Unit 7 Listening and speaking 学案 2026-2027学年沪教版八年级英语上册

U7 听力口语探究课学案 2026—2027学年沪教版八年级英语上册 The secret of memory 班级 姓名 日期 教材对接:pp. 104、107 建议课时:40分钟 本课探究:What can a short memory test tell us, and how can we explain a useful method? 学习目标:听懂测试指令并记录关键信息;比较个人测试结果;通过追问和示范讲清一种记词方法。 一 先听清规则 4分钟 1. Match the words: pattern / order / position / category. a. 类别 b. 位置 c. 图案 d. 顺序 2. Predict: In which test might order matter most: a pattern, a number sequence, or a word list? My reason: . 二 听取测试说明 6分钟 Listen to the introduction twice. First, choose the purpose. Then complete the notes. 3. The activity mainly helps us . A. choose the cleverest student B. notice how we remember information C. diagnose a memory problem 需要听取的信息 我的记录 4. Test 1: what to remember A pattern and the of the marked squares. 5. Test 2: how to write the digits In the same . 6. Test 3: what to remember Two lists of . 7. One important rule Do not until the teacher says “Write”. 听记提醒:先看题,抓动词和限制条件,如 look / cover / wait / same order。教师朗读稿在文末,学生先不要翻看。 三 完成三项短测 12分钟 Test 1 Look at the pattern your teacher shows for 15 seconds. When it is covered, mark exactly five squares in the grid below. Wait for “Write”. 1 2 3 4 上行为列号,不计入图案;下方四行从上到下编号1—4。 Test 2 Listen to each sequence once. Write the six digits in the same order only after “Write”. Set A: Set B: Test 3 Listen to each list once. After “Write”, record as many words as you can. Word order does not matter. List A: List B: 8. Record your results. Do not add scores from different tests together. 测试 原始成绩 我实际采用的方法 Pattern Correct marked positions: / 5 Digits Set A: / 6; Set B: / 6 Words List A: / 6; List B: / 6 9. Which task felt easiest for you? Use one result and one possible reason. 10. Can these tests prove which classmate has the best memory in every situation? Why or why not? 四 把方法讲给别人听 14分钟 11. Choose a problem and prepare a method. Work alone for 2 minutes, then speak with your partner for 3 minutes. A: I mix up words on the same topic. B: I remember meanings but forget how to use the words. Possible methods: a word web / learning in context / flash cards / images. You may choose another suitable method. My method: My example words: 对话路线:Ask about the problem explain the method give a real example ask a follow-up question check understanding. A: What do you find difficult about remembering words? B: I often … A: One way to … is to … For example, … B: Could you show me …? / What should I do next? A: First, … Then, … Could you try it with …? B: So I should … Is that right? 12. Demonstrate your method using at least three unit words. Do not simply name the method. My demonstration notes: 让词组说得更连贯 3分钟 含在本环节内 Listen to your teacher and practise: goo(d) book / bes(t) day / si(t) down. 括号内辅音保留口腔阻碍动作,通常不明显爆破;不要加上“呃”,也不要刻意停顿。 Use one phrase naturally: This is a good book about memory. / Sit down and try this word game. 五 出口任务 4分钟 13. Give a 30-second explanation: problem + method + example. Your partner asks one follow-up question. 同桌核对:[ ] 方法切合问题 [ ] 有具体示范 [ ] 能回应追问 [ ] 表达可理解 课后:给一个家人讲解该方法,并记录对方的一条问题: 教师朗读稿与操作说明 以下为本学案配套朗读材料,供教师直接使用。它与教材三类测试及口语方法相衔接,不是教材录音转写。先完成说明听力,再做正式短测。所有答案核对均放在三项短测结束后。 说明听力 第一次听主旨 第二次填空 Today we are going to try three short memory tasks. The first task is about a pattern. Remember the positions of the marked squares. The second task is about numbers. Write the digits in the same order as you hear them. The third task is about words. You will hear two lists. Try to remember the words; their order is not important. Keep your pen down while you look or listen. Do not write until I say “Write”. These tasks may help you notice how you remember information. They are not a competition to find the cleverest student. Test 1 教师展示卡 展示下表15秒后遮住。只展示四行四列图案,不展示答案坐标。学生卷的列号用于定位,不属于图案。 X X X X X Say: “Look at this pattern. Remember the five marked squares.” [15 seconds] “Now the pattern is covered. Write.” [20 seconds] Test 2 数字 每组只读一次 Say: “Set A. Listen: four, seven, one, nine, two, six.” 每个数字间隔约1秒;停2秒后说“Write”,给学生15秒记录。 Say: “Set B. Listen: three, eight, two … five, one, nine.” 三个数字为一组,组内约1秒、组间约2秒;结束后停2秒,说“Write”,给学生15秒。 Test 3 词语 每份清单只读一次 List A: “river, chair, apple, train, dog, shirt.” List B: “banana, orange, pear, grape, peach, lemon.” 每词间隔约1秒;每份清单读完停2秒后说“Write”,各给20秒。清单B共享水果类别,但它与A并非严格对照实验,不据此断言分类必然优于其他方法。 参考答案与口语评价 1. a category;b position;c pattern;d order。2. A number sequence, because changing the order changes the sequence. 可接受有合理解释的其他预判。 3. B。4. positions。5. order。6. words。7. write。说明听力中的pen down、until为关键限制信息。 8. Pattern:第1行第1、4列;第2行第2列;第3行第3列;第4行第1列。限标五格,位置正确各1分;多标者先删至五格再核对。 Digits: A 4—7—1—9—2—6;B 3—8—2—5—1—9。数字与位置均正确各1分。Words: A river, chair, apple, train, dog, shirt;B banana, orange, pear, grape, peach, lemon。每词1分,重复不计;拼写可辨认即可,另行订正。 9. 示例:List B felt easiest. I remembered five words because I thought of a fruit shop. 成绩与理由须对应,允许不同体验。 10. No. The tasks use different materials and rules. A short test cannot show how well someone remembers everything. 不比较不同任务总分,不按一次表现给学生贴标签。 11—12. A可用word web;B可用context。示例: A: What do you find difficult? B: I know the meanings, but I cannot use the words. A: Try learning words in context. For example, “I feel stressed before a test, so I take a short break to relax.” B: How can I add “memory”? A: Add “Too much stress may affect my memory.” Now try your own sentence. B: So I should connect the words in a real situation, right? 13. 示例:I sometimes mix up unit words. I use a word web. I write “memory” in the centre, then add “brain” and “improve”. Next, I add “active” near “brain”. This helps me see connections. 维度 2分 1分 0分 内容 问题和方法匹配 只介绍方法 未完成 示范 至少三个词且联系清楚 有例子但不充分 无例子 互动 追问并作相关回应 依赖提示回应 未回应 表达 基本连贯且可理解 停顿较多但能理解 难以理解 Unit 7 | 听力口语探究课学案 | 学科网(北京)股份有限公司 $