Module 10 Unit 2第一课时教学设计 -2024-2025学年外研版英语八年级下册

基于标准的“教学评一体化”设计 课题 八下Module10 On the radio Unit2 It seemed that they were speaking to me in person 日期 课时 1 课型 读写课 授课教师 目标 确立 依据 课标 分析 课标摘录： 1.能利用语篇所给提示预测内容的发展，判断说话者的身份和关系，推断说话者的情感、态度和观点。 2.能运用一定等阅读策略，借助表格、思维导图等工具梳理书面语篇等主要信息，理解大意。 3.在阅读稍长的语篇材料时，能理解主要内容，推断隐含信息，表达个人看法。 课标分解： 1.能通过多层阅读，找出文章的主题，作者的信息等主要信息。 2.能通过阅读，理解事件发生顺序和人物行为，推断说话者的情感、态度和观点，推断隐含信息，描述自己或他人的经历。 3.能根据思维导图和提示复述课文内容； 语篇研读 本语篇主题是广播，属于“人与自我”范畴，涉及“丰富、充实、积极向上的生活”和“自我认识，自我管理，自我提升”子主题。 What: 是一位播音员的自述，讲述了作者进入播音行业的求职经历，以及作者朝着自己的梦想不断努力的过程。 Why: 本语篇的写作目的是引导学生学习这位播音员坚持不懈、勇于追求梦想的精神。 How: 本语篇文章采用插叙的方式，利用时间轴把作者的广播经历串起来。重点学习宾语从句的时态问题。 学情 分析 已有经验： 听广播是很多学生日常生活的一部分，也是学生学习和娱乐的一种方式，学生对此不陌生。通过前面的学习积累，八年级学生掌握了一般现在时、一般过去时和现在完成时等时态和宾语从句的用法，对本课的学习有一定等基础。 未知领域： 学生播对音员的生活和电台广播节目的制作流程知之甚少。对插叙这种写作手法，十分陌生。 困难障碍： 宾语从句与各种时态混合，导致学生的理解表达难度有所增加。 学习 目标 通过本课时学习，学生能够： 1.在语境中理解并认读seem,listener,in person,part-time,article,studio,purpose等词汇。 2.通过阅读文章，找出重要事件发生的时间线，了解作者追逐播音梦想的完整经历，并推断作者对播音的情感、态度和观点。 3. 根据思维导图和提示复述课文内容。利用宾语从句描述自己或他人的经历。 4. 初步了解新闻媒介，体会文章作者坚持不懈勇于追求梦想的精神。 评价任务 评价标准 1.看图片，理解并认读生词（指向目标1） 准确、流利、响亮认读单词 2.运用skimming,scanning等阅读技巧回答问题（指向目标2） 找出文章主题，获取细节信息，正确回答问题 3．根据提示简要复述课文，小组合作交流表达（指向目标4、5）。 较为准确、流畅、完整地复述与表达 教学过程 教学环节 教学活动 评价要点 Step1. Lead-in Warm up 1.The teacher show some pictures of radio presenters and talk about them. (Free talk: Which of them do you like? Why?) 能通过读图，说出与图片信息相关的词汇 Step2. Pre-reading Words and expressions: (Look at the pictures and speak out the words.) seem,listener,in person ... Prediction Look at the picture and try to predict: What is he? Where is he? 能借助变式朗读，准确并较为流畅地读出相关词汇。 Step3 Reading (SB A.2) Fast reading 1. Read the passage quickly and decide where you are likely to see the photo on your book. a) In a book about the history of radio. b) In the life story of a famous radio presenter. c) In a book on how radio works. 2. What is the narrative approach?(叙事手法) A. narration interposed(插叙） B.flashback(倒叙） C. narration(顺叙) Careful--reading 1. Read Para.1-3 and answer questions. 1)Who did the writer talk to? ___________________________ 2)What did the person ask the writer? ___________________________ 3) What was the writer doing at that time? ___________________________ Furthur thinking: What does the radio manager think of the writer by saying“ Shouldn’t you be at school?”_______________________ 2. Read para4-para6 and decide true or false. 1) The writer began his work in radio when he was fifteen.( ) 2) When the writer grew older, he lost his interest in radio .( ) 3) The writer’s friends at school all.( ) 3. Read Para.7-12 and answer questions. 1) What question do all the presenters need to answer before they begin work? ___________________________ 2) What’s the purpose of this question? ___________________________ Further thinking: Why could he be so successful at a young age? ___________________________ 4. Read and fill in the table. Time What happened 4 years old the writer , listening to his favourite programmes. 9 years old he asked for part-time jobs in . As he grew older he learnt about . 15 years old he got . Further thinking: Some people said that Internet radio is being replaced(替代) by short video. Do you agree?___________________________ 能通过扫读获取文章主题； 能通过精读了解段落细节意思，把握文章整体，正确回答下列问题。对于深度思考问题，学生能积极思考，勇敢发言。 Step 5 Post-reading Retell (1)Retell the passage according the table. Level C: 课本P83. a3 Level B: Time What happened 4 years old radio, living room, favourite programmes 9 years old part-time jobs, small radio stations As he grew older Internet radio 15 years old real job, radio Level A: Time What happened 4 years old 9 years old As he grew older 15 years old Group work : Retell the passage according your level and show it in the front. Task:Try to introduce the experiences of the writer to your partner. 根据提示简要说出对话主要内容,85％以上的学生能都流畅复述。 能通过小组合作的形式，增强合作交流意识。 Step 6 Homework For all: Go over the passage again and remember the key words and phrases. Optional: Describe the radio presenters you like best to your parents. 布置分层作业，满足不同层次学生学习英语的需求，扎实基础增强语言表达能力。 课后反思 学科网（北京）股份有限公司 $$