Unit 4 Section B(1a-1e)教学设计 2024-2025学年人教版八年级英语上册

教学设计 课题 Unit4 What’s the best movie theater?Section B(1a－1e) 课型 ( √ )新授课 √ 复习课 试卷讲评课 其他课 教学内容分析 本课时内容人教社新目标初中英语教材8上Unit 4 ,该单元话题是“Your town”, 功能是“Discuss preferences and make comparisons”，经过之前对本单元Section A部分的学习，学生已经能够准确写出形容词和副词的最高级并且可以在日常交际中正确地使用含有此类词汇的基本句型。此节课型定位以“talent show”这个话题为线索的“听说课型”，在策略上，通过:听前以教师情景输入信息--听中策略渗透抓信息--听后信息的挖掘和学生的真实情景输出，在语言技能上，要求学生通过反义词对比和造句练习学习更多的形容词，以Who did you think was the best act?这个话题展开讨论，运用扩展的词汇，如：funniest, most creative等次，进一步体会目标语言在真实语境中的运用。在情感态度上，通过教师引导下和学生在活动中的感悟总结，能够正确使用-(i)est, most来表达形容词及副词的比较级并对身边事物进行客观准确的评价。 学情分析 经过之前对本单元Section A部分的学习，学生已经能够准确写出形容词和副词的最高级并且可以在日常交际中正确地使用含有此类词汇的基本句型。课前调查初中生认为巩义最好的电影院，服装店，超市，医院等，便于上课时引导学生谈论利用最高级谈论个人喜好。重难点就是如何用最高级谈论喜好，细化到每个形容词反副词的最高级。每个学生都对自己家乡最好的事物感兴趣。 目标确定 （1） 通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型： funniest, most creative, quietest, best. -- Who did you think was the best act? -- I thought Eliza was the best. She’s an excellent piano player. --Who did you think was the worst?/ What do you think of The Math Teachers? -- Well, they’re the loudest for sure. 学习策略 ： （2） 通过听前的活动，学生能熟悉生词，为熟悉文本做好铺垫。并帮助学生建立听前预测，使教学活动更具目的性。 （3）通过抓关键词，训练学生获取听力信息的能力，通过更加细化的听力问题的设计，详细学习听力材料。 （4）通过教师示范，学生两两结合的口语活动，能够运用巩固课时核心词汇和句型。 （5） 通过具体情境下的语言学习，能够自由的进行相关话题的口语输出。 （6）通过教师引导下和学生在活动中的感悟总结，能够正确使用-(i)est, most来表达形容词及副词的比较级并对身边事物进行客观准确的评价。 重难点 通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型： funniest, most creative, quietest, best. -- Who did you think was the best act? -- I thought Eliza was the best. She’s an excellent piano player. --Who did you think was the worst?/ What do you think of The Math Teachers? -- Well, they’re the loudest for sure. 评价任务 （1）情景交际法，任务型教学法，听说课的“3P”教学模式 ： P--呈现（语言输入） P--操练（1.机械操练2. 听力训练） P--运用（语言输出） （2）设置情景意义操练 设计听后活动任务，先模仿再迁移 总结，听后设置任务提升学生语言运用能力 教学评活动过程 教师活动 学生活动 环节一：Step 1 Greeting and Leading in ( 3mins ) 教师活动 1. Daily greeting. 2. Create an activity and let the Ss discuss about the answers. If there is a school talent show (一场学校才艺展示）in our School ? Do you want to invite him? What other performers do you want to invite? 学生活动 学生利用老师提供的信息对老师进行提问。 设计意图： 1.复习上节课所学语法点来帮助学生预热本课时目标语言，复习掌握形容词及副词最高级的基本结构。有效的激活学生与此话题相关的背景知识激活学生的前期知识。 2.真实情景式导入话题并呈现所需形容词汇，如：creative, talent, perform等，激发学生的学习兴趣. 环节二：Step2Pre-listening（听前）(5 mins) 教师活动 1.Work on 1a: (1). Write these words and phrases next to their opposites in the chart. T: What is the opposite of “most boring”? S: The opposite of “most boring” is “most creative”. T: Now let’s check the answers. [answers:] quietest, best, funniest. (2). Read the chart loudly. 2.Work on 1b: (1). T: Well, every one of you has his own idea. Now please talk about what you think the people you know by using the words in 1a. S: First read the example dialogue, and then make your dialogue about people you know. (2). Ss try to write their own sentences. 学生活动 1.Work on 1a: (1). Write these words and phrases next to their opposites in the chart. T: What is the opposite of “most boring”? S: The opposite of “most boring” is “most creative”. T: Now let’s check the answers. [answers:] quietest, best, funniest. (2). Read the chart loudly. 2.Work on 1b: (1). T: Well, every one of you has his own idea. Now please talk about what you think the people you know by using the words in 1a. S: First read the example dialogue, and then make your dialogue about people you know. (2) . Ss try to write their own sentences. 学生能根据听力中的比较级获取关键信息来区分谈论对象。学生能利用目标句型进行对话展示。 设计意图： 1. 复习常用句型，如My cousin is the funniest person I know.等，为后续听力活动中抓住关键信息做铺垫。 2. 学习新的词汇，creative, talent, perform... 环节三：Step 3While-listening（听中）(15mins) 教师活动 Work on 1c: 1.Listen to people talking about a school talent show. Match the pictures with the performers. T: Look at the pictures in 1c. What are they doing? When I play the recording for the first time, you just listen carefully and give me the answer. Have you got it? S: Yes, they are talking about their talent. T: Now look at the names in the form, and take notes with each performer . You can write only words . Let’s check your answers. 2. T: Let’s listen to the tape again and match the pictures with the performers. 3. Check the answers. [answers:] 1-Vera-a 2-The math teachers-b 3-Dennis-c 4-Eliza-d 5-Steve-e Work on 1d: 1.Listen again. What do the people say about the performers? Fill in the chart with the adjectives you hear. T: Listen to the tape carefully, what people say Eliza? You should take the notes on the table. S: Eliza is best... 2.T: Let’s continue to listen to the tape to listen carefully about Steve, Vera, Dennis, The Math Teachers. T:Check the answers. [answers:] Eliza- best, excellent, great Steve- funniest Vera- most creative Dennis- worst The Math Teachers- loudest 3. T: Read the listening script carefully by yourself. Then show it in class. 学生活动 Work on 1c: 1.Listen to people talking about a school talent show. Match the pictures with the performers. T: Look at the pictures in 1c. What are they doing? When I play the recording for the first time, you just listen carefully and give me the answer. Have you got it? S: Yes, they are talking about their talent. T: Now look at the names in the form, and take notes with each performer . You can write only words . Let’s check your answers. 2. T: Let’s listen to the tape again and match the pictures with the performers. 3. Check the answers. [answers:] 1-Vera-a 2-The math teachers-b 3-Dennis-c 4-Eliza-d 5-Steve-e Work on 1d: 1.Listen again. What do the people say about the performers? Fill in the chart with the adjectives you hear. T: Listen to the tape carefully, what people say Eliza? You should take the notes on the table. S: Eliza is best... 2.T: Let’s continue to listen to the tape to listen carefully about Steve, Vera, Dennis, The Math Teachers. T:Check the answers. [answers:] Eliza- best, excellent, great Steve- funniest Vera- most creative Dennis- worst The Math Teachers- loudest 3. T: Read the listening script carefully by yourself. Then show it in class. 设计意图： 1.复习巩固目标句型，如： A + be + the 形容词最较级 + 表示范围的介词词组 …，培养学生泛听和细听的能力，提高学生总体听力能力。 2.培养学生听前预测和聚焦关键信息和关注细节问题的听力策略 3.能逐步掌握利用听中聚焦关键信息和关注细节的策略，容易地完成听力任务. 环节四：Step 4Post-listening（听后） (12mins) 教师活动 Group Work on 1e: 1.Work in groups. Look at the information in 1d and make a conversation. S1: Who was the best performer? S2: Eliza was the best performer. Ask several pairs to show their conversations in the class. 2. Teacher can walk around the classroom, and give some help to the Ss. 3. Let students use the new words to talk about their friends. 4. Ss work in a group. Check each others’ answers. 5. Let some Ss show it in class. 学生活动 Group Work on 1e: 1.Work in groups. Look at the information in 1d and make a conversation. S1: Who was the best performer? S2: Eliza was the best performer. Ask several pairs to show their conversations in the class. 2. Teacher can walk around the classroom, and give some help to the Ss. 3. Let students use the new words to talk about their friends. 4. Ss work in a group. Check each others’ answers. 5. Let some Ss show it in class. 能在老师的引导下对人物的特点进行谈论。 设计意图： 1.进一步巩固听力内容，拓展学生思维。 2.通过聆听和看班上其他小组发言情况，逐步引导学生思考并总结，培养学生小组合作意识。 环节五：Step 5Free Talk（5 mins） 教师活动 1. Let the Ss make their own conversations by using the new words and new sentences they have learned in this lesson. 2. Encourage ss to summarize they have learned in this lesson. summary: -- Who did you think was the best act? -- I thought Eliza was the best. She’s an excellent piano player. --Who did you think was the worst?/ What do you think of The Math Teachers? -- Well, they’re the loudest for sure. 3. let the Ss show their works and make assessments each other . 4. Homework (1) Review the words and sentences they have learned in this lesson. (2) Preview Section B 2b and read it. 学生活动 通过回顾本堂课的课脉结构，课后复习所学单词与句型，检测学生在课后是否能基本运用本堂课的目标语言，体现对学生的可持续性评价。 设计意图：引导学生使用最高级来描述人物的表演，培养学生学会总结归纳并形成判断的思维品质。 板书设计 Unit 4　What's the best movie theater? The third period　Section B(1a－1e) 1．Key vocabulary：creative，performer，most creative，the best performer 2．Target language： A：Who was the best performer? B：Eliza was the best performer. 作业与拓展学习设计 (1) Review the words and sentences they have learned in this lesson. (2) Preview Section B 2b and read it. 特色学习资源分析、技术手段应用说明 本节课通过情景教学法、任务型教学法，由听到说，已知到未知，循序渐进地深化教学内容。展开教师为主导，以学生为主体的师生双边教学活动。 教学手段：多媒体辅助：使抽象的学习内容直观化，创设情景，实现师生互动，生生互动和人机互动的多向互动，增加了直观性和趣味性，加大了课堂密度，运用希沃白板交互式课件提高了教学效果。 教学反思 To enable students to master the grammatical structure, they should practice and use the grammatical structure repeatedly in different contexts for the purpose of communication. We must effectively improve students' participation and frequency, carry out various activities and ensure students' real participation. 4 — 6 — 学科网（北京）股份有限公司 $$