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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 A Ⅰ. Material analysis Section A and Section B 的內(nèi)容整合，建議用三個(gè)課時(shí)上完。 本節(jié)課為單元第一課和第二課時(shí)，用兩課時(shí)上完。主要活動(dòng)為Section A 的1a和2。 通過(guò)Michael和Kangkang的對(duì)話，呈現(xiàn)了本課所要學(xué)的語(yǔ)法重點(diǎn)：將來(lái)時(shí)be going to do結(jié)構(gòu)。結(jié)合本單元的話題Playing Sports, 呈現(xiàn)了重點(diǎn)

2、短語(yǔ)：play basketball/football, have a basketball/football game, cheer … on, win (the game), prefer doing等。Playing Sports這個(gè)話題和學(xué)生們的生活緊密相連，容易激發(fā)學(xué)生的學(xué)習(xí)興趣。但要正確使用be going to do對(duì)學(xué)生來(lái)說(shuō)還是有一定困難的。困難一：be動(dòng)詞和主語(yǔ)不一致（多數(shù)學(xué)生）；困難二：不會(huì)正確地將do替換成具體動(dòng)詞（少數(shù)學(xué)生）。所以，要求老師以課本文本內(nèi)容為依據(jù)，結(jié)合學(xué)生的實(shí)際生活，引導(dǎo)學(xué)生正確地使用be going to do談?wù)撟约旱倪\(yùn)動(dòng)計(jì)劃，并能用書(shū)面表達(dá)形式寫(xiě)出自

3、己的運(yùn)動(dòng)計(jì)劃。 Ⅱ. Teaching aims Knowledge aims： 1. 能根據(jù)音標(biāo)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(yùn)用單詞表中的黑體單詞。 3. 能正確運(yùn)用be going to do 表達(dá)運(yùn)動(dòng)計(jì)劃。 4. 能正確地運(yùn)用prefer doing結(jié)構(gòu)表達(dá)喜好，如：prefer swimming, prefer rowing等。 5. 能運(yùn)用本課所學(xué)語(yǔ)言，就自己的運(yùn)動(dòng)計(jì)劃與他人交流。 Skill aims： 1. 能聽(tīng)懂有關(guān)運(yùn)動(dòng)計(jì)

4、劃和運(yùn)動(dòng)愛(ài)好的簡(jiǎn)單對(duì)話和陳述。 2. 能正確地口頭表達(dá)有關(guān)運(yùn)動(dòng)計(jì)劃和運(yùn)動(dòng)愛(ài)好的話題。 3. 能正確朗讀課本的文本材料，準(zhǔn)確把握語(yǔ)音、語(yǔ)調(diào)及連讀。 4. 能正確地運(yùn)用書(shū)面表達(dá)寫(xiě)出自己的運(yùn)動(dòng)計(jì)劃及運(yùn)動(dòng)愛(ài)好。 Emotional aims： 通過(guò)對(duì)Section A的學(xué)習(xí)，學(xué)生能夠?qū)懗鲎约旱倪\(yùn)動(dòng)計(jì)劃，并討論各自喜好的運(yùn)動(dòng)，喚醒學(xué)生的運(yùn)動(dòng)意識(shí)，幫助學(xué)生養(yǎng)成運(yùn)動(dòng)的好習(xí)慣，學(xué)會(huì)強(qiáng)身健體。 Ⅲ. The key points and difficult points Key points： 能正確、熟練地運(yùn)用be going to do句型。 Difficult points： 1.

5、be going to do句型中的be動(dòng)詞和主語(yǔ)的一致性。 2. see sb. do和see sb. doing的區(qū)別。 Ⅳ. Learning strategies 1. 學(xué)生通過(guò)看圖猜測(cè)單詞，鍛煉他們的預(yù)測(cè)能力。 2. 學(xué)生模仿例子編寫(xiě)對(duì)話，提高他們的改寫(xiě)能力。 Ⅴ. Teaching aids Computer multimedia projector Everyday saying: Reading is to the mind while exercise to the body. 讀書(shū)健腦，運(yùn)動(dòng)強(qiáng)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