八年级上册Unit4What'sthebestmovietheater李蕾教学设计

1、Unit 4 Whats the best movie theater?(Section B 1a1e) Analyzing the teaching material The material is from Go For it Book II A Unit 4 Whats the best movie theater? Section B (1a-1e). It is a listening and speaking material. Analyzing the students The students are Junior Two students and they take a g

2、reat interest in learning English. 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:

3、 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:1）. Get the students to know everyone is good at something and try to make their dreams come true. 2）. Get the students to tr

4、y to be a talented and confident person. 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. Teaching Difficult points Get the students to use superlatives in pra

5、ctice and try to be a talented and confident person in their daily life. Teaching methods Tasked-based teaching and learning method. 2. Communicative teaching method. 3. Audio visual teaching method. Teaching aids Multimedia facilities, blackboard , PPT. Teaching procedures Step 1: Lead-in 1. Greeti

6、ngs. 2. Watch the videos of students talent shows. And then ask the students to work in pairs and choose the best talent show and give their reasons. 【Design purpose: The talent show videos are chosen from the students in our class. It is designed as the lead-in part】 Step 2： Presentation and Produc

7、tion Activity1: 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.】 Activity 2: Say the opposites quickly. 1. I say some superlatives,ask all the students

8、to say the opposite of the superlatives as quickly as they can. 2. Show some superlatives on the screen,ask students to stand up and say the opposite of the superlatives as quickly as they can.【Design purpose: Arouse the enthusiasm of the students,and consolidate what they have learned.】 Step 3: Lis

9、tening 1. Pre-listening activity 1) Prediction: Show pictures of different talent shows together and ask the students to . 【Design purpose: Prediction is a good listening skill. It reduces the difficulties and paves way for later tasks.】 Talk about the pictures: Look at the pictures and talk about t

10、he talent shows in each picture and guess the main idea of the passage. Teach the students to read the names of the performers. 【Design purpose: 1)Prediction is a good listening skill. It reduces the difficulties and paves way for later tasks.Through the process, students are expected to learn the n

11、ew words they are going to hear in the listening material, which reduces the obstacles in the following activities.2)Let students to get familiar with the names of the performers.】 While-listening activity 1) Listen and match the pictures with the performers.Finish 1b and check the answers. 【Design

12、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: Vera was the most creative because _. A. She was very funny. B. She played the guitar upside down. C. She was an ex

13、cellent piano performer. Question 2: Why did they think Dennis was the worst? He kept dropping the balls. His performance was not interesting. He could not sing very well. 【Design purpose: It is a process of careful listening.It can make the later exercise of 1d more easy.】 Listen and fill in the ch

14、art with the adjectives you hear. Students finish 1d and check the answers.Ask students to pay attention to the adjectives and they can write the first letter or the first three letters when they listen.【Design purpose: In this part, students are required to take notes by paying attention to the adj

15、ectives while listening. 】 4) Listen and fill in the blanks with the correct answers. Post-listening activity : Read the conversation.【Design purpose: It helps students to consolidate what they have listened.】Step4: Pair work.Look at the information in 1d and make a conversation.【Design purpose: It helps students to learn to cooperate with each other through it.】 Step5: Summary What did you learn in this class? Share