外研版 (新标准)八年级下册Unit 2 It seemed that they were speaking to me in person精品课件ppt

设计说明

首先通过询问学生父母的职业以及学生的理想职业导入到本单元文章主题——作者面试电台主持人的经历。在学习本单元新单词后，先通过速读让学生们对文章内容大体了解，之后通过精读和题目设置让学生逐步提取文章细节并对作者的经历有一个时间排序。读后将本单元文章中重点短语和宾语从句提取出来让学生记忆和理解宾语从句的时态。最后让学生通过对文章的进一步分析写出描述自己经历的文章。

教学目标

通过本单元的教学，让学生达成以下目标：

1.知识目标

掌握词汇： seem, listener, in person, part-time, article, studio, purpose。

2.能力目标

（1）       能够获取文章中的细节信息。

（2）       能够根据时间顺序理解文章内容。

（3）       能够写出描述过去经历的短文 。

3.情感目标

树立职业规划意识，培养坚持不懈、勇于追求梦想的精神。

重点难点

重点：根据时间顺序理解文章内容，获取文章细节信息

难点：描述过去的经历

教学准备

PPT 课件；相关图片

授课时数

2课时

教学过程

Step 1 Warming up

Ask students questions about their parents’ job and their own dream jobs.

   T: What do your parents do?

   S1:My father is ... My mother is...

   S2:My parents are...

   T:What are your dream jobs?

   S1: I want to be...

   S2: My dream job is...

Step 2 Pre-reading  

1.   Ask students to look at the photo and ask the following question.

What do you think the man’s job is?

a)  A teacher.  b) A radio presenter.   c)A singer.

   2. Read the following passage and find the answer.

The answer: b) 

Step 3 Learning about new words

1.Let students know the meanings of the following new words with the help of pictures and so on.

seem, listener, in person, part-time, article, studio, purpose

2.Lead students to read the new words three times or more.

3.Let students circle the new words in the passage of Activity 2 and think about their usage.

Step 4 Fast reading

Ask students to read the passage quickly and ask the question.

Do you know the answer to this question:

Where are you likely to see the photo?

  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. 

The answer is: b)

Step 5 Careful reading

1. Let students read Paras.1-4 and answer the following questions.

1)          How old is the writer now?

2)          When did the writer sit close to the radio and listen to programmes?

3)          When did the writer ask for jobs in small radio stations?

Answers: 1)The writer is fifteen years old.

2)        When the writer was four years old.

3)        At the age of nine.

2. Let students read Paras.5-6 and number the sentences in the right order.

a)         The writer’s friends began to listen to his radio.

b)        The writer learnt about Internet radio.

c)         The writer’s friends wanted to help him.

d)        They did research for jokes and the weather report.

e)         The writer began to play his favourite music from his father’s computer.

Answers: b)  e)  a)  c)  d)

3. Let students read Paras.7-12 and answer the following questions.

1)        Where is the studio?

2)        How does the radio manager check the writer’s sound level?

3)        Did the writer get the job?

Answers: 1)It is behind a glass wall.

2)        The radio manager asked the writer to tell him what he had for breakfast.

3)        Yes, he did.

4. Let students read the passage again and complete Activity 3, and then check their answers.

5. Let students complete Activity 4 and check their answers.

Step 6 After-reading

1.   Ask students to say the meaning of these phrases.

2.   Ask students to say the tenses of these object clauses and then try saying why we use these tenses.

   I still remember, when I was four years old, I sat close to the radio in...

   It seemed that they were speaking not to lots of listeners but to me in person.

   Just tell me what you had for breakfast. 

Step 7 Language points

1.The radio manager looked down at me. 电台经理低头看着我。

   look down at 意为“低头看……”。

  We looked down at the city from the top of the hill.我们从山顶上俯瞰城市。

   [联想] look的其他常考短语

　look for 寻找　　look after 照顾；照看　　look forward to期盼

　look up 查寻

2.Shouldn’t you be at school?难道你不应该上学吗？

  这是一个否定疑问句, 表示惊讶的语气。这种句式还可以表示责备或赞赏等语气。

　Don’t you agree with us?难道你不同意我们吗？（表示责备）

  Aren’t these pictures beautiful? 难道这些照片不美吗？（表示赞赏）

3. 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4岁时，我紧挨着客厅的收音机坐着，听我最喜欢的节目和最喜欢的主持人的声音。

 listening to my favourite programmes and to the voices of my favourite presenters是现在分词短语，在句中作伴随状语。伴随状语所指的动作伴随主句/句子动作同时发生。

Tom stood there for half an hour, watching the basketball game.

汤姆在那儿站了半小时，观看篮球比赛。

4. It seemed that they were speaking not to lots of listeners but to me in person.好像他们不是在和广大听众说话，而是在亲自和我说话。

  (1) seem动词，意为“看来；似乎”，常见用法有：

 a. It seems+ that从句. 　

It seems that he doesn’t have any choices. 好像他没有什么可选择的。

　  It seemed to me that she was interested in the book.

在我看来，她似乎对这本书感兴趣。

  b. seem to do sth.

    Mr Wu seemed to be angry this morning. 今天早上吴老师好像生气了。

  c. seem +形容词/名词

Tony seems a smart boy. 托尼似乎是一个聪明的男孩。

(2) not…but…意为“不是……而是……”，连接并列的成分。

　My father goes to work not by bus but on foot.

  我父亲不是乘公共汽车去上班，而是步行。

　Not Lingling but Daming is the monitor. 不是玲玲，而是大明才是班长。

(3) in person意为“亲自；本人”，在句中作状语。

　You’d better ask Mr Green about it in person.

你最好亲自问问格林先生这件事情。

Step 8 Writing

1.  Ask students to look at the sentences from the passage.

2. Ask students to work in pairs to find sentences in the passage in Activity 2 which show:

●important events in the past

●background information

3. Ask students to write a passage describing an important event in the past and giving background information.
4.  Ask some students to read their passages to the class.

Step 9 Homework

1. Read the passage.

2. Have you asked for any part-time jobs? Tell your experience.

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