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Unit 7 A Good Read第5课时 写作课教学设计
教材分析
【What】本课时主题为“文学阅读与书评写作”，核心语篇是一篇关于海明威《老人与海》的学生读书报告，配套3a-3c的阶梯式读写任务。3a环节呈现了一篇完整的读书报告范文，包含5个功能模块：书籍基本信息、作品受欢迎程度、故事梗概、阅读感悟与启示、读者推荐；并通过“匹配标签”的活动，引导学生识别读书报告的结构要素。3b环节提供结构化表格，引导学生从“书籍信息、故事内容、个人观点”三个维度为自己读过的小说撰写读书报告列提纲；3c环节则要求学生结合提纲，完成一篇完整的读书报告写作。 【Why】本课时语篇旨在通过分析《老人与海》的故事与主旨，引导学生理解“永不言败、直面挫折”的精神内核，体会文学作品对个人成长的激励作用，培养坚韧的意志品质；读书报告的读写任务，不仅是语言技能的训练，更能引导学生养成深度阅读、理性思考的习惯，学会用文字表达对文学作品的理解与感悟，形成健康的阅读观与表达观；以海明威的经典作品为载体，让学生接触西方经典文学，感受外国文学作品的独特魅力，拓宽文化视野，同时建立对不同文化中“坚韧、奋斗”主题的共鸣。 【How】本课时主要语篇为说明文（读书报告），采用清晰的模块化结构：书籍基本信息（标题、作者、创作背景）；作品影响力与受欢迎程度； 故事梗概（人物、核心情节、结局）；阅读启示与感悟；读者推荐与评价。3a的匹配任务帮助学生拆解结构，3b的表格提纲则为学生搭建了写作支架，降低写作难度。语篇用词简洁规范，包含文学评论类的基础表达，如 was written by , became popular , taught me to , I recommend 等；时态以一般现在时（介绍书籍信息、故事内容）和一般过去时（描述创作背景、获奖时间）为主，语域正式且适合学生模仿；范文中直接引用海明威的名言，为学生提供了“引用原文支撑观点”的写作范例。语篇以“读书报告”为载体，实现信息介绍、观点表达、推荐说明的语用功能，同时为学生提供了读写结合的训练载体，从“识别结构”到“搭建提纲”再到“独立写作”，实现了输入到输出的层层递进。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基本的英语叙事类文本阅读能力，能读懂简单的故事梗概；学生对《老人与海》的故事有一定的背景了解，或对这类经典文学作品有初步认知；学生已具备基础的段落写作能力，能围绕一个主题写简单的句子，但缺乏结构化的写作框架。 学生不了解读书报告的标准结构和各模块的写作要点；学生缺乏文学评论类表达，如如何用英语表达阅读感悟、传递作品启示、给出推荐理由；学生不擅长将阅读中的感悟转化为有条理、有逻辑的英文段落写作。 学生能通过3a的匹配任务，快速识别读书报告的结构模块；学生能借助3b的表格提纲，梳理自己读过的小说的关键信息；学生能模仿范文的语言和结构，完成一篇结构完整、表达清晰的读书报告。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能读懂读书报告范文，识别并理解各模块的功能与关键信息；掌握与书籍、作者、文学评论相关的词汇与句型，如 was written by , won the prize , taught me to , I recommend 等；能模仿范文结构，撰写一篇包含书籍信息、故事梗概、阅读感悟和推荐理由的读书报告，做到语句通顺、时态正确； 2.学习能力：学会通过“拆解范文结构-搭建写作提纲-独立完成写作”的步骤，完成结构化写作任务；掌握“用表格梳理写作要点”的学习策略，提升写作的逻辑性与条理性；能通过自主阅读、小组讨论的方式，梳理文学作品的核心信息，为写作积累素材； 3.思维品质：通过分析范文结构，提升逻辑思维能力，理解“总分结构、模块写作”的逻辑性； 通过解读《老人与海》的故事与名言，培养批判性思维与深度思考能力，理解作品背后的精神内核；在撰写读书报告的过程中，学会提炼观点、表达感悟，提升思维的条理性与深刻性； 4.文化意识：通过了解海明威及其作品，感受西方经典文学的魅力，拓宽国际文化视野；理解不同文化背景下，“坚韧不拔、永不言败”的共同价值追求，增强跨文化共鸣；培养良好的阅读习惯，体会文学作品对个人成长的积极影响，形成健康的文化审美。 完成课时目标所需的核心语言如下： 【核心词汇】 basic information, recommendation, American writer, a huge fish, fight for days, on one’s way back, bone, doubt, be made for, destroyed, be tired of, introduction, learn from, main character, main event, a book report 【核心句型】 It was written in 1952 by the American writer Ernest Hemingway. The main character is a fisherman who hasn’t caught anything for months. On his way back, sharks eat it, leaving nothing but bones. This book taught me not to give up or doubt myself. I’m inspired by how hard the fisherman fights, even though he loses the fish in the end.
教学重难点
教学重点：理解读书报告的基本结构，掌握各模块的写作要点；学习范文中的核心词汇与句型，能模仿范文完成读书报告写作；掌握“梳理写作提纲”的方法，提升写作的条理性。 教学难点：如何引导学生用英语清晰、有条理地表达阅读感悟与作品启示；如何帮助学生将零散的信息整合为逻辑连贯的段落，避免写作内容碎片化；如何引导学生结合自己的阅读体验，写出有个人观点的读书报告，而非单纯模仿范文。
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 Then play a video about and lead to the topic of this period. T:What is the story about Which book does the story come from Have you ever read this book What do you think of this book Get known the objects of this period. Watch a video and answer the questions. Sa:It’s about an old fisherman who fights bravely against the sea and sharks and never gives up. Sb:This story comes from The Old Man and the Sea. Sc:No, I haven’t. Yes, I have. It is really fantastic. The old fisherman's spirit moves me a lot./... 激活已知，激发兴趣：通过播放《老人与海》相关视频，直观呈现故事核心画面与人物精神，快速唤醒学生对经典文学的已有认知，降低文本理解门槛，激发课堂参与热情。 话题切入，明确主题：以层层递进的问题链（故事内容→书籍来源→阅读感受）引导学生开口表达，自然引出本课时读书报告写作核心主题，让学生清晰知晓本节课学习方向。
Presentation 学习理解 Pre-writing:1.Show the introduction of the book and ask the students to read it. T:What would you say if you recommended(推荐) this classic book to your friends Ask the students to read the book report to get the type of this passage. Then ask several of them to check the answers. T:What is the type of this passage How do you know that How do you know it’s a book report Guide the students to Read the book report and label the different parts with the information below.Then check the answers. Ask the students to read the first part of the passage and analyze the parts of the introduction of the book. And provide a tip about the use of the tense. 4.Let the students to read the second part of the passage and analyze how to introduce the story. Then ask them to show their work. 5.Ask the students to read the third part of the passage and guide the students to learn how to show their opinions to the book. 6. Guide the students to have a deep thinking to show their ideas. T:What does the sentence “Man is not made for defeat. A man can be destroyed but not defeated.” mean How can we use this idea in our own life 7.Ask the students to read the book report again and guide them to to review the structure and the detail information, including title, introduction, story and opinion. Learn the introduction of the book and read it to have a better understanding of the book. Read the book report to get the type of this passage. Then answer the questions. Sa:It’s a book report. Sb:We know it’s a book report because it includes the book’s main character, the story’s events, and the writer’s thoughts and recommendation. 2.Read the book report and label the different parts with the information below. 3.Read the first part of the passage and analyze the parts of the introduction of the book. 4.Read the second part of the passage and analyze how to introduce the story. Sa:Who is the main character Sb:What happened to the main character 5.Read the third part of the passage and learn how to show their opinions to the book. 6. Have a deep thinking to show their ideas. Sa:It means people are not born to give up. We can be destroyed in real life, like the old man losing his fish, but we should never be defeated in our heart. / ... Sb:When we meet difficulties in study or life, we should keep trying, even if things don’t go well. As long as we don’t lose courage(勇气), we are not defeated. / ... 7Read the book report again and complete the chart to review the structure and the detail information, including title, introduction, story and opinion. 文体感知，明确框架：引导学生阅读范文并判断文体，让学生自主发现读书报告的核心特征（包含书籍信息、故事情节、个人观点、推荐语），建立对写作体裁的初步认知，避免写作时文体混淆。 结构拆解，模块化学习：通过 “匹配标签” 活动，将范文拆分为书籍基本信息、受欢迎程度、故事梗概、阅读启示、读者推荐5 大模块，帮助学生清晰掌握读书报告的标准结构，解决 “不知道写什么、怎么排序” 的问题。 时态点拨，规范语言：针对性讲解介绍书籍（一般过去时）、叙述情节（一般现在时）、表达感受（现在完成时）的时态用法，突破写作中时态错误的高频难点，夯实语言基础。 分层解读，突破重难点：分段落拆解范文，先学书籍信息的表达句式，再学故事梗概的叙述逻辑，最后学阅读感悟的输出方式，由易到难、由浅入深，符合学生认知规律。 深度思考，提升思维：围绕海明威名言 “Man is not made for defeat. A man can be destroyed but not defeated.” 展开讨论，引导学生理解作品精神内核，将文学阅读与个人成长结合，培养批判性思维与深度思考能力，同时为写作提供核心观点素材。 表格梳理，强化记忆：通过填写信息表格，复盘范文关键内容与结构，让学生直观看到 “信息→语言→结构” 的整合方式，把零散知识系统化，为自主写作搭建清晰支架。
Practice and Production 应用及迁移 创新 While-writing: Lead into the topic writing and let the students plan their report, make notes using the table in 3b. Guide the students to analyze how to write a book report. Ask them to divide the passage into three parts: introduction, story and opinion. let the students have a think and list the key points for each part of the story. Then guide them to form an outline. Ask the students to have a brainstorm to provide some linking words and useful expressions. The teacher makes a complement. 4.Explain the writing task to the students and guide the students to analyze the tense, the person and the key points. Then provide about 15minutes for them to write a story. Post-writing：Lead the students to evaluate their writing by self-evaluation, peer-evaluation and teacher-evaluation. Read the questions in the table in 3b and answer them to plan their report by making notes. Have a think and list the key points for each part of the book report. Then form an outline. 3.Try to collect some linking words and useful expressions with the teacher together. 4.Get to know the key points of writing the book report. Get to know the writing task and analyze the tense, the person and the key points from the instructions. Then use the useful expressions and the outline below to write a book report. Read the sample given by the teacher. With the help of the sample, try to finish the writing. Evaluate the writing with the guidance of the teacher. 提纲搭建，降低难度：利用教材 3b 表格，引导学生从书籍信息、故事内容、个人观点三个维度梳理写作要点，将写作任务分解为小步骤，解决学生 “无从下笔、内容碎片化” 的痛点，落实 “先列提纲，再写全文” 的写作策略。 语言支架，丰富表达：通过头脑风暴整理衔接词与万能句型，为学生提供可直接套用的语言素材，解决 “词汇匮乏、句式单一” 的问题，提升写作的流畅度与规范性。 限时写作，学以致用：给予充足写作时间，让学生在掌握结构、语言、要点后，独立完成完整读书报告，实现输入→模仿→输出的语言学习闭环，检验课堂学习效果。
Summary 归纳总结 Ask the students to sum up what they learned in this period. Have a summary of what they learned in this period with the T’s help. 通过学生自主总结，梳理本课时的核心词汇、句型、语篇结构及写作方法，帮助学生构建系统的知识体系，实现知识的深化与巩固
分层作业设计
A层： 基础巩固 复习并牢记跟读书报告相关的核心词汇和句型。
B层： 能力运用 用教材 3b 的表格，梳理一本你读过的中文或英文小说的读书报告要点。
C层： 拓展挑战 录制“好书推荐” 音频，用英语向同学推荐你写的书，重点分享书中让你印象最深的一句话。
板书设计
Unit 7 A Good Read Section B(3a--3c)
教学反思
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