资源简介

Unit 1 My Dream Job
Unit Theme: Career aspirations, personal strengths, and responsible planning.
Lesson 1 Listening & Speaking
I. Material Analysis
This lesson is part of Unit 1, My Dream Job, in the current Ren'ai Edition Grade 8 Book 1. It focuses on career
aspirations, personal strengths, and responsible planning. Students move from vocabulary activation and
prediction to focused listening and guided speaking. The sequence supports accurate comprehension,
purposeful interaction, and topic-based oral expression.
II. Learning Objectives
Core Competencies
Language Ability: Understand and use the lesson's key vocabulary and target sentence patterns; listen for the
main idea and specific information; take part in short topic-based conversations with appropriate support.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to career aspirations,
personal strengths, and responsible planning; connect language learning with real life, Chinese culture, and
wider global contexts when appropriate.
Thinking Quality: Predict content from pictures or context, identify key words while listening, and connect
clues to meanings or speakers' intentions.
Learning Ability: Use prediction, note-taking, repetition, aandnpeer interaction to improve listening and speaking
performance.
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III. Key and Difficult Points
Key point: understanding and using the core vocabulary and sentence patterns for career aspirations, personal
strengths, and responsible planning.
Difficult point: extracting key information from spoken English and using it flexibly in spontaneous interaction.
IV. Teaching Procedures
Teaching Step Learning Activities Assessment Design Rationale
1. Show pictures of jobs (e.g., a pilot in a Observe participation, Activate prior
plane, an artist painting) and ask: “Do prior knowledge, and knowledge, create a
Step 1: Lead-in you know these jobs What's your dream willingness to respond; meaningful context, and
job ” 2. Present the unit title “My Dream use quick oral checks to establish a clear purpose
Job” and learning objectives. identify readiness. for learning.
Check vocabulary or
1. Teach 8 job words with definitions background knowledge Build linguistic and
(e.g., “A guide shows people around a through matching, conceptual scaffolding
Step 2: Pre-listening place”); 2. Complete matching exercises: prediction, or short so students can approach
“______ builds houses” (builder), responses; give the main task with lower
“______ sends letters” (postman). immediate corrective cognitive load.
feedback.
1. Listen to riddles in Activity 2 first to Monitor task accuracy Provide staged input and
circle key words (e.g., “pencils, brushes” and evidence use; check guided processing so
Step 3: While-listening for artist); 2. Listen again to fill blanks: whether students students can move from“I ______ (draw) in the park... What am identify key information overall understanding to
I ”; 3. Read after the recording to imitate and apply the target accurate detail
tone. strategy. comprehension.
1. Group work: Create riddles for jobs Assess accuracy, Transfer input into
Step 4: Post-listening like Activity 3, e.g., “I fly planes. I work fluency, relevance, and purposeful output and
in the sky. What am I (pilot)”; 2. interaction using a short promote interaction,
Discuss: “What's your dream job Why ” checklist; encourage reasoning, and
with the sentence stucture “My dream job peer and self- communicative
is... Because I want to...”. assessment. confidence.
Use exit questions or a
quick recap to confirm Consolidate keylearning, support self-
Step 5: Summary 1. Summarize job words and “dream job” the lesson objectivessentences; 2. and identify points reflection, and extend
requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 1: My Dream Job
Lesson Focus: career aspirations, personal strengths, and responsible planning
Key Language: vocabulary + functional expressions + Communication: Understand -> Practise -> Use ->
useful sentence patterns Reflect
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook or workbook exercises.
Level 2 - Consolidation: Practise the target dialogue or pronunciation items aloud. Record or rehearse a 60-90
second response using the lesson's key expressions.
Level 3 - Extension: Prepare a short real-life speaking task related to career aspirations, personal strengths, and
responsible planning. Add at least two original details and be ready to present it in the next lesson.
VII. Teaching Reflection
Students participated actively and generally achieved the leasnson objectives. The staged activities supported
understanding, practice, and meaningful use of the targietdlanguage. Some learners still needed help with
accuracy and independent expression. Next time, I wAill provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 2 Function&Pronunciation
I. Material Analysis
This lesson is part of Unit 1, My Dream Job, in the current Ren'ai Edition Grade 8 Book 1. It focuses on
functional language and pronunciation in the unit context. Functional expressions are taught together with
pronunciation so that meaning, fluency, rhythm, and intelligibility develop in an integrated way. Students
notice language forms in context and then use them in short communicative tasks.
II. Learning Objectives
Core Competencies
Language Ability: Use the target functional expressions appropriately and pronounce key words, phrases, and
sentences with clearer sounds, stress, linking, pauses, or rhythm as required by the lesson.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to career aspirations,
personal strengths, and responsible planning; connect language learning with real life, Chinese culture, and
wider global contexts when appropriate.
Thinking Quality: Compare language examples, notice pronunciation patterns, and explain how form, meaning,
and context work together.
Learning Ability: Improve pronunciation through listening, imitation, self-monitoring, and repeated practice;
use sentence frames to support communication.
III. Key and Difficult Points
Key point: using the target functional expressions and applying the featured pronunciation rules accurately.
Difficult point: maintaining natural pronunciation while communicating meaningfully rather than reading
mechanically.
an
IV. Teaching Procedures id
Teaching Step Learning Activities A Assessment Design Rationale
1. Review: Ask students to share their
dream jobs briefly (e.g., “My dream job Observe participation, Activate prior
is a teacher.”). 2. Present pictures of prior knowledge, and knowledge, create aStep 1: Lead-in personalities (kind, lively, active) and willingness to respond; meaningful context, and
hobbies (keeping pets, dancing), and ask: use quick oral checks to establish a clear purpose
“Do these affect our job choices ” identify readiness. for learning.
1. Teach new words: personality Check vocabulary or
adjectives (kind, lively, active) and background knowledge Build linguistic and
hobby phrases (keeping pets, following through matching, conceptual scaffoldingStep 2: Pre-listening the news). 2. Match personalities with prediction, or short so students can approach
jobs (e.g., “kind → vet”, “active → responses; give the main task with lower
reporter”). immediate corrective cognitive load.feedback.
1. Activity 2: Listen to the conversation
and number the pictures according to the Monitor task accuracy Provide staged input and
order of speaking. 2. Activity 3: Listen and evidence use; check guided processing so
again, extract information, and complete
Step 3: While-listening whether students students can move fromthe table:（Character, Personality, identify key overall understanding to
Hobby, Dream Job） 3. Check answers information and apply accurate detail
in pairs and clarify key details (e.g., the target strategy. comprehension.
Wang Wei is kind → wants to be a vet).
1. Activity 4: Group work. Interview
group members with questions: “What’s Assess accuracy, Transfer input into
your dream job What’s your fluency, relevance, and purposeful output and
Step 4: Post-listening personality What’s your hobby Why ” interaction using a short promote interaction,
2. Report to the class: “Li Ming is active. checklist; encourage reasoning, and
He likes following the news. His dream peer and self- communicative
job is a reporter because...” assessment. confidence.
Step 5: Pronunciation 1. Activity 1: Listen and read words with Listen for target sounds, Develop phonological
Practice /sc/ and /sk/ (scare, scarf; skirt, skill), stress, linking, pauses, awareness and make
pay attention to sonorization. 2. Activity and rhythm; use spoken English more
2: Listen to the chant, circle words with repetition and peer accurate, natural, and
sonorization (e.g., “speak”, “stand”), and correction to improve intelligible.
chant along. 3. Activity 3 & 4: Focus on intelligibility.
incomplete plosion (e.g., “dire(c)tor”,
“wan(t) to”), listen, repeat, and read
sentences aloud.
Use exit questions or a
1. Summarize: “Personality and hobbies quick recap to confirm Consolidate key
Step 6: Summary help us choose dream jobs. We use ‘I the lesson objectives
learning, support self-
want to be... because I’m... and I like...’ and identify points reflection, and extend
to explain.” 2. requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 1: My Dream Job
Lesson Focus: functional language and pronunciation in the unit context
Key Language: vocabulary + functional expressions + Communication: Understand -> Practise -> Use ->
useful sentence patterns Reflect
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook or workbook exercises.
Level 2 - Consolidation: Practise the target dialogue or pronunciation items aloud. Record or rehearse a 60-90
second response using the lesson's key expressions.
Level 3 - Extension: Prepare a short real-life speaking task renlated to functional language and pronunciation in
the unit context. Add at least two original details and bedready to present it in the next lesson.i
VII. Teaching Reflection A
Students participated actively and generally achieved the lesson objectives. The staged activities supported
understanding, practice, and meaningful use of the target language. Some learners still needed help with
accuracy and independent expression. Next time, I will provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 3 Thinking Skills&Reading Strategies
I. Material Analysis
This lesson is part of Unit 1, My Dream Job, in the current Ren'ai Edition Grade 8 Book 1. It focuses on
thinking skills and reading strategies in the unit context. The lesson explicitly teaches a thinking skill and a
reading strategy. Students identify key information, organize ideas, make evidence-based inferences, and
transfer the strategy to a new text or task.
II. Learning Objectives
Core Competencies
Language Ability: Read topic-related texts, identify main ideas and supporting details, and use the target
reading strategy to understand and organize information.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to career aspirations,
personal strengths, and responsible planning; connect language learning with real life, Chinese culture, and
wider global contexts when appropriate.
Thinking Quality: Apply the featured thinking skill to classify, compare, infer, visualize, summarize, or
evaluate information on the basis of textual evidence.
Learning Ability: Use graphic organizers, annotation, key-word marking, and peer checking to make reading
more efficient and independent.
III. Key and Difficult Points
Key point: understanding and applying the featured thinking skill and reading strategy to the textbook texts.
Difficult point: transferring the strategy to a new text and explaining answers with clear textual evidence.
IV. Teaching Procedures an
Teaching Step Learning Activities id Assessment Design Rationale1. Show pictures of special jobsA(vets
helping animals, nurses working at night, Observe participation, Activate prior
firemen fighting fires) and ask: “What are prior knowledge, and knowledge, create a
Step 1: Lead-in these people doing Why are their jobs willingness to respond; meaningful context, and
important ” 2. Introduce the topic: “Today use quick oral checks establish a clear purpose
we’ll explore different jobs and their to identify readiness. for learning.
value.”
1. Teach key vocabulary: vet, guide dog, Check vocabulary or
railway worker, fireman.... Combine background knowledge Build linguistic and
pictures to explain the meaning of words; through matching, conceptual scaffolding
Step 2: Pre-reading 2. Explain “topic” and “main idea” with prediction, or short so students can
simple examples (e.g., Text about “pets” responses; give approach the main task
→ topic: pets; main idea: Pets are good immediate corrective with lower cognitive
friends). feedback. load.
1. Activity 1: Read “Jobs with
Animals”,underlinethe topic and main
idea, then identify details (help sick Monitor task accuracy Provide staged input
animals, train guide dogs); 2. Activity 2: and evidence use; and guided processing
Step 3: While-reading Read “Jobs at Night”,complete the chart check whether students
so students can move
independently (Topic: Jobs at Night; Main identify key from overall
idea: Some people work at night; Details: information and apply understanding to
doctors/nurses, railway workers); 3. Check the target strategy. accurate detail
answers in pairs, clarify confusing points comprehension.
(e.g., why railway workers work at night).
1. Activity 1 (My Dream Job): Read the Support gradual
text, underline key words (modern farmer, Monitor task accuracy movement from
Step 4: Reading green food, protect environment),then ask:
and evidence use;
“What do you see in your mind ” (e.g., check whether students
understanding to
Strategy: Visualizing application whilegreen fields, healthy vegetables); 2. identify key
Activity 2 (Job experience at fire station): information and apply
keeping the unit theme
meaningful and
Read the text, underline action words the target strategy. coherent.
(heard the alarm, put on uniforms, saved
the child),then describe the scene in pairs
(e.g., “I see firemen rushing into a burning
house”).
1. Pair work (Activity 3): Discuss “Jobs at
Night” based on Activity 2,using Assess accuracy, Transfer input into
sentences: “Nurses work at night fluency, relevance, and purposeful output and
Step 5: Post-reading because...”; 2. Group discussion: “Which interaction using a promote interaction,
job in the text do you think is most short checklist; reasoning, and
valuable Why ” (e.g., “Firemen are encourage peer and communicative
valuable because they save lives”). self-assessment. confidence.
Use exit questions or a
1. Summarize: “We learned to find quick recap to confirm Consolidate key
Step 6: Summary topic/main idea and use visualizing to the lesson objectives
learning, support self-
understand texts. We also explored diverse and identify points reflection, and extend
jobs.” 2. requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 1: My Dream Job
Lesson Focus: thinking skills and reading strategies in the unit context
Reading Path: Predict -> Read for Gist -> Read for Evidence: key words + supporting details ->
Details -> Apply Strategy -> Discuss conclusion / summary
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook or wnorkbook exercises.
Level 2 - Consolidation: Reread the text, complete a grapdhaic organizer, and write a three-sentence summary
using key evidence from the passage. Ai
Level 3 - Extension: Find or read a short related text about thinking skills and reading strategies in the unit
context and apply the same reading strategy. Write three useful findings or questions.
VII. Teaching Reflection
Students participated actively and generally achieved the lesson objectives. The staged activities supported
understanding, practice, and meaningful use of the target language. Some learners still needed help with
accuracy and independent expression. Next time, I will provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 4 Theme Reading: Taikonaut Deng Qingming
I. Material Analysis
This lesson is part of Unit 1, My Dream Job, in the current Ren'ai Edition Grade 8 Book 1. It focuses on
Taikonaut Deng Qingming. The text provides rich language input and a meaningful cultural or scientific
context. Students read for gist and detail, analyze structure and evidence, discuss values or significance, and
connect the text with the unit theme.
II. Learning Objectives
Core Competencies
Language Ability: Understand the theme text, acquire key words and expressions, locate important details, and
retell or discuss the text with evidence.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to career aspirations,
personal strengths, and responsible planning; connect language learning with real life, Chinese culture, and
wider global contexts when appropriate.
Thinking Quality: Analyze the text's sequence, cause-and-effect relationships, comparisons, or viewpoints;
support conclusions with details from the text.
Learning Ability: Use skimming, scanning, annotation, context clues, and structured notes to handle a longer
reading text.
III. Key and Difficult Points
Key point: understanding the theme text about Taikonaut Deng Qingming and identifying its main ideas,
structure, and key details.
Difficult point: integrating scattered details, making reasonanble inferences, and discussing the text's deepersignificance.
da
IV. Teaching Procedures Ai
Teaching Step Learning Activities Assessment Design Rationale
1. Show a video clip of Deng Qingming
entering space (Shenzhou-15) and ask: Observe participation, Activate prior
“Who is he What is his job How do you prior knowledge, and knowledge, create a
Step 1: Lead-in think he felt when he succeeded ” 2. willingness to respond; meaningful context, and
Introduce the topic: “Today we’ll read use quick oral checks to establish a clear purpose
about his story of chasing the space identify readiness. for learning.
dream.”
Check vocabulary or
1. Teach key vocabulary: taikonaut background knowledge Build linguistic and、
pioneer training; 2. Predict: Show the through matching, conceptual scaffolding、
Step 2: Pre-reading prediction, or short so students cantext title and pictures, ask: “What might approach the main task
the text talk about ” (e.g., his training, his responses; give
dream). immediate corrective
with lower cognitive
feedback. load.
1. Activity 2: Read the text quickly,
underline key words/phrases (e.g., “joined
China’s space team”, “long and hard
training”, “25 years”, “did not give up”,
“flew into space”); 2. Visualize: Guide Monitor task accuracy Provide staged input and
students to describe scenes based on key and evidence use; guided processing so
Step 3: While-reading words (e.g., “I see Deng training in a tiny check whether students students can move fromspace, eating special food”); 3. Activity 4: identify key overall understanding to
Read again, complete the chart: - Topic: information and apply accurate detail
Deng Qingming’s story as a taikonaut - the target strategy. comprehension.
Main idea: Deng succeeded by holding on
to his dream and working hard - Details:
joined in 1998; 25 years of training; never
gave up; flew on Shenzhou-15.
Step 4: Post-reading 1. Activity 3: Match words with meanings Assess accuracy, Transfer input into
(e.g., “pioneer → one of the first people to fluency, relevance, and purposeful output and
do something”),check in pairs; 2. Activity interaction using a short promote interaction,
5: Group discussion: - Q1: What can we checklist; encourage reasoning, and
learn from Deng (persistence, hard work, peer and self- communicative
belief in dreams) - Q2: What qualities assessment. confidence.
should a taikonaut have (discipline,
courage, perseverance); 3. Share: Each
group reports one key idea, teacher
summarizes.
Use exit questions or a Consolidate key
1. Summary: “Deng’s story tells us: Hold quick recap to confirm learning, support self-
Step 5: Summary on to dreams and work hard—they will the lesson objectives
come true.” 2. and identify points
reflection, and extend
requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 1: My Dream Job
Lesson Focus: Taikonaut Deng Qingming
Reading Path: Predict -> Read for Gist -> Read for Evidence: key words + supporting details ->
Details -> Apply Strategy -> Discuss conclusion / summary
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook or workbook exercises.
Level 2 - Consolidation: Reread the text, complete a graphic organizer, and write a three-sentence summary
using key evidence from the passage. an
Level 3 - Extension: Find or read a short related text abiodut Taikonaut Deng Qingming and apply the samereading strategy. Write three useful findings or questAions.
VII. Teaching Reflection
Students participated actively and generally achieved the lesson objectives. The staged activities supported
understanding, practice, and meaningful use of the target language. Some learners still needed help with
accuracy and independent expression. Next time, I will provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 5 Grammar in Use
I. Material Analysis
This lesson is part of Unit 1, My Dream Job, in the current Ren'ai Edition Grade 8 Book 1. It focuses on word
formation and grammar in meaningful contexts. Grammar is presented as a tool for communication rather than
isolated rules. Students notice forms, infer patterns, practise them in controlled contexts, and finally use them to
express ideas related to the unit theme.
II. Learning Objectives
Core Competencies
Language Ability: Understand the form, meaning, and use of the target word-formation pattern and grammar
structure; apply them accurately in sentences, short dialogues, and a brief text.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to career aspirations,
personal strengths, and responsible planning; connect language learning with real life, Chinese culture, and
wider global contexts when appropriate.
Thinking Quality: Compare examples, infer rules, distinguish easily confused forms, and justify grammar
choices according to context.
Learning Ability: Use examples, rule charts, self-correction, and peer checking to strengthen grammar accuracy
and transfer.
III. Key and Difficult Points
Key point: mastering the form, meaning, and contextual use of the target word-formation and grammar items.
Difficult point: selecting the correct form in context and transferring the grammar accurately into speaking and
writing.
an
IV. Teaching Procedures id
Teaching Step Learning Activities A Assessment Design Rationale
1. Review: Ask students to say 5 dream
jobs they learned (e.g., teacher, doctor, Observe participation, Activate prior
pilot). 2. Present sentences with new job prior knowledge, and knowledge, create aStep 1: Lead-in words: “My uncle is a farmer. My sister willingness to respond; meaningful context, and
wants to be a pianist.” Ask: “How are these use quick oral checks establish a clear purpose
job words formed ” to identify readiness. for learning.
1. Activity 1: Show sentences from the text
(e.g., “He is a farmer.” “She is a
librarian.”),underline the suffixes (-er, -or, Support gradual
-ian, -ist),and summarize rules: - -er: “ / ” Monitor participation
and task completion, movement from（farmer, player）; - -or: “ / ”（actor,
Step 2: Suffixes for focusing on accuracy, understanding to
Job Words director）; - -ian: “ / ”（librarian, strategy use, and the application while
musician）; - -ist: “”（pianist, artist）. 2. quality of language keeping the unit theme
Activity 2: Practice making new words output. meaningful and
with suffixes and complete sentences (e.g., coherent.
“Zhenzhen wants to be an artist (art + -
ist).”).
1. Activity 1: Read the
conversation,underline “will” and “be Support gradual
going to”,and discuss: “When do we use Monitor participation movement from
‘will’ When do we use ‘be going to’ ” 2. and task completion,
Step 3: The Simple understanding toActivity 2: Complete the table to focusing on accuracy,
Future Tense application whilesummarize usage: - be going to: “、”; - strategy use, and the
will: “ ”. 3. Practice: Make sentences quality of language
keeping the unit theme
、 output. meaningful and
about dream jobs (e.g., “I am going to be a coherent.
teacher. I will work hard.”).
1. Activity 3: Read the text about Zihan,fill Assess accuracy, Transfer input into
Step 4: Integrated in the blanks with “will” or “be going to” fluency, relevance, and purposeful output and
Practice (e.g., “She is going to be a cook. She will interaction using a promote interaction,
write a cook book.”); 2. Pair work: Talk short checklist; reasoning, and
about their future plans using both encourage peer and communicative
structures (e.g., “I am going to take piano self-assessment. confidence.
lessons. I will be a pianist.”).
Use exit questions or a
quick recap to confirm Consolidate key
1. Summary: Review suffix rules and the lesson objectives learning, support self-Step 5: Summary future tense usage with examples. 2. and identify points reflection, and extend
requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 1: My Dream Job
Lesson Focus: word formation and grammar in meaningful contexts
Key Language: Form -> Meaning -> Use -> Application: Notice the pattern -> Practise accurately
Contextualized Practice -> Use it to express unit-related ideas
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook or workbook exercises.
Level 2 - Consolidation: Complete the grammar consolidation exercises and write five original sentences using
the target forms in the unit context.
Level 3 - Extension: Write a short paragraph that naturally includes at least four examples of the target
grammar or word-formation pattern. Underline the examples.
VII. Teaching Reflection
Students participated actively and generally achieved the leasnson objectives. The staged activities supported
understanding, practice, and meaningful use of the targietdlanguage. Some learners still needed help with
accuracy and independent expression. Next time, I wAill provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 6 Oral Communication: Talking about Your Dream Job
I. Material Analysis
This lesson is part of Unit 1, My Dream Job, in the current Ren'ai Edition Grade 8 Book 1. It focuses on
Talking about Your Dream Job. The lesson follows an input-to-output sequence. Students first listen for useful
content and language, then rehearse key expressions, conduct pair or group interaction, and report their ideas
with increasing fluency and accuracy.
II. Learning Objectives
Core Competencies
Language Ability: Understand the model listening input and use the target questions, responses, and topic
vocabulary to complete pair or group communication and a short report.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to career aspirations,
personal strengths, and responsible planning; connect language learning with real life, Chinese culture, and
wider global contexts when appropriate.
Thinking Quality: Organize information logically, give reasons, respond to others, and adapt language
according to the communicative situation.
Learning Ability: Use planning notes, sentence frames, rehearsal, peer feedback, and self-monitoring to
improve fluency and confidence.
III. Key and Difficult Points
Key point: using topic language to communicate clearly about Talking about Your Dream Job.
Difficult point: producing extended, logically organized speech with suitable reasons, details, and responses.
IV. Teaching Procedures an
Teaching Step Learning Activities d Assessment Design Rationale
1. Review: Ask 2-3 students to sAhaire their
dream jobs briefly (using “My dream job Observe participation, Activate prior
Step 1: Lead-in is... because...”). 2. Present the topic:
prior knowledge, and knowledge, create a
“Today we’ll learn to talk about dream willingness to respond; meaningful context, and
jobs in detail—including why you want it use quick oral checks to establish a clear purpose
and how to achieve it.” identify readiness. for learning.
1. Review key vocabulary: zookeeper, Check vocabulary or
pilot, doctor, study hard, give up, take background knowledge Build linguistic and
Step 2: Pre-listening care of ...; 2. Predict: Show the names (Li
through matching, conceptual scaffolding
Xiang, Li Hong, Kangkang) and jobs in prediction, or short so students can approach
Activity 1A, ask: “Who might be a pilot responses; give the main task with lower
Why ” immediate corrective cognitive load.feedback.
1. Activity 1A: Listen to the monologs
and match names with jobs (Li Xiang-
pilot, Li Hong-zookeeper, Kangkang-
doctor); 2. Activity 1B: Listen again, fill Monitor task accuracy Provide staged input and
in the blanks: - Li Hong loves ______ and evidence use; check guided processing so
Step 3: While-listening (animals). She’ll learn to take care of whether students students can move from
them. - Kangkang wants to help ______ identify key overall understanding to
(sick) people and will go to a ______ information and apply accurate detail
(medical) school. - Li Xiang won’t give the target strategy. comprehension.
up his dream. 3. Check answers in pairs,
then read the completed sentences aloud.
1. Model practice: Teacher and a student
demonstrate a conversation using the Assess accuracy, Transfer input into
monologs as examples (e.g., “What’s Li fluency, relevance, and purposeful output and
Step 4: Post-listening Hong’s dream job → She wants to be a interaction using a short promote interaction,
zookeeper. Why → Because she loves checklist; encourage reasoning, and
animals.”); 2. Activity 2: Group work (4 peer and self- communicative
students per group). Survey group assessment. confidence.
members using the table: - Name - What’s
your dream job - Why - How to make it
come true 3. Each group chooses a
reporter to share 2-3 results with the class
(e.g., “Tom wants to be a teacher because
he likes kids. He is going to study
education.”).
Use exit questions or a
quick recap to confirm Consolidate key1. Summary: Review key (“What’s your learning, support self-
Step 5: Summary dream job Why How ”) and praise the lesson objectives
excellent group reports; 2. and identify points
reflection, and extend
requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 1: My Dream Job
Lesson Focus: Talking about Your Dream Job
Key Language: vocabulary + functional expressions + Communication: Understand -> Practise -> Use ->
useful sentence patterns Reflect
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook or workbook exercises.
Level 2 - Consolidation: Practise the target dialogue or pronunciation items aloud. Record or rehearse a 60-90
second response using the lesson's key expressions.
Level 3 - Extension: Prepare a short real-life speaking task renlated to Talking about Your Dream Job. Add at
least two original details and be ready to present it in thednaext lesson.i
VII. Teaching Reflection A
Students participated actively and generally achieved the lesson objectives. The staged activities supported
understanding, practice, and meaningful use of the target language. Some learners still needed help with
accuracy and independent expression. Next time, I will provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 7 Reading for Writing: My Dream Job
I. Material Analysis
This lesson is part of Unit 1, My Dream Job, in the current Ren'ai Edition Grade 8 Book 1. It focuses on My
Dream Job. A model text is used to reveal purpose, organization, and useful language. Students plan, draft,
revise, and evaluate their own writing, turning reading input into a clear and coherent written product.
II. Learning Objectives
Core Competencies
Language Ability: Analyze the model text, identify its organization and useful expressions, and write a
coherent paragraph or short composition related to the unit theme.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to career aspirations,
personal strengths, and responsible planning; connect language learning with real life, Chinese culture, and
wider global contexts when appropriate.
Thinking Quality: Select relevant details, organize them logically, and revise content for clarity, coherence, and
purpose.
Learning Ability: Use planning, drafting, self-assessment, peer assessment, and revision as a complete writing
process.
III. Key and Difficult Points
Key point: analyzing the model text and writing a well-organized piece about My Dream Job.
Difficult point: developing ideas with relevant details while maintaining coherence, grammar accuracy, and
appropriate vocabulary.
IV. Teaching Procedures an
Teaching Step Learning Activities d Assessment Design Rationale
1. Review: Ask students to shareAtiheir
dream job plans in 2 sentences (e.g., “My Observe participation, Activate prior
Step 1: Lead-in dream job is a teacher. I will study
prior knowledge, and knowledge, create a
education.”). 2. Transition: “Today we’ll willingness to respond; meaningful context, and
learn to write a short passage about your use quick oral checks to establish a clear purpose
dream job, just like telling a story.” identify readiness. for learning.
1. Activity 1: Pair plete Check vocabulary or
sentences to outline ideas: - “My dream background knowledge Build linguistic and
job is...” - “I started dreaming about it at through matching, conceptual scaffolding
Step 2: Pre-writing the age of...” - “To make it come true, I prediction, or short so students can
will...” 2. Share 1-2 pairs’ answers to responses; give approach the main task
brainstorm common elements of a “dream immediate corrective with lower cognitive
job story”. feedback. load.
1. Activity 2: Read Zhao Yang’s essay
“My Dream Job”,and complete the chart:
- Topic: Zhao Yang’s dream job (plane
engineer) - Main idea: He wants to be a Monitor task accuracy Provide staged input and
plane engineer and will work hard to and evidence use; guided processing so
Step 3: While-reading achieve it. - Details: Became interested at check whether students students can move from12 (toy plane); will study hard and join identify key overall understanding to
the model plane club. 2. Analyze information and apply accurate detail
structure: “What (dream) →When the target strategy. comprehension.
(origin) → How (plan)”,underline useful
phrases/sentences (e.g., “become
interested in”, “To make it happen”).
1. Activity 3: Students draw their own Assess accuracy, Transfer input into
charts (based on Activity 1 ideas),then fluency, relevance, and purposeful output and
Step 4: Writing draft essays using the framework and interaction using a short promote interaction,
Practice useful phrases (e.g., “My dream job is a checklist; encourage reasoning, and
nurse. I became interested when I saw peer and self- communicative
nurses help my grandma...”). 2. Teacher assessment. confidence.
circulates to offer help (e.g., correcting
tense errors: “I will study medicine”).
1. Activity 4: Self-rating and partner
rating using the checklist (e.g., “organize Monitor participation Support gradual
ideas well”, “use future tense correctly”). and task completion, movement from
Step 5: Evaluation & 2. Students revise drafts based on focusing on accuracy, understanding to
Revision feedback (e.g., adding “However, I will strategy use, and the application while
try my best” to strengthen the ending). 3. quality of language keeping the unit theme
Volunteer reads revised essays to the output. meaningful and
class. coherent.
Use exit questions or a
1. Summary: Review the writing quick recap to confirm
Consolidate key
Step 6: Summary framework (“What-When-How”) and key the lesson objectives
learning, support self-
and identify points reflection, and extendsentence structures. 2. requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 1: My Dream Job
Lesson Focus:My Dream Job
Writing Frame: Purpose -> Key Details -> Success Criteria: clear content, logical organization,
Organization -> Draft -> Revise appropriate vocabulary, accurate grammar
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook or workbook exercises.
Level 2 - Consolidation: Revise the classroom draft using thne checklist for content, organization, vocabulary,
grammar, spelling, and punctuation. da
Level 3 - Extension: Produce a polished 100-120 worAdicomposition about My Dream Job, adding one personal
or culturally meaningful detail beyond the model text.
VII. Teaching Reflection
Students participated actively and generally achieved the lesson objectives. The staged activities supported
understanding, practice, and meaningful use of the target language. Some learners still needed help with
accuracy and independent expression. Next time, I will provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 8 Project and Review
I. Material Analysis
This lesson is part of Unit 1, My Dream Job, in the current Ren'ai Edition Grade 8 Book 1. It focuses on
integrated project work and unit review. Project work integrates language knowledge, skills, thinking, and
collaboration. Review tasks consolidate the unit's core vocabulary, grammar, strategies, and communicative
functions through meaningful application.
II. Learning Objectives
Core Competencies
Language Ability: Integrate the unit's vocabulary, grammar, functions, and skills in project work and review
tasks; present information clearly and accurately.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to career aspirations,
personal strengths, and responsible planning; connect language learning with real life, Chinese culture, and
wider global contexts when appropriate.
Thinking Quality: Organize and synthesize unit knowledge, solve task-based problems, and evaluate products
or performances using clear criteria.
Learning Ability: Plan tasks, divide responsibilities, use checklists, reflect on progress, and identify areas that
need further practice.
III. Key and Difficult Points
Key point: integrating and applying the unit's core vocabulary, grammar, functions, and strategies in a
collaborative project.
Difficult point: transferring knowledge to an authentic task annd presenting the final product clearly andconfidently.
da
IV. Teaching Procedures Ai
Teaching Step Learning Activities Assessment Design Rationale
1. Review: Ask students to share their
“dream job essays” from Lesson 7 briefly. Observe participation, Activate priorprior knowledge, and knowledge, create a
Step 1: Lead-in 2. Transition: “Today we’ll explore jobsaround us—starting with our family willingness to respond; meaningful context, and
members, then review what we’ve use quick oral checks to establish a clear
learned.” identify readiness. purpose for learning.
1. Activity 1: Analyze Li Xue’s mom’s
card as a model (Job: Librarian; Working
hours; Daily work; Feeling),highlight key
elements. 2. Activity 2: Group work (3-4 Monitor participation Support gradual
Step 2: Project: Family students). Students interview family and task completion,
movement from
understanding to
Member’s Workday members (e.g., “When do you work What focusing on accuracy,
Card do you do daily ”),then make cards with strategy use, and the
application while
details and a picture. 3. Activity 3: Each quality of language keeping the unit theme
group shares 1 card (e.g., “My dad is a output. meaningful and
teacher. He works from 8a.m. to 5p.m. He coherent.
prepares lessons and helps students... He
loves his job.”).
1. Activity 1: Listen to the interview about
Xiaolu’s job (dentist),complete the table
(reasons: help with teeth; job pays well; Support gradual
experience: medical school, good grades; Monitor participation movement from
Step 3: Review plan: more knowledge, help more). 2.
and task completion, understanding to
Activities Activity 2: Match Box A (activities) with
focusing on accuracy, application while
Box B (jobs) (e.g., “love strategy use, and the
research→scientist; show quality of language
keeping the unit theme
meaningful and
tourists→guide”),then make sentences. 3. output. coherent.
Activity 3: Complete conversations with
“will” or “be going to” (e.g., “I am going
to take photos; I will show you”). 4.
Activity 4: Read the text about job
changes,answer questions (first job:
waitress; feeling: boring; read books in
bookstore; now: manager, satisfied).
Use exit questions or a
1. Summary: Review key points of the unit quick recap to confirm Consolidate key
Step 4: Summary (job words, future tense, describing the lesson objectives
learning, support self-
dreams/jobs),praise excellent projects and and identify points reflection, and extend
reviews. 2. requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 1: My Dream Job
Lesson Focus: integrated project work and unit review
Key Language: vocabulary + functional expressions + Communication: Understand -> Practise -> Use ->
useful sentence patterns Reflect
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook or workbook exercises.
Level 2 - Consolidation: Complete the unit review tasks and correct mistakes in vocabulary, grammar, reading,
and communication using a different-colored pen.
Level 3 - Extension: Improve the project product or presentation with one extra source, visual, or example, and
prepare a concise English presentation.
n
VII. Teaching Reflection da
Students participated actively and generally achievedAthie lesson objectives. The staged activities supported
understanding, practice, and meaningful use of the target language. Some learners still needed help with
accuracy and independent expression. Next time, I will provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Unit 2 The World of Art
Unit Theme: Art forms, aesthetic appreciation, and chinese cultural heritage.
Lesson 1 Listening & Speaking
I. Material Analysis
This lesson is part of Unit 2, The World of Art, in the current Ren'ai Edition Grade 8 Book 1. It focuses on art
forms, aesthetic appreciation, and Chinese cultural heritage. Students move from vocabulary activation and
prediction to focused listening and guided speaking. The sequence supports accurate comprehension,
purposeful interaction, and topic-based oral expression.
II. Learning Objectives
Core Competencies
Language Ability: Understand and use the lesson's key vocabulary and target sentence patterns; listen for the
main idea and specific information; take part in short topic-based conversations with appropriate support.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to art forms, aesthetic
appreciation, and Chinese cultural heritage; connect language learning with real life, Chinese culture, and wider
global contexts when appropriate.
Thinking Quality: Predict content from pictures or context, identify key words while listening, and connect
clues to meanings or speakers' intentions.
Learning Ability: Use prediction, note-taking, repetition, and peer interaction to improve listening and speaking
performance. an
III. Key and Difficult Points idA
Key point: understanding and using the core vocabulary and sentence patterns for art forms, aesthetic
appreciation, and Chinese cultural heritage.
Difficult point: extracting key information from spoken English and using it flexibly in spontaneous interaction.
IV. Teaching Procedures
Teaching Step Learning Activities Assessment Design Rationale
1. Show a video clip of diverse art forms
(e.g., a ballet dance, a calligraphy Observe participation, Activate prior
performance, a drama scene) and ask: prior knowledge, and knowledge, create a
Step 1: Lead-in “What do you see Do you know these art willingness to respond; meaningful context, and
forms ” 2. Present the unit topic: “Today use quick oral checks to establish a clear purpose
we’ll explore different forms of art and identify readiness. for learning.
their famous works.”
1. Teach key vocabulary: Combine
pictures to show six art forms (literature
to calligraphy), lead the reading and
explain the core features（e.g. Check vocabulary or
“calligraphy is the art of beautiful background knowledge Build linguistic and
Step 2: Pre-listening writing”）; 2. Activity 1A: Match forms
through matching, conceptual scaffolding
prediction, or short so students can approach
of art (a–f) with pictures, check answers responses; give the main task with lower
in pairs; 3. Activity 1B: Fill in blanks immediate corrective cognitive load.
with art forms/works (e.g., “______ is a feedback.
very famous ballet” → dancing),clarify
difficult points (e.g., Lanting Xu as a
calligraphy work).
1. Activity 2: Listen to the text and tick Monitor task accuracy Provide staged input and
Step 3: While-listening heard words/phrases (e.g., “calligraphy and evidence use; check guided processing soworks”, “paintings”); 2. Listen again to whether students students can move from
confirm, then discuss: “Which art forms identify key overall understanding to
are mentioned What works are talked information and apply accurate detail
about ”; 3. Activity 1C: Listen and repeat the target strategy. comprehension.
the dialogue, focus on pronunciation of
key phrases (e.g., “favorite form of art”).
1. Pair work: Practice the dialogue in
Activity 1C, then replace bold parts with
other art forms/works (e.g., “I like Assess accuracy, Transfer input into
painting best. My favorite work is Mona fluency, relevance, and purposeful output and
Step 4: Post-listening Lisa by Da Vinci.”); 2. Activity 3: interaction using a short promote interaction,
Expand the dialogue to share reasons checklist; encourage reasoning, and
(e.g., “I like music because it makes me peer and self- communicative
happy”); 3. Volunteer pairs perform their assessment. confidence.
dialogues.
Use exit questions or a
1. Summary: Review 6 art forms and key quick recap to confirm
Consolidate key
the lesson objectives learning, support self-Step 5: Summary sentence patterns,praise creative and identify points reflection, and extenddialogues; 2. requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 2: The World of Art
Lesson Focus: art forms, aesthetic appreciation, and Chinese cultural heritage
Key Language: vocabulary + functional expressions + Communication: Understand -> Practise -> Use ->
useful sentence patterns Reflect
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and wraitne the key words and expressions from this lesson.
Review the class notes and complete the basic textbook odr workbook exercises.
Level 2 - Consolidation: Practise the target dialogue Aoripronunciation items aloud. Record or rehearse a 60-90
second response using the lesson's key expressions.
Level 3 - Extension: Prepare a short real-life speaking task related to art forms, aesthetic appreciation, and
Chinese cultural heritage. Add at least two original details and be ready to present it in the next lesson.
VII. Teaching Reflection
Students participated actively and generally achieved the lesson objectives. The staged activities supported
understanding, practice, and meaningful use of the target language. Some learners still needed help with
accuracy and independent expression. Next time, I will provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 2 Function & Pronunciation
I. Material Analysis
This lesson is part of Unit 2, The World of Art, in the current Ren'ai Edition Grade 8 Book 1. It focuses on
functional language and pronunciation in the unit context. Functional expressions are taught together with
pronunciation so that meaning, fluency, rhythm, and intelligibility develop in an integrated way. Students
notice language forms in context and then use them in short communicative tasks.
II. Learning Objectives
Core Competencies
Language Ability: Use the target functional expressions appropriately and pronounce key words, phrases, and
sentences with clearer sounds, stress, linking, pauses, or rhythm as required by the lesson.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to art forms, aesthetic
appreciation, and Chinese cultural heritage; connect language learning with real life, Chinese culture, and wider
global contexts when appropriate.
Thinking Quality: Compare language examples, notice pronunciation patterns, and explain how form, meaning,
and context work together.
Learning Ability: Improve pronunciation through listening, imitation, self-monitoring, and repeated practice;
use sentence frames to support communication.
III. Key and Difficult Points
Key point: using the target functional expressions and applying the featured pronunciation rules accurately.
Difficult point: maintaining natural pronunciation while communicating meaningfully rather than reading
mechanically.
an
IV. Teaching Procedures id
Teaching Step Learning Activities A Assessment Design Rationale
1. Show pictures of art works made of
different materials (e.g., sand sculpture, Observe participation, Activate prior
wooden carving) and ask: “What are these prior knowledge, and knowledge, create a
Step 1: Lead-in made of Where can we see them ” 2. willingness to respond; meaningful context, and
Introduce the topic: “Today we’ll talk use quick oral checks establish a clear
about weekend plans related to art and to identify readiness. purpose for learning.
practice pronunciation.”
1. Activity 1: Pair work. Match art works
with materials (wood, sand, grass,
snow),then discuss: “Where do we often
see sand art （e.g., beaches）”; 2.
Activity 2: Listen to Xuanxuan and
Lingling’s conversation,complete Monitor participation Support gradual
Step 2: Function: exclamatory sentences (e.g., “How and task completion,
movement from
Talking about beautiful the park is! ”“What a pity! ”); 3. focusing on accuracy,
understanding to
Weekend Plans Activity 3: Listen again,match names with strategy use, and the
application while
activities (e.g., Lingling → go to quality of language keeping the unit theme
gardening show; Xuanxuan → practice for output. meaningful and
baseball match); 4. Pair work: Role-play coherent.
the conversation,then create new dialogues
about weekend art plans (e.g., “I plan to
visit the sand art show. How
interesting! ”).
1. Activity 1: Listen and read words with
sonorization,teacher models and explains Listen for target Develop phonological
Step 3: Pronunciation rules; 2. Activity 2 & 3: Focus on
sounds, stress, linking, awareness and make
Practice incomplete plosion. Read phrasesand
pauses, and rhythm; spoken English more
chant,circle the position of incomplete use repetition and peer accurate, natural, and
plosion,then practice in pairs; 3. Activity correction to improve intelligible.
4: Mark incomplete plosions in sentences intelligibility.
（e.g. “A: What’s (t) your
favorite... ”）,then read with liaisons
（e.g. “do you → doyou”）,check
pronunciation in groups.
1. Activity 4 (Function extension): Pair
work. Suppose joining a school art Assess accuracy, Transfer input into
show,talk about plans using learned fluency, relevance, and purposeful output and
Step 4: Integrated structures and correct pronunciation e.g., interaction using a promote interaction,Practice （“I’m going to make a sand painting. How short checklist; reasoning, and
exciting! ” ; 2. Teacher monitors and encourage peer and communicative） self-assessment. confidence.
corrects pronunciation.
Use exit questions or a
1. Summary: Review key sentences quick recap to confirm Consolidate key
Step 5: Summary （weekend plans and exclamations) and the lesson objectives
learning, support self-
pronunciation rules (incomplete explosion, and identify points reflection, and extend
connected reading）; 2. requiring follow-up practice beyond the
practice. classroom.
V. Blackboard Design
Unit 2: The World of Art
Lesson Focus: functional language and pronunciation in the unit context
Key Language: vocabulary + functional expressions + Communication: Understand -> Practise -> Use ->
useful sentence patterns Reflect
VI. Differentiated Homework
Level 1 - Basic Practice: Word dictation: memorize and write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook orawnorkbook exercises.
Level 2 - Consolidation: Practise the target dialogue oripdronunciation items aloud. Record or rehearse a 60-90second response using the lesson's key expressions. A
Level 3 - Extension: Prepare a short real-life speaking task related to functional language and pronunciation in
the unit context. Add at least two original details and be ready to present it in the next lesson.
VII. Teaching Reflection
Students participated actively and generally achieved the lesson objectives. The staged activities supported
understanding, practice, and meaningful use of the target language. Some learners still needed help with
accuracy and independent expression. Next time, I will provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 3 Thinking Skills & Reading Strategies
I. Material Analysis
This lesson is part of Unit 2, The World of Art, in the current Ren'ai Edition Grade 8 Book 1. It focuses on
thinking skills and reading strategies in the unit context. The lesson explicitly teaches a thinking skill and a
reading strategy. Students identify key information, organize ideas, make evidence-based inferences, and
transfer the strategy to a new text or task.
II. Learning Objectives
Core Competencies
Language Ability: Read topic-related texts, identify main ideas and supporting details, and use the target
reading strategy to understand and organize information.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to art forms, aesthetic
appreciation, and Chinese cultural heritage; connect language learning with real life, Chinese culture, and wider
global contexts when appropriate.
Thinking Quality: Apply the featured thinking skill to classify, compare, infer, visualize, summarize, or
evaluate information on the basis of textual evidence.
Learning Ability: Use graphic organizers, annotation, key-word marking, and peer checking to make reading
more efficient and independent.
III. Key and Difficult Points
Key point: understanding and applying the featured thinking skill and reading strategy to the textbook texts.
Difficult point: transferring the strategy to a new text and explaining answers with clear textual evidence.
IV. Teaching Procedures an
Teaching Step Learning Activities d Assessment Design Rationale
1. Show a picture of mixed musiAcail
instruments (violin, drum, piano, trumpet) Observe participation, Activate prior
and ask: “How can we organize these prior knowledge, and knowledge, create aStep 1: Lead-in instruments clearly ” 2. Introduce the willingness to respond; meaningful context, and
topic: “Today we’ll learn to classify details use quick oral checks establish a clear
and draw conclusions from texts about art.” to identify readiness. purpose for learning.
1. Activity 1: Read the text about musical
instruments,underline key information
（string, beat, keyboard, wind）,then
complete the classification chart
（violin→string; drum→beat）; 2. Pair Monitor participation Support gradual
Step 2: Thinking work: Explain classification logic（e.g., and task completion,
movement from
Skills: Classifying “String instruments make sound with focusing on accuracy,
understanding to
Details strings”）; 3. Activity 2: Read the text strategy use, and the
application while
keeping the unit theme
about “What is music ”,classify details into quality of language meaningful and
“language, tool of showing feelings, output. coherent.
medium”,fill in the chart; 4. Activity 3:
Discuss benefits of music based on
classification（e.g., “As a language, music
helps communication”）.
1. Activity 1: Read about Mei Lanfang’s
eye training,analyze the example: “What
you read（watched pigeons）+ What you Monitor task accuracy Support gradual
know（he was a great artist）→ movement from
Step 3: Reading and evidence use; understanding to
Strategies: Drawing Conclusion（training helped）”; 2. check whether students
Conclusions Activity 2: Read more about Mei identify key
application while
Lanfang,fill in blanks: “What you read information and apply keeping the unit theme
practiced lines repeatedly + What you the target strategy. meaningful and（ ） coherent.
know（Practice makes perfect）→
Conclusion（he remembered lines through
hard work）”; 3. Activity 3: Read about Qi
Baishi,underline key sentence（“visited
famous painters”）,then infer: “What you
know（learning from others is important）
→ Conclusion（Qi learned from other
painters）”; 4. Group work: Share how
they drew conclusions,summarize steps.
1. Think & Share: “Classify your favorite
art forms（e.g., painting, dance）and draw Assess accuracy, Transfer input into
a conclusion about why they are popular”; fluency, relevance, and purposeful output and
Step 4: Integrated 2. Example: “Classification: visual art interaction using a promote interaction,
Practice （painting）, performing art（dance）→ short checklist; reasoning, and
Conclusion: They are popular because they encourage peer and communicative
meet different needs（seeing vs. self-assessment. confidence.
moving）”.
Use exit questions or a
1. Summary: Review steps of classifying quick recap to confirm Consolidate key
details（find categories→group details） the lesson objectives learning, support self-Step 5: Summary and drawing conclusions（text info + prior and identify points reflection, and extendpractice beyond the
knowledge→inference）; 2. requiring follow-up
practice. classroom.
V. Blackboard Design
Unit 2: The World of Art
Lesson Focus: thinking skills and reading strategies in the unit context
Reading Path: Predict -> Read for Gist -> Read for Evidence: key words + supporting details ->
Details -> Apply Strategy -> Discuss connclusion / summarya
VI. Differentiated Homework id
Level 1 - Basic Practice: Word dictation: memorize aAnd write the key words and expressions from this lesson.
Review the class notes and complete the basic textbook or workbook exercises.
Level 2 - Consolidation: Reread the text, complete a graphic organizer, and write a three-sentence summary
using key evidence from the passage.
Level 3 - Extension: Find or read a short related text about thinking skills and reading strategies in the unit
context and apply the same reading strategy. Write three useful findings or questions.
VII. Teaching Reflection
Students participated actively and generally achieved the lesson objectives. The staged activities supported
understanding, practice, and meaningful use of the target language. Some learners still needed help with
accuracy and independent expression. Next time, I will provide clearer scaffolds, more peer feedback, and
additional differentiated practice.
Lesson 4 Theme Reading
I. Material Analysis
This lesson is part of Unit 2, The World of Art, in the current Ren'ai Edition Grade 8 Book 1. It focuses on a
theme-based reading connected with art forms, aesthetic appreciation, and Chinese cultural heritage. The text
provides rich language input and a meaningful cultural or scientific context. Students read for gist and detail,
analyze structure and evidence, discuss values or significance, and connect the text with the unit theme.
II. Learning Objectives
Core Competencies
Language Ability: Understand the theme text, acquire key words and expressions, locate important details, and
retell or discuss the text with evidence.
Cultural Awareness: Develop respect, responsibility, and an informed perspective related to art forms, aesthetic
appreciation, and Chinese cultural heritage; connect language learning with real life, Chinese culture, and wider
global contexts when appropriate.
Thinking Quality: Analyze the text's sequence, cause-and-effect relationships, comparisons, or viewpoints;
support conclusions with details from the text.
Learning Ability: Use skimming, scanning, annotation, context clues, and structured notes to handle a longer
reading text.
III. Key and Difficult Points
Key point: understanding the theme text about a theme-based reading connected with art forms, aesthetic
appreciation, and Chinese cultural heritage and identifying its main ideas, structure, and key details.
Difficult point: integrating scattered details, making reasonanble inferences, and discussing the text's deepersignificance.
da
IV. Teaching Procedures Ai
Teaching Step Learning Activities Assessment Design Rationale
1. Show a high-definition picture of
Along the River During the Qingming
Festival,zoom in on details（bridge, Observe participation, Activate prior
ships, shops and ask: “What do you see prior knowledge, and knowledge, create aStep 1: Lead-in ） willingness to respond; meaningful context, and
What period of history might this be ” 2. use quick oral checks to establish a clear purpose
Introduce the topic: “Today we’ll read identify readiness. for learning.
about this great Chinese painting and
explore its stories.”
1. Review exclamatory sentences: Present
pictures of art works,ask students to make Check vocabulary or
sentences with “What a...!”“How...! ” background knowledge Build linguistic and
（e.g., “What a beautiful painting! ”）; 2. through matching, conceptual scaffolding
Step 2: Pre-reading Teach key vocabulary illustrated with prediction, or short so students can approach
pictures: “gate tower”“tomb-sweeping responses; give the main task with lower
Day”“goods” . Make sure students immediate corrective cognitive load.
understand the terms associated with the feedback.
painting.
1. Activity 1: Complete exclamatory
sentences about the painting（e.g.,
“______ a huge gate tower it is! →
What”）,check answers and explain the Monitor task accuracy Provide staged input and
difference between “What” and “How”; and evidence use; check guided processing so
Step 3: While-reading 2. Fast reading: Find basic information whether students students can move from
title, dynasty, festival to answer identify key overall understanding to（ ） information and apply accurate detail
Activity 4 Q1-3; 3. Careful reading: - the target strategy. comprehension.
Activity 2: Draw a conclusion about the
painting’s value（“It shows the colorful
daily life of different people in the
Northern Song Dynasty”）; - Activity 3:
Complete the detail-classification chart
（workers: pulling a boat, shouting work
songs; tourists: chatting, drinking;
businessmen: going in/out through the
gate）.
1. Activity 4 Q4: Discuss in pairs: “What
do you think of the painting Why ”
（e.g., “It’s great because it shows
ancient life clearly”）; 2. Activity 5: Fill Assess accuracy, Transfer input into
in blanks with phrases（shout out, all fluency, relevance, and purposeful output and
Step 4: Post-reading kinds of, over there, such as）,then make interaction using a short promote interaction,
new sentences with these phrases（e.g., checklist; encourage reasoning, and
“Shops sell all kinds of toys, such as dolls peer and self-

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