资源简介

Teaching plan for《What’s the best movie theater？》（section A grammar focus）
Subject：English Duration:40 minutes
Teacher: School:
Ⅰ Analysis of the teaching material
1: position and content This lesson is the third period of unit4, which is about the usage of superlatives. The transformations of the adj./adv. are the basis of the whole unit. Before unit4, students already have a certain foundation about positives and comparatives. It can be a good introduce for students to know and learn the superlatives.. 2: what to teach The rules of superlatives The way to talk about the places in the neighborhood with the superlatives 3: teaching key points 1)Words and phrases: worse, service, pretty, menu, act 2)Using superlatives to describe the people or objects 4: teaching difficult points 1)Remember and master some irregular superlatives
Ⅱ Analysis of teaching aims
1: knowledge objects Be able to use the new words in daily life. 2: ability objects Be able to use what they learned to describe people and objects when they make comparisons among three or more. 3: moral objects Be able to care about the people and objects around them. Be able to be passionate about their life.
Ⅲ Analysis of teaching and learning
1: how to teach 1) Task-based language teaching 2) Situation approach 3) Communicative approach 2: how to learn 1) be good at grasping the chance to take a part in the activities 2) be good at working with classmates
Ⅳ Analysis of teaching process
Teacher activities Student activities Design intention
1: Before class Ask students to collect some basic information about the restaurant around their homes, such as the price of food, the distance from their homes, qualities of food… 2:While class Step1: warming up Teacher leads students to go over 2d and the article feature. Teacher leads students to think about what’s important in the neighborhood. Step2: Teacher leads students make a list of important places in the neighborhood. Teacher shows some qualities of movie theater and leads students to think of the qualities of other places. Step3: Teacher makes a conversation with one of the students. Teacher leads students to make a similar conversation in two. Step4: Teacher leads students to underline the superlatives and let students try to find out the rules of superlatives. Step5: Teacher shows some words with positive degree and their superlatives. Teacher leads students to learn different forms of superlatives. Step6: Grammar focus： Teacher leads students to read grammar focus and underline the superlatives. Teacher leads students to divide words into three parts and show comparative degree and superlatives together. (-er/est,more/most,irregular) Step7: Teacher leads students to talk about when we should use the positive degree, comparative and superlative. Teacher shows some sentences and let students make some similar sentences. Step8: Teachers leads students finish 3a and underline the key words. Teachers lets students answer questions one by one and explain the reasons. Step9: Teachers organizes students to talk about the neighborhood of our school. Teachers let students think of three stores that sell similar things in our neighborhood and fill in the chart and write six sentences using the information in the chart. Teacher can check students’ sentences while students are writing. Step10: Teachers leads students think of three restaurants for lunch near their homes and fill in the chart. Teacher let students write something to introduce which one is the best and do a report. Collect from the internet or go out to ask about the relevant information. Review the frame of article. Think about what’s important in the neighborhood. First, answer the questions. Secondly, discuss with group members about qualities of other places. Pair work: Students make conversations in pairs to talk about the qualities of the important places in the neighborhood. Underline the superlatives and discuss with group members about the rules. Students read all the superlatives with the teacher. Students try their best to make a conclusion about the rules of superlatives. Students read grammar focus and underline the superlatives. Students divide words into three parts and take notes. Students answer teachers’ questions and make sentences. Students underline the key words and finish 3a. Students answer questions one by one and explain the reasons. Students discuss with group members about the neighborhood of school. Students compare the stores in service,qualities and prices and write six sentences using the information in the chart with superlatives. Students think of three restaurants for lunch near their homes and fill in the chart. Students write something to introduce which one is the best with superlatives and do a report. 通过收集餐馆的信息，让学生体会到学习与生活的交汇有无穷乐趣，为本课的最后任务做铺垫。 通过复习2d文章内容，总结文章逻辑构架，由原文内容引导学生思考相关的问题，引出下一步。 通过对电影院品质的总结，引导学生关注自己周边的地点，讨论并且列举其相关品质。 在列举各个地点的品质之后，模仿2d的对话用最高级讨论社区里的地点。 通过对话里的最高级，让学生大概的体会出最高级的规律，通过小组讨论出个大概。 通过直观展示原级变换成最高级的规律，帮助学生更好的总结。 利用grammar focus 让学生勾画最高级，然后系统的跟随老师总结最高级的变化规则。（规则变化和不规则变化） 老师带领学生总结原型，比较级和最高级使用情景并造句，检查学生的掌握情况。 学生将总结的规律带入进去完成，勾画最高级的关键词，或者表语境的关键词。 学生眼光从课本上延伸到生活中，并按照表格更能梳理清楚比较点。 学生利用学校附近商店的比较完成了句子，再利用家附近的餐馆按照模板写短文，按照表格梳理后学生会更具有逻辑。
Ⅴ Blackboard work
Unit4 What’s the best movie theater (
…
) (
price
) (
-er/est:
-st:
去y为iest:
) (
service
) (
prisce
) (
distance
) (
Qualities of
…
) (
A Restaurant is the nearest from my home. but it has the worst service in Chengdu.
…
Of all the restaurants, I think
…
is the best because
…
)
Ⅵ Assessment

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