【新教材】译林版（2024）八年级上册英语Unit 3 To be a good learner单元课时教案

第第页【新教材】译林版（2024）八年级上册英语Unit3Tobeagoodlearner单元课时教案单元整体教学设计单元主题本单元主题为“Tobeagoodlearner”（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BenjaminFranklin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。Welcometotheunit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BenjaminFranklin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。WordPower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IntegrationA-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IntegrationD，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。Furtherstudy推荐观看电影“AkeelahandtheBee”，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】teachoneself,readalot,borrowbooks,stayuplate,carryapenandpaperwritedownusefulsentences,focusonlearningsentences,putoneselfinthelanguageenvironment【表达学习建议】spendasmuchtimeaspossibledoing...trytouseEnglishindailylifestartbyreadingeasytextsandslowlymoveontomoredifficultonesdon’thavetounderstandeveryword【描述进步与比较】learnfasterthan...,workharderthan...,readthefastestamong...morequickly,morecarefully,better,worse【使用反身代词】teachmyself,enjoymyself,learnbyoneself,setgoalsforourselves【表达对学习的看法】Itisimportanttospendasmuchtimeaspossible...Itishardtolearnanewlanguage,butifwedoitrightway,itwillbealoteasier.Theloveoflearningisasimportantinstudyingasbreathingisinrunning.【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。Welcometotheunit图片、谚语、对话阅读BenjaminFranklin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&WordPower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。IntegrationA-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。IntegrationD调查问卷、范文、写作板块教学设计Welcometotheunit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。PartA为四条关于学习的经典谚语匹配活动：（1）Giveamanafish...（授人以渔）、（2）Ajourneyofathousandmiles...（千里之行）、（3）Studyingislikerowingaboat...（学如逆水行舟）、（4）Toreachagoal...（迈出第一步），每条谚语配有三个释义选项。PartB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strongdrivetolearn、goodteacher、goodstudyskills、studyplan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。PartB对话示范了如何用英语就学习方法表达观点（Icouldn’tagreemore等），为单元后续学习奠定话题和语言基础。方式和方法：PartA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。PartB为非正式课堂讨论语体，运用Forme,onethingis...、Iagree、That‘sright、Icouldn’tagreemore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Period1:WelcometotheunitTopic:LearningtolearnLearningobjectivesBytheendofthisperiod,studentswillbeableto:UnderstandfourChinesesayingsaboutlearningandmatchthemwiththeirmeanings.Usethetargetexpressionstodiscusswhatisimportantforsuccessfullearning.Reflectontheirownlearninghabitsandidentifyareasforimprovement.TeachingfocusUnderstandingthemeaningofthefoursayingsaboutlearning.Usingthedialoguemodeltoexpressopinionsaboutsuccessfullearning.TeachingdifficultyUnderstandingthemetaphoricalmeaningsofthesayings(e.g.,“rowingagainstmovingwater”).Expressingpersonalopinionswithappropriateexpressionsofagreement.TeachingproceduresRevisionLead-inActivity1:“Whatdoesthispicturetellus?”Theteachershowsthreepictures(notext):(1)Apersonfishingwithafishingrod,andanotherpersonbeinggivenafish.(2)Apersonstandingatthestartofalongroad.(3)Apersonrowingaboatagainststrongwatercurrents.Studentsworkinpairsanddiscuss:“Whatdothesepicturestellusaboutlearning?”Studentssharetheirideas.Theteacherthenintroduces:“TheseideascomefromancientChinesesayings.Let‘sseehowtheyareexpressedinEnglish.”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。Ifstudentsstrugglewithinterpretation,theteachercanguidethemwithquestions:“Whatisthedifferencebetweengettingafishandlearningtofish?Whichonehelpsyoumoreinthelongrun?”PresentationActivity2:Sayingmatch-upchallenge.Studentsreadthefoursayingsandthethreemeaningsforeach.Theyworkinpairstomatcheachproverbwithitscorrectmeaning.Aftermatching,eachpairsharestheiranswerforoneproverbandexplainsitsmeaningintheirownwords.Theteacherconfirmscorrectanswersandclarifiesanymisunderstandings.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。Activity3:Listeningtoopinions.StudentslistentothePartBdialoguebetweenMillie,Daniel,SimonandSandy.Theyidentify:“Whatdoeseachpersonthinkisimportantforsuccessfullearning?”(Daniel—drivetolearn;Millie—agoodteacher;Simon—goodstudyskills;Sandy—astudyplan).Theteacherhighlightskeyexpressions:“Forme,onethingis...”,“Iagree.”,“That’sright.”,“Icouldn‘tagreemore.”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。Ifstudentshavedifficultywithmetaphoricalmeanings,theteachercanprovidesimplescenarioexamples(e.g.,“Ifyourfriendalwayshelpsyouwithmath,butneverteachesyouhow,whatdoesthesayingtellus?”)tobridgeunderstanding.PracticeActivity4:Pairdiscussion—“Whathelpsyoulearnbetter?”Studentsworkinpairsanddiscuss:“Whatdoyouthinkisthemostimportantthingforsuccessfullearning?Why?”Theyusethesentencepatternsfromthedialogue.Theteacherprovidesadditionalpromptsontheboard:“perseverance”,“practice”,“curiosity”,“goodlearningenvironment”,“supportfromfamily”.Afterdiscussion,3-4pairssharetheiropinionswiththeclass.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。Ifstudentsareunsurehowtoexpandtheirideas,theteachercanmodeloneexample:“Forme,oneimportantthingispractice.Becausethemoreyoupractise,thebetteryoubecome.Forexample,IpractiseEnglishspeakingeveryday.”Thenencouragestudentstogivetheirownexamples.ProductionActivity5:Reflectionranking.Studentsrankthefourelementsmentionedinthedialogue(drivetolearn,goodteacher,goodstudyskills,studyplan)inorderofimportancetothempersonally.Theywriteashortparagraph(3-4sentences)explainingtheirchoice.Thentheysharewithapartnerandcomparerankings.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。SummaryTheteacherasks:“Whatsayingsdidwelearntoday?Whatdotheytellusaboutlearning?”Studentssharebriefly.Theteacherconcludes:“Learningisalifelongjourney.Themostimportantthingisnotjusttolearn,buttolearnhowtolearn.”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。HomeworkBasic:ReadthePartBdialoguealoud3times.Finishtheexercisesintheworkbook.Extended:Asktwofamilymembers“Whatdoyouthinkisthemostimportantthingforsuccessfullearning?”Writedowntheiranswersandbringthemtothenextclass.BlackboarddesignUnit3TobeagoodlearnerWelcometotheunit：LearningtolearnSayingsaboutlearning:Teachamantofish→learningskillsisbetterthangettinghelpAjourneyofathousandmiles→startwiththefirststepRowingagainstwater→keepmovingforward,orfallbehindReachagoal→takethefirststepImportantforlearning:drive+goodteacher+studyskills+studyplanExpressingopinions:Forme,onethingis...Iagree./That’sright./Icouldn‘tagreemore.教学反思Activity4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“Ithink...because...Forexample...”），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BenjaminFranklin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BenjaminFranklin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（fromayoungage,attheageof10,whileworking,in1752,inhislateryears）。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)】Period2:Reading(1)Topic:AloveoflearningLearningobjectivesBytheendofthisperiod,studentswillbeableto:ExtractkeyinformationaboutBenjaminFranklin‘slifeandlearningfromthearticleandcompletetheparagraphsummaries.Useskimmingandscanningskillstolocatespecificinformationandanswercomprehensionquestions.UnderstandthequalitiesthatmadeFranklinalifelonglearnerandidentifyvaluablelearninghabits.TeachingfocusExtractingkeyinformationandcompletingtheparagraphsummaries.Understandingthequalitiesofalifelonglearner.TeachingdifficultyUnderstandingthesequenceofeventsinFranklin’slifeandconnectingthemtohislearningjourney.Inferringpersonalqualitiesfrombiographicaldetails.TeachingproceduresRevisionLead-inActivity1:“Isschooltheonlywaytobecomegreat?”Theteacherwritestwoquestionsontheboard:(1)“Howmanyyearsofeducationdoyouneedtobecomeagreatperson?”(2)“Canyoubecomegreatifyouonlyhavetwoyearsofschooling?”Studentsraisetheirhandstovoteoneachquestion.Theteacherthensays:“Todaywe‘llreadaboutamanwhobecameoneofthemostfamouspeopleinhistory—withonlyTWOyearsofformaleducation.Let’sfindouthowhedidit.”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。Ifmoststudentsvote“No,”theteachercanrespondwith“Let‘sseeifyouchangeyourmindafterreading!”Pre-readingActivity2:Vocabularypicture-predict.Theteacherpresentskeyvocabularywithimagesandsimpledefinitions:“printer”,“apprentice”,“bookseller”,“lightning”,“invention”,“discovery”.Studentsmatcheachwordtoitspictureordefinition.Thenstudentspredict:“Whatdoyouthinkthismandidwhenhewasyoung?Howdidhelearn?”Theteacherwritespredictionsontheboardtorevisitafterreading.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-readingActivity3:Skimforstructure—“Matchtheparagraphwithitsmainidea.”Studentsskimthearticlequicklyandcompletethetextbookexercisematchingeachparagraphwithitsmainidea.Theteacherguidesstudentstonoticethe“总—分—总”structure:Introduction→Lifeevents(timeorder)→Conclusion.Studentsworkindividually,thencheckinpairs.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。Activity4:Scanfordetails—“Franklin‘slifejourney.”Studentsscanthearticleandcompletethetextbookparagraphsummaries.ThentheyworkinpairstocreateasimplevisualtimelineofFranklin’slife,usingthefollowingkeyphrases:“age10—leftschool”,“startedworkingasanapprentice”,“taughthimselfbyreading”,“borrowedbooksandstayeduplate”,“studiedstormsandlightning”,“inventedusefulthings”,“servedasastatesman”.Theteacherprovidesatimelinetemplatewithsomegapsfilledin,andstudentsfillinthemissingevents.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。Activity5:Readanddiscuss—“WhatmadeFranklinagreatlearner?”Studentsreadthearticleagainandanswerthetextbookquestions.Theteacherfocusesthediscussiononthedeeperquestions:“WhatqualitiesdoyouthinkFranklinhad?”and“Franklinletpeopleusehisinventionsforfree.Whatdoyouthinkofthis?”Studentsdiscussinpairs,thensharewiththeclass.Theteacherwritesstudent-generatedqualitywordsontheboard.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。Ifstudentsstrugglewiththetimeline,theteachercanwritethetimemarkers(fromayoungage→attheageof10→whileworking→in1752→inhislateryears)asaguide,andaskstudentstomatcheachtimemarkerwiththecorrespondingevent.Post-readingActivity6:“LearningtipsfromFranklin.”Studentsworkinpairstoextract“learningtips”fromFranklin‘sstory.Eachtipshouldfollowthepattern:“Franklinlearned/studiedby______.”Studentssharetheirtips:“Franklinlearnedbyreadingalot.”“Franklinlearnedbyteachinghimself.”“Franklinstudiedbyobservingnature.”Theteacheradds:“WhatcanyoulearnfromFranklin?”Studentsreflectindividuallyandshare.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。SummaryTheteacherasks:“Withonlytwoyearsofeducation,howdidFranklinbecomeagreatman?”Studentssummarize:“Hetaughthimselfbyreadingalot.Heneverstoppedlearning.”Theteacherconcludes:“Learningdoesn’tstopwhenschoolstops.Reallearningisalifelongjourney.”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。HomeworkBasic:Readthearticlealoud2times.Completetheparagraphsummariesifnotfinishedinclass.Finishthereadingcomprehensionexercisesintheworkbook.Extended:Write3sentencesaboutonequalityFranklinhadandwhyitisimportantforlearning.BlackboarddesignUnit3TobeagoodlearnerReading(Period1):AloveoflearningBenjaminFranklin:alifelonglearnerHislearningjourney(timeline):age10→leftschoolasapprentice→taughthimselfbyreading(borrowedbooks,stayeduplate)later→studiedstormsandlightning→discoverieslater→inventedusefulthings(nopatents)later→statesman→contributedtotheworldHislearningtips:Readalot.Teachyourself.Observeanddiscover.Neverstoplearning.Keyqualities:curious,hard-working,determined,creative,generous教学反思【Reading(1)】Activity4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。Activity5的开放性问题（“Franklinletpeopleusehisinventionsforfree.Whatdoyouthinkofthis?”）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)】Period3:Reading(2)Topic:AloveoflearningLearningobjectivesBytheendofthisperiod,studentswillbeableto:Analysethestructureofthebiographyandidentifywritingtechniques.Usekeyvocabularyandsentencepatternstodescribealearner‘sjourney.ApplylessonsfromFranklin’sstorytotheirownlearning.TeachingfocusAnalysingthestructureofthebiography(chronologicalorder).Usingthetargetvocabularytodescribelearningexperiences.TeachingdifficultyUsingpasttenseandtimemarkerstonarratealearningjourney.TransferringthelessonsfromFranklin‘sstorytopersonallearningcontexts.TeachingproceduresRevisionLead-inActivity1:“Whichqualitymattersmost?”—Gallerywalk.Theteacherpostsfourqualitiesondifferentwalls:“Curiosity”,“Hardwork”,“Creativity”,“Generosity”.Studentsstandupandwalktothequalitytheythinkmattersmostforlearning.Studentsateachpostersharewhytheychoseit.Theteacherinvitesrepresentativesfromeachqualitygrouptosharewiththewholeclass.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。PresentationActivity2:Structureanalysis—“Howisagoodbiographyorganized?”Studentsre-readthearticleandidentifythestructure:Introduction(whoFranklinis)→Earlylifeandlearning→Studiesanddiscoveries→Inventions→Laterlifeandcontributions→Conclusion.Theteacherasks:“Whatorderdoesthewriteruse?”(Timeorder/chronological.)“Howdoesthewritermakeitinteresting?”(Bygivingspecificdetailsandexamples.)Theteacherwritesthestructureontheboard.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。Activity3:Languagefocus—“Timemarkersthattellastory.”Theteacherwriteskeytimemarkersfromthearticleontheboard:“fromayoungage”,“attheageof10”,“whileworking”,“in1752”,“inhislateryears”.Studentsfindsentenceswiththesemarkersandidentifytheverbs(allinpasttense).Theteacherasks:“Whydoesthewriterusethepasttensehere?”(Becauseit‘saboutahistoricalfigure.)Theteacherthenasks:“Ifyouweretellingyourownlearningstory,whattimemarkerscouldyouuse?”Studentssuggest:“whenIwas...”,“attheageof...”,“inprimaryschool”,“lastyear”.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。PracticeActivity4:Sentencecompletion—“Franklin’slearningjourney.”StudentscompleteaclozepassageaboutFranklinusingthecorrectpast-tenseforms.Theyworkindividually,thencheckinpairs.Theteachercheckswiththewholeclass.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。Activity5:“FromFranklin‘sjourneytomyjourney.”Studentscompleteashortreflectioninpairs:“Franklinlearnedby______.”“Icanlearnby______.”“OnethingIcandobetteris______.”Theysharetheirreflectionswithanotherpair.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。ProductionActivity6:Mini-writing—“Mylearningjourney.”Studentswriteashortparagraph(5-6sentences)abouttheirownlearningjourneyinonesubject.Theyshouldinclude:whentheystarted,whattheydidtolearn,challengestheyfaced,howtheyovercamethem,andwhattheyachieved.Theyshoulduseatleastthreepast-tensetimemarkersandonevocabularywordfromthearticle.Theteacherwalksaroundandprovidesindividualhelp.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。Ifstudentsstrugglewithwriting,providesentencestarters:“Istartedlearning...when.../Atfirst,Ifounditdifficultbecause.../Ididn’tgiveup.I.../NowIcan...”SummaryTheteacherasks:“WhatcanwelearnfromBenjaminFranklin?”Studentssharetakeaways.Theteacherconcludes:“BenjaminFranklinshowsusthatlearningisnotaboutwhereyoustart,butaboutneverstopping.Everyoneofuscanbealifelonglearner.”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。HomeworkBasic:Reviseyourlearningstoryandwriteacleancopy.Finishthevocabularyandgrammarexercisesintheworkbook.Extended:Researchanotherfamouslearner(e.g.,HelenKeller,AlbertEinstein)andwrite3sentencesabouthowtheylearned.BlackboarddesignUnit3Tobeagoodlearner(ReadingPeriod2)Biographystructure:Introduction→Earlylife→Studies→Inventions→Laterlife→Conclusion(Timeorder/chronological)Timemarkers:fromayoungage/attheageof.../whileworking/in[year]/inhislateryearsKeylearningfromFranklin:Startwhereyouare.Neverstoplearning.Pasttense:taught,borrowed,stayed,studied,discovered,invented,let教学反思【Reading(2)】Activity6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

&WordPower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→moreactively→mostactively）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。WordPower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“enjoymyself”“teachoneself”“setgoalsforourselves”等与学习相关的表达，实现了语法学习与主题表达的融合。WordPower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。WordPower以表格和语篇填空形式呈现。教学设计Period4:Grammar&WordPowerTopic:Comparativeandsuperlativeadverbs&Reflexivepronouns&Thesuffixes-er,-orand-istLearningobjectivesBytheendofthisperiod,studentswillbeableto:Discoverandsummarizetheformationrulesofcomparativeandsuperlativeadverbs(regularandirregularforms).Understandandusereflexivepronouns(myself,yourself,himself,herself,itself,ourselves,yourselves,themselves)incontext.Understandthesuffixes-er,-or,-istandusethemtoformnounsforpeoplewhodospecificjobsoractivities.TeachingfocusMasteringtheformationrulesofcomparativeandsuperlativeadverbs.Understandingandusingreflexivepronounscorrectly.Usingsuffixes-er,-or,-isttoformnouns.TeachingdifficultyDistinguishingbetweenadverbsandadjectivesincomparativeforms.Usingthecorrectreflexivepronountomatchthesubject.Choosingthecorrectsuffix(-er,-or,or-ist)fordifferentbasewords.TeachingproceduresRevisionLead-inActivity1:“Whoisthefastestreader?”—Classpoll.Theteacherasks:“Whoreadsfast?Whoreadsfaster?Whoreadsthefastestinourclass?”Studentsnominateclassmates.Theteacherwritesthefindingsontheboardinsentenceform:“______readsfast.______readsfasterthan______.______readsthefastestinourclass.”Theteacherthenasks:“Whatkindofwordisfast/faster/fastest?”(Adverbs.)Theteachersays:“Todaywewilllearnhowtocompareactions.”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。PresentationActivity2:“Learningtocompareactions.”StudentsreadthesentencesinGrammarA.Theteacherasks:“Findthesentenceswithfaster,fastest,morequickly,mostquickly,better,best.”StudentsidentifythemandcompletetheWorkoutrulesandtheformationtable.Theteacherexplainsthethreetypes:Shortadverbs:add-er/-est(fast→faster→fastest,hard→harder→hardest)Longadverbs:usemore/most(quickly→morequickly→mostquickly)Irregular:changetheword(well→better→best,badly→worse→worst)StudentscompletethepracticesentencesinPartA.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。Activity4:“Learningaboutmyselfandothers.”StudentsreadthetextinGrammarB.Theteacherasks:“Findthereflexivepronouns.”Studentsidentify:“myself,yourself,ourselves.”Theteacherpresentsthefulltable:Singular:myself/yourself/himself/herself/itselfPlural:ourselves/yourselves/themselvesStudentswriteashorttextaboutalearningexperienceusingreflexivepronouns.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。Activity5:“Whodoesthejob?”—WordPowersuffixes-er,-or,-ist.StudentsreadtheWordPowertableandexamples.Theteacherexplains:“-erisformanyjobs/activities(printer,writer,teacher),-orisforsomejobs(inventor,actor),-istisforskillsorinterests(tourist,scientist,artist).”Studentscompletethetransformationexerciseandthetextabout“slash”.Theycheckinpairs.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。Ifstudentsconfuseadverbswithadjectives,theteachercanremindthem:“Adverbsdescribeactions—howyoudosomething.Adjectivesdescribenouns—whatsomethingislike.Fastcanbeboth:‘Sheisafastreader.’(adj.)vs‘Shereadsfast.’(adv.).”fstudentsconfuse“yourself”and“yourselves,”remindthemthat“yourselves”isplural(talkingtomorethanoneperson).PracticeActivity5:Controlledpractice—completingthesentences(GrammarA).StudentscompletethesentencesinPartAindividually,fillingintheblankswiththecorrectformsoftheadverbs(fast,actively,hard).Theycheckinpairs.Theteachercheckswiththewholeclass.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。Activity6:Controlledpractice—describinggroupperformance(GrammarB).StudentsworkinpairsandcompletePartB—writingatleastthreesentencesdescribinghowtheyandtheirgroupmembersperformedduringagroupactivity,usingcomparativeandsuperlativeadverbs.Theysharewithapartner.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。Activity7:Semi-controlledpractice—reflexivepronounsincontext.Studentswriteashorttextaboutalearningexperienceusingreflexivepronouns.Theycanwriteabout:“Howdoyouteachyourselfsomethingnew?”or“Whatdoyoudotoenjoyyourselfwhilelearning?”Theyworkindividually,thensharewithapartner.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。Activity8:Controlledpractice—completingthe‘slash’text(WordPower).StudentscompleteMrWu‘sexplanationabout“slash”usingthecorrectformsofthewordsinbrackets(design,sing,dance,biology,photograph,write).Theycheckinpairsandreadaloud.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。Ifstudentsstruggletogenerateideas,theteachercanprovidesentencestarters:“WhenIlearnEnglishbymyself,I.../IoftenenjoymyselfwhenI.../Isetgoalsformyself...”ProductionActivity9:“Thebestlearnerinourgroup.”Studentsworkingroupsoffour.Theydiscussandwriteashortparagraphabout“Whoisthebestlearnerinourgroup?”using:comparativeandsuperlativeadverbs(fast,hard,actively,carefully,etc.)reflexivepronouns(ourselves,myself,yourself,etc.)Theyshouldinclude:wholearnsthefastest,whoworksthehardest,whoimprovesthemost,andhowtheypushthemselves.Eachgrouppresentstheirparagraphtotheclass.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。Ifgroupsfinishearly,encouragethemtoaddonemoresentenceabouthowtheyencouragethemselvestolearnbetterusingareflexivepronoun.Ifgroupsstruggle,provideasentenceframe:“Inourgroup,______learnsthefastestbecause...______worksthehardest.Wealwaysencourageourselvesto...”Summary

Theteacherasksquickquestions:“Howdoweformcomparativesofshortadverbs?Howdoweformcomparativesoflongadverbs?Whataretheirregularadverbs?Whatreflexivepronoundoweusewith‘he’?With‘we’?Whatsuffixdoweuseforapersonwhoinventsthings?Forapersonwhoplaysthepiano?”Studentsanswerquickly.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。HomeworkBasic:Finishthegrammarexercisesintheworkbook(comparative/superlativeadverbsandreflexivepronouns).CompletetheWordPowertransformationexerciseifnotfinishedinclass.Extended:Write3sentencescomparingyourlearningperformancewithaclassmate‘s,usingcomparative/superlativeadverb