外研版（2024）八年级下册（2024））Understanding ideas表格教学设计及反思

这是一份外研版（2024）八年级下册（2024））Understanding ideas表格教学设计及反思，共13页。

课题
Unit 4 Digital Life
Understanding ideas
课型
新授课 读思课
语篇研读
主题语境：属于“人与社会”主题范畴中的“科学与技术”主题群中的“科学技术与工程，人类发明与创新 ”。
What：语篇以赴华留学生的视角，讲述了回英国后在享受与家人团聚和美食的同时，也经历了一系列数字化冲击，主要包括三个方面：共享单车难找且费用高、数字支付不方便，只能用现金、食物配送太慢等问题。
Why：作者通过讲述在英国一天内遭遇的数字化冲击，折射出数字技术在中国的广泛应用。学生在了解数字技术为生活带来的便捷后， 体会到中国数字技术快速发展的趋势和重要意义，增强学生的民族自信以及民族自豪感。
Hw：这是一篇记叙文，以时间顺序引导学生观察和思考作者一天内在英国遇到的数字化冲击，培养他们的信息搜集和分析能力。以多模态语篇形式帮助学生理解核心表达：digital shck, ride a shared bike, take frever t, cst an arm and a leg,pay with ne’s smartphne, QR cde,digital wallet, payment system, cash, an app, delivery, slw, technlgy, live a cnvenient life 等。同时， 通过描述数字技术为生活带来的便利强化动词不定式作宾语补足语的核心语法。本篇阅读材料也是完成话题任务链（理解数字技术为生活带来的便利 →理性使用数字设备→ 辩证分析数字化技术生活的利弊）的关键支点。
学情分析
在语言知识方面，学生之前已经学习了 email, internet, cmputer, phne, rbt 等关于数字技术的词汇；在语篇类型方面，学生已经接触过记叙文、对话等常见体裁。但对于什么是“数字生活 ”的概念无法用现有语言表达，以及对于数字冲击的深层解读缺乏抽象思维的支撑，需要教师提供思维支架，帮助其更好理解数字冲击的多层含义。
教学目标
1.获取和梳理作者具体遇到的数字化冲击内容（学习理解）；
2.通过问题链对比中国和英国数字化差异（应用实践）；
3.正确理解并描述数字技术为生活带来的便利（应用实践）；
4.分析、归纳中国数字技术便捷的原因， 体会其快速发展的趋势和重要意义（迁移创新）。
教学重难点
1.重点
学生能够介绍生活中常用的数字技术。
学生能够使用本板块的核心词汇及句式描述数字技术为生活带来的便利。
2.难点
•理解 “digital shck”的多层含义以及对中国数字技术快速发展的原因思考。
教学过程
教学目标
教师活动
学生活动
学习评价
获取和梳理作者具体遇到的数字化冲击内容（学习理解）
Step1.Warm up
1.Greetings.
2. Have a quiz shw.（2 minutes）
3.Lk and say. (3 minutes)
Q1: What ther digital technlgies d yu knw?
Q2:What digital technlgies have yu used?
1.Lk at the
questins in 30
secnds and chse
the crrect
answers.
2.Talk with
partners and
practise the
sentence structure
“I have
”
设计意图：知识竞赛活动能够有效激发学生兴趣并激活他们的认知图式。教师通过趣味性提问，可帮助学生迅速集中注意力，调动其知识储备，为新话题搭建认知桥梁。
通过问题链对比中国和英国数字化差异（应用实践）
Step 2.Pre-reading
1.Lk and predict. (3 minutes) Q1: What prblems might the girl face?
Q2: Hw did she feel?
2.Based n the guessing f three pictures, think and answer:
What is the “digital shck?”
Step 3.While reading (12 minutes) Task ne: Read fr gist.
1.Watch the vide and think:
Q1: Where is the writer nw?
Q2: Hw lng has she been there? Q3: What des she say at the end f the vide?
2.Match the vides with each prblem.
Task tw: Read fr details.
1.Read para.2 and answer questins abut shared bikes. (2
1. Talk with partners first and share their guessing with the whle class.
2. Lead students t cnnect the pictures with the title; that is, the prblems she came acrss were a digital shck t her.
3. Watch the vide carefully, then d
the match t get t knw what digital prblems the girl came acrss.
表达和思考能力：通过学生的发言和讨论，评估其观点的表达清晰度和思考的深度。
主旨理解：评估学生对文章主旨的把握能力。
minutes)
Q1: Hw lng did it take t find a shared bike?
Q2: Hw much did she pay fr the bike?
2.Read para.3 and answers questins abut digital payments. (3 minutes)
Q1: Hw lng did it take her t find a shared bike?
Q2: Hw much did she pay fr the bike?
. Further thinking: What des “cst me an arm and a leg mean?”
. 3. Read para.4 and answer questins abut fd delivery.
. Q1: Hw did she rder fd when she gt hme?
. Q2:Did the fd arrive n time?
. Q3: Hw was the fd?
. Q4: Hw lng did the fd arrive?
. 4.Watch and think.
. Q:Why is she lking frward t ging back t China?
.
4. Read paragraphs
ne by ne,find ut
mre details abut
each digital
Prblem. In the
meantime, try t
understand the
meaning f
“digital shck”.
关键词识别与应用：检查学生是否能准确识别并正确使用关键词。
信息搜集能力：评估学生搜集信息的效率、准确性和相关性。
设计意图：本环节旨在了解主旨大意，采用 AI 数字人技术，将课本中情景可视化，利用视听技术帮助学生更好地理解文章框架与内容。采用问题链的形式，带领学生细读语篇，梳理语篇内容, 进一步引导学生解读“digital shck”的含义，培养思辨力与口头表达能力。
Step 4 Pst reading
Think and share. (3 minutes)
1.Cmplete the table and talk with partners abut the questin.
Q: Why des the writer say that technlgy makes life mre cnvenient in China?
2.Chse anther suitable title fr the passage.
3.Talk and share. (3 minutes)
Cmpare “A day f digital prblems”with “Digital shck”,which ne d yu think is better?
Ask questins like What des “digital shck” mean?
Which ne d yu think is fun? t give students sme clues.
5. Talk with partners abut the questin: Hw has digital
Fill in the blank
and talk with
partners.
Students can better
understand the
lgic behind
“digital shck”by
thinking three
relative questins?
1. What is digital shck?
The first shck is digital prblems the girl came acrss in the UK, and she is als shcked by hw cnvenient Chinese digital
technlgies are.
2. Why is there a digital shck in China? Or what makes China’s digital technlgy s ppular?
Key wrds: the gvernment,
businesses and Chinese peple.
讨论参与度：观察学生在小组讨论中的参与度和贡献。
表达清晰度：评估学生在分享和讨论中表达观点的清晰度。
正确理解并描述数字技术为生活带来的便利（应用实践）
technlgy made ur life easier? (8 minutes)
(1)Invite sme students t share their ideas with the whle class.
(2)Lead them t think frm three digital prblems we have learned tday.
Fr example, paying with smartphne is quick and safe, Hw abut ging ut, which tl will yu chse if yu have t g utside? Als, if yu are tired and hungry, will yu g ut r rder fd thrugh an app?
5. Further thinking (5 minutes)
Q:Why is there digital shck?
(1)Shw the picture f students using smart tablets t have a class as an example.
eg:Chinese peple like trying
分析、归纳中国
数字技术便捷
的原因，体会其
快速发展的趋
势和重要意义
（迁移创新）
new things.
(2)Cntinue t lead students t think frm what gvernment has dne fr ur digital technlgy.
eg: The gvernment has develped new digital technlgy, like 5G.
(3)Shw the picture f all kinds f digital technlgies.
eg: Chinese businesses are grwing fast and creating new inventins.
(4) Shw the vide: “Chinese peple live in the future. ”
设计意图：本环节旨在以读促思，学生在理解数字化冲击的双重含义后，进一步思考生活中的数字技术带来的便利以及为何会有数字化冲击。在真实语境中综合运用， 实现语言技能的整合输出，培养创造性思维的同时，也增强了民族自豪感。
板书设计
Unit 4 Digital Life
Digital
shck
Starting
ut and
shck
Understanding ideas Digital
In the UK
In China
A share bike
tk frever; expensive
easy and cheap
Digital
payments
payment system didn’t wrk; Had t g hme t get cash
QR cde; all kinds f payment systems
Fd
delivery
very slw(90 minters later)
fast
Technlgy desn’t just change life—it makes every day easier, warmer, and brighter.
作业设计
Need t d: Write a shrt passage abut hw digital technlgy has made yur life easier.
Chse t d: Pst yur ideas nline after class t share them with ther peple.
教学反思与改进
After teaching this class, I think the fllwing aspects have achieved gd results. The lead - in activity successfully arused students' interest in the tpic, making them actively
participate in the subsequent learning. The vcabulary teaching befre reading effectively
reduced students' reading difficulties. During the reading prcess, thrugh AI technlgy,
skimming, scanning, and text analysis, students' reading skills were imprved t a certain
extent. The grup discussin in the pst - reading stage prvided students with pprtunities t use the language, and mst students were able t actively participate and cmmunicate in English.
Hwever, there are als sme areas that need imprvement. In the grup discussin, a few students were relatively passive and did nt fully participate in the discussin. In the
future, I will pay mre attentin t these students and encurage them t be mre invlved. When analyzing the cmplex sentences, sme students still had a pr understanding f the infinitive as the bject cmplement. I need t design mre targeted exercises t help them
master this grammar pint better. Overall, I will cntinue t adjust and imprve my teaching methds t better meet the learning needs f students.