Unit 5 Do you want to watch a game show Section B 教案 2024-2025学年人教版英语八年级上册

Unit 5 Do you want to watch a game show? Section B（1a-1d） Teaching Aims 1.语言能力：能听懂以电视节目或电影为话题的听力材料，获取关键信息。 2.文化意识：能够了解不同类型的电视节目和电影，制订观影计划并谈论看法与偏好，形成勇于表达观点的积极态度。 3.思维品质：学习多角度、多元化地用不同的形容词来评价电视节目和电影。 4.学习能力：有意识地运用知识迁移策略来谈论自己喜欢的电视节目并说明原因。 Teaching Difficulties 学会谈论自己喜欢的电视节目并说明原因。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Review Show Ss pictures of different types of TV shows one by one. Ask them to say the name of each TV show in English. · Brainstorm Show the pictures of different types of movies to Ss. Ask them to think about what kind of movie it is. (cartoon, action movie, comedy, science fiction, documentary, war movie, disaster movie, scary movie) · Ask Ss to look at the pictures on PPT P9. Remind Ss to pay attention to each person’s facial expression or body language. Encourage Ss to guess people’s feelings when watching these types of TV shows. (educational, serious, wonderful, relaxing, meaningless, enjoyable, exciting, boring) Step 2 Presentation & Practice Pre-listening 1a · Ask Ss to choose words from the box and write them under the pictures. Tip: Before Ss do activity 1a, T may want to make sure Ss really understand the descriptive words in the box by writing each of the words on the board and eliciting from Ss an activity that matches each of the words. E.g. Descriptive word Activity educational reading a book (in English) serious listening to parents talking wonderful going to the park relaxing listening to music meaningless playing computer games enjoyable playing sports exciting watching an action movie boring sleeping all day Answers will vary. · Make a conversation Show the sample conversation on PPT P13 to Ss. Ask them to pair up and make a new conversation using the information in activity 1a. While-reading 1b · Playing the recording, ask Ss to circle the description words they hear in the box in 1a. Tip: Ss may not understand the meaning of “description words” and think they should circle the types of TV shows listed in activity 1a. So, T may want to make sure that Ss know what “description words” refer to before doing this activity. 1c · Play the recording again, let Ss write down the words John and Mary use to describe the TV shows or movies. Tip: When finished this activity, ask Ss to make a comparison of John’s and May’s descriptions. They can show their answers like this: John thinks action movies are exciting, but Mary thinks they are meaningless ... Answers: · Show the listening material and let Ss to role-play the conversation. Post-listening 1d · Ask Ss to tell their partner what John and Mary like to watch and why. Then tell their partner what they like to watch and why. In order to make this activity more exciting, T may want to have Ss practice the following type of conversation: A: I like to watch action movies. B: Why? A: I’ll give you three guesses. B: Because they’re exciting. A: No. Try again. B: Because they’re interesting. A: No. You have one more guess. B: I give up. A: OK. Because they’re free! B: Free? A: Yes. My dad loves action movies so he always takes me to the movie theater to see them. I don’t pay anything. · Group work Ask Ss to do a survey about what TV shows or movies their classmates like to watch and why. Step 3 Language points learning meaningless adj. “毫无意义的; 意思不明确的”，其反义词为meaningless adj. “无意义的”。meaningless是由“名词meaning+后缀-less”构成的形容词。后缀-less有“无......的”之意。 Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P26-28. Homework: · Preview the passage in Section B 2b. · Do the exercises in students’ book. Teaching Reflection In this period, introduce the topics to be covered in this class in the form of displaying some pictures of TV programs, and stimulate the students' interest in learning. Let the students have a general understanding of how to express their opinions through 1a pictures and vocabulary, which will pave the way for later listening practice. Guide the students to use the known culture and language knowledge to improve their language communication ability. Unit 5 Do you want to watch a game show? Section B（2a-2e） Teaching Aims 1.语言能力：能读懂以电视节目或电影为话题的阅读材料，获取关键信息。 2.文化意识：能够让学生了解美国卡通文化，形成跨文化的意识。树立自强自立，努力拼搏，正确面对失败和困难的乐观精神。 3.思维品质：能提取、整理、概括稍长语篇的关键信息、主要内容、思想和观点。 4.学习能力：有意识地运用知识迁移策略来谈论自己喜欢的电视节目并说明原因。 Teaching Difficulties 学会谈论喜好。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Ask Ss to answer the questions. Step 1: Divide Ss into several groups, then ask them to discuss the questions: Do you like watching cartoons? What's your favorite cartoon? Do you know any famous cartoon characters? Step 2: After all the groups have finished discussion, T can choose some Ss to share their answers. · Watch and say Step 1: Show Ss three movie clips. Ask Ss whether they know the name of each movie. (Mulan, Finding Nemo, Micky Mouse) Step: Ask Ss to tell their partner which movie they like the best and why. · Talk about Mickey Mouse Step 1: Tell Ss that they are going to learn something about Mickey Mouse in this lesson. Step 2: Show Ss a picture of Mickey Mouse and a picture of Minnie. Ask them to work in groups of fours and discuss the questions: What do you think of Mickey Mouse? Can you think of some stories with Mickey Mouse? Step 3: T may want to ask if anyone can share a story about Mickey Mouse to the class. · Let Ss learn some background knowledge about Micky Mouse Mickey Mouse is an American cartoon character. It is a famous symbol of American culture. Mickey Mouse is a black mouse with two large round ears. It is cute and smart and it is popular among people. · Pair up, Ss should take turns to ask and answer the questions: Who is Mickey Mouse? What does Mickey Mouse look like? What is Mickey Mouse like? What can we learn from Mickey Mouse ? Step 2 Presentation & Reading Pre-listening 2a · Before reading the passage, ask Ss to discuss the questions with their partner: 1. Do you like watch cartoons? 2. What is your favorite cartoon? 3. Why do you like it? While-listening · Task 1 Skimming and matching Ask Ss to skim the passage and match each paragraph with its main idea. · Task 2 Scanning and filling Let Ss to read the first paragraph and complete the ID card for Mickey. Name: Mickey Mouse Nationality: American Age: 92 Creator: Walt Disney Appearance: black with two large round ears · Background knowledge Use the information on PPT P14 and P15 to introduce Walt Disney and Steamboat Willie to Ss. · Task 3 Scanning and answering Step 1: Ask Ss to read the second paragraph and answer the questions: 1. Who is Mickey’s girlfriend? 2. Why is Mickey popular? Step 2: Divide Ss into several groups, ask each group to make a thinking map about Mickey Mouse based on the information they have known. · Task 4 Summary Step 1: Divide Ss into three big groups. Ask all the Ss to close their books. Step 2: Tell Ss that each group needs to complete one part of the summary. (e.g. Group 1: The birth of Mickey Mouse, Group 2: The cause of popular, Group 3: Micky’s achievement) Step 3: T reads the summary, Ss in each group need to say the matching words or phrases to complete each part of the summary. Presentation 2b · T asks Ss to read the passage, then complete the time line. Steamboat Willie came out in New York. Walt Disney made 87 cartoons with Mickey Mouse. Micky became the first cartoon character to have a star on Hollywood Walk of Fame. November 18, 1928 1930s November 18, 1978 2c · Ask Ss to read the passage again and fill in the facts about Mickey. Answers: Optional Choice: After doing activity 2c, T may want to take a class poll to determine the most popular Disney character among Ss. Step 1: Elicit from Ss the names of Disney character and write them on the board. T may first want to ask Ss to state their favorite Disney movies. (Mickey Mouse, Minnie Mouse, Donald Duck, Cinderella, Mulan ...) Step 2: Have Ss vote for their favorite character (or top three characters), and write the number of votes on the board. Step 3: Elicit from Ss why these characters are so popular. 2d · Ask Ss to read the passage again and discuss the questions in 2d with a partner. Answers will vary. · Show PPT P27 to Ss. Ask them to match each phrase with its Chinese translation. 2e · Ask Ss to underline the phrases in 2e in the passage. Then make a new sentence or write a question using each phrase. Answers will vary. · Retell Step 1: Ask each S to take out a piece of paper. Then, write some facts about Mickey Mouse on it. Step 2: T can add more facts about Mickey Mouse by using PPT P30. Step 3: Ask each S to say something about Mickey Mouse to a partner using the facts they have written on the paper. Step 3 Language points learning think of有“考虑；想起；有……想法；对……有意见”等意思，在When people say “culture”, we think of art and history.这句话中应理解为“想起， 想到”。 famous adj. “著名的；出名的”，可在句中作定语或表语，相当于well-known。 famous的常用短语还有： be famous as“作为……出名”，其后常接表示职位、身份或地方的词。 be famous for“因……而出名”，其后接出名的原因。 be famous to“为……所熟知”，其后常接人。 come out在When this cartoon came out in New York on November 18, 1928 ...这句话中表示“出版；发行”，它还可以表示“出现，露出 ”，“盛开；开花”，“为人所知”。 successful作形容词，由“success(n.成功)+-ful(形容词后缀)”构成。succeed v. 表示“成功”，success n. 表示“成功”，successful adj. 表示“获得成功的”，successfully adv. 表示“成功地”。 might作情态动词，表示“可能；可以”，它是may的过去式，但又并不完全表示过去。它没有人称和数的变化，与动词原形一起构成谓语。 might的用法： 1) 表示不太肯定的推测，比may语气弱。 2) 用于礼貌地提出建议或请求允许，比may语气委婉。 one of …后跟可数名词复数，表示……之一。其后的谓语动词用单数。 be ready to do sth. 表示“准备做某事” ，get ready to do sth与之同义，但前者强调状态，后者强调动作。 Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P41-43. Homework · Preview the new words and phrases in Section B (3a-Self Check). · Do the exercises in students’ book. Teaching Reflection In this period, the students' curiosity can be grasped by visual teaching in the form of pictures. Help to improve the enthusiasm of the students' participation in the class by asking questions. Let the students discuss the three questions of 2a in pairs. Then, learn the passage of 2b and finish the task of 2d. Through the study of 2b article and the following exercises, we help the students master the key words, phrases and sentence patterns in this class, and cultivate the students' comprehensive reading ability. Unit 5 Do you want to watch a game show? Section B（3a-Self Check） Teaching Aims 1.语言能力：学习怎样写影评。 2.文化意识：能够了解不同类型的电视节目和电影，制订观影计划并谈论看法与偏好，形成勇于表达观点的积极态度。 3.思维品质：能根据所给内容或条件对语篇进行改编或创编。 4.学习能力：运用知识迁移策略写一篇影评，介绍电影名字，电影种类、电影故事情节以及观影的感受。 Teaching Difficulties 学习怎样写影评。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Review the phrases Show PPT P5 to Ss, ask each of them to take out a piece of paper and write down the phrases in English according to the Chinese translations. · New words and expressions Step 1: Teach the new word and phrases on PPT P6 and P7. Step 2: Divide Ss into groups of four, ask each group member to choose a word or phrase, then make a new sentence. · Free Talk Show two pictures of Mulan to Ss, then ask the questions: Have you ever seen Mulan? Can you say something about her? · Fill in the blanks Step 1: Show Ss two posters of Mulan on PPT P9. Step 2: Ask Ss to work in groups of four and discuss what they know about the movie Mulan. Step 3: Each group prepares a piece of paper and write down the answer. Step 2 Presentation & Reading Pre-writing 3a · Ask Ss to fill in the blanks using the words in the box. T may want to have Ss cover the box with the words and try to fill in the blanks with their own words. After that, Ss should be instructed to try to fill in the blanks with the words in the box. Finally, T can elicit from Ss their original words to determine whether they could also be used to fill the blanks. Answers: exciting, action, comes from, about, played, fantastic, like, shows, plan, want 3b · T may want to have Ss practice giving a movie review aloud using only their notes before writing the movie review in activity 3c. T can encourage Ss to speak a as a movie critic they have seen on TV and look at the camera while speaking. Answers will vary. While-writing 3c · Ask Ss to write a movie review using the notes in 3b. T may want to give Ss writing guideline and outline before Ss start to write. After Ss have written their reviews, T may want to have Ss practice reading the reviews as if they were making a radio broadcast. Step 1: Divide Ss into groups of three or four. Step 2: One S should read in radio broadcaster style while the other Ss sit facing the opposite direction so that they can hear but not see the speaker. Step 3: Each S should take a turn making the radio broadcast. Activity 4 · Ask Ss and their partners to give opinions on different TV shows. T may need to remind Ss that when they answer “yes”, they should add a positive comment, and when they answer “no”, they should add a negative comment. In real life, however, this is not always the case. Self Check Exercise 1 · Ask Ss to write questions and answers using the words in brackets. Answers: 1. A: What do you think of soap operas? B: I can’t stand them. 2. A: What show do you want to watch tonight? B: I want to watch a talent show. 3. A: What do you expect to learn from a game show? B: I expect to learn some interesting information. 4. A: What do you hope to watch tomorrow? B: I hope to watch the news. 5. A: Do you plan to watch an action movie? B: No, I plan to watch a comedy. Exercise 2 · Ask Ss to read the statements in exercise 2. Then choose which statements they agree with and which statements they disagree with. Remind Ss that they should give at least one reason no matter they agree or disagree with the statement. Answers will vary. Step 3 Language points learning dress up “装扮；乔装打扮”，dress up常与介词like或as连用，后接表示角色或职业等的名词。dress up like / as意为“装扮成......”。 dress作动词，意为“穿衣服；给……穿衣服”。常见的短语有：dress sb. “给某人穿衣服”，dress oneself “给自己穿衣服”，be dressed in... “穿......衣服”。 take sb’s place “代替；替换”，take sb.’s place相当于take the place of sb. 。 in sb.’s place意为“站在某人的立场上”，相当于in sb.’s shoes。 do a good job相当于do well，用来评价别人在某方面做得好。“Good job!”也表示“干得好！” Step 4 Summary & Homework Summary · Do the exercises from PPT P26-P27. Homework · Write a movie review about your favorite movie. · Do the exercises in students’ book. Teaching Reflection In the last period of this unit, the topic of this lesson is introduced step by step in the form of dialogue between teachers and students to stimulate the students' interest in learning. Have the students browse the words and phrases in the box of 3a. Then, use them to fill in the blanks. Next, we can ask the students to write a movie review and exchange ideas. Develop students' ability to write in the target language. Finally, use the information to complete the rest of the exercises. It can help the students consolidate the important knowledge points of this unit in language practice. 1 学科网（北京）股份有限公司 $$