Unit 6 Writers and their masterpieces D Listening and speaking 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

Unit 6 Writers and their masterpieces-D Listening and speaking 1. Content Overview This listening and speaking section in Unit 6 “Writers and their masterpieces” is designed to enhance students' listening and speaking skills in the context of literature. The listening materials may include interviews with writers, discussions about famous masterpieces, or introductions to literary works. Through these materials, students will be exposed to relevant vocabulary, sentence patterns, and different speaking styles related to writers and their works. The speaking activities will encourage students to express their opinions about literature, such as their favorite writers, masterpieces, and reasons for their preferences. 教学目标 2.1 Knowledge Objectives Students will be able to master key vocabulary related to writers and their masterpieces, such as “writer”, “masterpiece”, “novel”, “poem”, “character”, “plot”, “theme”, “influence” etc. Students will understand and be able to use common sentence patterns for talking about literature, like “Many famous writers have created a lot of masterpieces that are loved by people all over the world.” “This novel tells a story about...” “If you are interested in literature...” 2.2 Ability Objectives Improve students' listening skills, especially the ability to capture specific information, main ideas, and details from listening materials about writers and their masterpieces. Develop students' speaking skills, enabling them to introduce writers and their masterpieces, and express their personal views on literature fluently and accurately in English. 2.3 Emotional Objectives Cultivate students' interest in literature and reading, and enhance their awareness of different literary works and cultures. Encourage students to actively participate in classroom discussions and teamwork, and boost their confidence in using English to communicate about literary topics. 教学重难点 3.1 Key Points Key vocabulary and sentence patterns related to writers and their masterpieces. Training students to effectively listen for specific information, main ideas, and details in relevant listening materials. Guiding students to use learned language knowledge to carry out speaking activities about literature. 3.2 Difficult Points Helping students understand the implicit meaning and cultural connotations in some literary-related listening materials. Encouraging students to organize their thoughts and express their in - depth opinions on literature in English during speaking activities. 4.1 Vocabulary writer (n.): A person who writes books, stories, articles etc. e.g. Mo Yan is a famous Chinese writer. masterpiece (n.): A work of art, music, or literature that is of very high quality and considered the best that a particular artist, composer, or writer has produced. e.g. “Hamlet” is one of Shakespeare's masterpieces. novel (n.): A long written story in which the characters and events are usually imaginary. e.g. She is fond of reading science fiction novels. poem (n.): A piece of writing in which the words are arranged in separate lines, often ending in rhyme, and are chosen for their sound and the images and ideas they suggest. e.g. He recited a beautiful poem at the party. character (n.): A person or an animal in a book, play, film etc. e.g. The main character in this story is very brave. plot (n.): The series of events that form the story in a novel, film, play etc. e.g. The plot of this movie is very complicated. theme (n.): The main subject or idea that is being discussed or described in a piece of writing, a movie, a discussion etc. e.g. The theme of this story is about love and friendship. influence (n. & v.): The effect that somebody/something has on the way a person thinks or behaves or on the way something works or develops. e.g. His father has a great influence on him. (n.) The teacher's words influenced his decision. (v.) 4.2 Phrases famous writer: Well - known writer. e.g. Charles Dickens is a famous writer. classic masterpiece: A masterpiece that has stood the test of time and is widely recognized as excellent. e.g. “Pride and Prejudice” is a classic masterpiece. science fiction novel: A type of novel based on imagined future scientific or technological advances and major social or environmental changes. e.g. “The Three - Body Problem” is a popular science fiction novel. write a poem: Compose a poem. e.g. She wrote a poem to express her feelings. main character: The most important character in a story. e.g. Harry Potter is the main character in the series of novels. an interesting plot: An engaging sequence of events in a story. e.g. This book has an interesting plot that keeps readers hooked. the theme of the story: The central idea of the story. e.g. We need to figure out the theme of the story. have an influence on: Affect someone or something. e.g. Good books can have a positive influence on young people. 4.3 Sentence Patterns Many famous writers have created a lot of masterpieces that are loved by people all over the world. “that are loved by people all over the world” is an attributive clause modifying “masterpieces”. This novel tells a story about a brave boy, and its plot is full of surprises. “and” connects two coordinate clauses. If you are interested in literature, you should read some classic masterpieces to understand different themes and writing styles. “If you are interested in literature” is a conditional adverbial clause, and “to understand different themes and writing styles” is an infinitive phrase used as the purpose adverbial. The writer's works have a great influence on modern literature, which makes him very famous. “which makes him very famous” is a non - restrictive attributive clause modifying the whole previous sentence. 教学过程 5.1 Lead - in (5 minutes) Show some pictures of famous writers (such as Lu Xun, Shakespeare, Jane Austen) and their masterpieces on the PPT. Ask students: “Do you know these people? What are their famous works?” Encourage students to share their knowledge briefly. The teacher can give some simple introductions to a few works to arouse students' interest. 5.2 Pre - listening (8 minutes) Present some new words and phrases related to the listening materials on the PPT, such as “best - selling novel”, “literary award”, “inspiration” etc. Teach students how to pronounce and understand these words and phrases through examples. Divide students into pairs. Let them discuss and predict what the listening materials might be about according to the pictures, new words, and the title of this unit. For example, they may predict that it could be an interview with a writer about how he/she created a masterpiece. Then, ask several pairs to share their predictions with the whole class. 5.3 While - listening (15 minutes) First listening: Play the listening material for the first time. Let students listen carefully and try to get the general idea of the material, such as who is being interviewed (a writer), what the main topic is (the creation of a certain masterpiece). After listening, ask students some general questions, like “What is the main idea of this listening?” “Who is the speaker talking about?” Second listening: Play the listening material again. This time, ask students to listen for specific information and complete a worksheet. The worksheet may include blanks for details such as the name of the writer's latest masterpiece, the main characters in the work, and the theme of the work. After listening, check the answers with the whole class. Let students correct their mistakes and explain any misunderstandings. Third listening: Play the listening material for the third time. Ask students to pay attention to the speaker's intonation and expressions when talking about something surprising or exciting in the literary work. After listening, ask students to imitate the intonation and expressions they heard and share with their partners. 5.4 Post - listening (12 minutes) Divide students into groups of four. Give each group a topic related to literature, such as “My favorite writer and his/her masterpiece”, “The most impressive character in a literary work I've read” etc. Let students have a group discussion. Each student in the group should express their views. Encourage them to use the vocabulary and sentence patterns they have learned in this class. For example, “My favorite writer is J.K. Rowling. She has created a series of masterpieces, and the most famous one is ‘Harry Potter’. The main character, Harry Potter, is very brave. The plot of the story is full of magic and surprises, and the theme is about love, friendship, and the fight against evil.” After the group discussion, ask each group to choose a representative to give a presentation in front of the class. Other students can ask questions or make comments after each presentation. 5.5 Summary and Homework (5 minutes) Summary: Summarize the key vocabulary, sentence patterns, and main points of this class with the students. Review the important information in the listening materials and the speaking activities. Emphasize the importance of literature and encourage students to read more literary works in their spare time. Homework: Ask students to write a short passage about their favorite literary work, including the introduction of the writer, the plot, the main characters, and their personal feelings about the work. Encourage students to find more information about their favorite writers or masterpieces on the Internet or in the library and share it with the class next time. 教学反思 After this class, I need to reflect on the following aspects: Teaching effectiveness: Whether students have achieved the teaching objectives. Did they master the key vocabulary and sentence patterns? Could they effectively use English to talk about writers and their masterpieces in the speaking activities? If not, what are the reasons? Maybe the teaching methods need to be adjusted, or more practice is required. Student participation: Observe whether all students actively participated in the class. Were there any students who were left behind or less involved in the group discussions and speaking activities? I need to find ways to encourage these students to participate more actively in future classes, such as giving them more opportunities to express themselves and providing more guidance. Listening materials: Evaluate whether the listening materials were appropriate in terms of difficulty level, length, and content. If the materials were too difficult, students may have had trouble understanding, which would affect their learning enthusiasm. If they were too easy, it may not have effectively improved students' listening skills. I should choose more suitable listening materials for future classes. Teaching process: Consider if the time arrangement of each part in the teaching process was reasonable. For example, if the pre - listening part took too long, it may have compressed the time for the important post - listening speaking activities. I need to optimize the teaching process to ensure a more efficient class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $