Unit 7 What’s the highest mountain in the world 教学设计

Unit 7 What

’

s the highest mountain in the world?

Period 1(1a-2b)

Teaching Design

By

。

。

。

。

。

。

教

Grade Eight, Book B, Unit 7 What

’

s the highest mountain in the world? (

“

Go For It

”

new

材

edition)

1. Type of lesson

Listening and Speaking:

’

s the highest mountain in the world? It

’

s

…

high is it?.

It

’

s about

?

.

2. Educational approach

Based on some teaching

theory, this lesson will stimulate students’ interest and desire

to learn new structures to express their feelings and emotions about nature.

3. Analysis of teaching material

a. Ss have learned the usage of

the comparative and superlative degrees of adjective

before.

b.

The

main

target

in

this

lesson

is

to

help

students

use

the

patterns

:

What’

s

the

highest

mountain

in

the

world?

to

describe

things

in

the

nature

by

using

Adjective(superlative).

Students

are

very

curious

about

the

topic.

So

I

search

some

information about Jing Gang Mountain on the internet to lead in my class by comparing it

with the highest mountain in the world.

4. Analysis of students

Junior two students bear curiosity to explore the unknown knowledge and take interest

in expressing their ideas in

English. They have certain

abilities

to think about questions

and solve problems in English. They are willing to work with others.

After this class,

(1)most students can learn the key words and phrases by heart:

e.g. square, meter, deep, desert Qomolangma, the Sahara, the Caspian sea, the Nile.

(2) after some practice, 60% of the students can make a dialogue b

y asking “

What

’

s the

highest mountain in the world? or “How high is it? And answering

“It’s….”

30%

of

the

students

can

write

some

sentences

by

using

Adjective

superlative.

Eg:

Qomolangma is the highest mountain in the world and it’s 8,844.43 meters high.

Through some listening practice, 10% of the students can grasp some important words in

the listening test.

(3) students can know some geographical features after practicing conversations using the

adjectives(superlative),

meanwhile,

it

is

hoped

that

learning

this

lesson

can

arouse

the

students’ enthusiasm to study hard

, widen their horizon and enrich their knowledge.

Sentence pattern:

1. What

’

s the highest/

…

.mountain in the world?

It

’

s< /p>

…

How high/

…

is it?

It

’

s< /p>

…

2. Qomolangma/

…

is the highest/< /p>

…

mountain/

…

in the world.

设

计

< br>思

路

教

学

目

标

教

学

重

点

教

学

难

点

How to guide students to use the sentence pattern to talk about the geographical features

教

学

方

法

Pair work and Group work;

教

学

准

备

Some fruits: three apples, three bananas

A computer, a projector and a tape recorder

Teaching

steps

Warming-

up

&

leading-in

(2 mins)

Teacher’s activities

1.

Show some fruits

Show fruits and ask

students which one

they like and why.

2.

Write down

students

’

answer on

the blackboard.

“

big

bigger biggest

”

long longer longest

delicious

more delicious

the most delicious

3.

Show

some

pictures

about

Jing

Gang

Mountain

to

introduce the highest

mounta in

—

Qomola

ngma

Students’ activities

1.

Choose which one

they like between

the two apples and

why.

Choose

which one they like

among the three

apples and why

2.

Review

the

comparative and

superlative degrees

of adjective

3.

Talk about the

highest mountain in

the world by using

Adjective(superlativ

e)

1.

Answer

the

teacher

’

s

question:

why

are

they

special?(

Maybe

some

of

them

don

’

t

know

the

reason.

It

doesn

’

t

matter.

That’s

just

what

I

want)

2.

Ss

are

asked

to

do

listening

practice

to

find

out

the

specialties

of

each

thing.

Meanwhile,

complete

the

sentences in 1b.

用水果展示给

学生，通过大小，长< /p>

短，味道的比较，从

而回顾形容词的比较

级和最高级，为本堂

课的主题“用形容词

最高级谈论自然”做< /p>

铺垫。

展示井冈山的

< br>图片从而导入世界最

高的山是珠穆朗玛

峰，进而谈论沙漠 ，

湖，河流，进入本堂

课谈论的话题，为学

生的口头表达提供素

材。

认识了沙漠，

湖，

< br>河

流和山峰后，老师说

他

们

在

世

界

上