Unit 4 第4课时 Section B (2a-2e)(教学设计)-【上好课】2022-2023学年八年级英语上册同步备课系列（人教新目标Go For It!）.docx

1、Unit 4 Whats the best movie theater? Section B 2a-2e单元Unit 4课时第4课时教学目标语言知识：通过阅读，能总结人们对选秀节目的不同看法并说出原因。学习能力：1 学习通过主题句理解段落大意，提升阅读能力。2 通过阅读，获取有关选秀节目的关键信息文化意识：引导青少年正确认识达人秀这种流行文化。思维品质：培养逻辑思维，客观看待选秀节目。教学重难点1. language point知识点。2. 能读懂文章，运用寻读、略读、细读获取语篇信息，完成文章题目。教学工具IWB, PPT教学方法快速阅读法；任务型阅读法；小组合作学习教学过程教学步骤课堂活动

2、学生活动设计意图Step 1Lead-in1.Greeting.2.Review.T shows picture and asks：Do you remember the school talent show in our last lesson? Who do you think is the most talented performer?3.T plays a video：“Today lets enjoy another girls performance.Do you know the talent show?”4.T lets Ss watch another famous pro

3、gram：Chinas Got Talent and American Idol.学生说出上节课的校园节目秀中哪位表演者最有天赋？观看视频，并能说出美国达人秀节目。了解“中国达人秀“和”美国爱豆“节目通过图片和视频导入本课时主题-达人秀节目。激发学生学习兴趣，为本节课的阅读激活了思维Step 2Pre-reading1. Talk. T asks： Who is the most talented person you know? What can he/she do? Tell your partner about this person. 2. Finish 2a. 3. Predict.

4、 T leads Ss to think about：What can you see in the picture? 被选中的学生说出所知的最有天赋的人。讨论后，完成2a.看图片，猜测内容，讨论。通过抛出问题，学生练习最高级句型，提升课堂气氛。通过预测，激发学生对选秀节目的兴趣，进一步活动课堂气氛，为下一步阅读做准备。Step 3While- reading1. T leads students to skim the article and answer the question：Which three talent shows are mentioned? Then match each

5、 paragraph with the main idea. Finish 2b.2. T lets Ss to Read Para 1 Carefully and answer the questions: How are talent shows getting now? Which of the talent shows are not mentioned?3. T lets Ss to Read Para 2 Carefully and fill in the blanks: They try to look forthe _ singers,the _dancers, the _ma

6、gicians, the _ actors and so on.Thats up to _ to decide the winner. The winner always gets a very good _.4. T lets Ss to Read Para 3 Carefully and fill in the blanks: Dislike? Like? Then give the reasons.5. T lets Ss read the passages again and answer the questions. Finish 2c.6. T asks: Are the foll

7、owing statements true or false?学生快速阅读文章，找出文中提到三个达人秀节目。然后匹配段落大意。学生仔细阅读Para.1，主动举手回答表格问题。学生仔细阅读Para.2，找出其中的关键信息。被点名的学生完成对应的表格填空。学生仔细阅读Para.2，找出文中不同的态度。再读文章，回答2c问题。判断句子对错。通过快速阅读，掌握段落主旨大意。带着表格问题细读文章，目的性更强，有助于学生更好地理解文章意义。通过表格填空的方式，找到关键句信息。通过判表格填空的方式，找到关键句信息。在回答问题中，进一步掌握文章内容。进一步掌握文章内容。Step 4Post-reading1.

8、 T lets students to underline all the superlatives in the passage. Then write sentences using at least four of them. Finish 2d.2. T asks students to talk about：Whos got talent in your class? Add more talents and write a classmates name for each talents. Find out how many students in your group agree

9、 with you. Finish 2e .学生划出最高级（独立完成）。然后小组用最高级句型谈论。学生讨论班里同学们都有哪些才艺？做一个调查，看看多少人意见一致。完成2e.进一步掌握最高级使用句型。通过引导学生讨论班级同学，加深对同班同学的了解和认识。促进小组成员的凝聚力。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操

10、练重点知识点和目标语言，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8Homework1. Use superlatives to describe who you think is the best actor.2. Preview the new words and phrases in Section B (3a-Self Check).记下家庭作业。根据文章所学内容：恰当运用形容词副词最高级进行书写。以读促写，有效运

11、用目标语言。板书设计：New wordsKey sentencesmore and more popular, around the world, have one thing in common, such as, all kinds of, come true1Its always interesting to watch other people show their talents.2Talent shows are getting more and more popular.3All these shows have one thing in common.4Thats up to

12、you to decide.5They usually play a role in deciding the winner.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。从而达到总体和细节的完全统一，最终对该课时的主题从形式、到内容、到内涵等各层面形成自己的认识。在以后的教学中要进一步注重阅读方法点拨，以达到理想的效果。