Who has got talent
八年级上 Unit4 2b Who’s Got Talent？句子翻译
Unit4 2b Who’s Got Talent？
1.每个人都有一技之长，但是有些人确实有天赋。
2.观看别人展示他们的才能总是有趣的。
3.所有的这些节目有一个共同的特征：他们尽量去寻找最优秀的歌
手、最有天赋的舞者、最令人兴奋的魔术师、最滑稽的演员等等。
4.那由你来决定！
5.当人们看这样的节目时，他们通常发挥着评判获胜者的作用。
6.有些人认为这些表演者的生活是编造的。
7．但是，如果你不把这些节目太当回事，他们还是有看头的。
8.重要的是他们给人们提供了一条实现自己梦想的道路。
人教版英语八年级上册Unit4SectionBreadingWho'sgottalent优秀教学案例
在本节课的讲授过程中，我会先引导学生扫读文章，找出关键词汇和主要信息。然后，我会细读文章，帮助学生理解文章内容，解答他们的疑问。在讲解文章的过程中，我会强调重点词汇和表达方式的用法，并通过举例、造句等方式让学生充分理解。此外，我还会结合文章内容，讲解与才艺相关的文化背景知识，帮助学生更好地理解文章。
四、教学内容与过程
（一）导入新课
在导入新课时，我会利用多媒体展示英国电视节目"The Voice"的片段，让学生直观地感受到比赛的紧张气氛。接着，我会邀请几位学生扮演评委和选手，进行模拟比赛，使学生在亲身体验中进入本节课的学习主题。此外，我还会组织学生参观学校的才艺表演，让他们在实践中运用英语交流。
在教学过程中，我以学生为主体，注重培养学生的主动性和积极性。通过设置不同层次的问题，引导学生深入理解课文内容，提高他们的思维能力和批判性思维能力。同时，我利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，使他们更加投入课堂。
在课堂活动中，我组织学生进行小组讨论和展示，鼓励他们运用所学知识进行交流和表达。通过这种方式，学生不仅能够巩固所学知识，还能够提高他们的口语表达能力和团队合作能力。
（三）小组合作
小组合作是一种有效的教学策略，能够培养学生的团队合作能力和沟通能力。在本节课中，我会将学生分成若干小组，让他们在小组内进行讨论、分享和交流。例如，在学习了关于才艺的词汇后，我会让学生分组进行讨论，每个小组选择一个才艺，用英语介绍给其他小组。通过这种方式，学生能够在合作中巩固所学知识，提高口语表达能力。
（三）学生小组讨论
在学生掌握了文章的基本内容后，我会组织他们进行小组讨论。我会让学生分组，每组选择一个才艺，用英语进行讨论，并向其他小组介绍。通过这种方式，学生能够在合作中巩固所学知识，提高口语表达能力。同时，小组讨论也能够培养学生的团队合作能力和创造力。
Unit4 Who’s Got Talent教学设计21
pairs and groups to pairs and Do pair
discuss the exercises . 互动纠错 2. Check the answers .
小组展示
groups to discuss the work . questions then write
the answers
on
the
blackboard .
Fill in the blanks using the Do
the Grasp the
复述课文 correct forms of words in the
passage
box.
exercises . again .
板书设计
Who’s Got Talent ?
1. Talent shows are getting more and more _____.
2) 通过阅读文章，了解达人秀节目的起源，特点和人们对它 的看法。
2. Ability Aims：学生能够提高捕捉关键信息的能力，对语篇的 理解能力，及在英语学习中的交际和合作能力，在此基础上，学会 描述和评价一档节目。
1
3.Feelings and Attitudes：学生能够学会辩证地看待达人秀节目及 其演员；提高自信心，相信只要通过自身的努力，人人皆可成功， 从而养成坚持不懈的良好品质。 三、教学重、难点
famous people ,
which
could arise
students'
interests .
阅读课文 完成练习
1. Listen to the tape and finish the mind map :Who's Got Talent .
初中英语《Who' s Got Talent》优质教学设计、教案
Unit 4 Section B 2a-2e
History→common→det源自ils→future教学反思
1、 学生对于阅读课的细节信息寻找较为迅速，但教师要深层次追问的问题，学生由于词汇或口语能力所限，不能准确地表达自己观点，今后备课要注意多备预设，问题的预设，答案的预设。
2、 在课程结束之前，应该对本节课的明线-文章内容方面，暗线-阅读技巧方面进行总结
Homework
1.Read this article again and write down the sentences you appreciate and givereasons.
2.Writeone of the TV shows youlikeand share thereasons.
Blackboard
和回顾，进行小结。
3、 在复述环节，应该先进行一个段一个段的复述，再进行小组表演复述，这样设计更有
梯度。
教学设计
，
Step2
T encourages Ss to do their best, believe themselves and work
harder.
Ss listen to the T and have a strong feeling of being
the best.
通过情感升华将本节课的知识内容升华到情感教育层面，让学生具备自信，勇于做最好的自己。
Unit 4 What’s the best movie theater (Section B 2b)
Unit4 Section B 2d Who’s Got Talent?【自主预习】单词初识一、听录音或根据音标朗读词汇表P29：talent～give共18个词。
并在课文中划出来。
◆现在我能流利朗读个单词。
二、根据汉语写出下列英语单词、词性及音标。
并在课文中划出来。
1 有相同特征7 认真…对待2 各种各样8 全世界3 越来越受欢迎9 成为现实4 由…决定10 中国达人秀5 发挥作用11 最有天赋的舞者6 编造12 最好的魔术师课前预习1. Who’s Got Talent? 谁是达人？【解读】此句中Who’s 为who has的缩写。
Have got表示“具有；具备”之意，相当于have。
此句字面上的意思是“谁有才华？”例如：We’ve got a lot of homework everyday. 【练习】单项选择。
Who’s Got Talent? A: Who is got talent? B: Who has got talent?2. That’s up to you to decide. 那由你自己来决定。
【解读】在英语中，be up to you是个习惯用语，用来表示“由你决定”，句子的主语通常为it, 有时也用this或that。
【举例】-- What would you like to eat for dinner?晚饭想吃什么？-- That’s up to you.由你决定。
【练习】用be up to造句。
_______________________________________________________ 4. Some think that the lives of the performers are made up. 有些人认为这些表演者的生平是编造出来的。
【解读】make up在此处是“编造“的意思，它的被动语态是be made up，被编造的意思。
【举例】My grandfather often makes up stories and tells us.我爷爷经常编故事给我们听。
who's got talent教案设计
who's got talent教案设计《Who's Got Talent》教案设计一、教学目标1. 通过学习本节课程，学生能够听、说、读、写谈论talent的词汇和表达方式。
2. 学生可以就talent进行讨论和协作，提高他们的合作能力和口语表达能力。
3.学生能够独立展示自己的talent，提高他们的自信心和演讲能力。
二、教学重难点1. 重点：本课程要求学生学习talent的相关词汇，如talented、skilled、gifted 等，从而提高学生的词汇量和表达能力；学生需要就talent进行讨论和协作，提高他们的合作能力和口语表达能力。
2. 难点：学生需要从自己的经验和表达方式中提取和表述自己的talent，提高他们的演讲能力和自信心。
三、教学内容本节课程分为三个部分：词汇学习，Talent Show合作，自我表达。
一、词汇学习目标：学习和理解talent相关的词汇。
1.向学生介绍talent相关的词汇，如talented、skilled、gifted等。
让他们思考这些词汇代表什么含义。
2.激发学生自己学习和汇总词汇的兴趣，教师可将学生分为小组，让学生在课前共同寻找talent的相关词汇和表达方式。
3.让学生进行词汇学习练习，如品尝词汇口感（让学生描述词汇的意义、用法和情感色彩）。
二、Talent Show合作目标：提高学生的合作能力和口语表达能力。
1.让学生分为小组，共同规划和实施talent show，每个小组可以准备自己的表演项目，如歌曲、舞蹈、朗诵等，展示自己的talent。
2.要求学生在小组内进行协作，探讨如何展示talent的技巧和方法，并于其他小组合作和交流。
3.小组间进行talent show，在展示中，促进同学之间的交往，体验成功和失败的感受。
三、自我表达目标：提高学生的演讲能力和自信心。
1.让学生自行准备talent展示的演讲稿，表达talent展示的意义和过程，并在talent show上进行演讲。
八年级上册unit 4 section b reading who''''s got talent 课件.ppt
some people think
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reasons
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2. They give people a way to make their dreams come true.
Talent shows are getting more and more popular now.
Scan the second paragraph 1.What do talent shows have in
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• 4.All these shows dhoavne’tonheathvineg something in
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1. That’s up to you to decide. 那由你自己来决定。 在英语中，be up to somebody是一个习惯 用语，用来表示“由某人做出抉择”，句 子的主语通常为it，有时也用this或that。 如：
Scan
People like 1.They are fun to watch. talent shows 2. They give people a way to
who‘s got talent教学设计
Who's got talent 教学设计文本分析：在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...学情分析：本校为农村中学，学生刚入学初，英语学习基本为一片空白，从26个字母学起，初一每个班74人，班级人数过多，从初一执教起，本人注重基础知识的积累，对单词书写勤抓狠抓，初二进行分班后，随着学习难度与广度的加深，加上初二特殊时期，学生的叛逆及厌学心理加重，两极分化逐渐严重，优生的语言表达能力较为流畅，能够独立地完成语篇翻译与阅读任务，而后进生在阅读上速度慢，不能正确理解文意，存在畏难情绪，丧失积极性。
Teaching Aids：multi-media, videoTeaching Aims：Knowledge aim: Students can know some basic information about the talent shows and master the usage of key words and the superlatives Ability aim：Students can improve their reading and speaking ability and learn to talk about the talent shows and use the superlatives correctly.Emotional aim：Students can be more confident to talk with others and learn to find some shinning points of others.Teaching Teaching Key Points：To master the usage of some new words and have a better understanding of the talent shows.Teaching Difficult Points：How to apply the superlatives into practice and use them to communicate with others correctlyTeaching Methods: Communicative Language Teaching, Task-based Languageprocedures：Step 1 Lead-inPlay a video “China's got talent”and ask students if they have ever watched this talent show and what they think of it.Step 2: Pre-readingAsk students some questions and invite some students to talk abouttheir opinions about these talented persons（1）Who is the most talent person you know ?（2）What can she or he do?Step 3: While-reading1.Extensive reading.Ask students to read the passage quickly and then conclude the main idea.2.Intensive reading.1). Ask students to read the passage again and answer the following questions:What does talent shows have in common?Who decides the winner?Why do some people not like these talent shows?What do you think of these talent shows2). Ask students to underline the superlatives.（1） Encourage students to discuss with partners.（1）Give explanation by giving some examples to help students understand them.（1）Ask students to make sentences by using superlativesStep 4: Post-reading1. Play the tape and ask students to read the short passage after the tape and pay attention to the pronunciations of the words and sentences.)2. Divide students into four groups and discuss who’s got talent in your class and then make a chart .Invite one of students to report the results to the whole class.Step 5: Summary and Homework:1.Summary: Ask one student to act as an assistant teacher to guide others to summarize what they have learned in this class. And then givea conclusion about this lesson.2.Homework:（1）Listen to the tape and read the short passage aloud.（2） Find more information about China's got talent on the Internetand write a short passage about it.Blackboard Design:Who's got talentFast reading:Main idea Discussion:Who’s got talent in our class? Careful reading:answer these questionsSome superlatives:The funniestThe most excitingThe most talentWho's got talent 教学设计文本分析：在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...学情分析：本校为农村中学，学生刚入学初，英语学习基本为一片空白，从26个字母学起，初一每个班74人，班级人数过多，从初一执教起，本人注重基础知识的积累，对单词书写勤抓狠抓，初二进行分班后，随着学习难度与广度的加深，加上初二特殊时期，学生的叛逆及厌学心理加重，两极分化逐渐严重，优生的语言表达能力较为流畅，能够独立地完成语篇翻译与阅读任务，而后进生在阅读上速度慢，不能正确理解文意，存在畏难情绪，丧失积极性。
who27s got talent及应用
You’ve got talent!
Song
Singing English Badminton
You’ve got talent!
Fly Against the Wind(逆风飞翔)'s got talent:
Guessing game: Match the students with their talents.
You’ve got talent!
Because I love you
By Shakin Stevens If i got down on my knees i'm being with you If i cross a million oceans just to be with you. Would you ever let me down. If I climbed the highest mountain just to hold you tight. If i said that i would love you every single night. Would you ever let me down. well i'm sorry if it sounds kind of sad, just that worry i'm so worry that you let me down. because i love you, love you, love you so don't let me down. If I swam the longest river just to call your name. If i said the way i feel for you would never change. Would you ever let me down well i'm sorry if it sounds kind of sad, just that worry i'm so worry that you let me down. Because I love you, love you, love you so don't let me down. well i'm sorry if it sounds kind of sad, just that worry i'm so worry that you let me down. because i love you, love you, love you love you, love you,
whos got talent教案
whos got talent教案一、教学目标1.了解英国选秀节目《Who's Got Talent》的背景和特点。
2.掌握英语听说读写技能，提高英语水平。
3.培养学生的表演能力和自信心。
二、教学重难点1.掌握英语听说读写技能，提高英语水平。
2.培养学生的表演能力和自信心。
三、教学过程1.导入（5分钟）通过图片和视频展示《Who's Got Talent》的背景和特点，引导学生了解这个节目。
2.阅读（10分钟）让学生阅读一篇关于《Who's Got Talent》的文章，并回答问题：(1)What is "Who's Got Talent"?(2)What are the rules of the show?(3)What are some of the most famous acts in the show?3.听力（15分钟）播放一段《Who's Got Talent》的视频片段，并让学生回答问题：(1)What kind of act did the performer do?(2)What did the judges think of the performance?4.口语（20分钟）让学生分组，每组选择一个表演项目，并在课堂上进行展示。
老师可以根据实际情况选择评委进行评分。
5.写作（20分钟）让学生写一篇关于他们所选择的表演项目的文章，包括以下内容：(1)What is the name of the act?(2)What kind of act is it?(3)Why did you choose this act?(4)What are some of the challenges you faced while preparing for the act?(5)How did you overcome these challenges?6.总结（5分钟）回顾今天的教学内容，让学生分享自己的感受和收获。
whoisgottalent优质教案
whoisgottalent优质教案一、教学目标1.了解“Who’s Got Talent”节目的背景和特点；2.学会描述人物的才艺和特点；3.练习听力和口语表达能力。
二、教学重点1.掌握描述人物才艺和特点的相关词汇及句式；2.提高听力理解能力。
三、教学难点1.运用所学词汇和句式进行口头表达；2.理解并回答与节目相关的问题。
四、教学方法1.听说结合法；2.情景教学法；3.小组讨论法。
五、教具准备1.PPT；2.录音设备。
六、教学过程Step 1：引入话题，导入新词汇（5分钟）首先，老师可以通过播放“Who’s Got Talent”的视频或介绍这个节目的背景来引入话题。
然后，老师可以通过PPT或黑板向学生们展示一些与人才有关的词汇，如talent, skill, ability等，并让他们尝试猜测这些词汇的含义。
接下来，老师可以给出这些词汇的中英文对照，并让学生们朗读并记忆。
Step 2：听力训练（10分钟）老师可以播放“Who’s Got Talent”的录音，让学生们听取其中的人物介绍，并回答与节目相关的问题。
这一环节的目的是提高学生们的听力理解能力。
Step 3：词汇和句式讲解（10分钟）在这一环节中，老师可以向学生们介绍描述人物才艺和特点的相关词汇和句式，并通过PPT或黑板进行讲解。
例如：1. He is a talented singer.（他是一个有才华的歌手。
）2. She has a great skill in dancing.（她在跳舞方面有很高的技巧。
）3. He has the ability to play multiple instruments.（他有演奏多种乐器的能力。
）Step 4：小组活动（15分钟）老师可以将学生们分为小组，让他们互相介绍自己或其他人的才艺和特点，并运用所学词汇和句式进行描述。
这一环节旨在锻炼学生们的口语表达能力。
Step 5：总结复习（5分钟）在本节课结束前，老师可以对本节课所学内容进行总结复习，并提醒学生们巩固所学知识。
who is got talent的同义句
who is got talent的同义句
1. Who has talent?
2. Who possesses talent?
3. Who is talented?
4. Who shows talent?
5. Who exhibits talent?
6. Who demonstrates talent?
7. Who displays talent?
8. Who possesses a gift?
9. Who has a gift?
10. Who is gifted?
这些表达方式都可以用来询问或描述某个人是否有天赋或才能。
它们在语义上与 "Who is got talent" 相似，但使用的词汇和语法结构可能略有不同。
你可以根据具体的语境和表达需要选择其中的一个来替换 "Who is got talent"。
需要注意的是，在英文中，“Who is got talent”的表达并不常见，通常更常用的是“Who has talent”或“Who is talented”等。
这些表达方式更加自然和流畅，符合英语的语言习惯。
因此，在使用时，建议选择更为常见和自然的表达方式，以确保交流的顺畅和准确性。
whoisgottalent优质教案
《Who Is Got Talent——优质教案》一、教学目标1. 知识与技能目标- 学生能够理解“talent”（天赋、才能）的含义，并能准确运用相关词汇描述自己或他人的才能。
- 学生学会运用不同的表达方式来表达对他人才能的欣赏和赞美。
- 培养学生的观察力和描述能力，能够通过描述具体事例来展示他人的才能。
- 提高学生的口语表达和写作能力，能够自信地共享自己的观点和想法。
2. 过程与方法目标- 通过小组讨论、角色扮演、案例分析等活动，激发学生的学习兴趣和参与度，培养学生的合作意识和团队精神。
- 引导学生运用多种学习资源，如图片、视瓶、书籍等，拓宽学生的视野，丰富学生的知识储备。
- 培养学生的批判性思维和分析问题的能力，让学生学会从不同角度看待事物。
3. 情感态度与价值观目标- 培养学生对他人才能的尊重和欣赏，树立正确的价值观，鼓励学生发挥自己的潜能，勇于追求梦想。
- 增强学生的自信心和自我认同感，让学生相信每个人都有自己的闪光点和才能。
- 通过学习，激发学生对艺术和文化的兴趣，培养学生的审美情趣和文化素养。
二、教学重难点1. 教学重点- 理解“talent”的含义，掌握相关词汇和表达方式。
- 培养学生的观察力和描述能力，能够描述他人的才能。
- 提高学生的口语表达和写作能力，自信地共享自己的观点和想法。
2. 教学难点- 引导学生从不同角度看待他人的才能，避免片面评价。
- 培养学生的批判性思维，能够对他人的才能进行客观分析和评价。
- 激发学生的创造力，鼓励学生发挥自己的才能，展现独特的个性。
三、教学方法1. 讲授法- 讲解“talent”的含义、相关词汇和表达方式，为学生提供基础知识的支持。
- 介绍一些著名的才艺展示节目和人物，激发学生的兴趣。
2. 讨论法- 组织学生进行小组讨论，共享自己或他人的才能，培养学生的合作意识和表达能力。
- 引导学生对他人的才能进行讨论和评价，培养学生的批判性思维。
3. 角色扮演法- 设计一些情景，让学生进行角色扮演，通过模拟实际情境来展示他人的才能，提高学生的口语表达和表演能力。
人教版八年级英语上unit4who's got talent what why how文本解读
人教版八年级英语上unit4who's got talent what why how文本解读The unit 4 of the 8th grade English textbook published by People's Education Press focuses on the theme of "Who's Got Talent". This unit explores the concept of talent, examining what talent is, why it is important, and how individuals can develop and showcase their talents. The text provides insights into these key aspects of talent, offering a comprehensive understanding of this multifaceted topic.At the outset, the text delves into the definition of talent, highlighting its versatility and the diverse forms it can take. Talent is not limited to a specific field or skill; rather, it encompasses a wide range of abilities, from artistic expression to academic excellence, from athletic prowess to innovative problem-solving. The text emphasizes that talent is not a singular or static concept, but rather a dynamic and multidimensional phenomenon that can manifest in various ways.The text then explores the significance of talent, underscoring itsprofound impact on both individual and societal levels. On a personal level, the development and recognition of one's talents can foster a sense of purpose, confidence, and self-fulfillment. Individuals who are able to identify and cultivate their talents are more likely to find fulfillment in their pursuits, as they are able to leverage their unique strengths and abilities to achieve their goals. Moreover, the text suggests that the cultivation of talent can lead to personal growth, as individuals are challenged to push the boundaries of their abilities and continuously strive for improvement.On a societal level, the text emphasizes the crucial role that talent plays in driving progress and innovation. Talented individuals, through their contributions and achievements, can inspire and motivate others, fostering a culture of creativity and excellence. The text highlights how the recognition and nurturing of talent can lead to groundbreaking discoveries, technological advancements, and cultural enrichment, ultimately benefiting the wider community. By celebrating and supporting the development of talent, societies can unlock the vast potential for growth and transformation.The text then delves into the factors that contribute to the development of talent, shedding light on the complex interplay between innate abilities and environmental influences. While the text acknowledges the role of natural aptitude and genetic predisposition in shaping talent, it also emphasizes the importance of dedicatedpractice, mentorship, and supportive environments in cultivating and refining these abilities.The text underscores the significance of deliberate practice, where individuals engage in focused, repetitive, and challenging activities to hone their skills. This process of continuous improvement, guided by feedback and reflection, is crucial in unlocking the full potential of one's talents. The text also highlights the pivotal role of mentors and role models, who can provide guidance, inspiration, and valuable insights to aspiring individuals, helping them navigate the path to excellence.Furthermore, the text emphasizes the importance of a supportive environment in nurturing talent. This includes access to resources, opportunities, and encouragement from family, educators, and the broader community. When individuals are surrounded by an environment that fosters their growth and celebrates their achievements, they are more likely to thrive and reach their full potential.The text also delves into the various ways in which individuals can showcase their talents, exploring the concept of talent competitions and the role they play in recognizing and celebrating exceptional abilities. The text highlights the excitement and anticipation surrounding these events, where individuals from diversebackgrounds come together to demonstrate their unique talents and compete for recognition and accolades.The text underscores the transformative power of talent competitions, where participants not only have the opportunity to showcase their skills but also to inspire and motivate others. These events can serve as platforms for individuals to gain visibility, receive feedback, and potentially open doors to new opportunities. Moreover, the text suggests that talent competitions can foster a sense of community and camaraderie among participants, as they share in the common pursuit of excellence and the celebration of human potential.Throughout the text, the underlying theme of the importance of recognizing and nurturing talent is woven seamlessly. The text emphasizes that the cultivation of talent is not only a personal journey but also a societal responsibility, as the development and celebration of exceptional abilities can lead to profound and lasting impacts on individuals, communities, and the world at large.In conclusion, the unit 4 text on "Who's Got Talent" offers a comprehensive and insightful exploration of the multifaceted nature of talent. By delving into the definition, significance, and development of talent, as well as the role of talent competitions, the text provides a holistic understanding of this vital aspect of humanpotential. The text's emphasis on the transformative power of talent serves as a powerful call to action, encouraging readers to recognize, support, and celebrate the exceptional abilities that exist within our communities and beyond.。
Who's got talent-阅读课教学反思
Who’s got talent?阅读课教学反思h's gt talent?阅读教学反思本节是新人教版八年级上册Unit 4 Setin B reading h's Gt Talent ,本节基于标,完全遵循读前--读中--读后的教学理念,能让学生在愉悦中阅读并提高阅读能力，掌握重点词汇和短语。
Teahing Ais：•nledge ai: Students an n se basi infratin abut the talent shs and aster the usage f e rds and the superlativesAbilit ai：Students an iprve their reading and speaing abilit and learn t tal abut the talent shs and use the superlatives rretlEtinal ai：Students an be re nfident t tal ith thers and learn t find se shinning pints f thersTeahing e Pints：T aster the usage f se ne rds and have a better understanding f the talent shsTeahing Diffiult Pints：H t appl the superlatives int pratie and use the t uniate ith thers rretl Teahing ethds: uniative Language Teahing, Tas-based Language Teahing Teahing Aids：ulti-edia, videTeahing predures：Step 1 Lead-inPla a vide “hina's gt talent”and as students if the have ever athed this talent sh and hat the thin f itStep 2: Pre-readingAs students se questins and invite se students t tal abut their pinins abut these talented persns（1）h is the st talent persn u n ?（2）hat an she r he d?Step 3: hile-reading1Extensive readingAs students t read the passage quil and then nlude the ain idea2Intensive reading1) As students t read the passage again and anser the flling questins:hat des talent shs have in n?h deides the inner?h d se peple nt lie these talent shs?hat d u thin f these talent shs2) As students t underline the superlatives•（1）Enurage students t disuss ith partners（1）Give explanatin b giving se exaples t help students understand the （1）As students t ae sentenes b using superlativesStep 4: Pst-reading1 Pla the tape and as students t read the shrt passage after the tape and pa attentin t the prnuniatins f the rds and sentenes)2 Divide students int fur grups and disuss h’s gt talent in ur lass and then ae a hart Invite ne f students t reprt the results t the hle lassStep : Suar and Her:1Suar: As ne student t at as an assistant teaher t guide thers t suarize hat the have learned in this lass And then give a nlusin abut this lessn2Her:（1）Listen t the tape and read the shrt passage alud（2）Find re infratin abut hina's gt talent n the Internet and rite a shrt passage abut it。
who’s Got Talent_____ Section B 2a---2e____教学设计
Unit 4 who’s Got Talent?Section B 2a---2eTask 2. Scanning(找读):Read for the detailsRead the 1st para. quickly and try to find out which three talent shows are mentioned.Task 3. Read the 2nd para. quickly. Then answer the questionsTask 4. Read the 3rd para. quickly. Then answer the questions .Step 3: Post-readingStep4. Extended Reading(延伸阅读)Talent shows get negative (负面的)reviewsAlthough talent shows are becoming more and more popular, they are coming under fire from all sides. （备受争议）It is believed that allowing children to appear in talent shows will have some bad influence. Firstly, preparing for talent shows takes children too much time. Tom left school after he joined the show China’s Got Talent. What’s more, many people take the result of the shows too seriously. Take Sally for example, she even tried to kill herself in May after she failed(失败) the show American Idol…Step5. HomeworkHow should we see the talent show?With the development of the society，all kinds of talent shows are becoming more and more popular.Some people like the talent shows because______________________________ ____________________________________________________________________ _____________________________. However, every coin has two sides. _________ ____________________________________________________________________ __________________________________________________________.In my opinion,____________________________________________________ ____________________________________________________________.。
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Shi Mo
Vote 投票
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Who’s Got Talent?
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Detailed Reading 2.Which three talent shows are mentioned?
American Idol
America’s Got Talent
China’s Got Talent
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Detailed Reading 3. Do you know some other talent shows?
Avenue of Stars
The Voice of China
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Detailed Reading 细读
Read the passage again, then answer the questions in different groups.
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Phrases
have… in common
有相同特征
all kinds of
各种各样的
play a role in
发挥作用
for example
例如
and so on
等等
be up to
由…决定
make up
编造（故事、谎言等）
take … seriously
认真对待…
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What’s the best movie theater?
Section B 2b
富川中学 马韬
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P3
Not everybody enjoys watching these shows.
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skimming 略读 Read the passage quickly, then underline the topic sentences.
P1
Talent shows are getting more and more popular.
P2
All these shows have one thing in common.
Do you know him?
Zhu Zhiwen
Avenue of Stars
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Detailed Reading 细读 1. How are talent shows going now? Talent shows are getting more and more popular.
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Who is the most talented person?
video
Li Zhuolin Qiu Taizhi
Zhu Xiao
I think … is the most talented person.
He/She … the best.
He/She is good at …
He/She is talented in … ... ...
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