人教版英语八年级上册教案：Unit4 SectionB（1a-1e）.doc

1、Unit4 SectionB（1a-1e） 教案【教材版本与册数】新目标人教版八年级上册 【单元名称】Unit4 Whats the best movie theater?【课时】Section B1a-1e （第3课时）【课型】Listening and Speaking（听说课）教材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

2、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。教学

3、目标语言知识目标：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. Shes an excellent piano player. -Who did you think was the worst?/ What do you think of The Math Teachers? - We

4、ll, theyre 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。情感态度价值观目标：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。教学重难点 教学重点：1)

5、能运用目标语言简单讨论及比较身边的人、事、物。2) 通过听力训练提高综合听说能力。教学难点：1) 能准确掌握形容词和副词最高级的规则和不规则的结构。2）能在真实语境中运用目标语言进行口语输出练习。建议教法情景交际法，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）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流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言

6、输出的完整过程。3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。【本课时教学设计】步骤过程措施（教师活动与学生活动）目的持续性评价1预备与激活先期知识Step 1Greeting and Leading in ( 3mins )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 hi

7、m? What other performers do you want to invite?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1.通过帮助学生回忆所学内容，为学习新知识做铺垫。2.学生利用老师提供的信息对老师进行提问。Step2Pre-listening（听前） (10 mins)1.Work on 1a: (1). Write these words and p

8、hrases 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 lets 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 pl

9、ease 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. 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, tale

10、nt, perform.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。2获取新知识Step 3While-listening（听中）(10 mins)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, yo

11、u 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 . Lets check your answers. 2. T: Lets listen to the tape again and match the pictures with

12、 the performers. 3. Check the answers.answers: 1-Vera-a2-The math teachers-b3-Dennis-c4-Eliza-d5-Steve-eWork 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

13、notes on the table.S: Eliza is best.2. T: Lets continue to listen to the tape to listen carefully about Steve, Vera, Dennis, The Math Teachers.T:Check the answers.answers:Eliza- best, excellent, greatSteve- funniestVera- most creativeDennis- worstThe Math Teachers- loudest3. T: Read the listening sc

14、ript carefully by yourself. Then show it in class.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。【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部分学生应该能利用此策略获取有效信息.3深度加工知识Step 4Post-listening（听后） (7mins)Group Work on 1e: 1. Work in groups. Look at the information i

15、n 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

16、in a group. Check each others answers. 5. Let some Ss show it in class. 进一步巩固听力内容，拓展学生思维。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。能在老师的引导下对人物的特点进行谈论。4评价学生学习Step 5Free Talk（5 mins）1. Let the Ss make their own conversations by using the new words and new sentences they have learned in this lesson.2. En

17、courage ss to summarize they have learned in this lesson.summary:- Who did you think was the best act? - I thought Eliza was the best. Shes an excellent piano player. -Who did you think was the worst?/ What do you think of The Math Teachers? - Well, theyre 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.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。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。