【教学评一体化】U4 Understanding ideas 读说课第二课时教学设计-新外研八下

基于标准的“教学评一体化”设计
课题
Unit4 Helping out
日期
课时
2st
课型
读说课
授课教师
目标
确立
依据
课标
分析
课标摘录
1.能根据连续指令和问题，做出适当反应，给与恰当回应；（理解性技能-八年级）
2.识别书面语篇的主题，大意和要点；（理解性技能-八年级）
3.完整、连贯地朗读文章，简单复述文章大意；（表达性技能-八年级）
4.在教师指导下进行简单的角色扮演；（表达性技能-八年级）
5.围绕相关主题，用简短的表达方式和口语交流，完成交际任务；（表达性技能-八年级）
6.在书面表达中使用较为准确的词语和表达法，语音、语调基本正确；（表达性技能-八年级）
7.根据课文所学以小组形式简单复述文章大意；（表达性技能-八年级）
8.阅读包含情态动词的句子，体会其不同含义和用法；（表达性技能-八年级）
课标分解
能读懂文章，获取圣诞节带来的问题及环保庆祝的内容；
以小组合作的形式对文章进行大体复述；
能利用所学进行观点表达，提出自己的环保过节方式。
语篇研读
语篇一：Starting out
【What（语篇内容）】包含章首图、“Lending a hand” 主题图片、助人场景视频、雷锋 / 马丁?路德?金 / 伊索的三则助人名言，围绕 “帮助他人” 展开多模态素材呈现，涵盖日常助人、社区志愿、公益行动等场景。
【Why（语篇目的）】激活学生关于 “帮助他人” 的已有认知和生活经验，理解核心短语 “lend a hand” 的含义，体会助人的价值，自然引出单元话题和核心任务 “Plan a day of help”。
【How（语篇形式）】以 “图片 + 视频 + 名言” 的多模态形式呈现，图文并茂、动静结合，语言简单易懂，符合八年级学生的认知水平，对话和表达以日常交际用语为主。
语篇二：Understanding ideas
【What（语篇内容）】记叙文，讲述女孩利娅因住院时缺少蜡笔的经历，发起筹款活动为医院的小患者购买蜡笔，最终收集到 2675 盒蜡笔，为患病儿童的医院生活增添色彩的故事，介绍了问题、原因、解决办法和结果。
【Why（语篇目的）】让学生掌握语篇中的核心词汇和句型，学会梳理记叙文的叙事逻辑，理解利娅助人的动机和行为，深化对 “帮助他人” 的理解，引导学生将助人意识转化为实际行动。
【How（语篇形式）】以记叙文为文体，按照 “发现问题 — 分析问题 — 解决问题 — 取得成果” 的逻辑展开，语篇中有丰富的细节描写和情感表达，标题 “Adding some colour” 一语双关，兼具字面和深层含义。
学情
分析
本节课的授课对象为八年级下册学生，具备以下特点：1. 语言基础：已掌握一般现在时、一般过去时、现在完成时等基本时态，拥有一定的日常交际词汇和简单的语篇阅读能力，能读懂简单的记叙文；2. 生活经验：有过助人或被助的生活经历，对 “帮助他人” 的话题有一定的情感共鸣，易于激活相关认知；3. 学习特点：好奇心强，喜欢图片、视频等多模态教学素材，乐于参与小组讨论、故事分享等互动活动，但对语篇深层含义的理解和词汇的灵活运用仍需引导，抽象思维和逻辑梳理能力有待提升。
学习
目标
1.通过观察和分析例句，归纳情态动词must, may, can在语境中表达推测、可能和许可的基本规则。(学习理解）
2.运用所学情态动词完成填空题和对话，与同伴讨论身边需要帮助的人及具体帮助方式。（应用实践）
3.结合真实生活情境，综合运用情态动词和目标功能句型，策划并简要描述一个具体的助人行动计划。（迁移创新）
评价任务
评价标准
1．朗读、理解含情态动词的句子（指向目标1）
能正确用不同情态动词表达所想；
2．根据所学完成相关情态动词练习（指向目标2）
正确使用情态动词；
3．使用情态动词表述一项行动计划。（指向目标3）
能使用不同情态动词串联成一段文字。
重点单词与短语
Excuse, purple, sunshine, virus, afford, disappointment, X-ray, treatment, pocket, illness, wheelchair, public , go public, mention, directly, solution, be born with sth, has the flu
教学过程
教学环节
教学活动
评价要点
Step1.
Retelling
Work in group of 4 to retell the passage.
A: The problem.
Lean was born with a serious disease. She made many ______________.
One day, she asked a(n) _______ for a purple crayon to colour the butterfly. But there wasn’t one.
B: Causes of the problem.
The hospital provided colouring books for ________________.
Crayons may carry viruses and spread ___________. They can only be used once. The hospital couldn’t __________ new crayons for every child.
C: Solutions。
Lean __________ buy 500 boxes of crayons for the hospital, but she didn’t
have ______________
She held many activities to _____________ with the help of her family and friends. Soon, her story ___________.
She has collected 2,675 boxes.
D: Comments.
Lean is a kind girl. She’s ______________ the hospital.
学生能够根据所给出的句子补全课文内容。
设计意图:对第一课时重点内容进行复习。
Step2：
Presentation
Read the sentences from the reading passage and summarise the grammar rules.
(a)Well, crayons may carry viruses and spread diseases.
(b)It can be boring to wait for X-rays and treatments.
(c) There must be something for me to do.
情态动词(一):
may表示可能性（可能，也许）
can表示可能性（有时会…）或能力（能够）
must表示肯定的推测（一定，肯定）
情态动词(二):
当我们想表达可能发生某事以及某人可能做某事时，可以用may/might表示。
例如:
Bring a map because you may want to travel around.
带张地图，因为你可能想四处转转。
There may be a few showers, so bring an umbrella with you.
可能会有阵雨，所以随身带把伞吧。
might与may没有太大的区别，形式上might是may的过去式，但在表示现在或将来的可能情况时，might表示的可能性比may表示的可能性要小一些。
例如:
Take your swimming clothes because you might want to go swimming in the sea.
带上游泳衣吧，说不定你想到海里游泳呢。
情态动词can和could除了表示"能够，可以"等意义之外，还可以表示对现在或将来的推测，意为“会，可能。但can表示推测时，往往用于否定句和疑问句。用于疑问句时，can比could表示的可能性要大;用于否定句时cannot(can't)表示“不可能。”例如:
could则可用于肯定句、否定句和疑问句。在以下例句中，can和could均表示可能:ou can't be serious! 你不是认真的吧!
例如:
He could be in pain.他可能很疼。
That could be harmful! 那可能有害!
Can/could this be true?这有可能是真的吗?
情态动词must也可以表示猜测，意为“一定，肯定”通常只用于肯定句。
例如:
Betty, you must know! Betty，你肯定知道!
小总结（推测语气强弱）
must (肯定) > may (可能) > can't (不可能)
请仔细对比下面一组句子:
-Who sent the present? Can it be your brother?
是谁送来的礼物啊?会是你哥哥吗?(询问可能性)
-It must be your brother. I saw him in your room just now.
肯定是你哥哥，我刚才看见他在你的房间里。
(语气强烈，表示非常肯定)
-It can't be my brother. He is still in France.
不可能是我哥哥，他还在法国呢。(表示不可能)
学生能通过朗读例句习得情态动词的不同意义，能正确表达自己的建议、推测及人与事的可能性。
Step 3:
Exercises
Step 4：Production

Step 5：Language points
一、选择合适的单词并用单词的适当形式填空。
may can must might need get
1.You look pale. You ____________ be sick. You should see a doctor.
2.Don’t worry. I __________ help you with your math homework.
3.There _____________ be a mistake. Let me check the answer again.
4.She __________ a helping hand because her leg is injured.
5. If we work together, we __________ finish the project on time.
6.We should do something to help them _____ through the cold winter.
二、单选题。
1.— Is that Mr. Wang walking over there?
— It _______ be him. He has gone to Shanghai for a meeting.
A. must B. may C. can’t
2. Studying a new language at first ____ be a bit difficult,
but don’t give up.
A. must B. can C. may
3. The old lady __________ need a helping hand with her groceries. Let’s go and help her.
A. may B. must C. can
4. I feel nervous about the coming exam.— ___. Perhaps I can study with you.
A. Don’t worry B. That’s too bad C. Let’s give him a hand
学生能通过练习题进一步巩固正确使用不同的情态动词。
Complete the sentences with must, may or can.
1 You __________ be thirsty now after the long run. Here is a bottle of water for you.
2 You didn't bring an umbrella? Take mine. It _________ rain later.
3 Here is my notebook. You ___________return it after the exam.
Look at the pictures and complete the dialogues with the correct form of the modal verbs.
Dialogue 1
A: Look at that man! It 1_______ be
hard for him to carry all the boxes!
B: Let's give him a hand.
Dialogue 2
A: That woman looks lost.
She 2 _______need help.
B: Yes. We ________go and ask her.
Dialogue 3
A: Is that Lily over there?
B: It 4________be her. She has the flu
and has to stay at home.
A: That's too bad. The lesson today is
really important.
B: Don't worry. We 5_________share
our notes with her。
Work in pairs. Discuss things to do to help people around you. Use the words and expressions from the reading passage and the Useful expressions to help you.
Who needs your help? _____________________________________________________________________________________
Why do they need help?
——————————————————————————————————————————————————————————————————————
What can you do to help?
——————————————————————————————————————————————————————————————————————
Useful expressions
... may find it a challenge to
...... need a helping hand..
Perhaps l can / could...
.... to help... get through....
There must be something for me to do, such as...
Example
A: We should talk about offering a helping hand to people around us.
Who do you think needs help?
B: I think our classmate Tom might need some support.
A: Why do you say that?
B: English is not easy for him. He may find it a challenge to keep up with
the lessons. I believe he needs a helping hand to feel more confident.
A: I see. Perhaps we can offer to study with him twice a week after school.
That might really help him get through this semester successfully.
B: Good idea. There must be something for me to do, such as helping him
practice pronunciation or explaining grammar points he doesn’t understand.
A: That sounds great. Let’s make a plan and ask him what he needs most.
常用短语
1.那太糟糕了
2.别担心。
3.撑过去；渡过难关
4.例如
5. 让我们帮…一把
6.帮助，援手
7.带雨伞
8.做某事很有挑战性
Summary
Expressions：bottle, a bottle of, exam, dialogue, flu, get through …
Grammar：We have learned to use must, may and can to express guesses and ask give permission.
We have learnt the meaning of helping others in our lives.
Step 6:
Homework
Must do:
1.记忆本节课的单词和短语，重点句型;
2.完成课后的相关练习。
Choose to do:
海报创作： 将你的“帮助计划”核心内容，设计成一张英文倡议海报（可手绘或电子制作），号召更多人加入。需使用本课所学的情态动词和短语。
设计意图：分层作业设计，适合不同基础学生，增强学习自信心。