仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 1 Playing sports Topic 1 Section D 教案【精校版】

《仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 1 Playing sports Topic 1 Section D 教案【精校版】》由會(huì)員分享，可在線閱讀，更多相關(guān)《仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 1 Playing sports Topic 1 Section D 教案【精校版】（8頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、仁愛(ài)版精品英語(yǔ)資料（精校版） 八年級(jí)上冊(cè)教案設(shè)計(jì) Unit 1 Playing Sports Topic 1 I’m going to play basketball. Section D Ⅰ. Material analysis 本節(jié)課為本話題第五課時(shí)，主要活動(dòng)為1a和2。 Section D是一節(jié)復(fù)習(xí)課，在綜合復(fù)習(xí)Sections A-C的詞匯、語(yǔ)法和功能句的基礎(chǔ)上，鞏固學(xué)生本周的學(xué)習(xí)內(nèi)容。通過(guò)綜合的閱讀和寫(xiě)作的練習(xí)，拓展延伸學(xué)生的學(xué)習(xí)內(nèi)容，檢測(cè)學(xué)生綜合運(yùn)用語(yǔ)言的能力。 Ⅱ. Teaching aims Knowledge aims： 1. 能正確朗讀出單詞表所有單詞及

2、短語(yǔ)，能正確拼讀、書(shū)寫(xiě)并運(yùn)用黑體單詞。 2. 復(fù)習(xí)并能熟練運(yùn)用be going to do ; There is going to be 句型。 3. 能準(zhǔn)確運(yùn)用本單元重點(diǎn)短語(yǔ)進(jìn)行寫(xiě)作練習(xí)： play basketball / football; have a basketball game against…; win (the game) ; cheer sb. on; prefer doing sth.; one’s favorite player; play against; play for; grow up; in the future; spend time (in)

3、 doing sth. / on sth.; do sth. very well ; be good at doing sth.; take part in…; play with; arrive in; leave for等短語(yǔ)。 4. 能正確完成教師設(shè)計(jì)的補(bǔ)充詞匯對(duì)比的練習(xí)： see sb do sth，see sb doing sth play against，play for, play with take part in，join sb, join+組織名稱, join in +活動(dòng) arrive in，arrive at be

4、good at，do well in 5. 能綜合運(yùn)用本課短語(yǔ)、句型寫(xiě)出自己或他人的運(yùn)動(dòng)計(jì)劃或周末計(jì)劃。 Skill aims： 1. 能聽(tīng)懂與課本內(nèi)容難度相當(dāng)?shù)?、有關(guān)體育運(yùn)動(dòng)及體育明星話題的材料。 2. 能正確運(yùn)用本單元所學(xué)內(nèi)容，比較流利地談?wù)撟约汉退说倪\(yùn)動(dòng)計(jì)劃、運(yùn)動(dòng)日程、 簡(jiǎn)單的夢(mèng)想。 3. 能閱讀有關(guān)運(yùn)動(dòng)計(jì)劃、運(yùn)動(dòng)日程、簡(jiǎn)單的夢(mèng)想以及相關(guān)話題的文章，理解文章并 做相關(guān)的閱讀練習(xí)。 4. 能綜合運(yùn)用本單元的語(yǔ)法、詞匯、句型寫(xiě)出自己和他人的運(yùn)動(dòng)計(jì)劃、運(yùn)動(dòng)日程、 周末計(jì)劃以及相關(guān)話題。 Emotional aims： 通過(guò)學(xué)習(xí)，喚醒學(xué)生的運(yùn)動(dòng)意識(shí)，鼓勵(lì)學(xué)生積極參與運(yùn)動(dòng)，

5、使他們養(yǎng)成健康而有規(guī)律 的生活習(xí)慣。 Ⅲ. The key points and difficult points Key points： 復(fù)習(xí)be going to 結(jié)構(gòu)及表示計(jì)劃意愿的功能句。 Difficult points: 1. see sb do sth/ see sb doing sth. 2. take part in / join / join in. Ⅳ. Learning strategies 1. 通過(guò)短語(yǔ)辨析的學(xué)習(xí)，鼓勵(lì)學(xué)生學(xué)會(huì)歸納總結(jié)。 2. 通過(guò)看圖寫(xiě)話，看信息補(bǔ)全文章等多種方法，幫助學(xué)生提高寫(xiě)作能力。 3. 學(xué)生通過(guò)整體復(fù)習(xí)Sect

6、ions A-C，了解到復(fù)習(xí)是一種很好的學(xué)習(xí)方式。 Ⅴ. Teaching aids Computer multimedia projector，poster of David Beckham Everyday saying: If you can’t pass, you can’t play. Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (7 minutes) 1. The whole class work 2. The

7、 whole class work 3. Individual work 4. The whole class work 1. Focus their attention on the teacher. 2. Read the saying aloud. 3. Choose three students to report as well as they can. 4. The whole class read in pairs. 1. Greet students ready for learnin

8、g. 2. Show everyday saying for the students. ( one saying a week ) 3. Teacher asks three students to report their homework one by one. Choose the best one to award. 4. Teacher asks each group to read their homework in pairs: A1-A2; B1-B2; C1-C2, checking each other’s essay. Teacher

9、walks around the class and helps the students when necessary. Presentation (8 minutes) 1. Individual work 2. Individual work 3. The whole class work 4. Group work 5. The whole class work 6. The whole class work 7. The whole class work

10、 1. Students who are interested in David Beckham will volunteer to say something about him in an exciting tone. The student answers, “Because I’m a big fan of David Beckham.” 2. Students can guess the text from clues: David Beckham, football match, fans. 3. Students who

11、have guessed correctly will feel excited, then they are happy to finish 1a after reading. 4. Each group provides one answer. 5. Students understand the meaning: the structure “be coming / leaving” refers to future tense. 6. Students read after the recording for once. 7. Stud

12、ents fill in the blanks in 1b and read 1a carefully. 1. Teacher shows the picture of David Beckham, and asks “Who knows him?” and “Who can say something about him?”, introducing the word “famous”. 2. Guess the content of text. Teacher goes on with the students’ topic, asking

13、students “Why are you so happy?”, introducing the word “excited”. Teacher asks the students to guess what happens in the text. 3. Finish 1a. Teacher asks the students to read 1a to see if they have guessed correctly, then asks them to finish 1a. 4. Teacher checks and shows the final correct

14、answer. 5. Teacher explains the function of “be leaving for”. 6. Teacher plays the recording once. 7. Teacher encourages the students to complete 1b, then lets them read 1a carefully. Consolidation (10 minutes) 1. The whole class work 2. Group work and individual wor

15、k 3. Individual work 1. Two groups show their answers by writing them down on the blackboard. 2. Each student writes down one sentence separately, then they combine the six sentences together to say what the story is. Two groups show two stories. .

16、 3. Students try to do the exercise correctly, paying attention the differences. 1. Teacher checks the students’ answers of Grammar and Function. 2. Teacher asks the students to make sentences by using “be going to do / be”, using the following phrases in groups: play basketba

17、ll; have a basketball game; climb a mountain; row a boat against…; win (the game); grow up; in the future; 3. Teacher designs exercises about the following phrases: spend time (in) doing sth spend time on sth do sth well do well in sth be good at doing sth take part in… j

18、oin sb join the club play with arrive in leave for go skating Practice (15 minutes) 1. The whole class work and pair work 2. Individual work 3. Individual work 4. Group work 5. Individual work 6. Individual work 7. Group work and individual

19、 work 8. The whole class work 1. Students finish writing the passage in 2 with 5 minutes. 2. Three students write their essays down on the blackboard. 3. Another three students correct the essays, using red chalk to correct. 4. Students do the survey in their own

20、group, ask and answer according to the table of the Project, then fill in the table in the Project. 5. Students write down the essay “My weekend plan”. 6. Three students write down the essays while others read their own essays. With the help of the teacher and students, they sh

21、ould correct the mistakes. 7. Six students report their weekend plans, trying their best to make the plan more interesting. They will get the scores based on their reporting. 8. Each student has to finish writing his / her own weekend plan and hand in the paper in class. 1. Teache

22、r asks students to finish 2 and write a passage in class. Time is limited. 2. Teacher asks three students to show their writings on the blackboard. 3. Teacher asks another three students to check the essays and helps them when necessary. 4. Teacher organizes the students to do a

23、 survey according to the Project. 5. Teacher asks the students to write an essay about “My weekend plan”. 6. Teacher calls three students to write their weekend plans on the blackboard and helps to correct the mistakes. 7. Teacher encourages six students from different g

24、roups to report their weekend plans to see which group has the most interesting plan, then teacher will give the scores. 8. Collect their writings. Production (5 minutes) 1. The whole class work 2. The whole class work 3. Individual work 4. Individual work 1. Studen

25、ts try to read the words in topic 2 aloud. 2. Students write a passage after class. 3. Students read the words after class. Make sure they can read the dialogue of 1a on page 9 correctly. 4. Students collect the names in many ways, asking others or looking for them in newspapers

26、 or on the Internet. 1. Teacher leads the students to preview the words in topic 2. 2. Teacher asks the students to write “My favorite sport” after class. 3. Teacher asks the students to read the words on P9-10 after the recording. 4. Teacher asks the students to collect th

27、e names of the sports activities and they will show the names on the blackboard in the next class. Teaching Reflection Some students are able to report “My weekend”, but others aren’t. Homework should be assigned to consolidate the reporting so that they can improve their skills. Teache

28、r should design more interesting ways to teach writing. Ⅶ. Blackboard design Unit 1 Playing Sports Topic 1 I’m going to play basketball. Section D be going to do sth take part in, join …, join in do well in sth play with, play for, play against be good at doing sth arrive in, arrive at spend time (in) doing sth leave for spend time on sth go skating