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仁爱版英语八年级上册Unit1 Topic1 SectionA教学设计


Unit 1 Playing Sports Topic 1 I’m going to play basketball. (Section A)教学设计
[Material analysis] 通过 Michael 和 Kangkang 的对话,呈现了本课所要学的语法重点:将来 时 be going to do 结构。结合本单元的话题 Playing Sports,呈现了重点短语: play basketball/football, have a basketball/football game, cheer … on, win (the game), prefer doing 等。Playing Sports 这个话题和学生们的生活紧密相连,容 易激发学生的学习兴趣。但要正确使用 be going to do 对学生来说还是有一定 困难的。困难一:be 动词和主语不一致(多数学生) ;困难二:不会正确地将 do 替换成具体动词(少数学生) 。所以,要求老师以课本文本内容为依据,结 合学生的实际生活, 引导学生正确地使用 be going to do 谈论自己的运动计划, 并能用书面表达形式写出自己的运动计划。

[Teaching aims] Knowledge aims: 1. 能根据音标正确朗读出下列单词表中的单词:team, win, cheer, row, quite, during, against, practice… 2. 能正确拼读并运用单词表中的黑体单词。 3. 能正确运用 be going to do 表达运动计划。 4. 能正确地运用 prefer doing 结构表达喜好,如:prefer swimming, prefer rowing 等。 5. 能运用本课所学语言,就自己的运动计划与他人交流。 Skill aims:

1. 能听懂有关运动计划和运动爱好的简单对话和陈述。 2. 能正确地口头表达有关运动计划和运动爱好的话题。 3. 能正确朗读课本的文本材料,准确把握语音、语调及连读。 4. 能正确地运用书面表达写出自己的运动计划及运动爱好。 Emotional aims: 通过对 Section A 的学习, 学生能够写出自己的运动计划, 并讨论各自喜好的 运动,唤醒学生的运动意识,帮助学生养成运动的好习惯,学会强身健体。

[The key points and difficult points] Key points: 能正确、熟练地运用 be going to do 句型。 Difficult points: 1. be going to do 句型中的 be 动词和主语的一致性。 2. see sb. do 和 see sb. doing 的区别。

[Learning strategies] 1. 学生通过看图猜测单词,锻炼他们的预测能力。 2. 学生模仿例子编写对话,提高他们的改写能力。

[Teaching aids] Computer multimedia projector Everyday saying: Reading is to the mind while exercise to the body. 读书健脑,运动强身。

[Teaching procedures]

Step

Interaction pattern

Student activity 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

Teacher activity 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.

1. Presentation (8 minutes) Group work

sentences. Students should try to use the new words and phrases, such as: I’m going to row / cycle / skate.

2. The whole class work

2. Students listen to 1a carefully, focusing on the information of nouns about sports, and then answer together. 3. Students try to understand what the symbol “←

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. 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. Finish 1c. Teacher plays the recording twice. The first time: stop when necessary.The second time: check the answers.

3.The whole class work

→”mean. They should guess what the teacher does with the help of the teacher’s actions. Students should follow what the

Presentatio n (8 minutes)

teacher says and catch the meaning. Students listen to 1a again carefully, paying more attention when pause appears. 4. Students check the answers in their groups first, and then exchange 4. Group work (In fact, everyone should participate in the activity.) their answers with other groups.

1. The whole class work

1. Students read each sentence after the recording imitating the pronunciation and the intonation. 2. Students try to follow

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 designs 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 difficult 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.

2. The whole class work 3. Pair work

the speed. 3. Students read 1a in pairs, trying to read correctly and fluently. There are A, B, C three pairs. 4. A pair will make a score of 10 points. (B pair: 6

4. Group work points ;C pair :7 points.) and pair work Consolidation (10 minutes) 5. Students fill in the blanks: ①—_____(be) you going to play tennis?—Yes, I ____(be). ② He saw her _______ (cross) the road. 5. Individual work ③ I saw her_______(row) at this time yesterday. 6. Students only write down the answers to see if they have understood the dialogue.

6. The whole class work

1. The whole class work

1. Students read the words correctly, paying attention to the changing form. 2. Every student in the class

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 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 recording of 3a without stopping. 5. The recording stops when the long and difficult

2. Individual Work

makes his/her own conversation similar to 2. 3. Students read the new conversation one by one in their own groups, correcting

3. Group work each others mistakes at any and individual work Practice (10 minutes) time. 4. Students listen generally to catch the main idea. 5. Students pay more attention to the special information relating to the 4. The whole class work keys. 6. Students manage to fill in the blanks correctly. 5. The whole class work

6. The whole class work

sentences appear. 6. The recording stops when the answer appears.

1. The whole class work

1. Students summarize Section A together with the teacher.

1. Teacher shows summary on the screen.

2. The whole Production (8 minutes) 3. The whole class work class work

2. Students write an essay according to 3b after class.

2. Teacher assigns homework. Write an essay about your own sports plan.

3. Students learn Section B by themselves after class.

3. Ask students to prepare Section B after class.

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. Teaching Reflection Teacher should adjust the teaching procedure according to the situation in their own class.

[Blackboard design] Unit 1 Playing Sports Topic 1 I’m going to play basketball. Section A

—What are you going to do? —I’m going to play table tennis. I prefer rowing. Are you going to join the school rowing club? Yes, I am. No, I am not.

against a ball game against … play basketball team / group win the game cheer … on


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