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視頻標簽：best movie,theater
所屬欄目：初中英語優質課視頻
視頻課題：人教版初中英語八年級上冊Unit 4 what’s the best movie theater Section B 1a--1e陜西省 - 西安
教學設計、課堂實錄及教案：人教版初中英語八年級上冊Unit 4 what’s the best movie theater Section B 1a--1e陜西省 - 西安
Unit 4 What’s the best movie theater?
(Section B 1a—1e) Huizhi Middle School
Lin Shirong
Ⅰ Analyzing the teaching material
The material is from Go For it Book II A Unit 4 What’s the best movie theater? Section B (1a-1e). It is a listening and speaking material.
Ⅱ Analyzing the students
The students are Junior Two students and they take a great interest in learning English.
Ⅲ Teaching objectives
----Knowledge aims:
1. Get the students to learn new words and phrases: creative, performer, upside down, etc.
2. Get the students to learn something about talent shows. 3. Get the students to use the superlatives in their expression. ----Ability aims:
1. Develop the students’ listening skills: guess before listen, listen with a purpose and so on.
2. Get the students to share their opinions bravely in class. ----Emotional aims:
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1. Get the students to know everyone is good at something and try to make their dreams come true.
2. Get the students to try to be a talented and confident person.
Ⅳ Teaching key points
1. Get the students to grasp the key words and key phrases.
2. Get the students to develop the listening skills and try to express their ideas by using the superlatives.
Ⅴ Teaching Difficult points
Get the students to use superlatives in practice and try to be a talented and confident person in their daily life.
Ⅵ Teaching methods
1. Tasked-based teaching and learning method. 2. Communicative teaching method. 3. Audio visual teaching method.
Ⅶ Teaching aids
Multimedia facilities, blackboard , PPT.
Ⅷ Teaching procedures
Step one: Lead-in
1. Greetings and free talk.
2. Choose the Huizhi Talent for this year. Watch the videos of students’ talent shows. And then ask the students to work in pairs and choose the best
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talent show and give their reasons.
【Design purpose: The talent show videos are chosen from the students in our school. It is designed as the lead-in part due to the following three functions: 1. Situational function: students can imagine themselves as judges for the talent shows, which can arouse their interests immediately. 2. Practical function：by using the material they are familiar with, students are supposed to use the superlatives they have learnt in practice. 3. Cooperation function: through the pair work, students can learn to cooperate with each other.】
Step Two： Presentation and Production Activity 1: Exercise of 1a.
Write these words and phrases next to their opposites in the chart. 【Design purpose: Through this exercise, students are expected to review the changing rules of the superlatives learnt in previous classes.】 Activity 2: Games
1. Say it quickly. Show the adjectives on the balloons. Ask all the students to stand up and say the superlatives of the adjectives as quickly as they can.
2. The magic hand. Say the opposite forms of the superlatives. Encourage all the students to take part in the games.
【Design purpose: Games can not only make the atmosphere alive，but also help the students to consolidate what they have learnt in a way they are interested in.】Activity 3: Listening 1. Pre-listening activity
1) Prediction: Show pictures of different talent shows together and ask the students to guess the main idea of the passage.
【Design purpose: Prediction is a good listening skill. It reduces the difficulties and paves way for later tasks.】
2) Talk about the pictures: Look at the pictures and talk about the talent shows in each picture.
【Design purpose: Through the process, students are expected to learn the new words they are going to hear in the listening material, which reduces the obstacles in the following activities.】 2. While-listening activity 1) Listen and match.
(1c) Listen to people talking about a school talent show. Match the pictures with the performers.
【Design purpose: Students are supposed to match the people and their talent shows, which help them to have a further understanding of the listening material.】 2) Listen and choose.
Question 1: Why did they think Dennis was the worst? A. He kept dropping the balls. B. His performance was not interesting. C. He could not sing very well.
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Question 2: Vera was the most creative because _______. A. She was very funny.
B. She played the guitar upside down. C. She was an excellent piano performer.
【Design purpose: It is a process of careful listening. Students are required to pay special attention to the superlatives used for certain people, which makes the later exercise of 1d more easy.】 3) Listen and fill.
(1d) Listen and fill in the chart with the adjectives you hear. 【Design purpose: In this part, students are required to take notes by paying attention to the superlatives and adjectives while listening. 】 4) Listen and role play
Fill in the blanks with the correct answers and then role play the conversation.
【Design purpose: It helps students to consolidate what they have listened and then improve their spoken English through role play.】 3. Post-listening activity : Who’s the most talented in our class? After listening to the material, divide the students into group of four. Ask them to choose the most talented students in our class for the next Huizhi Talent.
【Design purpose: On the one hand, it helps students to learn to cooperate with each other through group discussion; on the other hand, the topic they discussed echoes the lead-in part of this lesson.】
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Ⅲ. Summary
1.What did you learn in this class? Ask the students to share what they have learned in this class.
2. Everyone is good at something. I hope you can be the most truthful, the most active, the most lovely, the most energetic, the nicest, the most thankful, the most enjoyable, and the most different. So I hope you can be the most talented. Ⅳ. Homework:
1. Finish the listening and speaking exercise on ekwing.com 2. Optional homework(選做作業):
Watch China’s Got Talent and then make a survey in your family: which is the best talent show in your mind?
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