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Unit 7 A Good Read 第1课时 听说课教学设计
教材分析
【What】本课主题属于“文学阅读与个人表达”主题范畴，核心主题是“谈论读过的书籍、完成读书报告”，是人教版（Go for it!）八年级下册Unit 7的Section A部分，围绕“名著阅读”展开听说读写综合训练。1a部分呈现了6部国内外经典文学作品（《西游记》《哈利·波特与魔法石》《时间机器》《最后一案》《三体》《八十天环游地球》），引导学生识别、分享已知书籍信息，铺垫话题词汇。1b-1c为听力语篇，通过三段对话让学生将书籍与文学体裁匹配，并完成句子填空，获取书籍作者、情节、阅读情况等细节信息。1d为口语任务，提供谈论书籍的功能句型，引导学生交流阅读经历。2a-2c围绕“读书报告”展开，梳理读书报告的必备要素，通过两篇学生读书报告的听力材料，学习不同体裁名著的核心信息与读书报告的结构逻辑。2d为输出任务，引导学生模仿范例撰写简短读书报告，实现语言的综合运用。 【Why】本语篇旨在引导学生通过交流阅读经历，养成阅读习惯，学会从书籍中汲取智慧、反思生活，培养终身阅读的意识；通过中西方名著的对比呈现，让学生感受不同文化背景下文学作品的魅力，理解文学对社会生活、人性的刻画，增强文化包容与跨文化理解能力；通过对书籍体裁、情节、人物的讨论，培养学生的归纳、分析与评价能力，学会理性表达个人观点。 【How】本课时以对话体（听说材料）和说明性文本（读书报告框架）为主，结构清晰、层级递进：输入层：通过图片、听力材料搭建话题词汇与句型基础；内化层：通过匹配、填空等任务梳理书籍信息与体裁分类；输出层：通过口语交流、读书报告撰写实现语言迁移运用。语篇在词汇上聚焦文学主题：包含book report, character, type of novel, adventure, fantasy等核心词汇；句型功能明确：以现在完成时的交际句型为主，如“Have you ever read... ” “It’s my favourite book by...”，用于询问、分享阅读经历；语料贴近学生生活：选取的书籍既有学生熟悉的《西游记》《哈利·波特》，也有《三体》等当代作品，降低话题门槛。该语篇主要实现三大功能——① 谈论阅读经历与书籍信息；② 区分不同文学体裁；③ 学习撰写读书报告的基础表达，为后续书面输出搭建支架。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
八年级学生已掌握现在完成时的基本结构与用法，具备简单的日常交际能力，能听懂并使用基础的询问与回答句型；学生在语文学习中接触过《西游记》《三国演义》等经典名著，对部分外国名著（如《哈利·波特》）也有一定了解，具备话题讨论的生活与知识基础；学生已具备基础的听力抓取细节、口语简短表达的能力，能完成简单的信息匹配与填空任务。 对文学体裁（fantasy, science fiction等）、读书报告相关术语（main subject, events in the story）不熟悉；难以灵活运用现在完成时完整描述阅读经历，缺乏评价书籍、表达观点的功能性句型；不了解读书报告的基本结构，缺乏从“信息获取”到“观点表达”的逻辑梳理能力；对外国名著的文化背景、体裁特点了解不足，难以对比中西方文学的差异。 能掌握文学主题核心词汇与句型，听懂并完成相关听力任务； 能区分常见文学体裁，简单谈论读过的书籍及个人看法； 能了解读书报告的基本要素，模仿范例完成简短的读书报告撰写； 能通过中西方名著的对比，初步感受不同文化的文学魅力，培养阅读兴趣。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能正确识读并运用journey, fantasy, fiction, character, report等与书籍、文学体裁相关的核心词汇；掌握句型：“Have you ever read... ” “It’s my favourite book by...” “In this story, the main character is...”等谈论阅读、撰写读书报告的功能性句型；能听懂关于书籍介绍、读书报告的对话，抓取关键信息；能运用目标句型与同伴交流阅读经历，完成简短的读书报告口头与书面表达； 2.学习能力：学会通过图片、标题预测听力内容，借助关键词抓取听力细节信息；掌握“输入-梳理-模仿-输出”的语篇学习方法，能利用教材中的任务支架（表格、句型模板）完成语言迁移；养成主动拓展阅读、交流阅读感受的学习习惯，学会在合作交流中梳理知识、解决问题； 3.思维品质：通过对书籍体裁的分类、情节的梳理，培养归纳、分析与逻辑思维能力；通过对书籍人物、情节的讨论，学会多角度评价作品，培养批判性思维与创新表达能力；通过对比中西方名著的主题与特点，培养跨文化对比与思辨能力； 4.文化意识：了解中西方经典文学作品的基本信息，感受不同文化背景下文学作品的魅力；理解文学作品中传递的价值观（如冒险精神、正义与善良），增强文化包容与跨文化理解能力；树立“阅读无国界”的意识，培养尊重多元文化、主动了解世界文学的态度。 完成课时目标所需的核心语言如下： 【核心词汇】 Adventure, fantasy, mystery, science fiction, main character, detective, attack the earth, book report, book title, cover art, main subject, historical fiction, a classic social novel, be forced to do, steal things,punish, Chinese idiom, 【核心句型】 Sherlock Holmes, the main character of the Final Problem, is a famous detective. --Have you ever read a science fiction novel --Yes, I have. I’ve read.../No, I haven’t. --How did you find it /Have you heard of... It’s my favorite book by... In his story, he main character is...
教学重难点
教学重点：掌握与书籍、文学体裁、读书报告相关的核心词汇与功能性句型；能听懂听力材料并完成信息匹配、细节填空任务；能运用目标句型谈论读过的书籍，了解读书报告的基本要素。 教学难点：区分并运用不同文学体裁的相关词汇，准确描述书籍类型；灵活运用现在完成时完整、连贯地描述阅读经历与书籍看法；借助读书报告的框架，独立完成逻辑清晰、表达准确的简短读书报告撰写。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Greet the students. 2.Set a situation Miss Li:Hello, everyone. Welcome to our Chinese and Foreign classics sharing session. Let’s savor classic works and feel the power of words. All of you can share your reading thoughts and enjoy the pleasure of reading. 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. 以中外名著分享会真实情境开课，贴合本课 “谈论书籍、分享阅读” 主题，快速拉近英语课堂与学生生活、语文名著学习的距离，激发学生参与话题讨论的兴趣与表达欲望。
Presentation 学习理解 Show some descriptions of some classic books for the students and let them to guess the books’ names. Then provide more information about these books for them. Show pictures and words and pictures and teach students types of books. 3.Play the recording and let the students classify the books into four kinds and Write the letter for each book from 1a in the correct shelf. 1.Guess the name of the book according to the description showed on the screen. Then try to learn more about these books with the teacher’s introduction. 2.Learn the words about types of books. 3.Listen to three conversations. Write the letter for each book from 1a in the correct shelf. 猜书名导入：通过文字描述猜经典名著，激活学生已有知识储备，衔接语文课本中的《西游记》等名著认知，实现学科融合；在趣味任务中自然引出本节课 6 部中外经典书目，顺势输入书籍相关基础词汇与背景信息，降低新知学习难度。 讲授书籍体裁词汇：直观呈现adventure、fantasy、mystery、science fiction等文学体裁分类词汇，搭建话题词汇框架，为后续听力分类、口语描述书籍类型扫清语言障碍。
Practice 探究应用 1.ListeningⅠ (1)Provide a listening tip for the students.Play the recording and ask them to match the people with the book titles they mentioned.Then Share their answers. T:What are these books about (2)Provide a listening tip for the students. Play the recording again to let the students complete the sentences.Then ask several of them to check the answers. T:Different kinds of books bring us different joys and splendors(精彩).How to talk about books (3)Ask the students to read the conversations from the listening script together and have a think to sum up how to make conversations about talking about books. 2.Pair work Show a sample conversation with a student and provide some useful expressions. Let the students choose a book to have a talk. Then ask several pairs to show their work. T:SA good book deserves(值得) more readers. How can we write a book report that makes others want to read it 3.ListeningⅡ Work on 2a: Guide the students to think what they need to mention in a book report. Then ask them to tick the items in the list. T:A book report usually includes basic information (title, author, type), main content, analysis of favourite characters, reasons for loving the book and what you learn from reading it. Play the recording and ask the students to choose the book titles they talked about . Show pictures of two books--The Romance of the Three Kingdoms and Oliver Twist. Guide the students to learn something about the books. Provide a listening tip for the students. Play the recording again and ask them to complete the notes for the two students’ book report. 1.ListeningⅠ (1)Listen to three conversations at a party. Match the people with the book titles they mentioned. (2) work on 1c: Get known the listening tip given by the teacher. Listen again to complete the sentences. Ss: main; the earth;all;book report;countries Read the conversations from the listening script together and have a think to sum up how to talk about books. 2.Pair work Read the sample conversation given by the teacher. Work in pairs to choose a book to have a talk. 3.ListeningⅡ (1)Think what are needed in a book report. Then tick the items in the list to finish 2a. (2)Listen to two students’ book reports. Choose the book titles they talked about . Then match each student with the main reason for their book choice. (3)Learn something about the books--The Romance of the Three Kingdoms and Oliver Twist. (4)Get known the listening tip given by the teacher. Listen again and complete the notes for the two students’ book report. 人物与书籍匹配：给出听力答题技巧，培养学生听前审题、圈画关键词的良好听力习惯；通过抓取对话核心信息，训练学生整体听懂语篇、快速定位信息的能力，初步感知谈论书籍的日常交际语境。 听力填空完成句子：二次听读聚焦细节信息，夯实main character、attack the earth、book report等核心短语；在语境中落实单词拼写、短语搭配，强化现在完成时在阅读话题中的语句运用，实现从泛听到精听的能力提升。 朗读听力脚本并归纳句型：回归文本语料，引导学生自主梳理介绍书籍类型、描述故事内容、分享阅读经历、表达阅读喜好的功能句型，变教师灌输为学生自主归纳，培养归纳总结的思维品质，为口语对话搭建句型支架。 结对口语练习（Pair work） 依托归纳的功能句型给出对话范例，提供表达支架，降低学生口语创编难度；以结对合作形式开展话题交流，全员参与课堂表达，锻炼学生口语交际、灵活运用目标句型描述书籍的能力；在互动交流中进一步内化现在完成时用法，落实从语言输入到口头输出的过渡。 勾选读书报告要素：引导学生自主思考、梳理读书报告必备板块（书名、作者、体裁、情节、人物、个人观点等），建立读书报告结构化思维，为后续撰写搭建逻辑框架。 听选书目与匹配理由：训练学生抓取听力主旨与细节推理能力，同时拓展《三国演义》《雾都孤儿》中外名著背景，渗透中西方文学文化差异。 名著背景拓展补充：补充中外经典名著文学常识，落实文化意识核心素养，让学生感受中西文学魅力，增强跨文化理解与文化包容意识。 表格笔记填空：再次精听并以表格形式梳理读书报告核心信息，教授学生听前预测、简写记录、听后核查的学习策略；固化读书报告写作框架，为迁移创新环节的报告仿写、创编做好内容与结构铺垫。
Production 迁移创新 Show two samples of book report. Guide the students to analyze the way to make a report which include the choose of book, introduction of the type , key information and main characters and your opinion about them. 2.Ask the students to work in groups and have a discussion about a book to make a book report like the samples. Then ask several of them to share their work. T:Have you ever read … It’s my favourite book by … In this story, the main character is … He / She … 1.Read two samples of book report. Try to learn how to make a report which include the choose of book, introduction of the type , key information and main characters and your opinion about them. 2.Work in groups and have a discussion about a favorite book. Then try to make a report like the sample. Sa:Have you ever read Journey to the West It’s my favourite book by Wu Chengen. In this story, the main character is Sun Wukong. He is brave, clever and powerful. He goes on a long trip to get good books with his three friends and Tang Sanzang. They meet many difficulties and bad monsters on the way, but they never give up. I learn that we should keep trying when we face trouble. I love this great classic very much. 呈现完整学生范文，拆解读书报告写作逻辑（书目选择 — 体裁介绍 — 情节人物 — 个人评价），给学生清晰的仿写模板，降低书面输出难度；引导学生观察范文句式、篇章结构，习得英语简短文体的表达逻辑。 小组合作创编读书报告：采用小组讨论形式，给学困生句型支架、给优等生创编空间，实现分层教学；全员参与思考、交流、整合语言信息，综合运用本节课核心词汇、句型与读书报告框架，完成听说输入 — 梳理内化 — 综合输出的闭环；同时培养学生合作探究、逻辑表达、评价文学作品的思维能力，落实语言能力与思维品质素养。 成果展示分享：搭建课堂展示平台，增强学生英语表达自信心，教师可即时纠错、点评点拨，巩固课堂重难点，同时营造乐于分享阅读感悟的班级学习氛围。
Summary 归纳总结 Have a summary of the new words, grammar and sentences with the T’s help. Ask the students to sum up the new words, grammar and sentences . 引导学生自主梳理重点词汇、句型和语法，构建系统的知识框架；通过师生共同总结，强化核心知识点记忆，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固 复习并牢记本堂课的重点单词、短语和句型。
B层： 能力运用 选择一本你读过的书，按照读书报告的要素，写一篇 80 词左右的英文读书报告。
C层： 拓展挑战 小组合作，改编你喜欢的名著片段，用英语排练一个 1 分钟的小短剧，下节课进行表演展示。
板书设计
Unit7 A Good Read Section A (1a-2d)
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

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