Unit 6 Great minds-D Listening and speaking 教学设计 2025-2026学年沪外教版英语八年级上册

该初中英语教学设计聚焦“Great minds”单元中的听力与口语板块，围绕特洛伊战争这一经典古希腊故事展开，通过导入图片激发兴趣，借助词汇图示和事件排序活动搭建语言与思维支架，自然衔接听前预测、听中捕捉关键信息与听后复述讨论，形成清晰的知识迁移路径。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在“预听环节”利用图片引导学生构建事件逻辑链，强化语言理解与表达能力；在“小组讨论”中设置价值判断问题如“Paris是否该带走Helen”，培养学生批判性思维与跨文化认知；同时通过分层任务（复述→辩论）提升学习主动性与策略运用能力。学生在真实语境中习得词汇与句型，教师则获得可复制的听说课范式，助力课堂高效落地。

Unit 6 Great minds-D Listening and speaking 1. Content Overview This unit focuses on "Great minds", and the "Listening and speaking" part specifically centers around an ancient story - the Trojan War. Through listening materials and speaking activities, students will be exposed to the context, characters, and key events of the Trojan War. They will listen to the story about how the war started, involving characters like Paris, Prince of Troy, Queen Helen, and the King of Sparta. The speaking tasks will encourage students to retell the story, express their opinions on the events and characters, and have discussions related to the topic, which helps improve their listening comprehension and oral communication skills in an ancient - story - themed context. 教学目标 2.1 Knowledge Objectives Students will be able to master key vocabulary related to the Trojan War, such as "ancient", "war", "prince", "queen", "sail", "steal", "fight", "punish", etc. Learn and understand common expressions used to describe events and emotions in the story, like "fall in love with", "be angry with", "decide to do sth." 2.2 Ability Objectives Develop students' listening skills to accurately catch key information, details, and the sequence of events in the story. Improve students' speaking abilities to retell the story fluently, express their own viewpoints clearly, and engage in group discussions actively. 2.3 Emotional Objectives Foster students' interest in ancient stories and cultures, and enhance their cross - cultural awareness. Encourage students to think critically about the events and characters in the story, and cultivate their independent thinking ability. 教学重难点 3.1 Key Points Ensure students' full understanding of the listening materials about the Trojan War, including the plot, characters' actions, and relationships. Guide students to use the learned vocabulary and expressions correctly in speaking activities to retell and discuss the story. 3.2 Difficult Points Help students express their in - depth opinions and analyses of the story and characters in English, and overcome the language barrier in critical thinking expression. Cultivate students' ability to organize their thoughts and present a logical and coherent oral presentation during speaking tasks. 4.1 Vocabulary Ancient: /ˈeɪnʃənt/ adj. belonging to the distant past and no longer existing. For example, "The ancient Greeks made great contributions to philosophy and art." War: /wɔː(r)/ n. a state of armed conflict between different countries or groups within a country. E.g., "The Trojan War is a famous ancient war." Prince: /prɪns/ n. a male member of a royal family, especially the son of a king or queen. Such as, "Paris was a prince of Troy." Queen: /kwiːn/ n. a female ruler of an independent state, especially one who inherits the position by right of birth. For instance, "Queen Helen was very beautiful." Sail: /seɪl/ v. travel in a ship or boat across (a body of water). E.g., "They sailed across the sea to reach Troy." Steal: /stiːl/ v. (stole, stolen) take (another person's property) without permission or legal right and without intending to return it. For example, "Paris' men stole a lot of gold from Sparta." Fight: /faɪt/ v. (fought, fought) take part in a violent struggle involving the exchange of physical blows or the use of weapons. E.g., "The Greeks wanted to fight the Trojans." Punish: /ˈpʌnɪʃ/ v. inflict a penalty or sanction on (someone) as retribution for an offense, especially a transgression of a legal or moral code. Such as, "The king of Sparta wanted to punish the Trojans." 4.2 Expressions Fall in love with: start to love someone. E.g., "Queen Helen and Paris fell in love with each other at the dinner." Be angry with: feel angry towards someone. For example, "The king of Sparta was very angry with Paris." Decide to do sth.: make a choice or come to a resolution to do something. E.g., "Paris decided to visit the Greek city of Sparta." 教学过程 5.1 Warming - up (5 minutes) Show students some pictures of ancient Greek architecture, sculptures, and famous figures like Aristotle and Socrates. Ask them to share what they know about ancient Greece briefly. Then introduce the topic of the Trojan War by saying, "Today, we are going to explore an important event in ancient Greek history - the Trojan War. It is a story full of love, betrayal, and war. Let's see what happened in this legendary story." 5.2 Pre - listening (8 minutes) Present new vocabulary related to the Trojan War on the blackboard or through PPT. Teach students the pronunciation, meaning, and usage of each word. For example, when teaching "sail", show a picture of a ship sailing on the sea and say, "Look, this ship is sailing. When we use the word'sail', it means traveling on a ship across the water." Divide students into pairs. Give each pair a set of pictures related to the key events of the Trojan War (such as Paris visiting Sparta, Paris and Helen falling in love, the Greeks preparing for war). Ask them to discuss and try to put the pictures in a logical order and guess what might have happened in each scene. Then invite some pairs to share their ideas with the class. 5.3 While - listening (15 minutes) First listening: Play the recording of the story about the start of the Trojan War for the first time. Ask students to listen carefully and get a general idea of the story. After that, ask some simple questions to check their understanding, such as "Who are the main characters in the story?" "Where did the story happen?" Second listening: Play the recording again. This time, ask students to listen more carefully and fill in a worksheet with key information, such as "What did Paris decide to do?" "What happened at the dinner?" "Why was the king of Sparta angry?" Walk around the classroom to observe students' progress and offer help if necessary. Check the answers together. Ask students to read out their answers one by one, and correct any mistakes. Explain the important points in the story again to ensure students' full understanding. 5.4 Post - listening (12 minutes) Retelling activity: Ask students to retell the story they just listened to in pairs. Encourage them to use their own words as much as possible, but also include the key vocabulary and expressions they learned. Walk around and listen to their retellings, giving praise and guidance. Then invite several pairs to come to the front of the class and retell the story to the whole class. Group discussion: Divide students into groups of four or five. Pose some discussion questions, such as "Do you think Paris was right to take Helen away?" "If you were the king of Sparta, what would you do?" "What can we learn from this story?" Let students discuss in their groups. Each group selects a representative to summarize their group's discussion and share it with the class. 5.5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class, including the new vocabulary, expressions, and the main plot of the Trojan War story. Emphasize the importance of listening and speaking skills in learning English. Homework: Ask students to write a short passage about the Trojan War based on what they learned in class, with at least 100 words. Encourage students to find more information about ancient Greek stories on the Internet or in books and share it with the class next time. 教学反思 After this class, I need to reflect on several aspects. First, in terms of vocabulary teaching, although I used pictures and examples to help students understand, some students might still have difficulties in using the words correctly in speaking. Maybe I should design more vocabulary - using activities during class. Second, during the listening process, some students had trouble catching all the key information. I could consider playing the recording one more time or pausing at important points to let students take notes. Third, in the group discussion, some students were a bit shy and did not actively participate. I should create a more relaxed and encouraging atmosphere in future classes to make every student feel comfortable expressing their opinions. Overall, this class provided a good opportunity for students to practice listening and speaking skills in an ancient - story context, but there is still room for improvement in teaching methods and student engagement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $