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 Teacher activity

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 /

skate. 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. The whole

class work

3.The whole

class work

4. Group work

(In fact,

everyone

should

participate in

the activity.) 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 “←→”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. Students 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.

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.

Consolidation

(10 minutes) 1. The whole

class

work

2. The whole

class

work

3. Pair work

4. Group

work

and pair

work

5. Individual

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 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. Students 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 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