课题：Starter Welcome to junior high！
Teaching background | |||||
M4U1 He lives the farthest from school. | |||||
主备人 | 刘利杰 | 参备人 | 关静，沈臻锐 陈雅丽，胡洁 | ||
使用年级 | 八年级 | 集体备课时间：2024.9.23 | 使用时间：2024.9.24 | ||
Analysis of the Teaching Material
| What:文本旨向“人与自我”主题，涉及“身边的事物与环境”子主题，同时涉及“人与社会”中的“良好的人际关系与人际交往”子主题。本课旨在帮助学生在生活中和他人自然地讨论上学的交通方式，在课后和他人讨论去其他地方的交通方式并进行比较。 Why: 在本段对话中，学生可以得到以下启示，不同的人会因为个人情况不同而选择不同的交通方式，对话中的母女在讨论出行方式时，亲子双方都考虑到了舒适度，青少年更在意速度是否够快，更在意自己是否会迟到，而父母更在意的是安全问题，也会考虑到花费高低。因此，学生在选择自己的最佳交通方式，以及和他人讨论出行选择时，要考虑到实际情况并进行对比 How: 本对话共6个话轮，话题是合作与交流，每一个话轮都和上一个话轮相关，并且全都围绕交通方式进行，最终Betty说服母亲同意自己骑自行车上学。话轮以Betty抱怨自己上学迟到了开始，妈妈立刻询问发生了什么，Betty解释道：今早坐公交上学碰上了车祸导致的交通堵塞。在接下来的话轮中，Betty提出要坐出租车上学，或是骑自行车上学，妈妈都觉得不妥。妈妈两次表达不同意之前，都会先对Betty的提议表示肯定，照顾Betty的心情：“It’s the most comfortable way, but it’s also the most expensive.” “That’s a good choice, but it’s a bit dangerous.” ，在表达观点时，妈妈用重音强调了语句中的关键信息，帮助自己表达清晰。 | ||||
Analysis of the Target Students
| After a year’s study, students have a certain level of English learning. They can tell ways to school and compare them in English. However, telling the best way with superlative adjectives or adverbs may not be easy for eighth graders. Choose the best way to somewhere considering time, feeling, prices, safety and other situations is also a challenge for them. | ||||
Teaching objectives | By the end of the class, students are able to: 1.Listen and get specific information about ways of transportation; 2.Express clearly with proper stress; 3.Take part in a conversation, compare different ways of transportation and choose the best way. | ||||
Teaching key points and difficult points | Key points&Difficult points: 1.Students know how to compare different ways of transportation with the expressions. 2. Students know how to choose the best way by giving reasons, which develops their language competence and consciousness. | ||||
Teaching and learning methods | Teaching methods: Task-based approach, the communicative approach | ||||
Learning methods: 1. Individual learning; 2. Cooperation | |||||
Teaching procedures:
Students talk about how they usually go to school freely and think of what people might take if they go abroad for study. Students compare going by bus and going by bike and tell going by bike is greener and cheaper. Students compare going by bus, going by bike and going by taxi to tell the fastest and the most comfortable one. Also, students need to find out taking a bus is sometimes crowded and taking a taxi is the expensive.
Design purpose: Lead in today’s topic.
Step 2. Pair work
Students talks about the classmates who lives farthest or closest and then work in pairs to ask and answer about the best or the worst way to school for them with reasons.
Design purpose: According to students’ simple dialogues, the teacher can know if they can compare ways to school and express themselves with superlatives.
Step 3 Predict and listen
Students predict why Betty was late for school and then listen to the entire dialogue to check their prediction. Students predict why Betty was late for school and then listen to the entire dialogue to check their prediction.
Design purpose: This part is designed to lead in the topic, arouse students’ interests and remove word barriers for listening. Also, it can develop their listening skills, like predicting and taking notes.
Step 4 Listen
Students listen again and check how Betty, Tony, Lingling and Daming go to school and why Tony goes by underground and why Lingling goes on foot. Students read the dialogue and find out how Betty actually wants to go to school.
Design purpose: According students’ notes, the teacher can know their capacity of extracting details and taking down key information.
Step 5 Think, pair and share
Students read the dialogue, think about the questions, discuss with partners and finally share with the whole class. Students find out Mum’s opinion on going by taxi and by bike and try to imitate her with stresses. Students summarize the most important factors to Betty and to Mum when choosing ways of transportation.
Design purpose: Through students’ imitation, the teacher can see if they know how to express themselves clearly. Through students’ summary, the teacher can know if students can know what they should consider when choosing ways of transportation.
Step 6 Homework
You must do:
1.Listen, imitate and read the dialogue fluently. Try to act it out with your friends.
2.Write down what you’ve talked about in class (ways to Hangzhou) and compare them with comparatives and superlatives.
You can do:
1.Help your friends to choose the best way to other places with reasons and get ready for the next class.
Blackboard Design:
当堂练习&达标测试：
一. 根据语境或提示完成填空。
1.Travelling by plane is the f_______ way．
2．I don't like people standing too c_______ to me．
3．The bus stop is c________ with people at eight o'clock in the morning．
4．She hurt in a road a_________．
5．It's difficult to make a c_________(选择)．
二．单项选择。
( )1．Bill was late __________ school this morning．
A．for B．at C．with D．on
( )2．It takes me two weeks _________reading the book．
A．finish B．to finish
C．finishing D．finished
( )3．—How about going to school by boat, Li Lei?
—Good idea．That must be_________ than taking a bus．
A．interesting B．much interesting
C．more interesting D．most interesting
( )4．Of all the students, Linda draws the __________carefully．
A．very B．much C．more D．most
( )5．—I think we should plant more trees．
—Yes, _________trees we plant, _________the environment will be．
A．the much; the good B．the more; the better
C．the less; the better D．the more; the good
Reflection --- 培优辅弱
培优学生： 费梦希 八5班
费梦希同学英语基础较为牢固，学习积极性也比较高。作业认真完成。今天在课堂上讲解最高级的时候，该同学认真记笔记。课后我把她喊到办公室，要求她现场完成最高级的几道习题。我现场进行了批改，错了2道题。这两道题目都是基础题，不应该错的，却因为粗心大意丢分。我又把最高级的变化规则跟她讲了一遍。最高级通常用于三者或三者以上之间的比较。例如：This is the most beautiful place I have ever been to.（这是我曾经去过的最美丽的地方。）大多数形容词和副词的最高级形式是在原级基础上加-est。例如：good → best，fast → fastest。如果原级是以 e结尾，只需加-st。例如：nice → nicest，late → latest。不规则变化：一些形容词和副词的最高级形式不遵循上述规则，需要单独记忆。例如：good → best，bad → worst，many/much → most，little → least。我要求她在做题时需要细心，克服马虎的坏习惯。
返回列表
