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《译林版八上Unit3 To be a good learner Reading》 教学设计
语篇研读
What: 本单元的话题是“Benjamin Franklin：终身学习者”，属于“人与自我”主题范畴下的“学习与成长”主题群中的“杰出人物的学习品质与人生实践”子主题。本单元通过介绍Benjamin Franklin的生平事迹（包括早期学习经历、对风暴的研究、科学发明及终身学习理念等），帮助学生了解杰出人物的成长历程，学习其优秀品质，并理解“终身学习”的内涵。语篇内容为传记（biography），通过多样化的活动设计，提升学生的传记类文本阅读能力和语言综合运用能力。
Why: 通过介绍Benjamin Franklin的生平（如有限的学校教育、自学经历、科学探索、无偿分享发明等），本单元旨在帮助学生深入了解其“终身学习者”的特质，感悟热爱学习、好奇心、坚持、无私等优秀品质的价值，树立终身学习的意识。同时，通过对传记文本的分析与讨论，学生能够学会梳理人物生平、提炼人物品质的方法，提升逻辑思维和跨文化理解能力（了解美国历史上的重要人物）。
How: 本单元的语篇类型为传记（biography）。通过多样化的活动设计，如谚语猜测、文本预测、略读梳理结构、精读分析细节、小组对话、词汇练习等，引导学生在不同阅读阶段运用相应策略。第一板块（Lead-in）通过谚语和名人关联问题，激活学生对“学习”和“杰出人物”的已有认知，激发探索兴趣；第二板块（Pre-reading）通过预测文本内容，引导学生结合背景知识（如闪电、阅读等线索）构建阅读期待；第三板块（While-reading）通过略读划分结构、精读分析人物品质，训练学生的文本解构能力和细节提取能力；第四板块（Post-reading）通过对话练习，促进学生对所学内容的内化与表达；最后通过分层作业，巩固知识并实现个性化拓展。
教学目标
1. 分析传记文本，梳理Benjamin Franklin的生平经历（早期学习、科学研究、发明创造等）、主要成就及核心品质（热爱学习、好奇心、坚持、无私等），实现人物认知的结构化。
2. 掌握传记类文本的相关语言知识（如词汇“greatness, inventor, countless”等，句型“set...apart from, stay up late, make efforts”等），完成相关练习，促进语言知识向阅读与表达能力的转化。
3. 运用所学语言知识，讨论Benjamin Franklin的优秀品质，联系自身学习经历，理解“终身学习”的意义，深化对“学习价值”的认知，促进能力向素养（如学习习惯、人生态度）的转化。

教学过程
Activity 1: Lead-in
Step 1: Guess the meanings of sayings
Present five proverbs about time and learning (such as "Time is money." and "Tell me and I forget...Involve me and I learn."), and guide students to guess their meanings.
Step 2: Question discussion
Put forward the question "Why is Benjamin Franklin featured on the 100-dollar bill " to arouse students' thinking.
[设计意图] 通过谚语激活学生对“学习”“时间”的认知，关联Benjamin Franklin的社会影响力，初步建立“杰出人物与学习”的关联，激发对文本的探索欲望。
Activity 2: Pre-reading
Step 1: Identify text genre
Ask "What is the genre of this passage " with options including exposition, biography, argumentation, and description, guiding students to judge that the text is a biography.
Step 2: Predict content
Combine picture clues (such as "read at night" and "lightning") to guide students to predict the content that the text may talk about (such as Franklin's learning experience and research related to lightning, etc.).
[设计意图] 通过判断文体，帮助学生建立传记类文本的阅读预期；通过预测内容，激活学生的背景知识（如对Franklin发明避雷针的了解），为深入阅读铺垫。
Activity 3: While-reading
Step 1: Skimming for structure
Guide students to quickly read the text, complete the filling of paragraph main ideas (such as Paragraph 1: An introduction to Benjamin Franklin; Paragraph 2: Franklin’s early life and his love of learning, etc.), and divide the text into three parts: "introduction - life - conclusion".
[设计意图] 训练学生的快速阅读能力，帮助学生把握文本整体结构，理解传记“总-分-总”的叙事逻辑。
Step 2: Scanning for details (Part 1: Introduction)
Focus on the first paragraph, ask "What do most people know Benjamin Franklin for ", and guide students to extract his identities (writer, scientist, inventor, and one of the Founding Fathers of the United States).
[设计意图] 培养学生的细节提取能力，明确Franklin的社会角色与影响力，为后续分析其品质铺垫。
Step 3: Close reading for qualities (Part 2: Franklin’s life)
Conduct intensive reading paragraph by paragraph:
(1)The second paragraph: Analyze how Franklin continued to learn after dropping out of school (self-study in his brother's printing shop, borrowing books and reading late at night), and extract qualities such as "love for learning and diligence";
(2) The third paragraph: Analyze his research on storms (following storms and doing experiments), and extract qualities such as "curiosity and practical spirit";
(3)The fourth paragraph: Analyze his inventions (inventing special glasses in his late 70s), and extract qualities such as "persistence and love for science".
[设计意图] 通过精读细节，引导学生将行为与品质关联，培养文本分析与逻辑推理能力，深化对“终身学习”特质的理解。
Step 4: Analyzing conclusion (Part 3: Conclusion)
Focus on the fifth paragraph, discuss Franklin's act of sharing his inventions for free, extract qualities such as "selflessness and dedication", and understand his concept of "regarding learning as an endless journey". [设计意图] 帮助学生把握文本主旨升华部分，理解Franklin的精神遗产，实现从“了解事迹”到“感悟精神”的提升。
Activity 4: Post-reading
Step : Pair work
Provide a dialogue framework (such as "A: What do you think of Mr. Franklin B: I think he is..."), and guide students to discuss Franklin's qualities.
[设计意图] 促进学生运用所学语言知识进行表达，内化对人物品质的认知，培养口语交际能力与合作意识。
Activity 5: Summary
It centers on Benjamin Franklin and lists various labels around his portrait, including "learner" with associated qualities like "a great love of learning", "hard - working", "smart", and other identities and qualities such as "brave", "doer", "thinker", "curious", "inventor", "persistent", "dedicator", "selfless". [设计意图] 旨在帮助学生系统总结本杰明·富兰克林的多重身份与优秀品质，整合从文本中学到的知识，加深对富兰克林作为“终身学习者”的理解，并为后续的讨论和语言表达活动奠定基础。
Activity 6: Exercises
Exercise 1:
Complete vocabulary transformation exercises (such as great→greatness, invent→inventor) to consolidate language knowledge.
Exercise 2:
Require students to have comprehension questions about Benjamin Franklin.
[设计意图] 词汇练习旨在帮助学生巩固和运用词形变化知识，提升词汇掌握程度和语法能力。 comprehension questions（阅读理解题）旨在检查学生对关于本杰明·富兰克林的文本的理解，加深他们对其人生经历和品质的把握，并提高他们的阅读理解和批判性思维能力。
Activity 6:Homework
Required: Finish the exercises and recite the key phrases on Page 36;
Optional: Sort out the language points and make sentences with them.
[设计意图] 必做题帮助学生巩固基础语言知识，选做题满足不同学生的学习需求，促进语言知识的灵活运用，培养自主学习能力。

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