资源简介

译林版（2024）八年级上册英语Unit 3 To be a good learner教学设计
单元整体教学设计
单元主题
本单元主题为“To be a good learner”（成为好的学习者），属于“人与自我”范畴，涉及“学习与自我提升”主题群，聚焦“学习方法、学习习惯与终身学习”子主题。
单元内容分析
本单元围绕“学习”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读Benjamin Franklin热爱学习的故事、了解学习问题与建议、给语言学习提出建议、更好地理解学习的重要性和如何更有效地学习。
Welcome to the unit板块围绕“学习谚语”展开，通过谚语匹配活动呈现四条关于学习的经典谚语（如“授人以鱼不如授人以渔”“千里之行始于足下”等），并通过课堂对话示范如何讨论“对成功学习最重要的是什么”。该板块作为单元开篇，激发学生对“学习方法”话题的兴趣，为后续学习奠定主题基础。
Reading板块为一篇关于Benjamin Franklin的传记类文章，介绍他从童年到成年持续学习、不断探索的一生——作为印刷工学徒时通过大量阅读自学、研究风暴和闪电、发明实用物品、晚年从政并为世界作出贡献。文章采用“总—分—总”结构，按时间顺序展开，使用一般过去时叙述。语篇后附有段落主旨匹配、细节问答和词汇巩固等任务。本板块分两课时教学，第一课时侧重语篇输入、信息梳理与主旨理解，第二课时侧重语言内化、结构分析与表达输出。
Grammar板块包含两个语法项目。A部分围绕“副词比较级和最高级”展开，通过三个学生阅读速度的对比呈现fast/faster/fastest、hard/harder/hardest等规则变化，以及well/better/best、badly/worse/worst等不规则变化，并配有分层练习。B部分围绕“反身代词”展开，通过关于学习的短文呈现myself/yourself/ourselves等反身代词的用法，并配有写作练习。
Word Power呈现后缀-er、-or、-ist用于构成表示“从事某种职业或活动的人”的名词（如printer、inventor、tourist），通过表格和语篇填空巩固运用。该板块整合至Grammar课时末尾教学。
Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（语言大师赵元任的语言学习方法）、听力（九年级学生Lily分享英语学习经验）、口语（Amy与Millie讨论英语学习问题）和计划填空（Kitty的英语学习计划），侧重听说读技能整合与语言学习方法探讨；第二课时聚焦Integration D，专项开展写作教学，围绕“英语学习中的问题及解决方法”主题，借助调查问卷、范文和写作指导，引导学生完成短文写作。
Assessment板块包含学生自我评价量表，从四个维度（复述成功学习的故事、正确使用比较级和最高级副词及反身代词和构词法、谈论和写作学习问题并给出建议、了解学习技巧并享受学习）引导学生反思单元学习成果。Further study推荐观看电影“Akeelah and the Bee”，鼓励学生从励志故事中汲取学习的力量。两个板块均不单独占用课时，由学生在课后自主完成。
七个板块从“感知学习名言”到“了解伟人学习故事”，从“学习语法工具”到“探讨语言学习方法”，构成“感知→理解→内化→整合→表达”的完整学习链。
体现单元核心素养综合表现的重点语言表达如下。
【描述学习行为与方法】
teach oneself, read a lot, borrow books, stay up late, carry a pen and paper
write down useful sentences, focus on learning sentences, put oneself in the language environment
【表达学习建议】
spend as much time as possible doing...
try to use English in daily life
start by reading easy texts and slowly move on to more difficult ones
don’t have to understand every word
【描述进步与比较】
learn faster than..., work harder than..., read the fastest among...
more quickly, more carefully, better, worse
【使用反身代词】
teach myself, enjoy myself, learn by oneself, set goals for ourselves
【表达对学习的看法】
It is important to spend as much time as possible...
It is hard to learn a new language, but if we do it right way, it will be a lot easier.
The love of learning is as important in studying as breathing is in running.
【后缀构词】
-er: printer, writer, reader, teacher
-or: inventor, actor, visitor
-ist: tourist, scientist, artist, pianist
单元教学目标
教学目标 对应板块/课时
本单元学习后，学生能够： 1. 理解关于学习的经典谚语，感知成功学习的关键要素，初步树立正确的学习态度。 Welcome to the unit 图片、谚语、对话
阅读Benjamin Franklin的传记文章，获取和梳理他终身学习的事迹与品质，理解学习对个人成长的重要意义。 Reading 音频、图片、传记文章
深入理解比较级和最高级副词、反身代词的形式特征与使用规则，掌握后缀-er、-or、-ist的构词法，在描述学习行为和比较学习表现的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作
读、听关于语言学习方法与经验的材料，获取关键信息，思考并表达有效的语言学习策略，理解学习方法的多样性。 Integration A-C 音频、短文、对话、计划
综合运用话题词汇、比较结构和语篇结构知识，撰写一封关于改善校园生活的建议信，增强对校园生活的归属感和主人翁意识。 Integration D 调查问卷、范文、写作
板块教学设计
Welcome to the unit
语篇研读
主题和内容： 本课语篇属于“人与自我”范畴下“学习与自我提升”主题群。Part A为四条关于学习的经典谚语匹配活动：（1）Give a man a fish...（授人以渔）、（2）A journey of a thousand miles...（千里之行）、（3）Studying is like rowing a boat...（学如逆水行舟）、（4）To reach a goal...（迈出第一步），每条谚语配有三个释义选项。Part B为Millie与同学关于“对成功学习最重要的是什么”的课堂讨论对话，涉及strong drive to learn、good teacher、good study skills、study plan等要素。
意义和价值： 通过谚语学习帮助学生理解关于学习的智慧格言，激活对“如何学习”这一话题的思考。Part B对话示范了如何用英语就学习方法表达观点（I couldn’t agree more等），为单元后续学习奠定话题和语言基础。
方式和方法： Part A采用“谚语+释义”匹配形式，语言精炼、寓意深刻，通过匹配任务帮助学生理解谚语的深层含义。Part B为非正式课堂讨论语体，运用For me, one thing is...、I agree、That‘s right、I couldn’t agree more等表达，示范如何就某一话题发表观点和表示认同。
教学设计
Period 1: Welcome to the unit Topic: Learning to learn
Learning objectives By the end of this period, students will be able to: Understand four Chinese sayings about learning and match them with their meanings. Use the target expressions to discuss what is important for successful learning. Reflect on their own learning habits and identify areas for improvement.
Teaching focus Understanding the meaning of the four sayings about learning. Using the dialogue model to express opinions about successful learning.
Teaching difficulty Understanding the metaphorical meanings of the sayings (e.g., “rowing against moving water”). Expressing personal opinions with appropriate expressions of agreement.
Teaching procedures Revision
Lead-in Activity 1: “What does this picture tell us ” The teacher shows three pictures (no text): (1) A person fishing with a fishing rod, and another person being given a fish. (2) A person standing at the start of a long road. (3) A person rowing a boat against strong water currents. Students work in pairs and discuss: “What do these pictures tell us about learning ” Students share their ideas. The teacher then introduces: “These ideas come from ancient Chinese sayings. Let‘s see how they are expressed in English.” 设计意图： 用直观图片激发学生的思考和讨论，从学生自身的理解和表达出发，再引入英文谚语，降低认知门槛，确保每位学生都能参与。 效果评价： 观察学生能否从图片中解读出关于学习的道理，能否用简单英语表达自己的想法。 If students struggle with interpretation, the teacher can guide them with questions: “What is the difference between getting a fish and learning to fish Which one helps you more in the long run ”
Presentation Activity 2: Saying match-up challenge. Students read the four sayings and the three meanings for each. They work in pairs to match each proverb with its correct meaning. After matching, each pair shares their answer for one proverb and explains its meaning in their own words. The teacher confirms correct answers and clarifies any misunderstandings. 设计意图： 通过配对任务帮助学生理解经典学习谚语，同伴分享加深对谚语寓意的理解。 效果评价： 观察学生匹配的正确率和用自己的话解释谚语的能力。 Activity 3: Listening to opinions. Students listen to the Part B dialogue between Millie, Daniel, Simon and Sandy. They identify: “What does each person think is important for successful learning ” (Daniel — drive to learn; Millie — a good teacher; Simon — good study skills; Sandy — a study plan). The teacher highlights key expressions: “For me, one thing is...”, “I agree.”, “That’s right.”, “I couldn‘t agree more.” 设计意图： 通过听力获取对话中四位人物的观点，感知和提取表达观点与表示认同的语言。 效果评价： 观察学生能否准确识别四人各自的观点并提取关键表达。 If students have difficulty with metaphorical meanings, the teacher can provide simple scenario examples (e.g., “If your friend always helps you with math, but never teaches you how, what does the saying tell us ”) to bridge understanding.
Practice Activity 4: Pair discussion — “What helps you learn better ” Students work in pairs and discuss: “What do you think is the most important thing for successful learning Why ” They use the sentence patterns from the dialogue. The teacher provides additional prompts on the board: “perseverance”, “practice”, “curiosity”, “good learning environment”, “support from family”. After discussion, 3-4 pairs share their opinions with the class. 设计意图： 将对话中的观点表达迁移到自身学习经验的讨论中，实现从理解到初步运用。 效果评价： 观察学生能否运用目标句型表达观点并给出理由。 If students are unsure how to expand their ideas, the teacher can model one example: “For me, one important thing is practice. Because the more you practise, the better you become. For example, I practise English speaking every day.” Then encourage students to give their own examples.
Production Activity 5: Reflection ranking. Students rank the four elements mentioned in the dialogue (drive to learn, good teacher, good study skills, study plan) in order of importance to them personally. They write a short paragraph (3-4 sentences) explaining their choice. Then they share with a partner and compare rankings. 设计意图： 从口头讨论过渡到书面表达，引导学生对所学内容进行个人化反思，深化对“成功学习”的理解。 效果评价： 观察学生能否清晰表达自己的观点并给出合理理由。
Summary The teacher asks: “What sayings did we learn today What do they tell us about learning ” Students share briefly. The teacher concludes: “Learning is a lifelong journey. The most important thing is not just to learn, but to learn how to learn.” 设计意图： 回顾本课核心内容——谚语寓意和学习要素，强化“学会学习”的主题意识。 效果评价： 观察学生能否用自己的话复述谚语的核心含义。
Homework Basic: Read the Part B dialogue aloud 3 times. Finish the exercises in the workbook. Extended: Ask two family members “What do you think is the most important thing for successful learning ” Write down their answers and bring them to the next class.
Blackboard design Unit 3 To be a good learner Welcome to the unit：Learning to learn Sayings about learning: Teach a man to fish → learning skills is better than getting help A journey of a thousand miles → start with the first step Rowing against water → keep moving forward, or fall behind Reach a goal → take the first step Important for learning: drive + good teacher + study skills + study plan Expressing opinions: For me, one thing is... I agree. / That’s right. / I couldn‘t agree more.
教学反思
Activity 4的讨论环节中，部分学生表达观点时缺乏具体理由支撑。后续可以提供“观点+理由+例子”的mini框架（如“I think... because... For example...”），帮助学生组织更完整的表达。
Reading
语篇研读
主题和内容： 本课语篇为一篇关于Benjamin Franklin的传记类文章，介绍他从童年到成年持续学习、不断探索的一生——出身贫寒、只受过两年正规教育、在哥哥印刷店做学徒时通过大量阅读自学、研究风暴和闪电、发明实用物品（如富兰克林炉）、晚年参与政治并为世界作出贡献。文章以“终身学习者”为核心线索，展现Franklin“活到老、学到老”的精神。
意义和价值： 通过Benjamin Franklin的成长故事，向学生展示终身学习的榜样力量——出身平凡却通过持续自学成为伟人。文章激励学生认识到学习的价值不在于学校教育的长短，而在于主动求知的精神，培养学生“学会学习”的意识。
方式和方法： 文章采用“总—分—总”结构，按时间顺序（童年→青年→成年→晚年）展开，以第一段总起，最后一段总结贡献。运用一般过去时叙述事件，大量使用时间状语（from a young age, at the age of 10, while working, in 1752, in his later years）。文章后附有段落主旨匹配、细节问答和词汇巩固任务，形成完整的阅读教学闭环。
教学设计【Reading(1)】
Period 2: Reading (1) Topic: A love of learning
Learning objectives By the end of this period, students will be able to: Extract key information about Benjamin Franklin‘s life and learning from the article and complete the paragraph summaries. Use skimming and scanning skills to locate specific information and answer comprehension questions. Understand the qualities that made Franklin a lifelong learner and identify valuable learning habits.
Teaching focus Extracting key information and completing the paragraph summaries. Understanding the qualities of a lifelong learner.
Teaching difficulty Understanding the sequence of events in Franklin’s life and connecting them to his learning journey. Inferring personal qualities from biographical details.
Teaching procedures Revision
Lead-in Activity 1: “Is school the only way to become great ” The teacher writes two questions on the board: (1) “How many years of education do you need to become a great person ” (2) “Can you become great if you only have two years of schooling ” Students raise their hands to vote on each question. The teacher then says: “Today we‘ll read about a man who became one of the most famous people in history — with only TWO years of formal education. Let’s find out how he did it.” 设计意图： 用投票活动引发认知冲突（“只受过两年教育能否成为伟人”），激发阅读兴趣和探究欲，不透露具体人物细节。 效果评价： 观察学生参与投票的积极性和对问题的初步思考。 If most students vote “No,” the teacher can respond with “Let‘s see if you change your mind after reading!”
Pre-reading Activity 2: Vocabulary picture-predict. The teacher presents key vocabulary with images and simple definitions: “printer”, “apprentice”, “bookseller”, “lightning”, “invention”, “discovery”. Students match each word to its picture or definition. Then students predict: “What do you think this man did when he was young How did he learn ” The teacher writes predictions on the board to revisit after reading. 设计意图： 扫清词汇障碍，利用预测任务建立阅读期待，与Lead-in形成“想读→能读”的衔接。 效果评价： 观察学生能否正确匹配词汇并做出合理预测。
While-reading Activity 3: Skim for structure — “Match the paragraph with its main idea.” Students skim the article quickly and complete the textbook exercise matching each paragraph with its main idea. The teacher guides students to notice the “总—分—总” structure: Introduction → Life events (time order) → Conclusion. Students work individually, then check in pairs. 设计意图： 训练略读获取段落主旨的能力，建立对文章“总—分—总”结构的整体认知。 效果评价： 观察学生能否准确匹配段落与主旨，能否识别文章的整体结构。 Activity 4: Scan for details — “Franklin‘s life journey.” Students scan the article and complete the textbook paragraph summaries. Then they work in pairs to create a simple visual timeline of Franklin’s life, using the following key phrases: “age 10 — left school”, “started working as an apprentice”, “taught himself by reading”, “borrowed books and stayed up late”, “studied storms and lightning”, “invented useful things”, “served as a statesman”. The teacher provides a timeline template with some gaps filled in, and students fill in the missing events. 设计意图： 通过时间线梳理Franklin的人生轨迹，帮助学生理解事件顺序与因果关系，为后续讨论“Franklin如何从一个辍学者成为伟人”提供结构支撑。 效果评价： 观察学生能否准确提取时间信息并按顺序排列。 Activity 5: Read and discuss — “What made Franklin a great learner ” Students read the article again and answer the textbook questions. The teacher focuses the discussion on the deeper questions: “What qualities do you think Franklin had ” and “Franklin let people use his inventions for free. What do you think of this ” Students discuss in pairs, then share with the class. The teacher writes student-generated quality words on the board. 设计意图： 通过细节问答和开放性问题引导学生深入理解文本，从具体事迹上升到人物品质的归纳，进行价值观讨论。 效果评价： 观察学生能否从文中找到支撑信息，能否归纳人物品质并表达个人观点。 If students struggle with the timeline, the teacher can write the time markers (from a young age → at the age of 10 → while working → in 1752 → in his later years) as a guide, and ask students to match each time marker with the corresponding event.
Post-reading Activity 6: “Learning tips from Franklin.” Students work in pairs to extract “learning tips” from Franklin‘s story. Each tip should follow the pattern: “Franklin learned/studied by ______.” Students share their tips: “Franklin learned by reading a lot.” “Franklin learned by teaching himself.” “Franklin studied by observing nature.” The teacher adds: “What can you learn from Franklin ” Students reflect individually and share. 设计意图： 引导学生将Franklin的学习方法提炼为可借鉴的“学习建议”，建立文本与自身的联系。 效果评价： 观察学生能否从文中提取学习方法并用自己的话表达。
Summary The teacher asks: “With only two years of education, how did Franklin become a great man ” Students summarize: “He taught himself by reading a lot. He never stopped learning.” The teacher concludes: “Learning doesn’t stop when school stops. Real learning is a lifelong journey.” 设计意图： 回顾Franklin成长故事的核心——“终身学习”，强化单元主题“成为好的学习者”。 效果评价： 观察学生能否概括Franklin成功的核心原因。
Homework Basic: Read the article aloud 2 plete the paragraph summaries if not finished in class. Finish the reading comprehension exercises in the workbook. Extended: Write 3 sentences about one quality Franklin had and why it is important for learning.
Blackboard design Unit 3 To be a good learner Reading (Period 1): A love of learning Benjamin Franklin: a lifelong learner His learning journey (timeline): age 10 → left school as apprentice → taught himself by reading (borrowed books, stayed up late) later → studied storms and lightning → discoveries later → invented useful things (no patents) later → statesman → contributed to the world His learning tips: Read a lot. Teach yourself. Observe and discover. Never stop learning. Key qualities: curious, hard-working, determined, creative, generous
教学反思【Reading (1)】
Activity 4的时间线绘制任务帮助学生直观理解Franklin的人生轨迹，但部分学生提取信息的效率较低。后续可提供预填部分信息的时间线模板，降低任务难度，同时允许学生在完成文章大意匹配后再进行时间线梳理，形成“先整体后细节”的阅读策略。
Activity 5的开放性问题（“Franklin let people use his inventions for free. What do you think of this ”）引发了学生热烈讨论，多数学生表示欣赏Franklin的慷慨，但也有学生认为发明家应获得回报。这一讨论有助于培养批判性思维，后续可引导学生联系实际——知识共享与知识产权保护之间的平衡。
教学设计【Reading (2)】
Period 3: Reading (2) Topic: A love of learning
Learning objectives By the end of this period, students will be able to: Analyse the structure of the biography and identify writing techniques. Use key vocabulary and sentence patterns to describe a learner‘s journey. Apply lessons from Franklin’s story to their own learning.
Teaching focus Analysing the structure of the biography (chronological order). Using the target vocabulary to describe learning experiences.
Teaching difficulty Using past tense and time markers to narrate a learning journey. Transferring the lessons from Franklin‘s story to personal learning contexts.
Teaching procedures Revision
Lead-in Activity 1: “Which quality matters most ” — Gallery walk. The teacher posts four qualities on different walls: “Curiosity”, “Hard work”, “Creativity”, “Generosity”. Students stand up and walk to the quality they think matters most for learning. Students at each poster share why they chose it. The teacher invites representatives from each quality group to share with the whole class. 设计意图： 用“画廊漫步”活动激活学生对上节课所归纳品质的记忆，通过身体活动提高参与度，快速聚焦本课时主题。 效果评价： 观察学生能否为自己的选择提供合理理由。
Presentation Activity 2: Structure analysis — “How is a good biography organized ” Students re-read the article and identify the structure: Introduction (who Franklin is) → Early life and learning → Studies and discoveries → Inventions → Later life and contributions → Conclusion. The teacher asks: “What order does the writer use ” (Time order / chronological.) “How does the writer make it interesting ” (By giving specific details and examples.) The teacher writes the structure on the board. 设计意图： 引导学生分析传记的结构和写作顺序，为写作积累结构知识。 效果评价： 观察学生能否识别时间顺序结构，能否找出具体的写作手法。 Activity 3: Language focus — “Time markers that tell a story.” The teacher writes key time markers from the article on the board: “from a young age”, “at the age of 10”, “while working”, “in 1752”, “in his later years”. Students find sentences with these markers and identify the verbs (all in past tense). The teacher asks: “Why does the writer use the past tense here ” (Because it‘s about a historical figure.) The teacher then asks: “If you were telling your own learning story, what time markers could you use ” Students suggest: “when I was...”, “at the age of...”, “in primary school”, “last year”. 设计意图： 聚焦一般过去时和时间标记语，帮助学生理解如何叙述过去的事件，并迁移到自己的写作中。 效果评价： 观察学生能否准确识别时态和时间标记语。
Practice Activity 4: Sentence completion — “Franklin’s learning journey.” Students complete a cloze passage about Franklin using the correct past-tense forms. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在语境中巩固词汇和过去时态的运用，实现从识别到运用的过渡。 效果评价： 观察学生填空的正确率，特别是动词过去式的使用。 Activity 5: “From Franklin‘s journey to my journey.” Students complete a short reflection in pairs: “Franklin learned by ______.” “I can learn by ______.” “One thing I can do better is ______.” They share their reflections with another pair. 设计意图： 将Franklin的学习方法与自身学习建立联系，实现主题意义的深化。 效果评价： 观察学生能否从Franklin的故事中提炼出对自己有启发的学习方法。
Production Activity 6: Mini-writing — “My learning journey.” Students write a short paragraph (5-6 sentences) about their own learning journey in one subject. They should include: when they started, what they did to learn, challenges they faced, how they overcame them, and what they achieved. They should use at least three past-tense time markers and one vocabulary word from the article. The teacher walks around and provides individual help. 设计意图： 综合运用本课所学词汇、时态和结构进行个性化书面产出，将学习内容迁移到真实语境。 效果评价： 观察学生能否运用过去时态叙述学习经历，能否使用时间标记语和本课词汇。 If students struggle with writing, provide sentence starters: “I started learning... when... / At first, I found it difficult because... / I didn’t give up. I... / Now I can...”
Summary The teacher asks: “What can we learn from Benjamin Franklin ” Students share takeaways. The teacher concludes: “Benjamin Franklin shows us that learning is not about where you start, but about never stopping. Every one of us can be a lifelong learner.” 设计意图： 总结本课的核心启示——学习的起点不重要，持续学习才是关键。 效果评价： 观察学生能否用一两句话概括从Franklin身上学到的道理。
Homework Basic: Revise your learning story and write a clean copy. Finish the vocabulary and grammar exercises in the workbook. Extended: Research another famous learner (e.g., Helen Keller, Albert Einstein) and write 3 sentences about how they learned.
Blackboard design Unit 3 To be a good learner (Reading Period 2) Biography structure: Introduction → Early life → Studies → Inventions → Later life → Conclusion (Time order / chronological) Time markers: from a young age / at the age of... / while working / in [year] / in his later years Key learning from Franklin: Start where you are. Never stop learning. Past tense: taught, borrowed, stayed, studied, discovered, invented, let
教学反思【Reading (2)】
Activity 6的写作中，部分学生将“学习故事”写成了“学习计划”，缺乏对过去经历的叙述。后续可在写作前增加“口头叙述”环节，让学生先口头讲给同伴听，在交流中理清“过去做了什么→遇到什么困难→如何克服→取得了什么”的逻辑链后再动笔。
Grammar & Word Power
语篇研读
主题和内容： Grammar板块包含两个语法项目。A部分围绕“比较级和最高级副词”展开，通过三个学生阅读速度、思维活跃度和工作努力程度的对比，呈现规则变化（fast→faster→fastest、hard→harder→hardest、actively→more actively→most actively）和不规则变化（well→better→best、badly→worse→worst）。B部分围绕“反身代词”展开，通过关于学习乐趣的短文呈现myself/yourself/ourselves等反身代词的用法。Word Power呈现后缀-er、-or、-ist用于构成表示人的名词（如printer、inventor、tourist），通过表格和语篇填空巩固运用。
意义和价值： 编者通过“学习表现对比”这一与单元主题紧密相关的语境，帮助学生在有意义的语境中感知和理解比较级和最高级副词的形式与用法。反身代词的学习则通过“enjoy myself”“teach oneself”“set goals for ourselves”等与学习相关的表达，实现了语法学习与主题表达的融合。Word Power帮助学生掌握构词法，拓展词汇量。
方式和方法： A部分以句子对比为导入，通过规则表格系统呈现比较级和最高级副词的变化规则，练习从控制性填空到开放性写作。B部分以短文为语境呈现反身代词，练习为开放性写作。Word Power以表格和语篇填空形式呈现。
教学设计
Period 4: Grammar & Word Power Topic: Comparative and superlative adverbs & Reflexive pronouns &The suffixes -er, -or and -ist
Learning objectives By the end of this period, students will be able to: Discover and summarize the formation rules of comparative and superlative adverbs (regular and irregular forms). Understand and use reflexive pronouns (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves) in context. Understand the suffixes -er, -or, -ist and use them to form nouns for people who do specific jobs or activities.
Teaching focus Mastering the formation rules of comparative and superlative adverbs. Understanding and using reflexive pronouns correctly. Using suffixes -er, -or, -ist to form nouns.
Teaching difficulty Distinguishing between adverbs and adjectives in comparative forms. Using the correct reflexive pronoun to match the subject. Choosing the correct suffix (-er, -or, or -ist) for different base words.
Teaching procedures Revision
Lead-in Activity 1: “Who is the fastest reader ” — Class poll. The teacher asks: “Who reads fast Who reads faster Who reads the fastest in our class ” Students nominate classmates. The teacher writes the findings on the board in sentence form: “______ reads fast. ______ reads faster than ______. ______ reads the fastest in our class.” The teacher then asks: “What kind of word is fast/faster/fastest ” (Adverbs.) The teacher says: “Today we will learn how to compare actions.” 设计意图： 用真实的班级调查激活学生对比较级和最高级的已有知识，在真实语境中引出副词比较结构，让学生感受到语法与生活的联系。 效果评价： 观察学生能否自然地使用比较级和最高级进行表达。
Presentation Activity 2: “Learning to compare actions.” Students read the sentences in Grammar A. The teacher asks: “Find the sentences with faster, fastest, more quickly, most quickly, better, best.” Students identify them and complete the Work out rules and the formation table. The teacher explains the three types: Short adverbs: add -er/-est (fast → faster → fastest, hard → harder → hardest) Long adverbs: use more/most (quickly → more quickly → most quickly) Irregular: change the word (well → better → best, badly → worse → worst) Students complete the practice sentences in Part A. 设计意图： 通过规则归纳和表格填空，系统呈现比较级和最高级副词的变化规则。 效果评价： 观察学生能否完成规则填空和练习，了解其对规则的理解程度。 Activity 4: “Learning about myself and others.” Students read the text in Grammar B. The teacher asks: “Find the reflexive pronouns.” Students identify: “myself, yourself, ourselves.” The teacher presents the full table: Singular: myself / yourself / himself / herself / itself Plural: ourselves / yourselves / themselves Students write a short text about a learning experience using reflexive pronouns. 设计意图： 通过文本阅读发现反身代词的形式和用法，通过写作练习巩固运用。 效果评价： 观察学生能否识别反身代词，能否在写作中正确使用。 Activity 5: “Who does the job ” — Word Power suffixes -er, -or, -ist. Students read the Word Power table and examples. The teacher explains: “-er is for many jobs/activities (printer, writer, teacher), -or is for some jobs (inventor, actor), -ist is for skills or interests (tourist, scientist, artist).” Students complete the transformation exercise and the text about “slash”. They check in pairs. 设计意图： 通过表格观察和填空练习，帮助学生掌握后缀构词法，了解“slash”这一新兴职业概念。 效果评价： 观察学生能否正确使用后缀构成名词。 If students confuse adverbs with adjectives, the teacher can remind them: “Adverbs describe actions — how you do something. Adjectives describe nouns — what something is like. Fast can be both: ‘She is a fast reader.’ (adj.) vs ‘She reads fast.’ (adv.).” f students confuse “yourself” and “yourselves,” remind them that “yourselves” is plural (talking to more than one person).
Practice Activity 5: Controlled practice — completing the sentences (Grammar A). Students complete the sentences in Part A individually, filling in the blanks with the correct forms of the adverbs (fast, actively, hard). They check in pairs. The teacher checks with the whole class. 设计意图： 在句子层面进行控制性练习，巩固比较级和最高级副词的形式和用法。 效果评价： 观察学生填空的正确率，了解其对规则变化的掌握程度。 Activity 6: Controlled practice — describing group performance (Grammar B). Students work in pairs and complete Part B — writing at least three sentences describing how they and their group members performed during a group activity, using comparative and superlative adverbs. They share with a partner. 设计意图： 在团队活动情境中进行半控制性练习，运用比较级和最高级副词描述真实表现。 效果评价： 观察学生能否正确使用比较级和最高级副词进行描述。 Activity 7: Semi-controlled practice — reflexive pronouns in context. Students write a short text about a learning experience using reflexive pronouns. They can write about: “How do you teach yourself something new ” or “What do you do to enjoy yourself while learning ” They work individually, then share with a partner. 设计意图： 在写作语境中巩固反身代词的运用，实现从识别到产出的过渡。 效果评价： 观察学生能否在写作中正确使用反身代词。 Activity 8: Controlled practice — completing the ‘slash’ text (Word Power). Students complete Mr Wu‘s explanation about “slash” using the correct forms of the words in brackets (design, sing, dance, biology, photograph, write). They check in pairs and read aloud. 设计意图： 在语篇语境中巩固后缀构词法，了解“slash”这一新兴职业概念。 效果评价： 观察学生能否正确选择后缀构成名词。 If students struggle to generate ideas, the teacher can provide sentence starters: “When I learn English by myself, I... / I often enjoy myself when I... / I set goals for myself...”
Production Activity 9: “The best learner in our group.” Students work in groups of four. They discuss and write a short paragraph about “Who is the best learner in our group ” using: comparative and superlative adverbs (fast, hard, actively, carefully, etc.) reflexive pronouns (ourselves, myself, yourself, etc.) They should include: who learns the fastest, who works the hardest, who improves the most, and how they push themselves. Each group presents their paragraph to the class. 设计意图： 综合运用比较级和最高级副词与反身代词，在真实的同伴评价语境中实现语法知识的整合运用。 效果评价： 观察学生能否综合运用多种语法结构进行表达。 If groups finish early, encourage them to add one more sentence about how they encourage themselves to learn better using a reflexive pronoun. If groups struggle, provide a sentence frame: “In our group, ______ learns the fastest because... ______ works the hardest. We always encourage ourselves to...”
Summary The teacher asks quick questions: “How do we form comparatives of short adverbs How do we form comparatives of long adverbs What are the irregular adverbs What reflexive pronoun do we use with ‘he’ With ‘we’ What suffix do we use for a person who invents things For a person who plays the piano ” Students answer quickly. 设计意图： 快速回顾本课三个语法点的核心规则。 效果评价： 观察学生能否简洁准确地说出核心规则。
Homework Basic: Finish the grammar exercises in the workbook (comparative/superlative adverbs and reflexive plete the Word Power transformation exercise if not finished in class. Extended: Write 3 sentences comparing your learning performance with a classmate‘s, using comparative/superlative adverbs and reflexive pronouns. Write 3 more nouns with the suffixes -er, -or, -ist.
Blackboard design Unit 3 To be a good learner — Grammar & Word Power Comparative & Superlative Adverbs: Short adv: +er / +est (fast → faster → fastest) Long adv: more / most (quickly → more quickly → most quickly) Irregular: well→better→best, badly→worse→worst, far→further/farther→furthest/farthest Reflexive Pronouns: Singular: myself / yourself / himself / herself / itself Plural: ourselves / yourselves / themselves Suffixes -er / -or / -ist: -er: printer, writer, teacher, planner, owner, winner -or: inventor, actor, visitor, publisher -ist: tourist, scientist, artist, pianist
教学反思
Activity 9的“最佳学习者”小组活动中，部分小组只关注了比较级而忽略了反身代词的使用。后续可在活动要求中增加“检查组内是否至少使用了两个反身代词”的步骤，确保所有目标语法点都得到运用。
Integration A-C
语篇研读
语篇A（赵元任：语言大师）
主题和内容： 该语篇为关于语言大师赵元任的简短介绍。赵元任能说30多种汉语方言和多种外语（英语、法语、德语等）。他的语言学习方法包括：尽可能多地听说读、到新地方时与当地人交谈将自己置于语言环境中、随身携带纸笔记录有用句子、注重学习句子而非单个单词。
意义和价值： 赵元任作为中国著名的语言学家，其学习经历对学生具有示范和激励作用。文章呈现了具体、可操作的语言学习方法，与单元主题“成为好的学习者”高度契合，为后续听力（Lily的英语学习经验）和写作（学习计划）提供了内容支撑。
方式和方法： 文章采用“总—分”结构：第一段总起介绍赵元任的语言能力，第二段具体介绍他的学习方法，末段总结。使用一般过去时叙述，运用时间状语（every time）和连接词（also）组织信息。后附两个理解性问题，引导学生提取信息和表达个人观点。
语篇B1（Lily的英语学习经验——正误判断）
主题和内容： 该听力材料为九年级学生Lily向八年级学生分享英语学习经验的讲话。内容包括：Lily曾经认为英语很难（但后来进步了）、老师给了她学习建议、在日常生活中尝试使用英语、看英文电影是好的学习方式、经常独自练习说英语、随身携带笔记本记单词。
意义和价值： 通过同龄人的英语学习经历分享，帮助学生认识到“英语学习虽有困难但可以克服”，了解具体可行的学习方法。正误判断任务训练学生在听力中获取和验证信息的能力。
方式和方法： 讲话为正式口语体，信息密度适中。后附的正误判断任务要求学生不仅判断对错，还要纠正错误信息，训练深度听力理解能力。
语篇B2（Lily答问——摘要填空）
主题和内容： 该听力材料为Lily回答三个问题的内容：（1）发音有多重要？——发音是语言学习的基础，发音错误会导致别人听不懂，需要大量练习；（2）语法难学吗？——语法难但重要，需要规则来表达意思，每天尝试用英语写东西；（3）阅读有帮助吗？——经常阅读很重要，从简单文本开始逐步增加难度，不必理解每个单词。
意义和价值： Lily的回答聚焦语言学习中的三个核心难点——发音、语法、阅读，给出了具体实用的建议，为学生制定自己的学习计划提供了参考。
方式和方法： 对话为问答形式，后附摘要填空任务，训练学生抓取关键信息并完成笔记的能力。
语篇C（Amy与Millie的对话）
主题和内容： 该语篇为Amy与Millie关于英语学习问题的对话。Amy担心英语不好，Millie给出建议：尽可能多听英语（听在线节目，不必理解每个词，关注主旨）、每天早上大声朗读英语（注意发音）。
意义和价值： 该对话为学生提供了关于英语学习问题的口语讨论范本，示范了如何提出问题、给出建议、回应建议的交际模式，为学生的口语产出搭建语言支架。
方式和方法： 对话采用“求助→建议→追问→补充建议→回应”的结构，节奏自然。运用Don‘t worry.、There are many ways to...、What should I do 、How about... 、That’s a good idea.、I‘ll have a try.等功能表达。
教学设计
Period 5: Integration A-C Topic: Lessons in language learning
Learning objectives By the end of this period, students will be able to: Read about Zhao Yuanren’s language learning methods and answer comprehension questions. Listen to Lily's English learning experience and complete T/F and note-taking plete a learning plan based on the listening information. Use the dialogue model to give and receive advice about language learning problems.
Teaching focus Extracting information from reading and listening materials about learning methods. Using the dialogue model to discuss language learning problems and solutions.
Teaching difficulty Integrating information from multiple sources to complete the learning plan. Using appropriate expressions to give advice and respond to suggestions.
Teaching procedures Revision
Lead-in Activity 1: “Language star challenge” — Who can say “Hello” in the most languages The teacher asks: “Who can say ‘hello’ in three or more languages ” Students stand up and share. The teacher records the number of languages on the board. Then the teacher asks: “Do you know anyone who can speak 30 Chinese dialects and 5 foreign languages ” Students express surprise. The teacher introduces: “Today we will learn about a Chinese language master — Zhao Yuanren.” 设计意图： 用“说‘你好’挑战”快速激活课堂氛围，通过数字反差（学生会说2-3种语言 vs 赵元任会说30多种方言+5门外语）引发惊叹和探究兴趣。 效果评价： 观察学生能否积极参与挑战并对赵元任产生兴趣。
Reading Activity 2: Reading about Zhao Yuanren. Students read the introduction to Zhao Yuanren and answer the two questions in pairs: 1. What made Zhao Yuanren a language master 2. What do you think is the right way to learn a new language The teacher checks answers and highlights the key learning methods mentioned in the text: (1) spend time reading, speaking, listening; (2) talk with locals; (3) carry a pen and paper; (4) focus on sentences, not single words. 设计意图： 通过阅读获取赵元任的语言学习方法，为后续听力和讨论提供内容基础。 效果评价： 观察学生能否准确提取学习方法信息。 If students' answers are incomplete, the teacher can guide them to focus on: class size, classroom arrangement, and textbooks.
Listening Activity 3: Listening B1 — True or False. Students listen to Lily‘s talk. Before listening, they read the five statements. First listening: get the general idea. Second listening: mark T or F and correct the false ones. Students check in pairs, then the teacher checks with the whole class. 设计意图： 通过正误判断任务训练学生从听力中获取和验证信息的能力。 效果评价： 观察学生判断的准确性和纠错的正确性。 Activity 4: Listening B2 — Complete the summary. Students read the three questions and Lily‘s answers preview before listening. Students listen and fill in the blanks about: pronunciation (basis, understand, listening), grammar (express, write), reading (difficult, understand). They check in pairs, then the teacher checks with the whole class. 设计意图： 通过摘要填空训练学生抓取关键信息的能力，了解发音、语法、阅读三方面的学习建议。 效果评价： 观察学生能否准确填入关键词。 Activity 5: Completing the learning plan. Students use information from B1 and B2 to complete Kitty’s English learning plan. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面学习计划，实现从信息输入到结构化输出的过渡。 效果评价： 观察学生能否准确运用听力信息完成填空。 If students find listening difficult, play the recording a third time with pauses after each key piece of information. Remind students that “You don’t have to understand every word.” If students struggle, remind them to go back to their completed B1 and B2 notes — all the answers are there.
Speaking Activity 6: Analysing the dialogue model. Students read the dialogue between Amy and Millie. The teacher asks: “What is Amy's problem What advice does Millie give ” Students identify: Amy is worried about English; Millie suggests listening to English online and reading aloud every morning. The teacher highlights key expressions: “Don't worry. There are many ways to...”, “What should I do ”, “How about... ”, “That's a good idea.”, “I'll have a try.” 设计意图： 通过分析对话的内容结构和功能表达，帮助学生理解如何用英语提出学习问题、给出建议和回应建议，为后续的口语产出搭建语言和结构支架。 效果评价： 观察学生能否准确提取对话中的问题、建议和功能表达，能否理解这些表达在交际中的语用功能。 Activity 7: Pair work — “My learning problem.” Students work in pairs. One student shares a learning problem (in English or any subject), the other gives advice. They switch roles. The teacher provides a speaking frame on the board. 2-3 pairs present to the class. 设计意图： 在真实交际情境中运用所学表达讨论学习问题与建议，实现从理解到产出的迁移。 效果评价： 观察学生能否清晰表达问题和建议，能否自然运用功能表达。 If students are unsure what problems to share, the teacher can provide prompts: “Listening Speaking Vocabulary Grammar Writing Memory ”
Summary The teacher asks: “What language learning methods did Zhao Yuanren use What methods did Lily suggest ” Students list the methods. The teacher concludes: “Different learners use different methods. The key is to find what works for you and keep practicing.” 设计意图： 回顾本课所学的语言学习方法，强化“找到适合自己的方法并坚持”的学习意识。 效果评价： 观察学生能否列举至少三种学习方法。
Homework Basic: Complete the learning plan in Part C if not finished in class. Read it aloud once. Finish the listening and vocabulary exercises in the workbook. Extended: Interview a classmate about their biggest problem in learning English and write down 2 pieces of advice you gave them.
Blackboard design Unit 3 To be a good learner — Integration A-C Zhao Yuanren’s methods: talk with locals / carry pen & paper / learn sentences not words Lily‘s advice: pronunciation → practise listening grammar → write every day reading → start easy → move to difficult Giving & receiving advice: Problem: I’m worried about... Advice: You can try... / How about... Response: That‘s a good idea. / I’ll have a try.
教学反思
Activity 7的口语对话环节中，部分学生给出的建议过于笼统（如“You should study harder”），缺乏具体性和可操作性。后续可在黑板提供建议句型的同时，也提供具体的建议内容参考（如“You can listen to English songs”“You can watch English cartoons”），帮助学生给出更具体、实用的建议。
Integration D
语篇研读
主题和内容： 该板块为写作任务。D1为学习英语的自我评估调查，学生需要勾选哪些方面容易（ ）、一般（ ）或困难（ ），并写出过去存在的问题和解决方法。D3为写作任务，要求学生根据调查结果，模仿Millie的文章，为Teenagers杂志撰写一篇关于自己英语学习问题及如何克服的短文。
意义和价值： 编者通过调查问卷+范文的配套呈现，为学生提供写作的全程示范——先梳理自己的学习情况（问卷），再展示如何将信息组织成文（范文）。写作任务引导学生反思自己的学习经历，将“解决问题”的成长故事转化为书面表达，培养学生的元认知能力和写作能力。
方式和方法： 范文（Millie‘s article）采用“总—分—总”结构：首段总起说明自己过去遇到的困难，主体部分分条描述问题及解决方法，末段总结变化和感悟。使用一般过去时叙述过去的问题，用一般现在时描述现状和建议，时态转换清晰。
教学设计
Period 6: Integration D Topic: Writing a language learning story
Learning objectives By the end of this period, students will be able to: Complete a self-assessment survey about their English learning to identify problems and solutions. Analyse the structure of the model article and extract useful expressions. Write a short article of 80-100 words about a problem they had in learning English and how they overcame it. Evaluate their own and peers‘ writing based on a checklist and revise accordingly.
Teaching focus Analysing the model article’s structure and extracting useful expressions. Organizing ideas from the survey into a well-structured article.
Teaching difficulty Using past tense to describe past problems and present tense for current advice. Providing specific details about how they overcame their learning problems.
Teaching procedures Revision
Lead-in Activity 1: “One thing I used to find difficult.” The teacher says: “Think about one thing in English learning that you used to find difficult but is easier now. It could be remembering words, understanding listening, speaking fluently, or writing.” Students think for 30 seconds, then share with a partner. 2-3 students share with the class. 设计意图： 通过快速回顾个人进步激活写作话题，帮助学生建立“过去—现在”的对比意识，为写作做情感和内容铺垫。 效果评价： 观察学生能否说出具体的学习困难及进步。
Pre-writing Activity 2: Completing the survey (Part D1). Students complete the survey by ticking what they find easy ( ), OK ( ), or difficult ( ) in different areas of English learning. They also write about problems they had in the past and how they dealt with them. Students share one problem and solution with a partner. 设计意图： 通过调查问卷帮助学生系统梳理自己的学习情况，为写作做内容准备。 效果评价： 观察学生能否诚实地评估自己的学习情况并写出具体问题和解决方法。 Activity 3: Analysing the model article. Students read Millie‘s article. The teacher guides them to identify the three-part structure: Introduction (past problem and feelings), Body (specific problems + solutions), Conclusion (changes and feelings now). The teacher asks: “What tense does Millie use for past problems What tense for current advice ” Students identify: past tense for problems, present tense for advice and feelings. 设计意图： 通过分析范文结构帮助学生理解“过去问题→解决方法→现在的变化”这一叙事结构，同时关注时态的转换。 效果评价： 观察学生能否识别文章结构和时态变化。 Activity 4: Extracting useful expressions. Students underline useful expressions in the model. The teacher writes key sentence stems on the board by function: Introducing the problem: “I used to have difficulty with... / I found it hard to...” Describing the problem: “...was a big challenge for me.” Explaining the solution: “I decided to... / My teacher advised me to... / I tried to...” Describing the result: “Now I can... / I have improved a lot in...” Concluding: “I believe that... / Through hard work, I...” 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其语用功能。 If students’ answers are too brief, ask follow-up questions: “How did you feel when you had this problem Who helped you What did you do step by step ” to help them add detail.
While-writing Activity 5: Planning the article. Students choose one learning problem to write about. They complete a simple outline: Introduction: what was the problem Body: how did you solve it (steps, methods, help from others) Conclusion: what is the result now How do you feel 设计意图： 用结构化提纲帮助学生理清叙事逻辑，为独立写作做内容准备。 效果评价： 观察学生提纲的完整性和逻辑清晰度。 Activity 6: Writing the first draft. Students write their article based on their outline, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use past tense for your past problems and present tense for your current situation. Include at least one sentence about how you felt.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的词汇和语篇结构。 效果评价： 观察学生写作进度和内容完整性，关注基础薄弱学生。
Post-writing Activity 7: Self-evaluation and peer review. The teacher presents a simple checklist: ① Clear introduction (problem described) ② Body with specific solutions ③ Conclusion with results and feelings ④ Correct tense use (past for problems, present for now) ⑤ At least 3 different expressions from the board Students self-evaluate, then exchange with a partner using “Star and Wish”: Star (one good thing), Wish (one thing to improve). 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、结构和时态准确性。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 8: Revision and sharing. Students revise based on feedback. The teacher invites 2 volunteers to share their revised articles. The teacher comments on the effective use of structure and expressions. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 If feedback is too vague, model an example on the board first: “Star: You described your past problem clearly. Wish: You could add one more sentence about how you felt when you solved it.”
Summary The teacher asks: “What structure did we use for our learning stories (Past problem → Solutions → Present result.) What tense did we use for the past For the present ” Students answer. The teacher concludes: “Everyone faces difficulties in learning, but the key is not to give up. Your stories of improvement are worth telling.” 设计意图： 回顾写作结构的关键要素——“过去问题→解决方法→现在的变化”，强化“不放弃”的学习态度。 效果评价： 观察学生能否说出写作的三个部分。
Homework Basic: Revise your article based on feedback and write a clean copy. Finish the writing practice in the workbook. Extended: Write 3-4 sentences about one learning goal you have for the next month and how you plan to achieve it.
Blackboard design Unit 3 To be a good learner — Writing My Learning Story Structure: ① Past Problem (what was difficult how did you feel ) ② Solutions (what did you do who helped you ) ③ Present Result (how have you improved how do you feel now ) Tenses: Past → for problems and actions (was, found, decided, tried) Present → for current feelings and abilities (am, can, have improved) Useful expressions: I used to have difficulty with... ...was a big challenge. I decided to... / My teacher advised me to... Now I can... / I have improved a lot in... I believe that...
教学反思
Activity 2的调查问卷填写中，部分学生对“写过去的问题和解决方法”感到困难，主要是因为不记得具体的解决过程。后续可建议学生在课前思考并简单记录一个学习进步的故事，带着素材进入课堂，提高写作准备效率。
Activity 6的写作中，部分学生时态转换不够自然，从过去叙述突然跳转到现在建议，缺乏过渡。后续可在板书中增加过渡句式（如“I didn’t give up. I kept trying.”“Now, looking back...”），帮助学生实现时态的平滑转换。

展开更多......

收起↑