资源简介

(共36张PPT)
Unit 4 Digital life
Developing ideas
Reading for writing 1
外研版（2024）八年级上册
After learning this lesson，I am able to...
1.Master the core vocabulary of the text and be able to apply "It was strange to..." express it with the core sentence patterns; clarify the role of contrastive techniques in the text. (Learning and Understanding）;（学习理解）；
2.Sort out the key information of the text and analyze Maggie's emotional attitude towards traditional schools. Understand the structure of the discourse "describe characteristics - compare differences - express viewpoints", and complete a short passage on "digital life 50 years later". (Applying and Practising）; （应用实践）；
3.Inspire thoughts on future digital life and cultivate critical thinking. Enhance the ability of cooperation and communication. (Transferring and Creating）. （迁移创新）。
Learning Objectives
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
What are schools like nowadays
teacher
blackboard
screen
books
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
What will schools be like in the future
What kinds of digital technologies might schools use
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Watch a video
Have you ever thought about the future school
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Look at the two pictures and compare the two schools. Use the words to help you.
1
book
screen
teacher
classroom
people
machine
What are the differences between the two schools
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
In the second picture, the teacher and students are online. The teacher is writing on a _______. They are using _________ to learn, not books.
1
2
In the first picture, the teacher and students are in a _________. The teacher is writing on a __________. They are using _______ to learn.
classroom
blackboard
books
screen
machines
Look at the two pictures and compare the two schools. Use the words to help you.
1
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Predict
What’s in the boy’s hand
A real book.
What machine is near the girl
A television screen.
Who are “they”
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Read & Answer
1. Who are “they”
“They” are kids in the old schools.
2. Who teaches Margie
A machine teaches Margie.
1
2
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Predict
3. What’s the girl doing
She is looking at a screen.
4. What’s she thinking about
She’s thinking about the school life. Some students are having classes with a teacher in the classroom. Some are playing in the playground.
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
1.What is the main idea of the story
A. To describe how Margie and Tommy found a real book.
B. To show the differences between old-fashioned schools and future schools.
C. To tell about Margie's daily life in the year 2157.
D. To explain why Tommy thought the real book was a waste.
Read and choose.
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
What’s the structure of the passage
Part 1
Opening
(Para. 1-7)
Part 2
Body
(Para. 8-9)
Part 3
Ending
(Para. 10-12)
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
What does each part mainly talk about
Part 1
Opening
(Para. 1-7)
Part 2
Body
(Para. 8-9)
Part 3
Ending
(Para. 10-12)
a. Margie’s thoughts
b. Margie’s school
c. Tommy’s discovery
c. Tommy’s discovery
b. Margie’s school
a. Margie’s thoughts
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Read & Complete
Read the passage and complete the table. (P62)
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
1 In her diary, on 17 May 2157, Margie wrote: “Today, Tommy found a real book!”
2 It was a very old book. They turned the old, yellow pages. It was strange to read the words. They stood still on the pages, instead of moving across a screen.
Who found the real book
What was the book like
Tommy found the real book.
The book was very old. It had old and yellow pages. The words stood still on the pages.
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
1 In her diary, on 17 May 2157, Margie wrote: “Today, Tommy found a real book!”
2 It was a very old book. They turned the old, yellow pages. It was strange to read the words. They stood still on the pages, instead of moving across a screen.
Who found the real book
What was the book like
Tommy found the real book.
The book was very old. It had old and yellow pages. The words stood still on the pages.
n. 日记
adj. 真实的
n. 页
adj. 静止的
而不是
adj. 奇怪的
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
What did Margie and Tommy think of the book
They thought it was strange to read the words from the old book.
Tommy thought it was a waste because one would throw it away when finishing reading it.
2 It was a very old book. They turned the old, yellow pages. It was strange to read the words. They stood still on the pages, instead of moving across a screen.
3 “What a waste!” said Tommy. “When you finish the book, you just throw it away, I guess. Our television screen must have a million books on it! I wouldn’t throw it away.”
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
What did Margie and Tommy think of the book
They thought it was strange to read the words from the old book.
Tommy thought it was a waste because one would throw it away when finishing reading it.
2 It was a very old book. They turned the old, yellow pages. It was strange to read the words. They stood still on the pages, instead of moving across a screen.
3 “What a waste!” said Tommy. “When you finish the book, you just throw it away, I guess. Our television screen must have a million books on it! I wouldn’t throw it away.”
真浪费！
把它扔掉
v. 猜测
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
What was the book about
It was about school.
4 Margie asked, “What’s the book about ”
5 “School.”
6 “Why would anyone write about school ”
7 “Because it’s an old kind of school, from hundreds of years ago. They had a teacher, but it was a person. There was a special building, and all the kids and teachers went there.”
Why did the writer of the book write about school
Because it was an old kind of school, from hundreds of years ago.
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
What was the book about
It was about school.
4 Margie asked, “What’s the book about ”
5 “School.”
6 “Why would anyone write about school ”
7 “Because it’s an old kind of school, from hundreds of years ago. They had a teacher, but it was a person. There was a special building, and all the kids and teachers went there.”
Why did the writer of the book write about school
Because it was an old kind of school, from hundreds of years ago.
数以百计的
adj. 专门的，专用的
pron. 有人，任何人
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
8 Margie wanted to read about those funny schools. But her mother called, “Margie! School!”
9 Margie’s classroom was right next to her bedroom. Her teacher was a machine. It was on and waiting for her. The screen was lit up. The machine said: “Today’s lesson is on maths. Please put yesterday’s homework in the opening.”
10 Margie did so sadly. She was
thinking about the old schools. All
the kids from the neighbourhood came, and laughed and shouted in the playground. They sat together in the classroom, and went home together after school.
11 And the teachers were people ...
12. Margie was thinking about how the students must have loved school in the old days. She was thinking about the fun they had.
adv. 正好
紧挨着
开着
亮了
关于
adv. 难过地
n. 街区
在过去的日子里
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
What were Margie’s thoughts about the old schools
She thought the old schools were a lot of fun because the students could study and play together and the teachers were people.
Complete the table.
Tommy.
The book was very old...
They thought it was strange to read the words...
School.
Because it was an old kind of school...
Margie’s classroom was right next to her bedroom..
She thought the old schools were a lot of fun...
P62
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
About the real book About the school
Who found the real book Tommy found the real book. What was the book like The book was very old. It had old and yellow pages.The words stood still on the pages. What did Margie and Tommy think of the book They thought it was strange to read the words from the old book. Tommy thought it was a waste because one would throw it away when finishing reading it. What was the book about It was about school. Why did the writer of the book write about school
Because it was an old kind of school, from hundreds of years ago.
What was Margie’s school like
Margie's classroom was right next to her bedroom. And her teacher was a machine.
What were Margie’s thoughts about the old schools
She thought the old schools were a lot of fun because the students could study and play together and the teachers were people.
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
The fun they had
Tommy’s discovery
Margie’s school
Margie’s thoughts
Tommy found an old 1________. It was about an old kind of 2_________.
Margie’s 3________ was right next to her bedroom.
Her teacher was a 4_________.
The students must have 5________ school in the old days.
book
school
classroom
machine
loved
Read and complete the mindmap.
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Answer the questions.
4
1 How might Margie feel when she saw a “real book”
She might feel excited.
2 Were the children familiar with “real books” How can you tell
No, they weren't.
They thought it was strange to read the words because they stood still on the pages, instead of moving across a screen.
对......熟悉
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
1 Do you want to go to a school like Margie’s Why or why not
2 What do you think schools will be like in 50 years
Learning to think for question 2 To make smart predictions about future schools, you need to consider the development of technology and social changes.
Yes, I do. / No, I don’t. Because......
Yes, I do.
Because I think it would be convenient to study at home. I could spend more time learning difficult subjects. However, I would miss my classmates and teachers.
No, I don’t.
Because I think I will miss my classmates and teachers.
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
1 Do you want to go to a school like Margie’s Why or why not
2 What do you think schools will be like in 50 years
Learning to think for question 2 To make smart predictions about future schools, you need to consider the development of technology and social changes.
n. 预测
v. 考虑
Yes, I do. / No, I don’t. Because......
I think schools will use lots of technology. Students will use both screens and books and they will watch videos to learn. Sometimes, they may study at home and there may be robot teachers to guide them.
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Choose the best answer:
( ) 1. ______ is difficult to finish this project alone in three days.
A. This B. That C. It D. One
( ) 2. ______ is clear ______ he will not attend the meeting tomorrow.
A. It; that B. That; that C. This; which D. It; what
( ) 3. ______ lovely girl she is! She always helps others.
A. How B. What a C. What D. How a
( ) 4. ______ bad weather we have today! We can’t go for a picnic.
A. How B. What a C. What D. How a
( ) 5. Please ______ my words before you reply.
A. think over B. think about C. think of D. think through
C
A
B
C
A
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
After learning this lesson，I am able to...
1.Master the core vocabulary of the text and be able to apply "It was strange to..." express it with the core sentence patterns; clarify the role of contrastive techniques in the text. (Learning and Understanding）;（学习理解）；
2.Sort out the key information of the text and analyze Maggie's emotional attitude towards traditional schools. Understand the structure of the discourse "describe characteristics - compare differences - express viewpoints", and complete a short passage on "digital life 50 years later". (Applying and Practising）; （应用实践）；
3.Inspire thoughts on future digital life and cultivate critical thinking. Enhance the ability of cooperation and communication. (Transferring and Creating）. （迁移创新）。
Learning Objectives
Did you get it Make an evaluation in your groups.
Lead-in
Pre-reading
While-reading
Post-reading
Diversify assessment
Words
Phrases
Sentences
real, strange, guess, anyone
think about, throw away, be lit up
1. It was strange to read the words.
2. What a waste!
Summary
Summary
Homework
Must-do：
Finish the exercise book.
Choose to do：
Discuss with classmates:
1.Will life be more digital in 50 years’ time
2.The possible changes that future digital life may bring
Thank you for listening!
外研版（2024）八年级上册

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