资源简介

教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 What’s the best movie theater Grammar Focus 3a-3c
教科书 书 名：义务教育教科书 英语（Go For it）教材 出版社：人民教育出版社
教学目标
Language ability 1.know the function of the superlatives of adjective and adverb. (掌握形容词、副词最高级的功能) 2.know the form of superlatives of adjective and adverbs.（掌握形容词、副词最高级的形式） 3.summarize the sentence pattern. （总结句子结构） Learning ability 1.express the “best” in Henan by using the superlative adjective and superlative adverbs by listening, reading, speaking and writing（通过听说读写的训练，学生能够使用形容词、副词最高级的形式表达河南之最） Culture awareness 1.be proud of our culture and cultivate the feelings of home and country.（对家乡文化更加自豪）
教学重难点
教学重点： 1.know the function of the superlatives of adjective and adverb. (掌握形容词、副词最高级的功能) 2.know the form of superlative of adjective and adverb. （掌握形容词、副词最高级的形式） 3.summarize the sentence pattern. （总结句子结构）
教学难点： 1.express the “best” in Henan by using the superlatives of adjective and superlatives of adverbs. （能够使用形容词、副词最高级的形式表达河南之最） 2.be proud of our culture and cultivate the feelings of home and country. （对家乡文化更加自豪）
教学过程
Share the learning the objectives(分享教学目标) 1.know the function of the superlatives of adjective and adverb.(掌握形容词、副词最高级的功能) 2.know the form of superlatives of adjective and adverbs.（掌握形容词、副词最高级的基本形式） 3.summarize the sentence pattern. （概括句子结构） 4.express the “best” in Henan by using the superlative adjective and superlative adverbs.（使用形容词、副词最高级找出河南之最） Leading in(导入) Teacher asks students to think about the following questions to rise students’ interest and such as Where did you go in the summer vacation What did you do in the summer vacation？Did you see the best view After students think about whether the best view is near us or not, teacher guides students to find that Zhengzhou has attracted many people’s attention by using Zhao Lijian’s weibo as an example. Then students watch a video about Zhengzhou to appreciate the beauty of Zhengzhou in older to tell the tourist more about Zhengzhou (教师引导学生就以下问题进行思考：你在暑假去了哪里？你在暑假做了什么？你看见最美的风景了吗，引导学生去思考最美的风景其实在身边，接着举出赵立坚带来郑州热的例子，并创设情景：旅游团想了解更多关于郑州的情况的例子，给学生播放有关郑州的视频，为接下来的语言输出作铺垫) Present (呈现) Teacher acts a guide and presents some sentences about Zhengzhou. Students and teacher read the sentences together. （教师扮演导游呈现有关郑州的句子，教师和学生进行齐读句子，感知语法。） Henan has the longest history. Hui noodles are the most delicious food in Zhengzhou. Zhongyuan Tower has the highest tower in Zhengzhou. Bei Longhu lake is the most beautiful lake in Zhengzhou. Zhengzhou has many shopping malls. David Plaza is the best shopping mall of three. It is the easiest place to find luxurious brand. It is the nicest shopping mall of three. Zhengzhou East Railway station is the busiest place. It is the biggest station. High-speed trains run the fastest. Present the function(呈现形容词、副词最高级的用法) Observe the words below and sentences to find out the function of superlative adjective and superlative adverb. （学生通过观察句子和单词，总结出最高级一般是在形容词和副词当中使用，并且是用来比较三者及以上的事物） Present the form (呈现最高级的基本形式) Teacher guides the students to find the form of the superlatives of adjective and adverb. Then, the teacher teaches the irregular change and students take notes. (学生自主归纳语法规则，教师引导学生发现best并不属于上述规则，接着教师讲授最高级的特殊变化形式. 4 Practice the form (做有形容词最高级的相关练习) 4.1 Summarize the sentence structure(总结句子结构) Teacher and students read the sentences together and summarize the sentence structure.(学生和老师齐读句子，总结相关句子结构) 4.2 Practice the sentence structure by making up conversation(通过对话练习练习句子结构) Teacher and students read the conversation together and teacher emphasizes the sentence structure such as What’s the best place in Zhengzhou What do you think of Henan Museum Which museum is better, Zhengzhou Museum or Henan Museum (教师和学生齐读对话，教师讲解关键句型进行讲解，例如which 和what的区别，如何使用what do you think of…接着学生进行对话练习。) 5.1 play a video about Zhengzhou Culture(播放有关郑州文化的视频) Teacher creates a situation that our tourists know more about the places after listening our conversation and they want to more about Zhengzhou culture. Then play a video about Zhengzhou Culture. (教师创设场景旅游者想了解更多关于的郑州文化，教师播放视频，提高学生的家乡自豪感，并为接下里的教学作铺垫) 5.2 Play a video about Tang Gong Ye Yan Then teacher plays a video about Tang Gong Ye Yan and asks students to write down the superlatives of adjective and adverb. After listening students fill in the blanks in listening material. Here teacher explains three key sentence structure. （教师播放唐宫夜宴的视频，学生写出听到的最高级。接着，学生阅读听力文本进一步完善答案，教师讲解one of…/ the… the…/the+序数词+最高级+单数名词+比较范围”，表“ ……中第……最……”等句型） 5.3 Practice the sentence structure and guess then places（学生完成题目练习，巩固所学句型，猜测地点，增加家乡自豪感） 6. Product (产出) Teacher creates a situation that tourist wants to know more about Henan. Play a video to let students know more about Henan and ask students to write a travel guide in older to practice the superlatives of adjective and adverb comprehensively. Then, teachers show a writing sample. After students write and article, teacher gives the assessment standard. (教师创设场景旅游者想了解河南，教师播放有关河南视频并且要求学生撰写旅游指南，使学生可以综合使用形容词副词最高级。接着教师展示样例，在学生写作完成后，教师提供评价标准) 7. Summary （总结） 8. Homework Basic assignment write down the superlative of adjective. Creative assignment Make a conversation by using the sentences in grammar. Interdisciplinary assignment(跨学科作业) Make the travel guide to introduce Henan.
教学评价
教学方法
Big Idea Teaching Method： Teacher summarizes the key points in grammar and intregrates the knowledge to train students’ comprensibile ability. (大单元教学法：教师总结本单元语法的知识点，并且进行整合，通过听说读写的综合技能的训练，使学生熟练掌握形容词、副词最高级) Situational Teaching Method：Teacher creates a situtaion that tourists want to know more about the Zhengzhou, Zhengzhou Culutre and Hean to make the class more smooth. (教师创设情景，使学生逐步了解郑州，郑州文化以及河南，并且逐步完成有关形容词、副词最高级的功能，形式和用途的练习) Inductive Method and 3P Method：In inductive teaching, teacher first places students in the context containing grammar rules, and then summarizes the grammar rules according to the context information. This method is conducive to students' contact with language in context, stimulate students' interest in participation, make students understand the context used in grammar, the meaning of expression and the function carried by grammar, analyze and summarize the rules of language use, deepen students' understanding of grammar, and help students to develop their analytical ability and attention.（在归纳教学中，教师将学生首先置于含有语法规则的语境中，然后根据上下文的信息归纳出语法规则。这有利于学生在语境中接触语言，激发学生的参与兴趣，使学生理解语法所使用的语境、表达的含义以及所承载的功能，分析归纳总结语言的使用规律，深化学生对语法的理解，有助于学生分析能力和注意力的培养）

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