Unit7 Section B（Project）教学设计 2025-2026学年人教版八年级英语下册

Unit 7 A Good Read

Section B (Project)

学段

初中

年级

八

课型

项目活动课

课时

6

学科

English

单元

主题分析

本单元属于“人与社会”范畴，涉及“中外文学史上有代表性的作家和作品”子主题内容，围绕“为何阅读经典”这一核心问题，引导学生探讨优秀书籍的价值。通过分享阅读体验、学习现在完成时、撰写读书报告等活动，旨在激发学生对经典文学的兴趣，培养阅读习惯与表达能力，最终提升综合人文素养。

文本解读

What:本课时是人教版新版八年级下册第七单元A Good Read的第六课时，该项目课题是“Make a reading log”，学生需要以小组形式讨论并选择适合的英文书籍，撰写阅读日志条目，包含书名、作者、主要角色、情节概要、个人观点与书摘等内容，并最终进行班级分享。课文提供了《哈姆雷特》的阅读日志范例，引导学生如何结构化地呈现阅读心得，同时通过反思问题推动学生对阅读意义的深入思考。

Why:该活动旨在通过真实的阅读与表达任务，提升学生的综合语言运用能力与批判性思维。选取经典文学作品《哈姆雷特》作为范例，不仅能帮助学生接触高质量的语言素材，更能引导他们思考人性、命运等深层主题，实现语言学习与人文素养的双重培养。活动强调合作、分享与反思，鼓励学生将阅读转化为具有个人意义的表达，从而增强学习动机与文化理解力。

How:学生首先通过小组讨论确定书单，锻炼协作与筛选信息的能力；接着仿照范例撰写阅读日志，学习如何概括内容、表达观点并引用文本；最后通过班级展示与问答环节，提升口语表达与互动交流能力。教师可在过程中提供语言支架与思维引导，帮助学生从“读故事”走向“评故事”，最终实现从输入到输出的完整语言学习循环，并激发持续阅读的兴趣。

学情分析

1.已有知识经验

学生拥有个人阅读中文书籍的经验，对“书名、作者、人物、情节、感受”等阅读报告的基本要素有概念性认识。部分学生可能接触过简写版的英文名著或青少年小说，对西方文学有初步印象。

2.潜在学习难点

用英语准确、简洁地概括一本书（尤其是情节复杂的作品）的核心情节，对多数学生具有挑战性。学生可能陷入复述细节或受中文思维影响，产生表达不地道、逻辑不清的问题。

3.教学支持建议

搭建“概括”与“表达观点”的语言脚手架,提供“核心冲突-主要行动-关键结果”的思维导图，提供观点层次模板，如“表面感受→原因分析→个人联系/启示”。补充表达深度的词汇库。

教学目标

语言

能力

Students will be able to present information about their chosen book clearly and respond to peers' questions during a group share.

文化意识

 Students will appreciate and reflect on how literature from different cultures addresses universal human experiences, connecting them to their own lives and contemporary society.

思维品质

Students will make connections between the text, their own experiences, and broader real-world contexts, as prompted by the reflection questions.

学习能力

Students will develop autonomous learning habits by engaging in a complete project cycle (selection, writing, sharing) and reflecting on their reading preferences and processes.

教学

重难点

教学重点

Students will be able to describe and summarize a book using structured language.

教学难点

Students will collaborate effectively in groups to brainstorm, select, and discuss books.

教学过程设计

教学环节

教师活动

学生活动

设计意图

Step 1

Lead-in

Teacher presents 3-4 zoomed-in or abstracted details from the covers of famous English books (eg, a skull for Hamlet, a lamp post for The Chronicles of Narnia, a web for Charlotte's Web) and asks: “What do you see? What story could this be from? What feeling does it give you?”

Students observe the images, guess the possible stories, and share their first impressions and associations as a whole class.

通过书籍封面细节猜谜进行导入，利用视觉悬念迅速抓住学生注意力。此活动能有效激活学生关于经典故事的背景知识库，并自然引发对书籍主题、氛围的初步讨论。

Work on 4a

1.Teacher introduces the task: "Today, we will begin our reading log project. First, in your groups, you will brainstorm a list of English books that could be included. These could be classics, modern stories, or even books you've seen as films. Remember, you should think about why each book is worth recommending."

1.Students listen to the instructions and discuss in groups which books come to mind.

2.One

本环节以“头脑风暴”为核心，教师通过示例引导和巡视中的针对性提问，推动学生不仅列出书名，更思考推荐理由，从而自然融入目标语言的使用。分享环节创

Step 2

Work in groups

2.Teacher circulates among groups, listening in and prompting with questions:

"Why did you choose this book?""What makes it special or worth reading?"

"Who is the main character? What is the main conflict?"

Provides language support if needed: I recommend this because it’s…or It teaches us about…

3.Teacher invites each group to share one book and explain their choice.Praises creative and thoughtful choices.

4.Teacher recaps:"Now each group has a list of possible books. Next, you will choose one to write about in your reading log. Think about which book you can describe best, or which one means the most to you."

spokesperson from each group shares a book choice and reason with the class.Other groups listen and take brief notes on interesting books mentioned by other groups.

3.Students review their group’s list and briefly discuss which book they might choose for their individual log.

造了真实的交际情境，使学生从小组互动走向全班交流，既汇总了集体智慧，也为后续的写作任务（4b）做好了充分的选题和语言准备，体现了从输入到输出的连贯性。

Step 3

Writing

Work on 4b

1.Teacher guides students to analyze the provided Hamlet log example and uses graphic organizers (a mind map) to break down the structure: Title/Author→Characters/ Type→Summary→Opinion→Quote.Teacher leads students to highlights useful phrases for each section.

2.Teacher gives clear instructions for drafting the reading log entry based on the model and introduces a “Peer Feedback Checklist” focusing on: Clarity of Summary, Support for Opinion, Language Use.

1.Students work in groups to identify and underline the key information and useful expressions in each section of the model.

2.Students draft their reading log. Then, exchange drafts with a partner from another group. Use the checklist to give feedback.

教师引导学生解构范例，将隐性的文本结构显性化，并提炼出各部分的“功能句”。学生的小组分析活动从“发现”到“归纳”，最后到“口头初步应用”，实现了从理解到内化的渐进过程。

将写作过程与评价相结合。学生从输入、讨论进入独立产出阶段。引入聚焦要点的同伴互评清单，引导学生进行有建设性的评