人教版八年级上册英语 4.What's the best movie theater？SectionA 1a-2d 教案

Unit 4 What’s the best movie theater
Section A (1a-2c)
Analysis of the Teaching Material:
The topic of this unit is to discuss preferences and make comparisons. Such topic is helpful to activate students' imagination and improve students' ability to deduce. Either less or more advanced students will be active in the activities in class. So it's useful to improve students' spoken English and communicative competence.
ⅠTeaching Aims and Demands：
Knowledge Objects
1. Master the key words and expressions:
theater, comfortable, seat, screen, close, ticket, worst, cheaply, song, choose, carefully, reporter
Can I ask you some questions
I think Miller's is the best.
Why do you think so
2. Learn to make comparisons and discuss preference.
3. Be able to understand the dialogues about making comparisons and discussing preference.
Ability Objects
1. Learn the new words and phrases.
2. Lead the students to do some listening practice.
3. Get the students do some pairwork and role-play the conversation.
Moral Objects
1. Lead the students to be the best, and to be the core.
2. A good plan is a good start to success.
Ⅱ Teaching Key Points
1. Master the new words and phrases.
2. Master the language points.
Ⅲ Teaching Difficult Point
Learn to make comparisons and discuss preference.
Ⅳ Teaching Procedures
Step ⅠWarm-up
Greet the class and introduce what to learn in this period.
Step Ⅱ Presentation
1. Introduction and new words learning.
First, tell students we're going to learn how to discuss preferences and make comparison in this unit and learn to describe things using the superlatives with -est, the most.
Then show the new words and expressions on the screen, lead students to read them.
Later, show the new words, invite some students to read them, correct pronunciation mistakes if any.
2. Teach Activity la.
(1) Read the instructions. Then read each item to the class. Ask the students to explain what the words or phrases mean in their own words. For example, for comfortable seats, a student might say, "Comfortable seats feel good. You can sit in a comfortable seat for three hours and feel good. "
(2) Ask students to decide which of the things are important and which are not important. Point to the two columns and ask students to write their answers there.
Find out which items students think are the most important. Ask different students to write each word or phrase on the blackboard. Then read each item to the class and say, "Raise your hand if you give this a number 1 or a number 2." Write the number of students who raise their hand after each.
In the end, help students say which are the most important to students in the class.
3. Teach Activity 1 b.
This activity gives students practice in understanding the target language by spoken conversation.
(1)Read the instructions.
Point out the word Qualities over the first column and Movie theaters over the second column in the chart. Tell students that they will hear three people talking about several movie theaters.
Point to the phrases under the word Qualities and ask different students to read the phrases to the to the class. Explain the meaning of any phrases students don't understand.
Point to the list of movie theaters in the instructions. Ask students what they are doing. (They are talking about these three movie theaters. )
Point to the blank lines under the Movie theaters. Ask students to write the names of different movie theaters there.
(2) Play the recording the first time. Students only listen.
Play the recording a second time. Have students write the name of each movie theater on the blank line after its description.
Then correct the answers.
4. Teach Activity lc.
(1) Read the instruction. Point out the sample conversation in the box. Ask two students to read it to the class.
(2) Lead students to make a list of real movie theaters they know, If there aren't three or more movie theaters for the students to talk about, use three stores or three restaurants.
Say. Now work with a partner. Start by reading the conversation in the box with your partner. Then look at the other places on the blackboard and conversations about these places.
As they talk, move around the room checking their work. Offer language support as needed.
(3)Ask several pairs of students to present their conversations to the class.
Step Ⅲ Practice
1. Teach Activity 2a
This activity provides listening practice using the target language.
(1) Read the instructions and point to the two questions on the survey. Read the names of the stores and the radio stations or ask different students to do it
(2) Say. There is a reporter talking with a teenage boy. She is asking him some questions, Listen to the recording and circle the boy's answers.
Play the recording twice. Students just listen at the first time.
Ask students to circle the letters of the correct answers at the second time.
Then check the answers.
2. Teach Activity 2b.
(1)Read the instruction and point to the chart. Read the names of the stores and the comments after each one or ask different students to do it.
Say. You will hear the recording again. This time listen carefully and find out what the boy says about the stores or radio stations and match them with the statements.
(2) Play the recording again. Ask students to finish the task. Then check the answers.
3. Teach Activity 2c.
This activity provides guided oral practice the target language.
Point to the sample conversation. Ask two students to read it to the class.
Then focus on some language points and explain them.
Read the instructions. Say, Each pair of students role-play the conversation between the reporter and the boy.
Ask students to say some of the questions the reporter asked the boy. If students need more help asking the questions, write the questions on the board. For example. What's the best clothing store in town What do you think about the other stores What's the best movie theater What about the other radio stations
Ask students to work in pairs. Move around the room checking the progress and offering help as needed.
Ask one or two pairs to show their conversations to the class.
Step Ⅳ Summary
In this period. We learned some new words and expressions first, then we learned how to talk about our neighborhood using superlative degree of adjectives. Through the listening and speaking practice, we consolidated the target language.
Blackboard Design
Unit 4 What's the best movie theater
theater, comfortable. seat, screen, close, ticket,
worst, cheaply, choose, carefully, reporter
Can I ask you some questions
I think Miller's is the best.
Why do you think so