Module 10 On the radio Unit 2 It seemed that they were speaking to me in person 教案

Module
10
On
the
radio
Unit
2
It
seemed
that
they
were
speaking
to
me
in
person.
一、教学目标
1.
听懂并掌握下列词汇及常用表达：seem,
listener,
article,
studio,
part-time,
purpose
in
person
2.
能掌握以下句型：
(1)
It
seemed
that
they
were
speaking
not
to
lots
of
listeners
but
to
me
in
person.
(2)
…
and
hoped
someone
might
be
listening.
(3)
Just
tell
me
what
you
had
for
breakfast.
(4)
The
purpose
is
to
check
the
sound
level.
3.
能够理解文章中事件的先后顺序和人物行为。
4.
能够根据提示描述过去的经历并给出背景信息。
5.
能够利用时间轴理解事件发生的顺序。
6.
明白只有从小立志、努力学习、勇于实践，才能实现理想和人生价值。
二、教学重点及难点
重点：
1.
掌握本课重点单词和短语：seem,
listener,
article,
studio,
part-time,
purpose
in
person
2.
掌握和熟练运用宾语从句；
(1)
It
seemed
that
they
were
speaking
not
to
lots
of
listeners
but
to
me
in
person.
(2)
…
and
hoped
someone
might
be
listening.
(3)
Just
tell
me
what
you
had
for
breakfast.
(4)
The
purpose
is
to
check
the
sound
level.
3.
让学生能向他人介绍自己的经历。
难点：
能够模仿课文描述过去的重要经历并给出背景信息。
三、教学准备
教学课件。
四、教学过程
Step
I
Warming-up
1.
Show
the
expressions
and
let
Ss
chant
or
read
aloud.
设计意图：吸引学生的注意力，发散学生的思维模式，引入本课话题。
Step
Ⅱ
Pre-reading
New
words
Learn
some
new
words.
设计意图：拓宽学生的词汇量，为接下来的阅读活动奠定基础。
Activity
1
1.
Look
at
the
picture
about
a
radio
studio
and
talk
about
what
it
shows.
2.
Guide
one
or
two
Ss
to
describe
the
picture
in
class.
设计意图：培养学生观察图片的习惯和通过看图片预测文章内容的阅读意识，锻炼预测和总结能力。
Step
Ⅲ
While-reading
Activity
2
1.
Read
the
passage
quickly
and
decide
where
they
are
likely
to
see
the
photo.
2.
Check
the
answer
and
ask
Ss
to
say
the
reason.
设计意图：引导学生通过阅读从而判断文章的题材。
Activity
3
1.
Read
the
passage
again
and
complete
the
sentences.
2.
Read
the
sentences
to
check
the
answers.
设计意图：训练学生通过寻读捕捉有效信息和细节信息的能力，提高他们的阅读效率。
Step
IV
Post-reading
Retell
Fill
in
the
blanks
and
retell
the
passage.
设计意图：让学生根据思维导图复述文章内容，帮助学生整体把握文章结构，加深对文章整体内容的理解。
Language
points
1.
The
radio
manager
looked
down
at
me.
电台经理低头看着我。
look
down
向下看
look
down
at
sb./sth.
向下看着某人或某物
2.
And
you
want
a
job
in
radio?
你想在电台找份工作？
陈述句尾加问号变成陈述疑问句，朗读时句尾读升调。
3.
Shouldn’t
you
be
at
school?
难道你不用上学吗？
否定疑问句，表示惊讶、赞赏或责难。
4.
I
still
remember,
when
I
was
four
years
old,
I
sat
close
to
the
radio
in
the
living
room,
listening
to
my
favourite
programmes
and
to
the
voices
of
my
favourite
presenters.
我仍然记得在我四岁的时候，我紧挨着客厅里的收音机坐着，听我最喜欢的节目和最喜欢的主持人的声音。
close
to
临近，靠近
sit
close
to
sth.
坐在……的旁边
close
adj.
离得近，距离短
v.
关上
5.
It
seemed
that
they
were
speaking
not
to
lots
of
listeners
but
to
me
in
person.
我感觉他们好像不是在和广大听众说话，而是在亲自和我说话。
It
seems
that
+
从句
看起来似乎……
seem
+
adj./to
v./从句
in
person
亲自，当面
6.
At
the
age
of
nine,
I
asked
for
part-time
jobs
in
small
radio
stations.
九岁的时候，我去小电台找过兼职工作。
at
the
age
of
在……岁的时候
ask
for
jobs
求职
ask
sb.
for
sth.
向某人要求某物
7.
One
day
I
learnt
about
Internet
radio.
有一天我听说了网络电台。
learn
about
听说，了解
8.
I
did
this
by
looking
out
of
the
window.
我是根据观察窗外的情况做到的。
look
out
of
the
window
向窗外看
by
doing
sth.
通过做某事
9.
The
purpose
is
to
check
the
sound
level.
目的是检查音质水平。
purpose
n.
目的；意图
the
purpose
is
to
do
sth.
目的是做某事
for
the
purpose
of
为了……
on
purpose
故意，有意地
设计意图：学习对话中的重要知识点，进一步理解对话内容。
Activity
4
1.
Complete
the
passage
with
the
correct
form
of
the
words
and
expressions
in
the
box.
2.
Let
some
Ss
read
the
sentences
to
check
the
answers.
设计意图：引导学生结合新的语境运用本单元的重点词汇。
Activity
5
1.
Read
the
sentences
and
then
find
sentences
in
the
passage
which
show
important
events
in
the
past
and
background
information.
2.
Show
the
possible
answers.
Important
events
in
the
past:
—
One
day
I
learnt
about
Internet
radio.
—
Soon
my
friends
at
school
started
to
listen,
and
then
they
wanted
to
help.
Background
information:
—
Once
a
week.
I
played
my
favourite
music
from
my
father’s
computer,
talked
about
life
at
school,
and
hoped
someone
might
be
listening.
—
We
prepared
a
programme
once
a
week,
doing
research
by
reading
articles
about
music
and
sports
news.
We
also
did
research
for
jokes
and
the
weather
report
(I
did
this
by
looking
out
of
the
window).
设计意图：帮助学生理解课文的结构和叙述手法，为后面的写作做准备。
Activity
6
1.
Write
a
passage
describing
an
important
event
in
the
past
and
giving
background
information.
设计意图：帮助学生理解课文的结构和叙述手法，培养学生根据要求和所给提示进行创造性写作的能力。
Exercises
Fill
in
the
blanks
according
to
Chinese.
1.
We
___________
(准备)
a
programme
everyday.
2.
I
want
you
to
___________
(解释)
why
you
didn’t
go
there.
3.
He
___________
(看起来)
to
be
very
strange.
4.
She
has
written
an
__________
(文章)
for
the
newspaper.
5.
___________
(国际的)
calls
are
very
expensive.
6.
The
___________
(目的)
of
this
project
is
to
make
money.
7.
At
the
___________
(年龄)
of
twenty,
he
found
a
job
in
radio.
8.
When
the
red
light
is
on,
we’re
on
___________
(广播).
设计意图：随堂检测学生对本课时内容的掌握程度。
Step
V
Summary
Vocabulary:
seem,
listener,
article,
studio,
part-time,
purpose,
in
person
Sentences:
1.
It
seemed
that
they
were
speaking
not
to
lots
of
listeners
but
to
me
in
person.
2.
…
and
hoped
someone
might
be
listening.
3.
Just
tell
me
what
you
had
for
breakfast.
4.
The
purpose
is
to
check
the
sound
level.
设计意图：回顾本课时的主要内容。
Step
VI
Homework
1.
Rewrite
the
passage
in
Activity
2
according
to
the
order
in
which
the
events
happened.
2.
Preview
Unit
3.
设计意图：巩固课上所学，预习新课。
五、板书设计
Module
10
On
the
radio
Unit
2
It
seemed
that
they
were
speaking
to
me
in
person.
Vocabulary:
seem,
listener,
article,
studio,
part-time,
purpose,
in
person
Sentences:
1.
It
seemed
that
they
were
speaking
not
to
lots
of
listeners
but
to
me
in
person.
2.
…
and
hoped
someone
might
be
listening.
3.
Just
tell
me
what
you
had
for
breakfast.
4.
The
purpose
is
to
check
the
sound
level.