人教版英语八年级上册教案：Unit4 SectionB(1a-1e)
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T: Look at the pictures in 1c. What are they doing? When I play the recording for the first time||，you 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 . Let’s check your answers.
3
深度加工知识
Step 4
Post-
listening（听后）(7mins)
Group Work on 1e:
1.Work in groups. Look at the information in 1d and make a conversation.
S1: Who was the best performer?
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||。
-- 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.
Eliza- best||，excellent||，great
Steve- funniest
Vera- most creative
Dennis- worst
The Math Teachers- loudest
3. T: Read the listening script carefully by yourself. Then show it in class.
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?
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 1
Greeting and Leading in ( 3mins )
1. Daily greeting.
2. Create an activity and let the Ss discuss about the answers.
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.
T: Now let’s 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 please talk about what you think the people you know by using the words in 1a.
2. Encourage ss to summarize they have learned in this lesson.
(1). Write these words and phrases next to their opposites in the chart.
T: What is the opposite of “most boring”?
S: The opposite of “most boring” is “most creative”.
2. T: Let’s listen to the tape again and match the pictures with the performers.
3. Check the answers.
[answers:]
1-Vera-a
2-The math teachers-b
3-Dennis-c
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.
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输出的完整过程||。
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||。
3. Let students use the new words to talk about their friends.
4. Ss work 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||。
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||。
S: Eliza is best...
2.T: Let’s continue to listen to the tape to listen carefully about Steve||，Vera||，Dennis||，The Math Teachers.
T:Check the answers.
[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?
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||。
4-Eliza-d
5-Steve-e
Work on 1d:
1.Listen again. What do the people say about the performers? Fill in the chart with the adjectives you hear.
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 . Let’s check your answers.
3
深度加工知识
Step 4
Post-
listening（听后）(7mins)
Group Work on 1e:
1.Work in groups. Look at the information in 1d and make a conversation.
S1: Who was the best performer?
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||。
-- 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.
Eliza- best||，excellent||，great
Steve- funniest
Vera- most creative
Dennis- worst
The Math Teachers- loudest
3. T: Read the listening script carefully by yourself. Then show it in class.
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?
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 1
Greeting and Leading in ( 3mins )
1. Daily greeting.
2. Create an activity and let the Ss discuss about the answers.
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.
T: Now let’s 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 please talk about what you think the people you know by using the words in 1a.
2. Encourage ss to summarize they have learned in this lesson.
(1). Write these words and phrases next to their opposites in the chart.
T: What is the opposite of “most boring”?
S: The opposite of “most boring” is “most creative”.
2. T: Let’s listen to the tape again and match the pictures with the performers.
3. Check the answers.
[answers:]
1-Vera-a
2-The math teachers-b
3-Dennis-c
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.
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输出的完整过程||。
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||。
3. Let students use the new words to talk about their friends.
4. Ss work 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||。
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||。
S: Eliza is best...
2.T: Let’s continue to listen to the tape to listen carefully about Steve||，Vera||，Dennis||，The Math Teachers.
T:Check the answers.
[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?
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||。
4-Eliza-d
5-Steve-e
Work on 1d:
1.Listen again. What do the people say about the performers? Fill in the chart with the adjectives you hear.
