Unit 4 Arts and heritage Section 1 Experiencing and understanding language (Listening)教学设计-2025-2026学年沪教版英语八年级下册

《Unit 4 Arts and heritage-Section 1 Experiencing and understanding language (Listening)》教学设计 科目 英语 年级 八年级下册 课时安排 1课时 核心素养目标 语言能力：能听懂剪纸艺术家Li Yan的采访录音，捕捉人物、地点、感受等关键信息，用简单英语复述听力内容。文化意识：了解中国剪纸艺术的魅力，理解传统艺术在跨文化传播中的作用，增强文化自信与国际视野。思维品质：通过预测、分析、归纳听力信息，培养逻辑思维和推理判断能力。学习能力：掌握听前预测、听中抓关键词的听力策略，养成自主探究、合作交流的学习习惯，提升自主学习能力。 教学重难点 教学重点：能听懂采访类听力材料的主旨大意，准确捕捉其中的关键信息（如人物经历、观点、行为）；能运用听力策略完成相关任务，并尝试用简单英语口头表达听力中的核心内容。教学难点：理解采访中隐含的艺术家的情感与观点，能结合听力内容分析艺术家在海外教授剪纸的原因；克服听力中的连读、弱读等语音障碍，提升听力理解的流畅度。 教学过程——主要思路 （一）热身导入（Warm-up & Lead-in） 1. 文化情境唤醒：教师展示多种精美剪纸作品图片（如生肖剪纸、吉祥图案剪纸），提问学生：“What do you know about these works? Do you know what they are called in English?” 引导学生说出“paper-cutting”，随后进一步追问：“When do people usually put up paper-cuts in China? Which kind of paper-cuts do you like best? Have you ever tried making paper-cuts?” 鼓励学生自由发言，分享自己对剪纸的了解和经历。 2. 词汇与句型铺垫：结合学生发言，教师呈现听力材料中的核心词汇和短语，如“paper-cut artist, patience, practice, community, senior, Spanish-speaking, spread Chinese culture”，通过图片联想、简单例句讲解等方式，帮助学生理解词义并初步掌握发音；同时呈现重点句型，如“I think anyone can learn to... All you need is... It’s a great way to...”，引导学生跟读模仿，为后续听力理解和口语表达奠定基础。 3. 话题引入：教师总结学生发言，自然引出本节课听力主题：“Today, we will listen to an interview with Li Yan, a Chinese paper-cut artist who lives in Canada. She not only loves paper-cutting but also teaches it to people there. Let’s find out her story through listening.” 设计意图：热身导入环节以学生熟悉的剪纸文化为切入点，既能激发学生的学习兴趣，又能激活学生的背景知识，让学生快速进入“艺术与文化”的话题语境。核心词汇和句型的提前铺垫，可有效降低学生后续听力中的语言障碍，帮助学生更好地理解听力内容；话题引入则明确了本节课的听力任务，引导学生带着期待进入下一环节。 （二）听前准备（Pre-listening） 1. 听力策略指导：教师引导学生回顾听前预测的听力策略，强调：“Before listening, we can look at the pictures, questions or related information to predict what we will hear. This can help us listen more effectively.” 结合本节课听力材料的体裁（采访），补充说明：“For an interview, we can predict the content according to the identity of the guest and the host’s possible questions, such as the guest’s experience, opinions and feelings.” 2. 图文预测任务：教师展示听力材料配套图片（Li Yan正在教授剪纸的场景），让学生分组讨论3分钟，完成以下预测任务：“Look at the picture carefully and discuss with your group members: What is Li Yan doing? What do you think Li Yan will talk about in the interview? How does she feel about paper-cutting and teaching it? Do you think she will mention the reasons for teaching paper-cutting abroad?” 3. 预测分享与点拨：每组邀请1名代表分享小组预测结果，教师对学生的预测进行肯定和点拨，引导学生聚焦关键预测点，如“Li Yan’s experience with paper-cutting, the people she teaches, her feelings about teaching”，同时提醒学生：“When we listen later, we can check whether our predictions are correct and pay attention to the key information related to our predictions.” 4. 听力任务明确：教师呈现本节课的核心听力任务，告知学生：“In this listening, we will listen to an interview between a host and Li Yan. We will finish three tasks in turn: first, get the main idea of the interview; second, catch the key details; third, understand Li Yan’s opinions and the reasons for her actions. Please listen carefully and focus on the tasks step by step.” 设计意图：听前准备环节的核心是培养学生的听力策略，让学生掌握“预测”这一重要技能，帮助学生建立听力信心，避免“盲目听”的情况。图文预测任务结合小组讨论，既能调动学生的参与积极性，又能培养学生的合作能力和推理能力；预测分享与点拨则能引导学生明确听力重点，提升听力的针对性。明确听力任务可让学生带着目标去听，提高听力效率，为后续听中环节做好充分准备。 （三）听中理解（While-listening） 本环节分为三个层次，由浅入深、循序渐进，引导学生逐步理解听力内容，落实教学重点，突破教学难点，同时渗透听力策略的运用。 1. 第一遍听力：整体感知，把握主旨 （1）听力实施：教师播放第一遍听力音频，提醒学生：“This is the first time you listen. Please don’t worry about the details. Just listen carefully and try to get the main idea of the interview. Think about: What is the main topic of this interview?” 播放音频时，教师保持安静，观察学生的听力状态，提醒学生集中注意力，不要急于记录。 （2）主旨反馈：音频播放结束后，教师邀请学生自由发言，分享自己对听力主旨的理解，如“The interview is about Li Yan’s experience with paper-cutting and her teaching paper-cutting in Canada.” 教师对学生的回答进行总结和修正，明确听力主旨：“The main topic of the interview is Li Yan, a Chinese paper-cut artist, talking about her experience with paper-cutting, the people she teaches in Canada and her feelings about spreading Chinese culture through paper-cutting.” （3）策略回顾：教师引导学生回顾本次听力中预测策略的运用：“Did our predictions match the main idea of the interview? We predicted that Li Yan would talk about her experience and feelings, and that’s exactly what the interview is about. This shows that pre-listening prediction is very useful for us to understand the listening content quickly.” 设计意图：第一遍听力以整体感知为主，重点培养学生把握听力主旨的能力，避免学生陷入细节误区，影响对整体内容的理解。主旨反馈环节既能检验学生的听力效果，又能让学生获得成就感，增强听力信心。策略回顾则能强化学生对预测策略的记忆和运用，提升学生的听力学习能力。 2. 第二遍听力：聚焦细节，捕捉信息 （1）任务布置：教师呈现细节任务单（如下），告知学生：“This is the second time you listen. Please listen carefully and catch the key details to finish the task. You can take simple notes, such as using abbreviations or symbols to record the key information, like ‘Li Y’ for Li Yan, ‘CC’ for Canada.” 细节任务单： ① Where did Li Yan first discover paper-cutting? _________________________________ ② When did she first discover paper-cutting? _________________________________ ③ Who can learn to make paper-cuts, according to Li Yan? _________________________ ④ What do people need to learn to make paper-cuts? ____________________________ ⑤ Who does Li Yan teach to make paper-cuts in her community? ___________________ ⑥ How does Li Yan feel about teaching paper-cuts? _____________________________ （2）听力实施：教师播放第二遍听力音频，播放过程中，教师可适当放慢语速（若学生基础较弱），提醒学生运用“抓关键词”的策略，重点关注疑问词（where, when, who, what, how）对应的信息，同时鼓励学生快速记录关键信息，培养记笔记的习惯。 （3）小组核对与讲解：音频播放结束后，让学生以小组为单位，核对彼此的答案，讨论有争议的问题，时间3分钟。小组讨论结束后，教师邀请每组负责1-2个问题，分享小组答案，同时播放音频中对应的片段，逐题核对答案，讲解易错点和重点： ① 易错点：学生可能会遗漏“next door to the dance class”，教师需强调听力中的细节：“Li Yan first discovered paper-cutting at a Chinese art and culture centre, next door to the dance class her parents took her to.” ② 重点解析：针对“Who can learn to make paper-cuts?”，教师引导学生关注Li Yan的观点：“Anyone can learn to make paper-cuts.”，并结合句型“I think anyone can learn to...”，让学生跟读模仿，巩固句型运用；针对“What do people need?”，强调“patience and practice”，区分“patience”（名词，耐心）和“patient”（形容词，有耐心的），帮助学生掌握词汇用法。 （4）语音点拨：教师针对听力材料中的连读、弱读等语音现象，如“paper-cutting class”“next door”“patience and practice”，进行示范朗读，引导学生跟读，帮助学生克服语音障碍，提升听力理解的准确性。 设计意图：第二遍听力聚焦细节信息，落实教学重点，让学生掌握“抓关键词”“记笔记”的听力策略，提升捕捉细节信息的能力。小组核对环节能培养学生的合作交流能力，让学生在讨论中解决问题，加深对听力内容的理解；逐题核对与讲解则能针对性地解决学生的易错点，强化学生对关键信息的记忆，同时渗透词汇和语音知识，实现“听中积累”。 3. 第三遍听力：深入理解，推理判断 （1）任务布置：教师呈现深层理解任务，告知学生：“This is the third time you listen. Please listen carefully again, focus on Li Yan’s opinions and feelings, and try to answer the following questions. These questions need you to think and infer based on the listening content.” 深层理解任务： ① Is paper-cutting popular in Canada now? How do you know? _______________________ ② Why does Li Yan teach paper-cuts to people in Canada? _________________________ ③ What does Li Yan think of paper-cutting? ____________________________________ （2）听力实施：教师播放第三遍听力音频，提醒学生：“Pay attention to Li Yan’s tone and the key sentences that express her opinions, such as ‘I think...’ ‘It’s a great way to...’ ‘Unfortunately...’”，引导学生结合语境推理判断Li Yan的观点和行为原因。 （3）师生互动，突破难点：音频播放结束后，教师引导学生逐一回答问题，针对难点问题进行重点点拨，帮助学生深入理解听力内容： ① 针对“Is paper-cutting popular in Canada now?”，引导学生找到听力中的关键句：“Not yet, unfortunately. This art form is still not very well-known in Canada. However, things have started to change recently. More and more people are interested in traditional Chinese arts.”，帮助学生总结答案：“No, it isn’t popular yet, but more and more people are becoming interested in it.”，培养学生的归纳能力。 ② 针对“Why does Li Yan teach paper-cuts in Canada?”（教学难点），教师引导学生结合听力内容和文化背景，进行推理分析：“Li Yan loves paper-cutting, and she thinks teaching paper-cuts is a great way to help people experience and understand Chinese culture. She wants to spread traditional Chinese arts to people in Canada and make more people know about paper-cutting.” 同时，教师补充说明：“This shows that traditional Chinese arts are precious, and we should try our best to spread them to the world.”，渗透文化意识。 ③ 针对“What does Li Yan think of paper-cutting?”，引导学生梳理Li Yan的观点：“She thinks paper-cutting is great fun and a form of storytelling. She also thinks it’s a useful way to spread Chinese culture.”，帮助学生全面理解Li Yan对剪纸艺术的热爱和认可。 （4）听力文本跟读：教师播放听力音频，逐句引导学生跟读，让学生模仿音频中的语音、语调和语气，感受采访的语境，同时巩固听力内容，加深对文本的理解。跟读过程中，教师及时纠正学生的发音和语调问题，提升学生的口语表达规范性。 设计意图：第三遍听力聚焦深层理解，突破教学难点，培养学生的推理判断能力和逻辑思维能力。引导学生关注说话人的观点和情感，能帮助学生更好地理解听力材料的深层含义，而不是仅仅停留在表面信息的捕捉。师生互动点拨则能针对性地解决学生的理解困难，同时渗透文化意识，实现核心素养的培养；听力文本跟读则能实现“听”与“说”的结合，提升学生的语音语调水平，巩固听力成果。 （四）听后巩固与拓展（Post-listening） 本环节旨在通过多样化的活动，巩固学生的听力成果，拓展学生的思维，提升学生的综合语言运用能力，同时深化学生对文化主题的理解，落实四维核心素养。 1. 活动一：听力内容复述（Individual Work & Group Work） （1）任务布置：让学生结合听力笔记和任务单，先独立思考2分钟，尝试用自己的话复述听力内容，要求涵盖以下核心信息：Li Yan’s discovery of paper-cutting, her opinion on learning paper-cutting, the people she teaches in Canada, her feelings and reasons for teaching. 随后，学生以小组为单位，每人复述一部分内容，合作完成完整的听力内容复述，时间5分钟。 （2）复述展示与点评：每组邀请1组代表进行小组复述展示，教师对学生的复述进行点评，肯定学生的优点，如“Your retelling is complete and clear.” “You used the key words correctly.”，同时针对存在的问题进行指导，如“Please pay attention to the tense. Li Yan discovered paper-cutting when she was five, so we should use the past tense.” “You can use the sentence ‘I think...’ to express Li Yan’s opinion more clearly.” （3）示范复述：教师进行示范复述，帮助学生梳理复述思路，规范复述语言：“Li Yan is a Chinese paper-cut artist who lives in Canada. She first discovered paper-cutting when she was five years old at a Chinese art and culture centre. She thinks anyone can learn to make paper-cuts with patience and practice. She teaches seniors and Spanish-speaking students in her community. She loves teaching because it’s a great way to spread Chinese culture.” 设计意图：复述活动是巩固听力成果的有效方式，既能检验学生对听力内容的理解和记忆，又能提升学生的口语表达能力和逻辑思维能力。独立思考与小组合作结合，既能培养学生的自主学习能力，又能培养学生的合作交流能力；教师的点评和示范则能引导学生规范语言表达，提升复述质量，同时巩固听力中的核心词汇和句型。 2. 活动二：话题讨论（Group Discussion） （1）讨论任务：教师呈现讨论话题：“Li Yan is spreading Chinese paper-cutting to people in Canada. What other traditional Chinese arts can we spread to the world? How can we spread them? Discuss with your group members and share your ideas.” 同时，教师提供一些表达模板，帮助学生克服口语表达障碍，如：“I think we can spread... because... ” “One way to spread traditional Chinese arts is to... ” “We can teach foreigners to... so that they can understand... ” （2）小组讨论：学生以4人小组为单位，围绕话题展开讨论，时间6分钟。讨论过程中，教师巡视各小组，及时给予指导和帮助，如引导学生思考传统艺术的种类（如calligraphy, Beijing Opera, Chinese painting），鼓励学生结合自身经历和生活实际，提出具体的传播方法；提醒学生运用所学词汇和句型，规范口语表达。 （3）分享交流：每组邀请1名代表分享小组讨论结果，如：“We think we can spread Chinese calligraphy to the world. We can hold calligraphy exhibitions in foreign countries and teach foreigners to write Chinese characters. This can help them understand Chinese culture better.” 教师对学生的分享进行肯定和补充，引导学生认识到传播传统文化的重要性，增强学生的文化自信。 设计意图：话题讨论环节既能拓展学生的思维，又能实现“听”与“说”的深度结合，提升学生的综合语言运用能力。讨论话题围绕“传统文化传播”展开，与听力主题紧密相关，能深化学生对文化意识的理解，培养学生的文化自信和国际视野。表达模板的提供的则能照顾到不同层次的学生，让基础较弱的学生也能积极参与讨论，提升口语表达的信心。 3. 活动三：词汇与句型巩固（Individual Work & Pair Work） （1）词汇巩固：教师呈现听力中的核心词汇和短语，让学生进行配对练习（左边是英文词汇，右边是中文释义），完成后与同桌核对答案。随后，教师随机抽查学生，让学生用核心词汇造句，如用“patience”造句：“We need patience to learn English well.”，巩固词汇的用法。 （2）句型巩固：教师呈现听力中的重点句型，如“I think anyone can learn to... ” “All you need is... ” “It’s a great way to... ”，让学生两人一组，模仿句型进行对话练习，结合剪纸或其他传统艺术话题，如： S1: Do you think anyone can learn to do Chinese painting? S2: Yes, I think anyone can learn to do Chinese painting. All you need is patience and practice. S1: How can we spread Chinese painting to the world? S2: I think it’s a great way to teach foreigners to do Chinese painting. 对话练习结束后，邀请几组学生进行展示，教师进行点评和指导，规范学生的句型运用，提升学生的口语表达流畅度。 设计意图：词汇与句型巩固环节是对听力内容的进一步延伸和落实，能帮助学生巩固所学语言知识，提升语言运用能力。配对练习和造句练习能让学生扎实掌握词汇的含义和用法，对话练习则能让学生在真实的语境中运用重点句型，实现“学用结合”，同时兼顾不同层次学生的需求，让每个学生都能有所收获。 4. 活动四：文化拓展（Whole Class Activity） （1）文化介绍：教师简要介绍剪纸艺术的历史和文化内涵，如“Paper-cutting is a traditional Chinese art with a history of more than 1,500 years. It is often used to express people’s wishes for happiness and good luck. In 2006, Chinese paper-cutting was listed as an intangible cultural heritage by UNESCO.” 同时，展示几张不同风格的剪纸作品（如北方剪纸的粗犷、南方剪纸的细腻），让学生感受剪纸艺术的多样性。 （2）情感升华：教师引导学生思考：“Li Yan is using her own way to spread Chinese paper-cutting. As a Chinese student, what should we do to protect and spread our traditional arts?” 鼓励学生自由发言，分享自己的想法，如“We should learn more about traditional Chinese arts.” “We can introduce traditional arts to our foreign friends.” “We should try to learn to make paper-cuts or do Chinese painting.” 教师总结：“Traditional Chinese arts are our precious cultural heritage. We should love them, protect them and try our best to spread them to the world, so that more people can know about the beauty of Chinese culture.” 设计意图：文化拓展环节能深化学生对剪纸艺术的理解，拓宽学生的文化视野，增强学生的文化自信和文化认同感。情感升华环节则能引导学生树立保护和传播传统文化的意识，落实文化意识核心素养，同时培养学生的责任感和使命感，实现“立德树人”的教学目标。 （五）总结与作业（Summary & Homework） 1. 课堂总结：教师引导学生共同回顾本节课的内容，总结收获：“Today, we listened to an interview with Li Yan, a paper-cut artist. We learned about her experience with paper-cutting and her story of teaching paper-cuts in Canada. We also mastered some listening strategies, such as pre-listening prediction and catching key words. In addition, we talked about how to spread traditional Chinese arts. I hope all of you can remember what we learned today and love our traditional arts.” 同时，教师再次强调本节课的重点和难点，提醒学生：“Please remember the key words and sentences in the listening, and practice the listening strategies we learned today. Try to use your own words to retell the listening content and express your opinions on spreading traditional Chinese arts.” 2. 分层作业：结合学生的学情，设计分层作业，兼顾不同层次学生的需求，让每个学生都能在原有基础上有所提升。 （1）基础作业（必做）：① 听本节课听力音频，每天跟读10分钟，模仿语音、语调和语气，录制1分钟的跟读音频，提交给老师；② 完成听力任务单的所有题目，整理本节课的核心词汇和句型，抄写并背诵；③ 用3-5句话复述听力内容，写在英语笔记本上。 （2）提升作业（选做）：① 查阅资料，了解一种其他的传统中国艺术（如书法、京剧、国画），用英语写5-8句话介绍这种艺术形式；② 采访自己的家人或朋友，了解他们对传统中国艺术的看法，用英语记录下来（至少3句话）；③ 和同桌合作，根据听力内容，编写一段简短的采访对话，下次课进行展示。 设计意图：课堂总结能帮助学生梳理本节课的知识体系，巩固所学内容，强化记忆，同时回顾听力策略和核心素养的落实情况。分层作业的设计能照顾到不同层次学生的需求，基础作业侧重巩固听力内容和语言知识，提升作业侧重拓展学生的思维和综合语言运用能力，鼓励学生自主探究、自主学习，培养学生的学习能力，同时延伸课堂内容，让学生在课后继续积累和提升。 （六）板书设计 Unit 4 Arts and heritage-Section 1 Listening 1. Key Words & Phrases: paper-cut artist, patience, practice, community, senior, Spanish-speaking spread Chinese culture, a form of storytelling 2. Key Sentences: I think anyone can learn to make paper-cuts. All you need is patience and practice. It’s a great way to help people experience and understand Chinese culture. 3. Listening Strategies: Pre-listening: Predict While-listening: Catch key words, take notes 4. Main Content: Li Yan → paper-cut artist → discovered at 5 → teaches seniors & Spanish-speaking students → loves teaching (spread Chinese culture) 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $