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Unit 7 A Good Read 第6课时 项目活动课教学设计
教材分析
【What】本课时语篇主题为“英语阅读日志的制作与分享”，属于“人与自我”范畴下的“阅读与文化素养”主题群。语篇以“项目式学习（Project）”为载体，包含三个核心任务：4a：小组头脑风暴，讨论并确定阅读日志收录的英文书籍，阐述选书理由；4b：以莎士比亚戏剧《Hamlet》为例，提供了完整的阅读日志模板，涵盖书籍基本信息（标题、作者、人物、类型）、内容摘要、个人评价、经典引用四大板块；4c：小组向全班分享最喜欢的英文书籍，并回应同学提问；最后的“Reflecting”板块以问题形式引导学生复盘学习过程，升华阅读价值认知。 【Why】本课时语篇旨在 引导学生建立系统性阅读习惯，通过制作阅读日志，从“情节理解”走向“深度思考”，培养持续阅读、主动反思的学习品质；以经典文学作品（如《Hamlet》）为载体，传递“文学阅读的价值”，让学生体会文学作品对个人成长的启示，理解经典作品跨越时代的魅力； 借助小组合作与分享，营造交流型阅读氛围，培养学生的表达能力与倾听意识，树立“分享阅读、共同成长”的学习观念；帮助学生形成积极的阅读态度，认识到“好书如挚友”，培养终身阅读的意识。 【How】本课时以“项目式学习任务单”为主要语篇形式，兼具“说明性”与“示范性”：任务指令清晰明确，按“头脑风暴→撰写日志→分享交流”的逻辑递进，符合学生的学习认知顺序； 阅读日志模板为表格结构，要素齐全、条理清晰，为学生提供了可直接参考的写作框架；最后的反思板块以问题链形式收尾，形成“实践-反思-提升”的闭环。指令语言简洁直白，如“Work in groups to brainstorm…”“Write about your favourite book…”，符合课堂活动指令的语言风格； 示范文本语言正式规范，如《Hamlet》的摘要和评价，使用了“pretends to be mad”“cover up his actions”“tragic deaths”等词汇，体现了文学评论的语言特点；融入经典文学引用“To be, or not to be, that is the question.”，兼具文化性与示范性。语篇为学生提供阅读日志的制作方法与表达范例，降低写作与分享的难度；引导学生学习如何有条理地介绍书籍、表达阅读感受，提升语言输出能力；通过项目式任务，将阅读、写作、口语表达有机结合，实现综合语言运用能力的培养。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已具备基础的英文阅读能力，接触过简单的英文故事或短篇文本，对“阅读”这一行为有基本认知；学生有一定的小组合作学习经验，能参与简单的讨论与交流；部分学生对莎士比亚、《Hamlet》等经典文学有初步了解，知道这是一部著名戏剧。 学生不知道如何系统地整理阅读信息，缺乏制作阅读日志的方法与框架，不了解阅读日志的基本要素；学生难以用规范、连贯的英文撰写书籍摘要与个人评价，缺乏相关的表达句式与词汇；学生不擅长在公众场合清晰、有条理地分享自己的阅读心得，回应他人提问的能力不足；学生尚未形成“通过阅读反思自我、理解文化”的深度阅读意识，多停留在情节表层理解。 学生能够在教师引导下，借助模板完成阅读日志的撰写，掌握书籍介绍的基本要素；学生能够通过小组合作，完成选书讨论与口头分享，提升语言表达与倾听能力；学生能够理解经典文学作品的核心主题，初步体会文学作品对个人成长的启示；学生能够形成初步的系统性阅读习惯，认识到阅读反思的重要性。
核心素养教学目标
通过本课学习，学生能够： 语言能力：掌握与书籍介绍、阅读感受相关的词汇与表达，如 summary , tragedy , survive , carry a great weight , cover up 等；学会使用规范的英文撰写阅读日志，能清晰地介绍书籍基本信息、概括内容、表达个人观点；能运用连贯的英文向同学分享自己喜欢的书籍，并回应同学的提问，提升口头表达与互动交流能力； 2.学习能力：掌握“项目式学习”的基本方法，学会通过小组合作完成任务；掌握制作阅读日志的方法与框架，养成“阅读-记录-反思的系统性阅读习惯；学会借助范例完成写作任务，提升自主学习与模仿运用的能力； 3.思维品质： 能对阅读的书籍进行深度思考，从情节理解走向对主题、人物的分析与评价，培养批判性思维；能有条理地组织语言，清晰地表达自己的观点，提升逻辑思维能力；能通过对比不同书籍的类型与主题，形成多元的阅读视角； 4.文化意识：了解莎士比亚及其戏剧《Hamlet》的基本信息，感受西方经典文学的魅力；理解“好书如挚友”的文化内涵，培养尊重文学、热爱阅读的文化态度；体会不同文化背景下文学作品的共性价值，如对人性、成长、善恶的探讨，形成跨文化理解意识。 完成课时目标所需的核心语言如下： 【核心词汇】 reading log, main character, type of novel, death, pretend to do sth, search for, cover up, end with, survive, do one’s best, carry a great weight, recent event, relevant, a book report 【核心句型】 For my favorite English book, I’ve chosen ... The story is about... In this story,... This book has helped me to understand... To be, or not to be, that is a question. A good book is like a good friend, the same today and forever.
教学重难点
教学重点：掌握阅读日志的基本结构与要素，能借助模板完成一篇完整的英文阅读日志；学习并运用介绍书籍、表达阅读感受的相关词汇与句式；能在小组内完成书籍讨论，并清晰地向全班分享自己的阅读日志。 教学难点：能用简洁、准确的英文概括书籍主要内容，避免信息遗漏或表述混乱；能用规范、有逻辑的英文表达自己的真实阅读感受，写出有深度的个人评价；在分享环节中，能自然、流畅地回应同学的提问，实现有效的课堂互动。
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 with the students. 2.Set a situation for this period: T:Dear students! We’re going to hold our Class Classic English Book Fair this Friday! All of you need to make your own reading log and the best logs will be posted on our class reading wall. Your group task today is: ... 1.Greet with the teacher. 2.Get to know about the topic of this period. 创设班级英文经典图书展真实课堂情境，发布制作阅读日志、展示评选的课堂任务，将课本项目任务与班级活动相结合，打破单纯课本学习的枯燥感，激发学生课堂参与兴趣与任务使命感，让学生明确本节课学习目标与最终成果。
Preparation 准备活动 Ask the students to work in groups to brainstorm English books to include in a reading log. Show some pictures of English books and ask the each group to choose one to make a reading log. And provide some useful expressions and guide them to explain their book choices. Play a video about Hamlet and ask the students to think what information should be included in a reading log. Then let them show the answers according to the listening. Show the sample reading log in 4a. Guide the students to get to know the parts of a reading log. Provides tips for each part’s writing:(1)Let the students know what the basic information includes. Ask them to divide the story into four parts:beginning, development, climax and ending. Then guide them to analyze the content of each part with the text. Provide some useful expressions for them and teach them how to write their opinions to the story. Let them read the quote in the sample and think: T:What is a quote What is a quote used for 1.Work in groups to brainstorm English books to include in a reading log. 2.Look at the pictures to review the names of English books and choose one to make a reading log. With the help of the useful expressions given by the teacher, try to explain the book choices. Ss:For my favorite English book, I’ve chosen..., because.... 3.Watch a video about Hamlet and think what information should be included in a reading log. Then show the answers according to the listening. Ss:Title, writer, type of book, main characters, the story, opinion... 4.Read the sample reading log in 4a to get to know the parts of a reading log. 5.Learn how to write each part of the reading log.(1)Basic information includes book title, writer, main characters and type of book. Then analyze the content of each part with the text. Read the summary in the sample log and divide it into four parts:beginning, development, climax and ending. Learn how to write their opinions to the story with the help of the useful expressions given by the teacher. Read the quote in the sample and think the meaning and the usage of the quote. Ss:A quote is a short sentence or phrase take directly from a book, speech, or famous person. A quote can: make your writing more interesting show the most important idea of a book add power to your opinion 小组头脑风暴 + 选书并阐述理由 依托小组合作形式开展头脑风暴，锻炼学生团队协作与口语表达能力；引导学生回忆已读英文书籍，激活原有阅读储备与词汇积累。同时提供固定句式辅助学生阐述选书理由，兼顾基础薄弱学生，让全体学生敢于开口、规范表达，初步训练 “有理有据表达观点” 的逻辑思维。 观看《Hamlet》视频 + 梳理阅读日志组成板块 借助视听素材降低经典文学理解难度，吸引学生注意力；通过设问引导学生自主思考、归纳阅读日志必备要素，变 “被动灌输” 为 “主动探究”，培养学生观察、总结与归纳能力。以经典戏剧《Hamlet》为范例，同步渗透西方经典文学文化，落实文化意识素养目标。 基础信息板块：明确书籍基本信息的书写规范，搭建标准化写作框架，解决学生 “不知道写什么” 的问题，夯实写作基础。 内容摘要板块：将故事拆解为开端、发展、高潮、结局四部分，教给学生分段概括的方法，针对性突破本课难点 ——简洁、有条理概括文本内容，引导学生从碎片化读情节转向整体梳理故事脉络，提升逻辑思维。 个人评价板块：提供功能性句型与表达素材，弥补学生评价类词汇、句式匮乏的短板，指导学生结合阅读体验表达真实想法，引导学生从 “读懂故事” 走向 “深度思考、评价文本”，培养批判性思维。 整体以范例引领 + 方法拆解 + 语言支架的模式开展教学，遵循 “由易到难、由整体到局部” 的认知规律，循序渐进拆解重难点，保障不同层次学生都能掌握阅读日志的制作方法。
Practice (探究应用) Work on 4b:1.Show the sample reading log to the students. Provide the students with a table to discuss the questions in groups and make notes. And provide some useful expressions for them to help them. T:Title, author, type What is the story about Who are the main characters Why do you like it What makes it special What’s your favourite quote or part 3.Show another sample reading log about Alice in Wonderland. Ask the students to write down their own reading log about the book they have chosen. Then ask several of them to show their work. Read the sample reading log again. Discuss the questions in the table in groups and make notes with the useful expressions given by the teacher. Ss:... is a ... book written by... The story is about .... At the beginning, .... Later, .... In the end, .... The main characters in the book are ... n my opinion, this book is .... I think the book is ... because .... This book has taught me that .... One famous quote from the book is: “...”. A line I really like is: “...”. 3.Read another sample reading log about Alice in Wonderland. Then write down their own reading log about the book they have chosen. 依托表格开展小组讨论、记录要点 设计结构化讨论表格，将阅读日志的所有板块转化为梯度化问题，为学生搭建思维脚手架。学生以小组为单位围绕问题交流、记录要点，实现 “口头构思→书面梳理” 的过渡，降低独立写作的难度； 补充《爱丽丝梦游仙境》范例 在课本《Hamlet》范例之外新增不同体裁的阅读日志样本，拓宽学生参考范围，让学生了解不同类型书籍的日志书写方式，避免写作模板单一化。同时进一步巩固阅读日志四大板块的格式与表达，强化新知记忆。 独立完成个人阅读日志创作 从 “模仿范例、口头讨论” 过渡到独立书面创作，完成语言输入到输出的转化，真正落实 “会制作英文阅读日志” 的课堂重点；教师巡视、抽查展示，及时发现学生写作问题并当场纠正。
Production 迁移创新 1.Ask the students to work in groups and give a book report to the class according to the reading log they make. (1)Guide the students to work in groups to share their favorite book they choose. Explain the key rules of the evaluation. Pay attention to the use of tense. Ask two or three groups to show their work. (3)Show the Criteria and guide the students to vote the best log.Then post it on the class reading wall. 2.Ask the students to have a reflection of what they have learned in this class. T:Can you tell others about what you think about a great book Do you know how to talk about recent events and experiences that are still relevant today Can you write a book report about a book you have read Which great books from this unit would you like to read 1.Work in groups to make a book report to the class according to the reading log they make. With the help of the useful structure and expressions,work in groups to share their favorite book they choose. Pay attention to the use of tense. Vote the best log according to the criteria. Have a reflection of what they have learned in this class according to their own situation. 要求学生依托自制阅读日志进行口头汇报，实现写作成果向口语表达的迁移，综合锻炼学生连贯表达、当众演说的能力；明确语速、仪态、时长等分享要求，培养学生良好的口语交际习惯。 设置同学提问互动环节，打破 “单向展示” 模式，锻炼学生临场应变、英文问答交流的能力，落实真实语境下的语言运用，贴合英语学科 “学以致用” 的核心要求。 班级投票评选优秀作品、展示上墙 将优秀日志张贴在班级阅读墙，给予学生正向激励，增强学生学习成就感与自信心，同时打造班级长效阅读展示阵地，延续课堂阅读氛围。 课堂反思环节 以递进式问题链引导学生复盘本节课所学内容同时形成 “学习 — 实践 — 反思” 的完整学习闭环，提升学生自主反思、自主提升的学习能力。
Summary 归纳总结 Ask the students to sum up what they have learned in this class. sum up what they have learned in this class with the T’s help. 引导学生自主总结课堂所学，培养学生的归纳概括能力；在教师的辅助下完成总结，帮助学生梳理知识体系强化本节课的核心知识点和技能点。
分层作业设计
A层： 基础巩固 用3-5句话，向家人介绍你记录的这本书，重点讲：这本书的主题是什么？你为什么推荐它？
B层： 能力运用 再选一本你读过的英文书（或中文书，用英文记录），制作一份新的Reading Log。
C层： 拓展挑战 为你记录的书设计一个新的英文书名，或画一张简易的英文海报（用3个英文单词/短语概括书的亮点）
板书设计
Unit7 A Good Read Section B Project
教学反思
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