初中英語(yǔ)基于課程標(biāo)準(zhǔn)的“教學(xué)評(píng)一體化”設(shè)計(jì)課時(shí)備課卡課題Unit4DigitalLifeUnderstandingIdeas:DigitalShock序號(hào)日期9.20課時(shí)1課型閱讀課備課教師課程標(biāo)準(zhǔn)本課屬于“人與社會(huì)”主題范疇，涉及“科學(xué)技術(shù)”與“生活與學(xué)習(xí)”子主題。依據(jù)《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》，通過(guò)本課學(xué)習(xí)，學(xué)生應(yīng)能：理解語(yǔ)篇關(guān)于“數(shù)字生活”的主旨和細(xì)節(jié)；運(yùn)用預(yù)測(cè)、略讀、掃讀等閱讀策略；就數(shù)字科技對(duì)生活的影響進(jìn)行簡(jiǎn)單交流，并形成批判性思考，認(rèn)識(shí)到科技便利性與潛在依賴的雙面性。教材分析本課是一篇記敘文，以第一人稱講述了作者在英國(guó)度假時(shí)遭遇的“數(shù)字休克”經(jīng)歷。語(yǔ)篇結(jié)構(gòu)清晰：第1段引入背景；第24段詳述共享單車、支付和外賣三個(gè)方面的具體問(wèn)題；第5段總結(jié)感受。語(yǔ)言知識(shí)方面，核心詞匯如digital,convenient,smartphone,payment,cash,app等貫穿全文；語(yǔ)法上涉及現(xiàn)在完成時(shí)、一般過(guò)去時(shí)和連接詞的使用。教學(xué)價(jià)值在于引導(dǎo)學(xué)生對(duì)比中外數(shù)字生活差異，辯證看待科技，并為后續(xù)寫(xiě)作輸出積累語(yǔ)言和觀點(diǎn)。學(xué)情分析認(rèn)知基礎(chǔ)：作為“數(shù)字原住民”，八年級(jí)學(xué)生對(duì)共享單車、移動(dòng)支付等有豐富的感性認(rèn)識(shí)和生活體驗(yàn)，但對(duì)“數(shù)字休克”這一概念相對(duì)陌生，易產(chǎn)生共鳴與好奇。語(yǔ)言能力：學(xué)生已具備基本的英語(yǔ)閱讀能力和簡(jiǎn)單的過(guò)去時(shí)態(tài)表達(dá)基礎(chǔ)，但在運(yùn)用特殊疑問(wèn)句進(jìn)行深度思考和連貫復(fù)述方面仍需搭建支架。學(xué)習(xí)需求：學(xué)生喜歡貼近生活的、具有挑戰(zhàn)性和趣味性的任務(wù)。需要通過(guò)游戲、合作探究和分層任務(wù)來(lái)維持學(xué)習(xí)動(dòng)機(jī)，并幫助其將生活經(jīng)驗(yàn)轉(zhuǎn)化為系統(tǒng)的語(yǔ)言表達(dá)。學(xué)習(xí)目標(biāo)1.LearningandUnderstanding:90%ofstudentscanaccuratelyidentifythemainideaandspecificproblems(sharedbike,payment,fooddelivery)inthepassagebyskimmingandscanning.2.ApplyingandPracticing:85%ofstudentscanretellthewriter's"digitalshock"experienceusingcorevocabularyandpletethepostreadingdiagramfillinandmindmap.3.TransferringandCreating:Throughgroupdiscussion,studentscantalkabouthowdigitaltechnologymakeslifeeasier,andatleast80%canexpresstheiropinionsusingthesentencepatternsfromtheusefulexpressions.評(píng)價(jià)任務(wù)評(píng)價(jià)標(biāo)準(zhǔn)1.通過(guò)略讀和掃讀活動(dòng)，回答問(wèn)題并完成選擇題，檢測(cè)對(duì)文章主旨和細(xì)節(jié)的把握。1.能準(zhǔn)確概括文章主旨（DigitalShock）；能找出共享單車、支付、外賣三個(gè)方面的至少5個(gè)關(guān)鍵細(xì)節(jié)。2.通過(guò)完成樹(shù)狀圖填空和小組合作制作思維導(dǎo)圖，評(píng)估對(duì)文章邏輯結(jié)構(gòu)和關(guān)鍵信息的整合能力。2.樹(shù)狀圖填空準(zhǔn)確率85%以上；思維導(dǎo)圖結(jié)構(gòu)清晰，關(guān)鍵詞提取準(zhǔn)確，能體現(xiàn)事件發(fā)展順序。3.通過(guò)小組討論和展示，評(píng)價(jià)其運(yùn)用目標(biāo)語(yǔ)言談?wù)摂?shù)字科技便利性的能力。3.能使用23個(gè)本課核心詞匯或有用表達(dá)；對(duì)話流利，觀點(diǎn)明確；能進(jìn)行有效的同伴互評(píng)。教學(xué)過(guò)程教學(xué)環(huán)節(jié)教學(xué)活動(dòng)評(píng)價(jià)要點(diǎn)Step1WarmupandLeadin(5mins)e.g.oSpark:Watchashort,livelyvideoshowcasingtheconvenienceofdigitallifeinChina(e.g.,scanningQRcodesforpayment,usingsharedbikes,orderingfooddelivery).Teacher'sQuestion:Whatisthevideoabout?3.PictureTalk&Q&A:Lookatthepictureontherightfromthetextbook(showingsharedbikes,smartphones,etc.).TieredQuestions:e.g.(基礎(chǔ)):WhatcanyouseeinthepictureB層(進(jìn)階):Howdothesethings(e.g.,sharedbikes)changeourdailylifeC層(拔高):Canyouimagineadaywithoutanydigitaltechnology?Whatchallengesmightyouface?4.MissionLaunch:"Today,we'llembarkona'DigitalSurvivalChallenge'!Let'sseeifyoucanhelpJanesolveherproblems."1.觀察學(xué)生反應(yīng)：能否看懂視頻大意，并嘗試用關(guān)鍵詞（如digital,convenient,smartphone）回答“Whatisthevideoabout?”。2.傾聽(tīng)學(xué)生回答：A層學(xué)生：能否根據(jù)圖片說(shuō)出sharedbike,smartphone等核心詞匯。B層學(xué)生：能否用簡(jiǎn)單句描述數(shù)字科技帶來(lái)的變化（如“Itmakeslifeeasier.”）。C層學(xué)生：能否用較復(fù)雜的句子想象沒(méi)有數(shù)字科技的挑戰(zhàn)（如“Wemightwastetimeandfeelinconvenient.”）。3.評(píng)估參與度：學(xué)生是否對(duì)“數(shù)字生存大挑戰(zhàn)”的任務(wù)表現(xiàn)出興趣和好奇心。Step2Prereading(7mins)WatchaVideoaboutJane:AbriefsilentanimationshowingJanelookingconfusedintheUK,tryingtouseherphoneforvarioustasks.PredictBasedonthePicture:LookatthepictureofJaneinthetextbook.PredictiveQuestions:Whatproblemmightthegirl(Jane)eacrossWhatdoes"digitalshock"meaninyouropinionHowmightshefeel?(Frustrated?Surprised?Annoyed?)3.StickyNotePrediction:Studentswritetheirpredictionsonstickynotesandpostthemonthe"PredictionWall".Step2:Prereading1.評(píng)估預(yù)測(cè)能力：學(xué)生能否基于視頻和圖片，對(duì)Jane可能遇到的問(wèn)題進(jìn)行合乎邏輯的預(yù)測(cè)（如“Shecan'tpay.”,“Thebikeisbroken.”）。2.檢查語(yǔ)言運(yùn)用：在回答預(yù)測(cè)性問(wèn)題時(shí)，能否嘗試使用特殊疑問(wèn)句句式，并用到problem,feel,mean等詞匯。3.實(shí)施同伴評(píng)價(jià)：學(xué)生能否通過(guò)便利貼活動(dòng)，互相評(píng)價(jià)誰(shuí)的預(yù)測(cè)最合理、最有創(chuàng)意，并簡(jiǎn)要說(shuō)明理由。Step3Whilereading(15mins)Task1:Skimming(2mins)Readthepassagequicklyandchoosethebesttitle.WhatisthemainideaofthepassageSharedbikesforyouandmeShoppingonlineintheUKAdayofdigitalproblemsProblemswithfooddeliveryappsWhatisthestructureofthepassage?(IntroductionBodyConclusion)Task2:Scanning(13mins)Para.1:WhyisJanebackintheUK?Howlonghasshebeenback?Howdoesshefeel?Paras.24:"ProblemDetective"Game:Studentsworkingroupstofindproblemsinthreeareas.共享單車:Howwasfindingabike?Howmuchdidtheridecost?支付:Whycouldn'tshepaywithhersmartphone?Whatdidshehavetodofinally?外賣:Howwasthedelivery?Whatwasthefoodlikewhenitarrived?Para.5:WhatdoesJanethinkofthetechnologyinChina?HowdoesshefeelaboutgoingbacktoChina?Step3:Whilereading1.檢驗(yàn)略讀效果：能否快速鎖定文章主旨，正確選擇題目的答案（c）。能否判斷出文章的基本結(jié)構(gòu)（引言主體結(jié)論）。2.評(píng)估掃讀與合作：“問(wèn)題偵探”游戲中，小組分工是否明確，合作效率如何。A層學(xué)生：能否在文中準(zhǔn)確定位到顯性信息（如“Ittookforevertofindabike.”）。B層學(xué)生：能否將找到的信息進(jìn)行簡(jiǎn)單歸納（如將支付問(wèn)題歸納為“noQRcode,nodigitalwallet”）。C層學(xué)生：能否在找出問(wèn)題的基礎(chǔ)上，簡(jiǎn)要分析原因（如“Becausedigitalpaymentisnotpopularthere.”）。3.教師評(píng)價(jià)：根據(jù)小組匯報(bào)的完整性和準(zhǔn)確性，給予星級(jí)評(píng)價(jià)。Step4Postreading(10mins)Deepthinking:WhydoesthewritersaythattechnologymakeslifemoreconvenientinChina?(結(jié)合文本和自身經(jīng)驗(yàn))WhydoyouthinkdigitaltechnologyissopopularinChina?(從技術(shù)發(fā)展、政府規(guī)劃等角度思考)RetelltheStory:WorkinpairstobrieflyretellJane'sstoryusingkeywords.GroupWork:CreateaMindMap:GroupscreateamindmaponA3papertoshowthestructureandkeypointsofthepassage.DiagramFilling:pletethetreediagram(Exercise4)toconsolidateunderstandingofthetextstructure.Discussion(Activity8):、Workinpairs.Talkabouthowdigitaltechnologyhasmadelifeeasier.UsethewordsandexpressionsfromthereadingpassageandtheUsefulexpressions.Step4:Postreading1.評(píng)判思維深度：回答深度思考問(wèn)題時(shí)，觀點(diǎn)是否基于文本和個(gè)人經(jīng)驗(yàn)，并嘗試從多角度（技術(shù)、政府、用戶）闡述。2.評(píng)估整合與輸出能力：復(fù)述與思維導(dǎo)圖：復(fù)述是否流利、包含關(guān)鍵信息；小組制作的思維導(dǎo)圖是否結(jié)構(gòu)清晰、關(guān)鍵詞準(zhǔn)確、邏輯關(guān)系明確。樹(shù)狀圖填空：填空準(zhǔn)確率是否達(dá)到鞏固學(xué)習(xí)的要求。討論活動(dòng)：能否在對(duì)話中運(yùn)用至少2個(gè)本課核心詞匯或有用表達(dá)式（如“Ithasmademeliveaconvenientlife.”）。3.檢查評(píng)價(jià)機(jī)制：自評(píng)和互評(píng)是否依據(jù)提供的檢查表（checklist）認(rèn)真執(zhí)行，評(píng)價(jià)是否中肯、有建設(shè)性。Step5SummaryandHomework(3mins)Summary:Teacherleadsstudentstosummarizewhattheyhavelearnedtoday(words,mainidea,problems)."ExitTicket":Studentswriteonethingtheylearnedandonequestiontheystillhaveonaslipofpaper.Homework(TieredDesign):A層(必做):Writeashortpassage(6070words)retellingJane's"digitalshock".B層(必做+):BesidesA,interviewyourfamilymembersabouttheirviewsondigitallifeandwrite23sentences.C層(選做挑戰(zhàn)):Createapostertitled"TheTwoSidesofDigitalLife",showingbothitsconveniencesandpotentialproblems.板書(shū)設(shè)計(jì)Unit4DigitalLifeDigitalShockCentralMindMap: