Unit 4 全单元教学设计-译林版初中英语八年级下册（新教材）

这是一份Unit 4 全单元教学设计-译林版初中英语八年级下册（新教材），共10页。
Unit 4 A good read课时 1 Welcome to the unit 一、教学目标1.学生能够掌握 fiction、non-fiction 等核心词汇；区分虚构类和非虚构类书籍的特征；理解并运用谈论阅读偏好的日常表达。2.学生能够完成关于书籍类型的信息表格；能与同伴进行对话，交流个人的阅读喜好及原因。3.激发学生对不同类型书籍的阅读兴趣，引导学生认识到阅读的多样性价值。二、教学重难点教学重点：区分 fiction 和 non-fiction 的核心特征；运用核心句型谈论阅读偏好，如Are you reading anything good at the moment?/I like reading.../Is it worth reading?。教学难点：准确使用词汇和句型描述不同书籍类型的特点；自然地与同伴进行阅读偏好的口语交流。三、教学过程教学反思：Unit 4 A good read课时 2 Reading 一、教学目标学生能够掌握 crash, tie, manage, break free 等阅读核心词汇和短语；理解《格列佛游记》小人国选段的主要内容；了解小说的基本要素（character, plot, setting, dialogue）。学生能够完成 “story mountain” 的信息填写；能根据阅读文本回答细节问题；能简单预测故事的后续发展。培养学生的英语阅读策略（略读、寻读）；激发学生对经典英文小说的阅读兴趣；引导学生学习格列佛面对困境的应变能力。二、教学重难点教学重点：掌握阅读核心词汇和短语；理解选段的情节发展；完成 “story mountain” 和细节问题的作答。教学难点：运用寻读策略快速定位文本信息；理解长难句的含义；结合文本合理预测故事后续发展。三、教学过程教学反思：Unit 4 A good read课时 3 Grammar一、教学目标学生能够掌握疑问词 + 动词不定式的四种结构及用法；掌握情态动词 must/have to 的不同用法、否定形式及时态变化；能正确运用两种语法结构完成句式练习。学生能够区分疑问词 + 动词不定式的不同使用场景；能准确使用 must/have to 表达 “必须”“不必”“禁止”；能在具体语境中综合运用两种语法。培养学生在语法学习中发现规律、总结规律的能力；引导学生在实际生活中正确运用语法表达需求和规则。二、教学重难点教学重点：疑问词 + 动词不定式的四种结构（Adj + 疑问词 + to-do；V + 疑问词 + to-do；V + 宾语 + 疑问词 + to-do；V + 疑问词 + n+to-do）；must/have to 的用法区别及否定形式。教学难点：疑问词 why 不能与动词不定式连用的特殊规则；在具体语境中正确选择 must 或 have to；综合运用两种语法结构进行造句和对话。三、教学过程教学反思：Unit 4 A good read课时 4 Integration一、教学目标学生能够掌握 recommend, publish, translate, copyright, pirated 等核心词汇；了解不同类型书籍的推荐表达；掌握书籍推荐和图书馆借书的核心句型。学生能够匹配学生与所读书籍的类型和名称；完成关于《哈利・波特》系列的信息填空；能与同伴进行书籍推荐和图书馆借书的角色扮演；能回答关于版权保护的相关问题。培养学生的书籍推荐能力，激发学生分享阅读的兴趣；引导学生树立版权保护意识，拒绝盗版书籍。二、教学重难点教学重点：掌握书籍推荐和图书馆借书的核心句型；完成相关听力和填空练习；理解版权保护的重要性。教学难点：自然地运用核心句型进行书籍推荐和借书的角色扮演；用简单的英语表达对版权保护的看法和做法。三、教学过程教学反思：Unit 4 A good read课时 5 Assessment & Reading journal writing & Further study一、教学目标学生能够系统回顾本单元的核心词汇、句型和语法；掌握阅读日志（reading journal）的写作结构和常用表达。学生能够完成本单元的自我评估和同伴评估；能模仿范文写一篇完整的阅读日志；能初步了解鲁迅及其作品。培养学生的自我反思和评估能力；让学生养成记录阅读收获的习惯；引导学生关注中外经典文学作品，提升文学素养。二、教学重难点教学重点：系统回顾本单元知识点；掌握阅读日志的写作结构（title, writer, type, main characters, summary, my opinion）和常用表达；完成自我和同伴评估。教学难点：用简洁、准确的英语写阅读日志的故事梗概和个人观点；将本单元的语言知识综合运用在写作中。三、教学过程教学反思：Step 1 Warm-up (5 mins)Greet the students and start a free talk: Do you like reading? What books do you usually read after class?Show pictures of different books (novels, history books, science books) on the screen, ask students to name them and share their impressions of these books.Introduce the topic of this unit: Today we will talk about different types of books and our reading preferences.Step 2 Presentation (15 mins)Play the audio about the introduction of fiction and non-fiction, ask students to listen carefully and fill in the blanks in the table on Page 48.Check the answers with the whole class, then explain the key words and phrases: made-up, real stories, record events, for fun, learn about etc.Ask students to look at the four book pictures (The Time Machine, 钢铁是怎样炼成的，中华文明，深潜) and write "Fiction" or "Non-fiction" under each of them, invite some students to share their answers and reasons.Present the sample conversation between Millie and Daniel on Page 49, read the conversation with the students twice (teacher reads one part, students read the other), then explain the key sentences: I'm not a fan of.../The writer explores.../Is it worth reading?/You must check it out!Step 3 Practice (10 mins)Let students underline the key sentence patterns in the sample conversation and read them aloud in pairs.Give students some prompts (e.g. history books, novels, science books, travel books), ask them to practice the conversation in pairs, replacing the book types and names with their own ideas.Walk around the classroom, offer help to students who have difficulties in the conversation practice.Step 4 Production (10 mins)Organize a class activity: My Favorite Book Type . Ask students to work in pairs and talk about the question: What kind of book do you like to read, fiction or non-fiction? Why?Invite 3-4 pairs to perform their conversations in front of the class, give positive comments and simple corrections if necessary.Step 5 Summary & Homework (5 mins)1.Summarize the key points of this class: the differences between fiction and non-fiction, key sentence patterns for talking about reading preferences.Assign homework: ① Recite the key words and sentence patterns; ② Write a short passage (3-5 sentences) about your favorite book type and the reason; ③ Preview the Reading part.Step 1 Warm-up (5 mins)Greet the students and review the last class: What's the difference between fiction and non-fiction? What book type do you like best?Show the picture of Gulliver in Lilliput on Page 50, ask students two pre-reading questions: ① What do you think the story is about from the picture? ② Do you like to read books about travel? Why or why not?Introduce the background of Gulliver's Travels and the writer Jonathan Swift briefly.Step 2 Pre-reading (5 mins)Teach the core vocabulary and phrases of the reading part: crash against the rocks, tired out, tie...to..., manage to do, break free, a huge army of, come straight towards etc.Let students read the words and phrases aloud twice, then do a quick matching exercise (word - meaning) to check their mastery.Introduce the four elements of a novel (character, plot, setting, dialogue) on Page 51, explain their meanings simply.Step 3 While-reading (20 mins)Skimming: Ask students to read the excerpt quickly and get the main idea: What happened to Gulliver in the excerpt? Invite some students to share their answers.Scanning: Ask students to read the excerpt carefully and complete the "story mountain" on Page 52, then check the answers with the whole class, guide students to sort out the plot development (Beginning - Build-up - Climax - Resolution - Ending).Ask students to read the excerpt again and answer the 6 detail questions on Page 52, first discuss in pairs, then check the answers one by one, explain the difficult sentences in the text if necessary (e.g. By the time I finally felt the land under my feet, I was tired out.).Step 4 Post-reading (10 mins)Organize a group discussion: ① How do you think Gulliver felt when he saw the small men? ② What do you think of Gulliver? Ask each group to choose a spokesperson to share their ideas.Let students read Millie's story about Gulliver's next experience on Page 53, fill in the blanks with the correct forms of the given words and phrases, check the answers together.Ask students to think about the questions on Page 53, share their answers with their classmates, focus on Do you think Gulliver could get away from the tiny men? Why or why not?Step 5 Summary & Homework (5 mins)Summarize the key points: core vocabulary and phrases, the plot of Gulliver in Lilliput, reading strategies (skimming and scanning).Assign homework: ① Recite the core vocabulary and phrases; ② Retell the excerpt of Gulliver in Lilliput in 5-8 sentences; ③ Write a short passage (about 50 words) to predict what will happen to Gulliver next; ④ Preview the Grammar part.Step 1 Warm-up (5 mins)Greet the students and review the reading part: Retell what happened to Gulliver in Lilliput in one sentence.Lead in the grammar topic with sentences from the reading part: Gulliver did not know what to say either./I must run away from them. Ask students to pay attention to the underlined parts, introduce the two grammar points of this class.Step 2 Presentation & Practice (25 mins)Part 1 Question words + to-infinitivesShow the four groups of sentences on Page 54, ask students to read them carefully and match each group with the correct structure (a, b, c, d).Check the answers and guide students to summarize the usage rules: ① We can use a question word with a to-infinitive after a verb or an adjective; ② We can use a verb and an object before a question word; ③ We can use a noun after what, which, whose, how many and how much; ④ All question words can be used except why.Do the exercise on Page 54: Ask students to complete Mr Wu's words with the correct question words, check the answers together and explain the choices.Do the conversation exercise on Page 55: Let students complete Amy and Simon's chat with correct question words and to-infinitives, then read the conversation in pairs.Part 2 Using must and have toShow the text on Page 55, ask students to read it and underline the sentences with must/have to, then guide students to summarize the usage rules:1)must: the speaker feels something is necessary (subjective); mustn't: something is not allowed.2)have to: the situation makes something necessary (objective); don't have to: something is not necessary.3)Introduce the tense changes and negative forms of have to (has to, had to, will have to; don't/doesn't/didn't have to).Do the exercise B1 on Page 56: Ask students to complete the library rules script with must (not) and (do not) have to, check the answers and let students read the script aloud.Step 3 Production (10 mins)Activity 1: Ask students to write five sentences about a book they have read recently, using question words + to-infinitives (as required on Page 55), then share their sentences with their deskmates.Activity 2: Organize a group work - Make Class Rules. Ask students to work in groups of 4, make 5 class rules using must (not) and (do not) have to, then each group presents their rules to the class.Walk around the classroom, check students' work and offer help.Step 4 Summary & Homework (5 mins)1.Summarize the two grammar points: the usage rules of question words + to-infinitives and must/have to, emphasize the key and difficult points.Assign homework: ① Recite the grammar rules; ② Finish the exercise B2 on Page 56 (write a short text about daily care of books with must (not) and (do not) have to); ③ Do the grammar exercises on Pages 131-132; ④ Preview the Integration part.Step 1 Warm-up (5 mins)Greet the students and review the grammar part: Make a sentence with question words + to-infinitives and a sentence with must/have to. Invite some students to share.Start a free talk: If your friend asks you to recommend a book, what will you say? Introduce the topic of this class - Recommending a book.Step 2 Listening & Practice (20 mins)Listening A1: Play the audio about students talking about the books they have read (Page 57), ask students to listen carefully and match each student with the type and name of the book, check the answers with the whole class.Listening A2: Play the audio about Millie talking about the Harry Potter series (Page 57), ask students to listen and complete the notes, play the audio twice if necessary, then check the answers and teach the core vocabulary: publish, translate, series etc.Ask students to read Millie's passage on Page 58 (A3) carefully, fill in the blanks with the information from A1 and A2, check the answers together, then let students read the passage aloud in groups.Step 3 Reading & Discussion (10 mins)Let students read the article about copyright protection (Say no to pirated books) on Page 58, ask them to find the answers to the two questions after the article, first discuss in pairs, then check the answers with the whole class.Organize a class discussion: What other things can you do to protect a book's copyright? Invite some students to share their ideas, guide students to realize the importance of refusing pirated books.Step 4 Production (10 mins)Role-play 1: Book recommendation. Ask students to work in pairs, one student is the recommender and the other is the asker, use the useful expressions from the unit to recommend a book (tell the type, name, reason etc.), invite 2-3 pairs to perform.Role-play 2: Borrowing books from the library. Show the sample conversation between Millie and Mrs Li on Page 59, read it with the students, then ask students to work in pairs and role-play the conversation, replace the book name with their own ideas, walk around and offer help.Step 5 Summary & Homework (5 mins)1.Summarize the key points: core vocabulary for book recommendation and copyright protection, key sentence patterns for book recommendation and library borrowing, the importance of copyright protection.Assign homework: ① Recite the core vocabulary and sentence patterns; ② Write a short book recommendation (about 80 words) for your favorite book; ③ Preview the Assessment and Reading journal part.Step 1 Warm-up & Revision (10 mins)Greet the students and start a unit review: Organize a Quick Quiz with the whole class, including core vocabulary (e.g. fiction, crash, manage, publish), grammar (question words + to-infinitives, must/have to) and key sentences (e.g. Is it worth reading?/Could you tell me where to find...?).Ask students to take out the exercise papers of Pages 131-132, check the answers together, explain the common mistakes made by students.Step 2 Assessment (10 mins)Show the assessment table on Page 60 to the students, explain the four assessment items clearly: ① Know more about different kinds of books; ② Use question words + to-infinitives and must/have to correctly; ③ Talk and write about reading preferences; ④ Open the mind through reading.Ask students to finish the self-assessment first (tick Me column with Weak/Good/Wonderful), then exchange books with their deskmates to finish the peer assessment (tick Partner column).Ask students to write down their learning situation: I am good at.../I need to spend more time on.../My action plan..., invite some students to share their ideas.Step 3 Reading journal writing (15 mins)Show Amy's reading journal about The Adventures of Tom Sawyer on Page 60, read it with the students, then guide students to summarize the structure of a reading journal: Title, Writer, Type, Main characters, Summary, My opinion.Teach the useful expressions for writing a reading journal (Page 60): This book is about/describes.../He/She is.../I really enjoy this book because.../The story tells us to... etc.Ask students to finish the questionnaire on Page 59 first (about a book they have read), then write their own reading journal based on the questionnaire and Amy's sample, walk around the classroom, offer help to students who have difficulties in writing (e.g. vocabulary, sentence structure).Step 4 Further study (5 mins)Introduce Lu Xun (1881-1936) to the students briefly: He is one of the greatest Chinese writers, his classic work Diary of a Madman (1918) is a classic of modern Chinese literature.Ask students to find out more about Lu Xun and his works after class, and share their findings with classmates in the next class.Step 5 Summary & Homework (5 mins)Summarize the whole unit: review the core topics (different book types, Gulliver's Travels, book recommendation, copyright protection), key language points (vocabulary, grammar, sentence patterns) and skills (speaking, reading, writing).Assign homework: ① Polish the reading journal and hand it in; ② Search for information about Lu Xun and his works, prepare a 1-minute sharing; ③ Read a short English novel excerpt and take simple notes; ④ Review the whole unit for the unit test.