Module 10 On the radio Unit 2 It seemed that they were speaking to me in person. 教案- 2024-2025学年外研版（2012）八年级英语下册

教学设计 课题 Module 10 On the radio-Unit 2 It seemed that they were speaking to me in person. 课时 1 教学目标 Language Ability: Acquire vocabulary like "seem, in person, article" and master sentence patterns such as "It seemed that...", enabling description of radio experiences. Cultural Awareness: Explore the role of radio in daily life and appreciate how media shapes cultural communication. Thinking Quality: Analyze the emotional tone in radio scripts and logically connect details to understand narrative contexts. Learning Ability: Develop note-taking skills during listening and apply descriptive language to recreate radio scenarios. 重难点 Key Points: Phrasal verbs (e.g., show sb. around, do interviews) and past continuous tense for ongoing actions in the past. Difficult Points: Distinguishing between "It seemed that..." and real-life descriptions, as well as using past tenses correctly in storytelling. Practice through role-playing radio programs to enhance fluency. 教学环节 学习活动 新课教学 一、Greetings T: Good afternoon, dear students! How’s your day going? S: Great! / Not bad! T: I’m so glad to hear that. Are you ready for today’s exciting English adventure? S: Yes, we are! 二、Lead - in (5 minutes) T: Class, before we start, let’s play a little guessing game. I’ll describe something, and you try to guess what it is. It’s something we use to listen to stories, music, news, and many interesting things. It doesn’t need a screen, and we can take it with us easily. What is it? S: Radio! T: Exactly! You’re so smart. Now, I want to know, who here has ever dreamed of working at a radio station? Maybe becoming a famous radio presenter, sharing interesting stories with thousands of listeners? Raise your hands if you have. (Some students raise their hands) Wow, so many dreamers here! Today, we’re going to dive deeper into the world of radio through our new text. The title of Unit 2 is “It seemed that they were speaking to me in person.” What do you think this sentence means? Any guesses? S1, would you like to share? S1: Maybe it means it felt like the people on the radio were talking directly to the listener? T: That’s a brilliant thought! You’re on the right track. Let’s explore this unit and see if your guess is correct. 三、Vocabulary teaching (5 minutes) T: First, let’s learn some new words. (Show pictures and words on the PPT) Look at this picture. (Show a picture of a microphone) This is a “microphone”. It’s a very important tool for radio presenters. They speak into the microphone so that their voices can be heard clearly on the radio. Read after me, microphone. S: Microphone. T: Good. Now, look at this one. (Show a picture of a control room with many buttons and screens) This is a “studio”. A studio is a special room where radio programs are made. There are all kinds of equipment in the studio to help presenters and technicians create wonderful programs. Read, studio. T: Now, this word is a bit challenging. (Show the word “article”) An “article” can be a piece of writing in a newspaper, magazine, or here in our text, something that a radio presenter reads on air. For example, “She wrote an interesting article about animals.” Read after me, article. S: Article. T: Well done. What about this? (Show a picture of a person looking very serious and concentrating) The word is “seem”. “Seem” means to appear to be or to give the impression of being. We often use it like this: “It seems + adjective” or “It seems that…”. For example, “It seems easy.” or “It seems that he is very happy.” Read, seem. S: Seem. T: Next, this word. (Show the word “listener”) A “listener” is someone who listens, especially to the radio. We are all listeners when we turn on the radio. Read, listener. S: Listener. T: Now, let’s play a vocabulary game. I’ll say a word, and you need to quickly find an object or make a sentence related to it. For example, if I say “microphone”, you can point to a picture of a microphone or say “The presenter holds the microphone tightly.” Ready? Microphone! S: (Students point or make sentences) T: Great! Let’s continue with the other words. 四、Pre - reading (5 minutes) T: Before we read the text, let’s look at the pictures in the textbook. What can you see in these pictures? S2, tell us what you notice. S2: I can see a person sitting in front of a microphone in a studio. T: Good observation. What else? S3? S3: There are some buttons and equipment around. T: Exactly. Now, based on these pictures and the title “It seemed that they were speaking to me in person,” what do you think the text might be about? Discuss with your deskmates for two minutes and then share your ideas. (Students discuss) T: Time’s up. Who wants to share? S4? S4: Maybe it’s about a person’s experience of working in a radio studio and how it feels to talk on the radio. T: That’s a great prediction. Let’s read the text and check if your ideas are right. 五、Reading (5 minutes) T: Now, let’s read the text for the first time. While reading, try to get the main idea of the text. What is the writer mainly talking about? Start reading silently. (Students read the text silently) T: OK, stop. Can anyone tell me the main idea? S5? S5: The writer is talking about his love for radio and his experience of visiting a radio station. T: Excellent! You’ve got the main point. Now, let’s read it again, but this time, I’ll read one paragraph, and you read the next one. (Read the text paragraph by paragraph) T: After reading, let’s analyze some difficult sentences. Look at this sentence: “It seemed that they were speaking to me in person.” Here, “it seemed that…” is a very useful structure. It’s used to express an impression or a feeling. For example, “It seemed that it was going to rain.” Can you make a sentence with this structure? S6? S6: It seemed that she was very tired. T: Great sentence. Now, another sentence: “I sat down in front of a microphone and pretended to be a presenter.” The phrase “pretend to be” means to act as if you are someone or something you are not. Can you give an example? S7? S7: The children pretended to be superheroes. T: Very good. Also, pay attention to the past tense in this text. Many verbs are in the past tense because the writer is talking about his past experience. For example, “loved,” “visited,” “sat,” etc. Review the past tense forms of these verbs after class. 六、Comprehension Exercises (5 minutes) T: Now, it’s time to test your understanding of the text. I have some questions on the screen. Answer them according to the text. Question 1: Why did the writer love radio so much when he was young? S8, please. S8: Because he thought listening to the radio was like having a friend talking to him. T: Correct. Question 2: What did the writer do when he visited the radio station? S9? S9: He sat in front of a microphone and pretended to be a presenter. T: Well done. Question 3: How did the writer feel when he was in the radio studio? S10? S10: He felt very excited. T: Right. Now, I have a more challenging task. I’ll give you some jumbled sentences. Rearrange them to form a short summary of the text. Work with your group members and see which group can finish first. (Students work in groups) T: Time’s up. Group 1, share your answer. Group 1: The writer loved radio when he was young. He visited a radio station. He sat in front of a microphone and pretended to be a presenter. He felt excited. T: Excellent! You’ve done a great job. 七、Role - play (5 minutes) T: Let’s have some fun with a role - play. I’ll divide you into groups of four. In each group, one student will be the writer, one will be a radio station guide, and the other two will be classmates who listen to the writer’s story. The writer tells his experience of visiting the radio station to his classmates, and the guide can add some extra information about the radio station. Use the words and expressions we’ve learned today. (Students start role - playing. The teacher walks around, guiding and encouraging them) T: Time’s up. Which group wants to perform for the class? Group 2, come to the front. (Group 2 performs) Writer: When I was young, I loved radio very much. It seemed that the presenters were speaking to me in person. Classmate 1: Really? That’s so interesting. What happened then? Writer: I visited a radio station. The guide showed me around. Guide: Yes, and we have a special studio where all the programs are made. Writer: I sat in front of a microphone and pretended to be a presenter. It was so exciting! Classmate 2: Wow, I wish I could go there too! T: Wonderful performance, Group 2! Let’s give them a big round of applause. 八、Summary (5 minutes) T: Class, it’s time to summarize what we’ve learned today. First, we learned new words like microphone, studio, article, seem, and listener. Then, we studied useful structures such as “it seemed that…” and “pretend to be”. We also improved our reading comprehension by understanding the text about the writer’s radio experience. Remember to review these words and structures and try to use them in your daily English. If you have any questions, don’t hesitate to ask me. 九、Homework (5 minutes) T: For homework, first, write a short composition about your own experience of listening to the radio. You can talk about what program you listened to, how you felt, and what you learned from it. Try to use at least five new words and two new sentence structures we learned today. Second, review the new words and read the text aloud three times to improve your pronunciation and fluency. Hand in your composition tomorrow. T: That’s all for today’s class. See you next time! S: Goodbye, teacher! 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 $$