【教学设计】Unit 4 Section B（英语人教八上）.docx

Unit 4 Whats the best movie theater?Section B教学设计 本课时编写：武侯实验中学 周丹凤 Period 1 1a-1e教材分析本堂课是一节听说课。首先以学校才艺展示为话题展开听力练习，所听对话自然运用了形容词最高级式，能让学生进一步体会目标语言在真实语境中的运用。其次训练的是学生关于信息的转述。教学目标：1. 掌握运用creative, performer2 学会运用句型- Who is the best performer in the talent show7- Nancy is the best performer.Steven is the worst performer.Vera is the most creative performer.3 在听的过程中体验感知目标语言等内容，并学会提取所需要的关键信息。教学重难点重点：通过才艺表演这个话题练习更多形容词和副词的最高级。难点：副词最高级课前准备准备好录音机、制作多媒体课件及学案。教学过程Step 1 Lead-inThink and answer the questions.Who is the tallest in our class?Who is the most outgoing in our class?Who is the thinnest in our class?Who has the shortest hair in our class?Who is the funniest in our class?【设计意图】通过让学生评选班级之最，充分使用形容词副词最高级，并激发同学的学习兴趣，促进学生之间的相互了解。Step 2 PresentationWrite these words and phrases in the chart.Most boringMost creativeloudestquietestworstbestMost seriousfunnies【设计意图】通过反义词对比和造句练习学习更多的形容词，同时为接下来的听力做词汇准备。Step 3 Listening to 1bBefore listeningAsk students to look at the pictures and try to describe the pictures and present some phrases like talent show, upside down and so on.观察与思考1. 教会学生在听力前浏览信息、图片，并试图从中获取相关信息2. 学会预测，形成信息期待。【设计意图】通过浏览信息，观察图片获取信息铺垫，为获取准确的听力信息做好准备：同时预测达成对获取听力信息的期待。While listeningAsk students to listen to people talking about a school talent show and match the pictures with the performers.Listen again. What do the people say about the performers? Fill in the chart with the adjectives you hear. NamesWhat people sayElizaBest,SteveVeraDennisThe math teachersListen and repeat for pronunciation and intonation.【设计意图】通过听的方式输入功能句型，达到知识目标，先听后读，培养学习英语的良好习惯，同时学习正确的语音语调，争取能说一口标准流利的英语。Step 4 Work on 1eAsk students to make conversations in pairs about the different movie theaters.A: Who was the best performer?B: Eliza was the best performer.A: Who was the funniest performer?B: Steve was the funniest performer.A: Who was the most creative performer?B: Vera was the most creative performer.A: Who was the worst performer?B: Dennis was the worst performer.A: Who was the loudest performer?B: The math teachers were the loudest performers.Ask several pairs to act it out.（强化听力信息和最高级的形式）【设计意图】通过听的方式输入功能句型，并指导如何在听到信息后快速地记下来。同时听的过程中也是对功能句型等知识的巩固。HomeworkWrite about “Best in Our Class”教学反思本节课以才艺展示为话题让学生进一步体会了形容词和副词的最高级在真实语境中的运境中的运用，听力内容铺垫自然，因此听力过程过渡自然，整节课非常瓶畅。当然学生在完成听力任务务后仍然需要完成写的练习。Period 2 2a-2e 教材分析本课是一节阅读课。以“达人秀”话题展开以阅读为主的活动。首先导人这个主题，然后阅读文章简要介绍了达人秀的起源、基本特点、受人喜欢的原因以及它引起人们争议的方面。最后是一个开放式活动，让学生选出班级里的才艺达人，内容贴近学生生活，趣味性强。教学目标1 学会运用词汇：talent, magician, beautifully, role, winner, prize, example, all kinds of, be up to, play a role, for example. 2学会运用句型：Talent shows are getting more and more popular. Thats up to you to decide. Who can play the piano the best or sing the most beautifully?3熟练掌握形容词和副词最高级的变化形式。教学重难点重点：熟练掌握形容词和副词最高级的变化形式。难点：迅速获取有效信息的能力；记住更多的阅读信息。课前准备制作多媒体课件及学案。教学过程Step l Before-readingChoose pictures of Chinas Got Talent and discuss them with the students.A: Who is the most talented person you know?B: I think. . is the most talented person.A: What can he/she do?B: He/She,【设计意图】选取学生感兴趣的最直接的导入主题，激发学生学习的兴趣，提高学生学习的主动性。Step 2 2b While-readingTask l: Read the passage quickly and answer the following question. Which three talent shows are mentioned?Task 2: Read the passage again and say true or false.l. Its always boring to watch people show their talents.2. Only the actors/actresses join these talent snows.3. The winner can always get a very good prize.4. The performers all like to say they are poor farmers.5. These talent shows can make our dreams come true.Task 3: Try to answer these questions.1. What do talent shows have in common?2. Who decides the winner?3. Why do some people not like these shows?4. What do you think of these shows?【设计意图】在阅读过程中通过阅读任务的设置，引导学生通过看图和标题预测阅读内容，同时在阅读过程中学会按照关键字搜索信息，并能记住尽可能多的阅读信息，同时培养学生带着问题快速阅读的意识和能力.Step 3 2e Post-readingDo a survey about the classmates. Whos got talent in our class?TalentsClassmates namesHow many students agree?the best chess playerThe most talented dancer The most interesting writerThe fastest runner【设计意图】该活动让学生选出班级里的才艺达人，内容贴近学生生活，趣味性强。Homework1. 熟读课文。2. 你认为你的老师中哪些最有才艺？完成调查表格。教学反思本节课通过关于达人秀这一主题的阅读，培养了学生提取信息、理解文章大意的能力。然而新字词也对学生的阅读造成了一定的障碍，因此必须将这些障碍除掉，才能保证有效的阅读。此外文章中的长难句也对学生的阅读造成了一定的障碍，因此必须将这些障碍除掉，才能保证有效的阅读。Period 3 3a- self-check 教材分析本课是一节写作课。要求学生能够根据单元内容，尝试笔头的语言输出。3a的语篇填词不仅再次让学生在语境中练习比较级与最高级，还为接下来的写作提供了很好的范例。3b是为3c提供写作的框架和要点，也为学生介绍地方、描写事物打开了思路。整个过程由易到难，循序渐进，符合学生的认知规律。教学目标1 学会使用： crowded。2 掌握句型：（1）Greenwood Park is the best place to go to on weekends.（2）I think. . . is the best city in China because it is the most beautiful.3 熟练掌握形容词和副词最高级的变化形式。教学重难点重点：熟练掌握形容词和副词最高级的变化形式。难点：使用最高级描述自己的生活环境，并能用恰当的方式表达自己的看法课前准备核查学生作业的问题，检查形容词副词最高级变化的特殊形式。制作多媒体课件及学案。教学过程：Step 1 Lead-inWhere did you go on the weekend? Last weekend, I went to Kuanzhai Alley. Have you ever been there? What do you think of it?【设计意图】以本地区一个受欢迎的地区话题导入，切合学生生活实际。Step 2 Work on 3aRead 3a and fill in the blanks. Then check your answers with your partners.Ask the students to read the passage again and think about the questions.Why does the writer go to Greenwood Park?1. To meet friends.2. To see the street performers.3. To read or relax in one of the coffee shops near the park.【设计意图】这个问题能帮助学生理清文章脉络，为后续写作打下基础。Step 3 Work on 3bWhich place do you want to go to on weekends? Why? Fill in the chart by yourselves and then share your information with groups of four.【设计意图】设置四人组分享信息，主要是让学生可以借鉴更多的资源，帮助学生打开描述场所的思路。Step 4 Work on 3cFinish the writing according to the chart