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八年級上冊教案設計
Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section A
Ⅰ. Material analysis
Section A and Section B 的內容整合，建議用三個課時上完。
本節(jié)課為單元第一課和第二課時，用兩課時上完。主要活動為Section A 的1a和2。
通過Michael和Kangkang的對話，呈現了本課所要學的語法重點：將來時be going to do結構。結合本單元的話題Playing Sports, 呈現了重點
2、短語：play basketball/football, have a basketball/football game, cheer … on, win (the game), prefer doing等。Playing Sports這個話題和學生們的生活緊密相連，容易激發(fā)學生的學習興趣。但要正確使用be going to do對學生來說還是有一定困難的。困難一：be動詞和主語不一致（多數學生）；困難二：不會正確地將do替換成具體動詞（少數學生）。所以，要求老師以課本文本內容為依據，結合學生的實際生活，引導學生正確地使用be going to do談論自己的運動計劃，并能用書面表達形式寫出自
3、己的運動計劃。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根據音標正確朗讀出下列單詞表中的單詞：team, win, cheer, row, quite, during, against, practice…
2. 能正確拼讀并運用單詞表中的黑體單詞。
3. 能正確運用be going to do 表達運動計劃。
4. 能正確地運用prefer doing結構表達喜好，如：prefer swimming, prefer rowing等。
5. 能運用本課所學語言，就自己的運動計劃與他人交流。
Skill aims：
1. 能聽懂有關運動計
4、劃和運動愛好的簡單對話和陳述。
2. 能正確地口頭表達有關運動計劃和運動愛好的話題。
3. 能正確朗讀課本的文本材料，準確把握語音、語調及連讀。
4. 能正確地運用書面表達寫出自己的運動計劃及運動愛好。
Emotional aims：
通過對Section A的學習，學生能夠寫出自己的運動計劃，并討論各自喜好的運動，喚醒學生的運動意識，幫助學生養(yǎng)成運動的好習慣，學會強身健體。
Ⅲ. The key points and difficult points
Key points：
能正確、熟練地運用be going to do句型。
Difficult points：
1.
5、be going to do句型中的be動詞和主語的一致性。
2. see sb. do和see sb. doing的區(qū)別。
Ⅳ. Learning strategies
1. 學生通過看圖猜測單詞，鍛煉他們的預測能力。
2. 學生模仿例子編寫對話，提高他們的改寫能力。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: Reading is to the mind while exercise to the body. 讀書健腦，運動強身。
Ⅵ. Teaching procedures
St
6、ep
Interaction pattern
Student activity
Teacher activity
Introduction
（7 minutes）
1. The whole
class work
2. The whole
class work
3. One or two
Students’ work
4. The whole
class work
1. Focus their attention on the teacher.
2. Read the saying aloud.
3. The student repor
7、ts in front of the whole class. The topic is related to sports.
4. The whole class listen carefully and try to
repeat what the teacher says. Guess the words, meanings with the help of the pictures.
1. Greet students ready for
learning.
2. Show everyday saying for the students.
(one saying a
8、 week)
3. Ask the students to design a special topic of sports and give the everyday report.
4. Revision: Teacher says
something about sports.
E.g. I often play table tennis in the morning.
I am going to play table tennis tomorrow morning, too. (The picture of playing table tennis is shown
9、on the computer screen.)
Presentation
(8 minutes)
1. Group work
1. Group A’s members
help B and C to make their own sentences. They may know the meaning of “be going to do” after making sentences. Students
should try to use the new words and phrases, such as: I’m going to row / cycle / sk
10、ate.
1. Write“I am going to play
table tennis.” on the
blackboard. Ask the
students to replace “play
table tennis”. Teacher
shows pictures in 2 on the
computer screen with the
following words under each
picture: swim, row, cycle,
skate, play tennis.
Presentation
(8 minutes)
2
11、. The whole
class work
3. The whole
class work
4. Group work
(In fact, every-
one should
participate in
the activity.)
2. Students listen to 1a
carefully, focusing on the information of
nouns about sports, and then answer together.
3
12、. Students try to understand what the symbol “←→”mean. They should guess what the teacher does with the help of the teacher’s actions.
Students should follow what the teacher says and catch the meaning.
Students listen to 1a
again carefully, paying
more attention when
pause appears.
4. Stu
13、dents check the
answers in their groups first, and then exchange their answers with other groups.
2. Finish 1b. Teacher introduces something about 1b. Michael is talking about sports with Kangkang. Let’s listen and find: What are they talking about? Teacher plays the recording without stopping.
14、Check 1b.
3. Finish 1c. Teacher presents
new words “against” and
“practice” in different
ways.
Against: Teacher puts his/ her two fists against each other.
Practice: I am going to play table tennis. We can also say “I am going to practice table tennis”. Here “practice” means “play”.
4.
15、 Finish 1c. Teacher plays
the recording twice.
The first time: stop when necessary.
The second time: check the answers.
Consolidation
(10 minutes)
1. The whole
class work
2. The whole
class work
3. Pair work
4. Group work
and pair work
5. Individu
16、al
work
6. The whole
class work
1. Students read each
sentence after the
recording, imitating
the pronunciation and the intonation.
2. Students try to follow the speed.
3. Students read 1a in
pairs, trying to read
correctly and fluently.
There are A, B, C three
17、pairs.
4. A pair will make a
score of 10 points. (B pair: 6 points ; C
pair :7 points.)
5. Students fill in the blanks:
①—_____(be) you going to play tennis?
—Yes, I ____(be).
② He saw her _______ (cross) the road.
③ I saw her _______ (row) at this time yesterday.
6. St
18、udents only write down the answers to see if they have understood the dialogue.
1. Read 1a.
Teacher plays the recording in 1a sentence by sentence.
2. Teacher plays the recording without stopping.
3. Teacher gives 1 or 2
minutes for the students to read 1a in pairs.
4. Teacher design
19、s a
competition: Students in each group do pair work first to read 1a in pairs, and then each group choose out one pair to perform the dialogue. To avoid only the excellent students performing the show, teacher gives the equal chance to different pairs.
5. Teacher explains some key
points and d
20、ifficult points to the students:
(1) The structure of “be going to do”
(2) The differences between “see… do” and “see… doing”.
6. Finish 1d. Teacher shows 1d on the screen, checking if the students are able to write the new words correctly while the students are writing.
Practice
(10 mi
21、nutes)
1. The whole
class work
2. Individual
work
3. Group work
and individual
work
4. The whole
class work
5. The whole
class work
6. The whole
class work
1. Students read the words correctly, paying attention to the changing form.
2. Every
22、 student in the class makes his/her own
conversation similar to 2.
3. Students read the new conversation one by one in their own groups, correcting each other’s mistakes at any time.
4. Students listen generally to catch the main idea.
5. Students pay more
attention to the special
23、
information relating to
the keys.
6. Students manage to fill in the blanks correctly.
Practice 2:
1. Teacher shows the following words on the screen:
play-playing, skate-skating,
swim-swimming,
row-rowing, cycle-cycling.
2. Teacher organizes group
work. Divide the whole
class into six
24、groups.
Each group will make up
their own conversation and
write them down, and then
they exchange it with
another group.
3. Teacher asks each group
to read their conversations
one by one at the same
time, walking around the
class to check or to help.
4. Teacher plays the recordi
25、ng of 3a without stopping.
5. The recording stops when
the long and difficult
sentences appear.
6. The recording stops when
the answer appears.
Production
(8 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
class work
1. Students summarize
Section
26、 A together
with the teacher.
2. Students write an
essay according to 3b
after class.
3. Students learn Section B
by themselves after class.
1. Teacher shows summary
on the screen.
2. Teacher assigns homework.
Write an essay about your
own sports plan.
3. Ask students to prepare
27、
Section B after class.
Teaching Reflection
It’s easy for the students to use the structure of “be going to do” after teaching. But it’s hard for them to use “see sb. do” and “see sb. doing” correctly. Teacher should adjust the teaching procedure according to the situation in their own class.
28、
Ⅶ. Blackboard design
Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section A
—What are you going to do? against
—I’m going to play table tennis. a ball game against …
I prefer rowing. practice: play basketball
Are you going to join the school rowing club? team / group
Yes, I am. win the game
No, I am not. cheer … on
仁愛版八年級英語上冊：Unit 1 Playing sports Topic 1 Section A 教案精修版
