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2019人教版英语八年级上册教案：Unit4SectionB(1a1e)语文.doc

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教
学
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?
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）
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
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)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。
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。
Step2
Pre-
listening
（听前）(10 mins)
1.Work on 1a:
(1). Write these words and phrases next to their opposites in the chart.
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。
目的
持续性评价
1
预备与激活先期知识
Step 1
Greeting 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 him?
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.
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）
(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.
-- 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.
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 What’s 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。

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人教版八年级英语上册Unit 4 Section B (1a-1e)

人教版八年级英语上册Unit 4 Section B (1a-1e)

It was a fantastic performance.
I. 单项选择
1. This book is _D___ of all.
A. cheapest B. cheap C. cheaper D. the cheapest A
2. He is much ____ than his brother.
Listen and read.
Girl 1: Wasn’t that a great talent show? Girl 2: Yeah! Girl 1: Who did you think was the best act? Girl 2: Oh, I thought Eliza was the best. She’s an excellent piano player. Girl 1: Yeah, she’s great. And I thought Steve and his dog were the funniest. Girl 2: Me, too! I couldn’t stop laughing! And how about Vera? Wasn’t she creative?
1e Look at the information in 1d and make a conversation.
A:Who was the best performer? B: Eliza was the best performer.
Ask and answer quickly.
A: Who was the best performer? B: Eliza was the best performer. A: Who was the funniest performer? B: Steve was the funniest performer. A: Who was the most creative performer? B: Vera was the most creative performer. A: Who was the worst performer? B: Dennis was the worst performer. A: Who was the loudest performer? B: The Math Teachers were the loudest performers.
人教版英语八年级上册Unit4SectionB1a1e说课稿

人教版英语八年级上册Unit4SectionB1a1e说课稿

（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.呈现一组描述情感和情绪的形容词，如：happy, sad, excited, bored等，引导学生观察这些词汇的拼写和发音特点。
2.通过创设情境，示范句型“I feel ... when ...”的用法，让学生模仿并练习。
3.引导学生关注一般现在时态的用法，通过例句展示，让学生感知并总结该时态的构成和用法。
1.调整教学方法，提高教学内容的趣味性和实用性。
2.加强对学生的个别辅导，关注他们的学习需求。
3.与同事交流，借鉴优秀的教学经验，不断提升自身教学水平。
2.设计针对性的练习，加强学生对一般现在时态的掌握。
3.关注全体学生，鼓励他们积极参与课堂活动，提高课堂参与度。
课后，我将通过以下方式评估教学效果：
1.检查学生作业完成情况，了解学生对知识点的掌握程度。
2.课堂观察，关注学生的参与度和互动情况。
3.收集学生和同事的反馈意见，进行自我反思。
针对反思结果，我将采取以下改进措施：
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
1.利用多媒体展示一段与情感相关的动画视频，视频中包含各种情感表达，如快乐、悲伤、兴奋等。
2.视频结束后，邀请学生分享他们在观看视频时的感受，引导学生运用已学的情感词汇进行表达。
3.针对学生们的回答，自然过渡到本节课的主题“How do you feel?”，并板书课题。
人教版英语八年级上册Unit4SectionB1a1e说课稿
一、教材分析
（一）内容概述
本节课的教学内容来自人教版英语八年级上册Unit 4 “How do you feel?”的Section B 1a-1e部分。这部分内容在整个课程体系中起到了承上启下的作用，既是对Unit 3 “I'm more outgoing than my sister”的情感态度延续，也是对Unit 5 “Can you come to my party?”的邀请与回应话题的引入。
人教版初中英语八年级上册Unit4 Section B(1a-1e)教学教案和教学反思

人教版初中英语八年级上册Unit4 Section B(1a-1e)教学教案和教学反思

7. Ask Ss to describe the performers using the information in 1d:
Eliza was the best, She was an excellent and great piano player.
在听1c和1d之后，让学生读一读这些句子，用形容词和副词的最高级描述这些表演者。
板书设计
Unit 4What’s the best movie theater?
SectionB(1a-1e)
1.My cousin Li Jing is the funniest person I know.
2. -Who was the best performer?
-Eliza was the best performer.
4.Work in pairs. Make Ss tell their partners about people they know. Use the words in 1a.
My cousin Li Jing is the funniest person I know.
5. Call some Ss tosay their sentences to the class..
教学反思
1.本单元学习用最高级描述活动中表演者们的各种表现，因此要熟练掌握听力素材。
2.在做听力时，要注意正确书写最高级的形式。
Step 7
中考链接
(PPT 19)
Practice the usage of the word:creative.
设计中考链接使学生认识所学词汇的重要性，同时使学生建立起中考的考点意识。
Step 8
Homework
初中英语人教版八年级上册Unit 4 Section B 教案

初中英语人教版八年级上册Unit 4 Section B 教案

长沙市中(小)学教师统一备课用纸科目英语年级八年级班级时间年月日课题Unit 4 What’s the best movie theater? Section B 1 (1a-1e)教学目标1.通过听说训练培养学生的听说能力。

2.学会运用句型：Who do you think...is the most creative of the three?3. 能使用褒义词或贬义词的最高级形式恰当地表达自己的看法。

教材分析重点：通过才艺表演这个话题联系更多形容词和副词的最高级。

难点：形容词和副词最高级的使用。

实施教学过程设计预习案Have the students read P28 and find out the words they don’t know and somedifficult points.探究案I. Lead-in1.Enjoy a video .2 Fill in the blanks.II. Presentation1. Look at 1a, write these words and phrases next to their opposites in the chart.Then check the answer.2. Read the words.3. Describe the people you know, using the words in 1a. Each student should sayat least 2 sentences.III. Listening1. Watch a video.2. T: What is the show about? It’s America’s Got Talent! In our school we alsohave many talent shows.3. Ask students to look at the picture in 1c and try to describe the picture.释疑案4. Listen to people talking about a school talent show and match the pictures withthe performers.5. Listen again. What do the people say about the performers? Fill in the chartwith the adjectives you hear.6. Check the answer.IV. Playing a gameEach group choose a gold egg to hit, and then finish the exercises, then they will get marks.…V. Group work---Oral Practice and Writing.1.Students talk about “Who’s got talent in your class?”. Discuss in groups. Onestudent asks and the other students answer. And then write a short passage about it. At last, read the short passage out in front of the blackboard.You can write like this: In my group, we think Tom is the best singer in our class because he can sing fast songs very well. We think... in our class because...2 Give scores to each group. Which group is the best one?VII. Homework1 Describe the funniest thing you did during the last National Holiday.2 Review Section B (2a~2e).教学反思。