八年级下册 Unit 4 Why don't you talk to your parents Section B 1a-1e 表格式教案

Go For It 8A Unit 4 Section B 1a-1e
Analysis of teaching material What: The teaching material is a dialogue talking about a school talent show. In the conversation, they discuss the performances and performers, share their preferences and comments. Why: The dialogue about the school talent show can help students to understand and use the superiority of adjectives better, and they can show their preferences and make comparisons for different people in an accurate and objective way. At the same time, students can develop the critical ideas and learn how to appreciate the merits of others and themselves. How: The teaching material is a dialogue of two students, which can attract students’ interest and lean close to their lives. The conversation is full of the superiority of adjectives, sharing their preferences and making comments to the school talent show, so students can know more information of the talent show and express their opinions.
Teaching objectives By the end of the session, most students will be able to understand the school talent show and tell about their favorite performance and performers. This will be achieved by: 1. grasp the key information of the school talent, including performers, performance, and related comments, to complete the table; understand the comparison of superiority of adjectives. 2. based on the conversation, describe their favorite performers and make assessment with the superiority of adjectives like “the most creative/loudest/funniest/best; express their agreements or disagreements for the comments n in the listening material and give reasons. 3. make a discussion about classmates, appreciate their talents and give comments; think about their own talents and make a self-assessment; make a class talent show with classmates.
Teaching focus Students can accurately grasp the key points in the listening material. Students can talk about their best performers with correct expressions.
Anticipated difficulties Students may feel it difficult to make a comparison and choose the best one among performers.
Teaching procedure Evaluation
Step 1 Lead in(10 mins) 1. Show a video of Peppa Pig and think about what they are doing. Introduce the new words: performance, performers. 2. Match the characters with their descriptions. 1) Pedro Pony acted as a magician and made the water disappear. He was the most creative. B
2) Rebecca Rabbit made a special noise. I thought she was the funniest. D
3) Candy Cat skipped the most carefully. E
4) Emily Elephant was the best. She was an excellent recorder performer. C
5) Danny Dog banged a drum and was the loudest. 3. Discuss their favorite performer in the Peppa Pig and tell reasons. --Who is the best performer in your mind Why
-- ______ is the best performer because … Teacher will observe students’ reaction while doing the activities and cultivate their interest. The connection between teacher and students are very important. Teacher will focus on students’ rate of progress and play the audio again, to make sure most of them can grasp the information in the listening material. Teacher needs to act as a participant and talk with different groups, to help them solve problems and give ideas. Teacher will host the evaluation and make a summarization.
Justification: This step aims to review the knowledge about superiority of adjectives and cultivate students’ interest. It helps students to understand the comparison of superiority of adjectives.
Step 2: Listen and understand (20 mins) 1. Write these words and phrases next to their opposite in the chart. Then students use the words to talk about these questions: Who is the funniest guy in your class Who is the most creative guy in your class ... 2. Listen and match Look at the pictures of the school talent show and predict their performances. Then listen to the recording and match the pictures to the names. 3. listen and fill Listen and fill in the table. Discuss who the best performer is.
Justification: It helps students to grasp the key information of the school talent, including performers, performance, and related comments, to complete the table.
Step 3 Make a conversation (10 mins) 1. Students share their opinions for the performers in the school talent show. Do you agree with their evaluation Why and why not 2. Make assessments for the students who share their opinions based on the checklist. Step 4: Describe your classmates (5 mins) 1. Students think of their classmates’ talents and make comments. Talk with partners and give reasons. For example: Lisa is the best dancer because she learnt dance more than 10 years. 2. Make assessments for the students who share their opinions based on the checklist.
Justification: In this stage, students make a discussion about classmates, appreciate their talents and give comments; think about their own talents and make a self-assessment; which can improve their confidence and mutual caring.
Homework Required: 1. Which talents do you have Think about this question and share with your partners. 2. Review the 2b Who’s Got Talent Optional: 1. Invite your classmates and design a class talent show.
Blackboard design Unit 4 what’s the best movie theater Section B 1a-1e Performance play the piano sing with dog sing together … Performers Eliza Steve Math teachers … Comments the best funniest the loudest … the worst the most boring the quietest …
Reflection The teaching design is creative and effective, focusing on the key points of the lesson. First of all, the teaching activities designed based on students’ real lives. After listening, they talk about their classmates’ talents. Secondly, students’ listening and speaking skills are improved. They have many opportunities to practice listening strategies and speaking skills in the superiority of adjectives. To sum up, different listening tasks are designed to achieve learning objectives and emphasize the important skills.