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Unit 7 A Good Read 第2课时 阅读课教学设计
教材分析
【What】本课时语篇对话主题为文学书籍阅读交流。对话围绕《爱丽丝梦游仙境》展开，傅兴告知彼得自己读完了这本书，彼得并未阅读原著但观看过改编电影；二人交流书籍经典情节，傅兴谈及自身偏爱原著、喜爱奇幻读物，点明该书主旨为成长，两人完成书籍内容探讨。3b习题依托对话梳理书籍基础信息与经典故事情节，3d为同类书籍交流口语模板。 【Why】本课时语篇旨在引导学生乐于阅读英文课外读物，区分原著书籍与改编影视作品，体会文字阅读独特魅力；借助奇幻故事感悟成长的内涵，培养坚持阅读、善于交流读书心得的好习惯； 鼓励学生主动分享阅读感悟，形成乐于探讨书籍的阅读氛围。 【How】本课时语篇中3a属于情景交际对话。结构清晰：开篇询问近期读物→介绍书籍基本信息→交流自身阅读情况（读原著/看电影）→探讨书中经典情节→抒发阅读看法与书籍主旨。3b为信息梳理练习，3d为口语迁移运用板块。语篇语言在时态上以现在完成时（have read、have finished）为主，用于谈论过往阅读经历；穿插一般现在时、一般过去时讲述故事情节；口语化问答句式居多，包含Have you ever… 、What’s your favourite part 等交际句型；简单句为主，附带定语从句(a girl who gets lost…)；词汇涉及书籍类词汇fantasy classic、writer、character，描述动作与变化的词汇grow smaller/bigger；语篇具有掌握谈论阅读经历、介绍书籍信息、交流喜爱故事情节、表达个人阅读观点的口语交际功能。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生初步了解现在完成时基础结构，会简单运用have done表达过往经历；具备基础日常口语问答能力，知晓部分课外英文读物名称；听过《爱丽丝梦游仙境》故事，了解大致童话人物。 不能熟练运用现在完成时开展完整读书话题交流；不会规范梳理书籍基本信息（作者、体裁、主角、主旨）；难以用英语清晰复述故事片段、表达自身阅读喜好。 借助对话文本，梳理书籍完整信息，掌握读书交流常用句型； 灵活运用核心时态与句式，和同伴交流一本共同读过的书籍；明白原著阅读的优势，树立常态化英文课外阅读意识。
核心素养教学目标
通过本课学习，学生能够： 语言能力：掌握并理解与好书阅读相关的词汇和短语fantasy, classic, magical, tiny, realize等；掌握读书交际句型；能读懂对话，完成3b信息填空；能借助3d模板，两人合作开展书籍交流对话；能运用现在完成时介绍个人阅读经历； 2.学习能力：学会在对话中圈画关键信息，完成文本信息提取；掌握结对合作、角色扮演的学习方式，自主完成口语练习；养成读完书籍主动梳理故事要点的阅读方法。 3.思维品质： 对比原著书籍与电影，辩证思考两种形式的不同之处；梳理爱丽丝故事情节，理清故事发展逻辑；思考《爱丽丝梦游仙境》成长主题，表达个人理解。 4.文化意识：了解西方经典儿童奇幻文学作品，拓宽外文读物视野；养英文课外阅读兴趣，坚持长期阅读；乐于分享阅读感悟，形成良好的交流阅读习惯。 完成课时目标所需的核心语言如下： 【核心词汇】 Recently, finish, fantasy, classic, magical, tiny, realize, forget, grow, prefer , get lost, drink from a bottle , grow smaller, grow bigger, reach sth., magic cake , growing up, writer, character, main subject【核心句型】 What have you read recently I’ve just finished Alice’s Adventures in Wonderland. Have you ever read it I’ve never read it, but I’ve watched the movie. I’ve always preferred the book to the movie. She drinks from a bottle and grows smaller. This story is about growing up.
教学重难点
教学重点：掌握对话内重点词汇，熟练运用现在完成时谈论阅读经历；读懂对话内容，提取书籍信息，完成3b习题；运用3d句型模板，完成同伴间读书话题口语交流。 教学难点：准确区分并灵活运用现在完成时描述阅读经历、一般过去时复述故事情节；脱离课本模板，自主组织语言完整介绍一本书籍并表达个人阅读想法。
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 Play a video about Alice in Wonderland and ask the students some questions. Let them have a free talk. T:Do you know this girl Who is she What magical things happened to her Have you ever read Alice in Wonderland Watch a video about Alice in Wonderland and answer some questions. Then have a free talk. Sa:No, I don’t. / Yes, I do. She is Alice, from Alice’s Adventures in Wonderland. Sb:She drank a magic bottle and became small. Then she had many strange experiences in Wonderland./... Sc:Yes, I have. / No, I haven’t. 通过播放《爱丽丝梦游仙境》趣味视频，直观呈现故事角色与奇幻场景，快速激活学生已有生活经验与背景知识，降低文本理解门槛。 以层层递进的问题链开展自由交谈，自然引出阅读经历话题，贴合学生认知水平，营造轻松口语交流氛围。 顺势渗透现在完成时核心句型（Have you ever… ），为新课语言学习做好铺垫，实现 “情境 — 话题 — 语言” 的无缝衔接。
Presentation 学习理解 Pre-reading: (1)Provide some information of the book Alice in Wonderland for the students. (2)Show a picture and let them have a prediction. T:What do you think the two boys are talking about While-reading:(1)Play the recording and ask the students to listen to the conversation in 3a and choose the right answer. Then check the answers. T:What book did Fu Xing finish reading recently What kind of books does Fu Xing like best Let the students read 3a and answer the questions. Then ask several of them to check the answers. T:Who hasn't read the book What has Fu Xing always preferred to the movie What does Fu Xing think the story of the book is about What about you What do you prefer (3)Ask the students to have a deep thinking about the question and let them share their ideas. T:What do you prefer Reading the book Alice’s Adventures in Wonderland or watching the movie Why (4)Provide a reading tip for the students. Ask them to read 3a and ask the students to complete the table with the information from the conversation. Provide help for them if they need any. 1.(1) Learn something about the book Alice in Wonderland , with the information the teacher provided. Look at the picture and have a prediction. 2.(1)Listen to the recording and choose the right answer. Sa:Alice’s Adventures in Wonderland Sb:Fantasy books Read 3a and answer the questions. Sa:Peter hasn't read it,but he has watched the movie. Sb:He has always preferred reading the book Alice’s Adventures in Wonderland. Sc:He thinks it is about growing up. (3)Read the questions and have a deep thinking to express the ideas. Sa:I prefer reading the book. I can imagine wonderful scenes on my own. It also helps me learn more new English words./... Sb:I prefer watching the movie. It has lively pictures and nice music. I can understand the story more easily and quickly./... (4)Read the conversation and try to complete the table. 补充《爱丽丝梦游仙境》背景信息，帮助学生了解西方经典奇幻文学，拓宽文化视野，降低文本阅读陌生感。 借助图片预测对话内容，训练学生预测与推断的阅读微技能，激发主动阅读意愿，明确阅读目标。 先听录音完成选择题，聚焦核心信息抓取，培养听力获取关键信息能力，初步感知对话大意与语音语调。 带着问题精读对话，引导学生定位细节、梳理人物观点，强化寻读、略读策略，落实语言能力目标。 设计 “书与电影更喜欢哪一个” 思辨问题，推动学生对比分析、表达个人看法，提升辩证思维与逻辑表达品质。 指导完成书籍信息表格，教授 “读前预测 — 读中抓关键词 — 读后检查” 的阅读方法，帮助学生规范梳理书籍要素（作者、体裁、主角、主旨），形成系统化阅读习惯。
Practice and Production 探究应用及 迁移创新 Post-reading: T:Do you know what else happened to Alice 1.Play a video about Alice and ask the students to answer the question. T:What else happened to Alice Then ask the students to have a think and share their ideas. T:What can we learn from Alice’s story 2.Play the recording and ask the students to role-play Peter and Fu Xing. Then ask several pairs to show their work. Provide some useful expressions.Ask the students to work in pairs to talk with a partner about a book they have both read. Then let several pairs share what they know about it. Watch a video about Alice and answer the question. Ss:She experienced amazing adventures and overcame difficulties bravely. Have a deep thinking and share the ideas. Sa:We should be brave and never give up when meeting troubles. Sb:Always believe in ourselves and stay confident. Sc:Keep calm and think carefully in strange situations. 2.Try to role-play the conversation in 3a. 3.Work in pairs to talk with a partner about a book they have both read the help of the useful expressions the teacher gave. Then share what they know about it. 播放爱丽丝后续情节视频，延伸故事内容，引导学生思考故事成长内涵，提炼勇敢、自信、冷静等品质，落实情感态度与文化意识目标。 角色扮演 3a 对话，让学生在真实语境中运用核心词汇与句型，巩固现在完成时用法，提升口语流利度与交际能力。 借助 3d 句型模板开展同伴书籍交流，实现从课本对话到真实生活的语言迁移运用，鼓励学生自主组织语言分享阅读心得，突破教学难点，培养乐于交流的阅读氛围。
Language points 1.What have you read recently, Fu Xing “最近，不久前”, 既可与一般过去时连用，也可与现在完成时连用。 2. I’ve always preferred the book to the movie. 比起电影，我更喜欢书。 prefer A to B 比起B，更喜欢A prefer doing sth 更喜欢做某事 3. ...but she’s grown too small to reach it. 但她变得太小了，够不着那把钥匙。 too + 形容词 + to do sth 太…… 而不能做某事 eg: He is too tired to walk. 4. then she eats a magic cake and grows bigger! 她吃了一块神奇的蛋糕，身体变得越来越大。 grow + 形容词比较级 渐渐变得更…… 5.I’ve always loved reading fantasy books. 现在完成时，表示从过去到现在一直喜欢奇幻小说。 I find it interesting.我发现它很有趣。 主语 + find + it + 形容词 某人觉得某物……
Summary 归纳总结 Ask the students to sum up the new words, grammar and sentences . Have a summary of the new words, grammar and sentences with the T’s help. 引导学生自主梳理对话重点内容和句型构建系统的知识框架；通过师生共同总结，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 跟读录音朗读对话，录制 1 分钟语音，模仿语音语调。
C层： 拓展挑战 小组合作改编书本3a的对话，加入更多情节或观点，准备下节课进行角色扮演展示。
板书设计
Unit7 A Good Read Section A(3a--3d)
教学反思
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