Unit 1 Understanding ideas (1)教学设计 2025-2026学年外研版英语八年级下册

Unit 1 Career talks Understanding ideas (1) 一、教学内容分析 本课时为阅读课,该语篇是高空窗户清洁工罗伯特的退休演讲,属于叙事抒情散文,是罗伯特退休之际的心声流露,字里行间交织着他的职业经历、真挚情感与对职业价值的深度思考。内容层面,罗伯特借“高温酷暑下陌生人递来的西瓜”“见证婴儿从懵懂到成长的点滴”等具体故事,鲜活勾勒出这份工作的双面性——既有高空作业、烈日炙烤的挑战,也有善意馈赠、情感联结的乐趣;语言表达上,他巧用“sweet”“kind”等描述性形容词传递温度,以“feel”“regret”等情感动词直抒胸臆,更以“spider-man”的比喻生动代指高空清洁工的工作状态,让叙事既具体可感,又饱含感染力;而其核心主题,更是跳出了职业的 “高低标签”,传递出“平凡职业亦有独特价值,热爱与人际联结能赋予工作深刻意义”的认知,悄然引导读者看见普通岗位里的温暖与重量。 二、教材分析 【What】 该语篇是高空窗户清洁工罗伯特的退休演讲,围绕其30年高空窗户清洁工作,讲述了职业经历中的核心挑战(恶劣环境、高空风险),温暖体验(他人善意、工作成就感),表达对职业的感恩与热爱,传递“平凡职业的价值”。 【Why】 作者通过分享个人经历,传递“职业的意义在于情感联结与自我价值实现”,同时引发读者(尤其是新从业者)对平凡职业的尊重与热爱,兼具情感共鸣与价值引导功能。 【How】 这篇演讲稿以“退休告别”为核心线索,遵循“开场问候 往事回忆 职业价值总结 寄语新人”的清晰逻辑铺陈:开篇以“最后一天工作”的问候自然切入,随即用“高温天汗水滴进眼睛”“收到陌生人切好的西瓜”“看着婴儿长大并收到她的画”等具体故事,让职业体验有了鲜活载体;语言上,通篇采用口语化的演讲语气,搭配“Drops of sweat fell in my eyes”这类细节描写,把高空清洁的艰辛与温暖具象成可感知的画面;同时,文中巧用“spider-man”的比喻替代“高空清洁工”,以“sweetest watermelon”的情感化表达承载陌生人的善意,词汇则集中围绕“challenge(挑战)”“joy(乐趣)”等职业体验词、“happy(开心)”“sad(难过)”等情感词,以及“sense of achievement(成就感)”等价值词展开,让职业的温度与意义在细腻的表达中自然流露。 三、学情分析 八年级的学生学生已掌握“teacher,doctor,worker”等基础职业词汇,具备简单叙事文的阅读能力,能提取文本表面信息,但对“高空清洁”这类特殊职业的相关词汇(如“hang on the rope, shine the windows”)储备不足,对语篇中“情感隐喻”的解读能力较弱。同时,初中生对“职业体验”类话题兴趣浓厚,容易被语篇中的真实故事吸引,但思维易停留在“情节感知”层面,难以主动挖掘背后的职业价值与情感内涵。 四、教学目标 通过本课时的学习,学生能够: 1. 通过阅读,精准提取语篇里“职业挑战 / 乐趣”的细节信息(如hot day和sweat对应挑战、kind woman和baby’s picture对应乐趣);能运用challenge、joy等语篇词汇描述职业体验。 2. 运用上下文推断、解析比喻表达的含义(如sweetest watermelon);借助小组讨论、细节梳理等活动自主提取语篇信息、总结观点、归纳语篇主旨。 3. 结合语篇内容,以Jake的身份完成感言续写。 4. 理解 “不同职业皆有价值与情感联结”,建立“尊重平凡职业、认同劳动价值”的认知。 五、教学重难点 【重点】 准确提取语篇关键信息提到的“职业挑战 / 乐趣”的细节,归纳语篇主旨。 【难点】 解读比喻表达的情感内涵(如“sweetest watermelon”);理解“职业价值”的深层意义。 六、教学活动设计 环节一:看视频猜职业,自由发言说出职业印象,激活主题,激发学生的学习兴趣。(3 mins) 教师引导学生根据“高空职业”光影片段猜测职业,然后自由发言,分享对该职业的印象,引出本节课的主题——职业感悟。 教学活动 活动层次 效果评价 1. Students guess the job based on “High-altitude occupation” video clip. 2. Students freely share their first impressions of the “Spider-man” . 学习理解之感知与注意 观察学生回答问题的情况,了解学生对“高空窗户清洁工作”这一职业的理解情况,以及对于“职业的意义”这一话题的激活情况。 环节设计意图:导入话题,激活已知,激发学生学习兴趣。 环节二:看图片回答问题,进行读前预测。(3 mins) 教师引导学生看图片,基于自己的已有认知回答教材活动1的问题,同时预测文本内容。 教学活动 活动层次 效果评价 3. Students look at the pictures on pages 4~5 and answer the questions. (1) What does the man do? (2) What difficulties may he face in his work? (3) What do you think can make his job enjoyable? (4) What do you think the text will talk about? 应用实践之分析与判断 观察学生回答问题的表现,了解学生对图片信息的获取情况以及学生的读图预测能力。 环节设计意图: 通过上述一系列活动,激活学生的阅读意识,培养学生的预测能力。 环节三:通过一系列的阅读活动,获取文章大意和细节信息。(20 mins) 教师引导学生通过泛读与精读,培养学生按照时间轴梳理个人经历、归纳主旨大意和获取细节信息的能力。 教学活动 活动层次 效果评价 4. Students read the passage quickly and complete Robert’s key experiences with the timeline tool. 5. Students read Paragraph 1 and answer the questions. (1) What does “last day at work” tell us about the speaker? (2) What challenges might the speaker have at work? (3)Why are the “days up high” memorable to him? (4) If you were the speaker, would you keep the days in mind? Why? 6. Students read Paragraphs 2~3 and answer the questions. (1) Why is Robert called “spider-man”? (2) Why does he say “That was the sweetest watermelon of my life”? (3) What does “Happiness passed through the glass” mean? (4) Why did the speaker feel both sad and happy about the family moving? (5) If you were the kind woman who saw the “spider-man” sweating, what would you do besides giving watermelon? Why? (6) Suppose you are the “spider-man” now. When you see a new baby by the window, what will you do to make her happy? Why? 7. Students read Paragraph 4 and answer the questions. (1) How does Robert feel about his job? (2) Why won’t the speaker regret his window-cleaning job? (3) What makes the “not good job” meaningful to him? (4) How does he get a sense of achievement from the job? 8. Students read Paragraph 5 and answer the questions. (1) What does “days up in the air” refer to here? (2) Why does the job “make us shine”? (3) What wish does the speaker send to the new workers? (4) What does the last paragraph mean? 9. Students discuss and answer the questions. (1) What does this paragraph mean? (2) What are the joys and challenges of being a “spider-man”? 10. Students choose the best summary and the type of the passage. 11. Students read the passage again and complete the post. 12. Students listen and read the passage. 学习理解之获取与梳理、概括与整合,应用实践之分析与判断 通过观察学生的活动反馈,了解学生对语篇信息的获取情况。 环节设计意图: 通过不同的活动,帮助学生理解文章,培养学生按照时间轴梳理个人经历、归纳主旨大意和获取细节信息的能力。 环节四:通过评论撰写、职业价值卡设计、辩论式讨论及总结发言四项分层任务,引导学生在语言实践中深化对职业意义的认知与思辨。(19 mins) 教师引导学生运用文中合适的词汇、短语写“回复评论”,分组设计“蜘蛛侠”的“职业价值卡”,分组讨论Write and share的三个问题并分享观点,最后以杰克的名义撰写总结发言,形成“输入—实践—输出”一体化的职业主题语言学习闭环。 教学活动 活动层次 效果评价 13. The student writes a “Reply Comment” to Robert as “Jake”, expressing their feelings about the speech with 1 or 2 sentences. 应用实践之内化与运用 观察学生能否准确使用相关语言表达,了解学生对重点语言表达的学习和内化情况。 14. Students are divided into groups to design a “Career Value Card” for “spider-man”, which includes: Challenges (2 details); joys (2 details) and their ideas (1 sentence). 应用实践之描述与阐释 观察学生的活动反馈情况,了解学生实际生活中运用目标语言的能力。 15. The students are divided into groups to write the concluding remarks in Jake’s name. Each group chooses one student to share. 迁移创新之想象与创造 环节设计意图: 在语境中内化关键句型和重点词汇,以及培养学生在现实生活中运用目标语言的能力。 作业与拓展 1. If you were Jake, write a “Reply Comment” to Robert, expressing your feelings about the speech. 2. Design a “Career Value Card” for “spider-man” including challenges, joys and your ideas. 4 / 4 学科网(北京)股份有限公司 $