Section B 3a —4 Self check教案及板书设计

8A U4 Who's Got Talent 阅读语篇教学设计

孙晨薇

主题语境：达人秀

授课时长：一节课

教材分析：

Analysis of the Teaching Material This is a reading lesson. This lesson focuses on input of target language and the input of elements needed in writing part like sentence patterns and structures.

The topic of this unit is close to students’ real life. In the precious learning, students have acquired the language needed to comprehend the passage in 2b like vocabulary and grammatical points. Therefore, focuses will be given to the reading skills like predicting, skimming, scanning and reading for details. Application of sentence patterns, analysis of structure and comprehension of the passage are essential as well. Analysis of the Students: Students are in Grade Eight. In previous parts of this unit, students have already learned related grammar, words and sentence patterns needed to comprehend the reading part. 教学目标：

Teaching Objectives:

1: Comprehend the main idea of the passage by skills like predicting, skimming and scanning. 2: Grab key information and complete more than ninety percent of practice tasks.

语言能力：

Language Competence 1. 语言知识

Key words and phrases: magician, prize, in common, play a role, (be) made up

2. 语言能力: After learning the target language, Students can try to discuss preferences and make comparison according to the picture and the topic. 文化意识：The culture awareness is emphasized through the sentence written by Shakespeare: “All the world’s a stage, and all the men and women merely players.”

思维品质：

Thinking Quality: Students will think about the stars or the ones which are popular or just boomed up on the Internet during the learning procedure.

学习能力：

Learning Competence: 1: Students are required to search on the Internet to find out the detailed information about the most talented person in their eyes, which can provide them materials to talk about in the class. Through this, students can develop their ability to search and collect information. 2: Develop students’ ability to search and collect fragmented information in the reading material.

教学环节

主要活动

设计意图

Pre- reading

1.

warm-up: play a video to lead to the topic “most talented person in Class7”

2.

2a: “Who is the most talented person you know?” Practice in pairs.

While- reading 1．Read for meaning. Number each paragraph. Guide the students to read the article paragraph by paragraph. ⑴ Read the first paragraph and find out what are the three talent shows mentioned in the article.(Teacher needs to write them on the blackboard.) ⑵ Read the second paragraph and try to straighten out the logic of para.2.

During the reading procedure, deal with Task 2c, Question 1 and 2. ①What do talent shows have in common? ②Who decides the winner? ⑶ Before reading the third paragraph, ask students : “ Do you like talent shows?”

Then deal with the Task 2c Question 3,4 导入主题，激

活已知，让话题贴近学生，铺垫

背景知识。

运用认知策

略，提取主要

信息和事实。

语言能力：提取概括信息

思维品质：

核心素养提升点

通过追问，理解、分析论证，

③Why do some people not like these shows? ④Why do some people like these shows?

梳理文本信息，体验作者的思维推理判断。合理合语过程，行文逻辑。

法地表述

自己的观点。

了解文章结构，

为提取和归纳信

` 息作准备。

Post- reading

2．Read for thinking: group-work(discussion) Do you like talent shows? Why? 多角度深度理解文本，语境中关注词汇的学习，活动中训练思维语言能力:整合运用语言进行表达

思维品质：

※

fun to watch

※boring

与表达，促进知识理解和内化。

分辨观点，

深化主题意义，加强德育浸润，鼓励学生天赋固然重要，要实现理想，走向成功更需要刻苦努力的做好自己应该做的事。

培养思辨思维。

学习能力：合作学习。

※

make dreams come true

※

lives made up ※learn something meaningful※

a waste of time ......

......

3．Read for deep thinking: To be hard-working student, believe in yourself, you’re the best. For students themselves, the harder they try, the luckier they get. ......

Summary & Homework 1.

Review what we have learned in this lesson

through the mind-map.

2.

Retell this article:( If time is permitted)

Level B: Students can understand the logic of

this article and do the correspondent exercise in

the exercise book. 拓展话题内容，

文化意识：联系现实Level C: Students can try to retell the article in 巩固课上所学。

学习生活，their own words and do the correspondent

exercise in the exercise book. Level D: Students can retell the article and do the expand reading. Writing design on the blackboard 引发思考。