two months...”).
Step 4. Writing Practice
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.Students use the survey (Part D1) to write their own articles. Guide them to
follow the structure:
①
②
Describe the problem (e.g., “I had problems with grammar...”).
Explain solutions (e.g., “I did grammar exercises and asked the teacher for
help...”).
Share the lesson (e.g., “Now I know practice is key”).
.Walk around to help, remind of useful expressions.
③
2
Step 5. Post - writing: Share & Evaluate
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.Students exchange articles, give peer feedback (e.g., “Does the problem -
solution - lesson structure work Are there clear details ”). Then, select 2 - 3 articles
to read in class.
2
.Teacher comments on content, structure, and language use.
Step 6. Summary
Review speaking strategies (using the model dialogue) and writing structure
(problem - solution - lesson).
Step 7 Homework:
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. Polish the written article based on feedback.
2
.Share your article with family, ask for their language - learning stories.
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课
题
上课时间
8A Unit3 To be a 备课时间
good
learner
Grammar
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I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
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.Master the rules of forming and using comparative & superlative adverbs.
.Correctly use reflexive pronouns in different contexts.
.Improve students' ability to analyze grammar rules and apply them in writing and
speaking.
.Enhance students' language accuracy through practice tasks.
II. Teaching main points
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.The formation and usage of comparative & superlative adverbs.
.Correct application of reflexive pronouns.
III. Focus of the lesson and predicted area of difficulty
. Distinguishing between the use of comparative and superlative adverbs in complex
contexts.
.Properly using reflexive pronouns to express self - related actions precisely.
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IV. Teaching procedures
Step 1: Lead - in
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.Show a short video of a sports meeting with different students running,
jumping, etc.
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.Ask students to describe the actions using adverbs, like “Tom runs fast. Lily
jumps high...”. Then, lead to comparison: “Who runs faster Who jumps the highest ”
,
introducing the topic of comparative and superlative adverbs.
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Step 2. parative & Superlative Adverbs
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①
②
Present the example sentences from the book (Sandy, Amy, Millie reading).
Analyze the formation rules:
short adverbs (hard → harder → hardest),
long adverbs (quickly → more quickly → most quickly),
irregular adverbs (well → better → best).
③
④
Write the rules on the board.
Let students try to form comparative and superlative forms of some adverbs
(e.g., early, carefully, badly) orally.
. Reflexive Pronouns (5 minutes)
Show the sentences with reflexive pronouns from the book (e.g., “enjoy
myself”, “teaching herself”).
Explain the singular (myself, yourself...) and plural (ourselves, yourselves...)
2
①
②
forms.
③
④
Illustrate the rule: use when subject and object are the same.
Ask students to make simple sentences with reflexive pronouns, like “I can
dress myself.”
Step 3. parative & Superlative Adverbs Practice
Have students complete Exercise A (Millie writing about classmates)
individually.
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①
②
③
check in pairs. Walk around to help.
Ask some students to read their answers and explain why they choose the
forms, reinforcing the rules.
.Reflexive Pronouns Practice
2
①
②
③
Students do Exercise B1 (Millie writing about people) alone.
share answers in groups. Discuss any mistakes or confusions.
Invite a group to present their answers and explain the usage of each reflexive
pronoun in the context.
Step 4. Production
1
.For comparative & superlative adverbs, students do Exercise A2: write
sentences about group activity performance,
e.g., “In our group, John works hard. Peter works harder. Mary works the
hardest.”
2
.For reflexive pronouns, students do Exercise B2: write a short text about
others' learning experiences with reflexive pronouns.
.Select some students to read their writings. Praise good usages and correct
mistakes.
Step 5. Summary
.Review the rules of comparative & superlative adverbs (formation and usage)
and reflexive pronouns (forms and when to use).
.Ask students to summarize the key points.
Step 6. Homework
.Do more grammar exercises from the workbook related to these two grammar
points.
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2
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.Write a diary entry about a day using at least 3 comparative/superlative adverbs
and 3 reflexive pronouns.
教后记：
8
课
题
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上课时间
8
A Unit3 To be a
good learner Word
power
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I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
. Understand the function of the suffixes -er, -or, and -ist in forming nouns for
people.
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. Apply the suffixes to verbs/nouns to create nouns describing professions or roles.
. Use the newly formed words in context to describe people's jobs or activities.
. Write a short paragraph about "slashies" or multitalented people using the target
vocabulary.
II.Focus of the lesson and predicted area of difficulty
Understand the function of the suffixes -er, -or, and -ist in forming nouns for people.
III. Focus of the lesson and predicted area of difficulty
Use the newly formed words in context to describe people's jobs or activities.
IV. Teaching procedures
Step1: Warm-up & Revision
1
.Show PPT to review previous suffixes (-ful, -less, -ish 等) and ask:
What does '-ful' mean (e.g., useful = full of use)"
.Today we’ll learn 3 new suffixes: -er, -or, -ist, which help make nouns for
people.
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Step2: Presentation (Suffixes -er, -or, -ist)
.Explain the meaning of the 3 suffixes: "They mean 'a person who does a
specific job/activity'".
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.Give examples with PPT:
print→printer (a person who prints),
invent→inventor (a person who invents),
art→artist (a person who does art).
3
.Show the example of Benjamin Franklin: "He was a printer, writer, inventor
and scientist" to help students understand the usage in context.
Step3: Practice (Forming Nouns)
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.Ask students to complete Exercise A on PPT
(e.g., plan→ ______, own→ ______) individually. Remind them to use a
dictionary if unsure.
2
.Check answers together: Invite students to share their answers and explain how
they chose the suffix.
Step4: Presentation (Dictionary Use)
1
.Show dictionary pages (with words fall, fast, fancy) and ask:
Where is 'fall'
Where is 'fast'
How do we find words in a dictionary
2
.Summarize the rule: "Dictionaries are in A-Z order. We compare the first letter,
then the second, etc.
Step5: Practice (Spelling Rules for -er)
1
.Introduce spelling rules when adding -er:
①
②
Most words: + -er (e.g., work→worker);
Short words with consonant at the end: double the consonant + -er (e.g., jog→
jogger);
③
Words ending with "e": + -r (e.g., dance→dancer).
2
.Ask students to practice: publish→______, own→______, jog→______.
Step6:Activity
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."School Talent Show Recommendation"
.Divide students into groups of 4. Ask each group to discuss:
①
One student introduces their own talent (use comparative adverbs, e.g., "I can
dance more gracefully than before").
Recommend a classmate (use superlative adverbs and reflexive pronouns,
e.g., "Tom can play the guitar the best in our class. He teaches himself to play").-
.Invite 2-3 groups to present their discussions.
Step7: Application (Guessing Word Meanings)
②
3
1
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.Show sentences with underlined words
.Ask students to guess the meanings: "
What is a cyclist (Hint: cycle + -ist = a person who cycles)"; "
What is a supporter (support + -er = a person who supports)".
Step8: Homework
1
.Change the given words (cycle, carry, fight 等) into nouns for people with
-er/-or/-ist (use a dictionary if needed).
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0
2
. Find other suffixes for people (e.g., -ee, -ant) and write 2 examples for each。
教后记：
8
A Unit3 To be a
课
题
上课时间
备课时间
good
learner
Integration
主备教师
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1
1
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1
. Extract key information about Zhao Yuanren's language learning methods from the
text.
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. Evaluate and discuss effective strategies for language learning.
. Listen for specific details in a conversation about English learning experiences.
. Apply listening and reading comprehension skills to complete summaries and
surveys.
II. Focus of the lesson and predicted area of difficulty
Listen for specific details in a conversation about English learning experiences.
III. Focus of the lesson and predicted area of difficulty
Apply listening and reading comprehension skills to complete summaries and
surveys.
IV. Teaching procedures
Step 1: Warm-up & Lead-in
1
.Show the picture of Zhao Yuanren and ask: "
①
②
Do you know who he is
What do you think he is good at
2
.Introduce the topic: "Today we’ll learn about good learners and their ways of
learning, and share our own learning experiences."
Step 2: Reading
1
.Ask students to read the article about Zhao Yuanren quickly and answer: "
What strong talents/ useful ways of learning does he have "
.Guide students to complete the blanks (Strong: talent, interest; Useful ways:
2
reading, speaking, listening, focus on sentences) and check answers together.
Step 3: Listening (True/False)
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.Play the audio of Lily talking about her English learning experience once.
.Ask students to read the 6 sentences first.
.Play the audio again. Students mark T/F and correct false sentences.
.Check answers: Invite students to share their answers and explain how they
found the correct information.
Step 4: Listening (Fill in the Blanks)
1
.Ask students to read the summary of Lily’s answers and predict the possible
words
e.g., "Pronunciation is a ____ of language learning" → possible word: part
2.Play the audio twice. Students fill in the blanks.- Check answers together and
explain key expressions
Step 5: Speaking (Talk About English Learning Problems)
1
.Play the audio of Amy and Millie’s conversation. Ask students to find the key
sentences
2
.Divide students into pairs. Ask them to talk about their own English learning
problems and plans, using the conversation as a model.
3
.Invite 2-3 pairs to act out their dialogues in class.
Step 6: Writing (Learn from Millie’s Article)
.Ask students to read Millie’s article and answer:
1
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2
①
②
How many parts are there in the article
What does each part talk about
2
.Guide students to analyze the details:
When/where did Millie have the problem
What did she do to solve it "
3
.Introduce the writing requirements: Write an article about their own English
learning experience, including problem, solution and harvest.
Step 7:Writing Practice:-
1
.Students write their articles individually. Remind them to use the structure and
expressions from the lesson.
2
3
.After writing, students exchange drafts with partners to review, using the check
list
.Students revise their articles according to partners’ suggestions.
Step 8:Homework
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.Polish the article and share it; Review the unit.
.Collect more learning improvement ideas.
教后记：
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