仁爱版八年级上册Unit 1 Playing Sports Topic 1 I’m going to play basketball. Section B教学设计.doc

仁爱版八年级上册Unit 1 Playing Sports Topic 1 Im going to play basketball. Section B教学设计. Material analysisSection A 和Section B 整合后用三个课时上完。本节课为单元第二课和第三课时，用两课时上完，主要活动为1a和3a, 3b。通过Michael和Maria谈论最喜爱的运动和最喜爱的运动员，将话题拓展到对梦想职业的谈论，引出本课语法重点：be going to be +职业名称。围绕本单元的话题Playing Sports, 呈现了重点短语：favorite sport, favorite player, play for, grow up等。谈论运动和梦想的话题深深地吸引着学生。在本节课中，学生要汇报自己最喜欢的运动及运动员，以及由此激发的自己的理想，还要汇报他人最喜欢的运动及运动员，以及相关联的梦想职业。正确运用be going to be 将是一个难题。所以，要求老师要运用活动2的职业名称，结合学生的梦想，引导学生正确地运用be going to be的句型谈论有关自己和他人的运动爱好及梦想的话题，并能用书面形式写出自己的梦想及运动爱好。. Teaching aimsKnowledge aims：1. 能根据音标，正确朗读出单词表中的单音节单词及简单短语。2. 能在老师的引导下，分音节读出多音节单词：scientist, musician, pilot, policeman, policewoman 3. 能区分元音音素e和V并能正确朗读单词，注意相对应字母组合的书写。4. 能正确朗读句子中的不完全爆破。5. 能正确运用be going to be 谈论运动爱好及梦想，并在课后写成作文。Skill aims：1. 能听懂有关运动爱好和梦想的简单对话和陈述。2. 能正确地口头表达有关运动爱好和梦想的话题。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和他人的运动爱好及梦想。Emotional aims：通过对Section B的学习，要求学生写出自己最喜爱的运动及运动员的相关信息，教师运用名人效应影响学生的人生观，帮助他们树立远大的理想，明白只有今天好好学习，强身健体，才能保证明天实现自己的梦想。. The key points and difficult pointsKey points：正确、熟练地运用be going be句型。Difficult points：1. be going to be句型中的第一个be动词和主语的一致性。 2.为他人作报告时主语是he和she时, 谓语动词形式的正确变化以及物主代词his 和her的正确运用。 3. I am going to be an office worker. 不定冠词an + 元音。. Learning strategies1. 学生运用线索词改写对话，有助于提高学生的复述能力。2. 学生根据音标拼读单词，发展学生拼读音标的能力。. Teaching aidsComputer multimedia projector, phonetic cards, word cards in3aEveryday saying:Readingis to the mind while exercise to the body. 读书健脑，运动强身。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(7 minutes)1. The whole classwork2. The whole class work3. One or twoStudents work4. The whole classwork5. The whole classwork1. Focus their attentionon the teacher.2. Read the saying aloud.3. The student reports infront of the wholeclass. The topic isrelated to sports.4. The whole class retellthe conversation in pairs.5. Students listen carefullyand try to imitate whatthe teacher says. Guessthe meanings of the newwords.1. Greet students ready forlearning.2. Show everyday saying for the students.(one saying a week)3. Ask the students to design a special topic of sports and give the everyday report.4. Revision: Teacher shows pictures in 2 of Section A on the screen, and asks the students to retell the dialogue they wrote last class in pairs.5. Teacher asks a good student to make the conversation with the teacher, to learn “Im going to be a ” and the new word “player”.T: Are you going to join the school rowing club?S: Yes, I am. What aboutyou?T: Im going to join theschool table tennisclub. Im going to be atable tennis player.Presentation(6 minutes)1. The whole classwork2.The whole classwork3.The whole classwork4. The whole classwork1. Students answer together.Im going to be arowing player.Im going to be atennis player.Im going to be a table tennis player.2. Students listen carefully,and find the sentences.“I am going to be abasketball player.”“I like Yao Ming best.”3. Students listen carefully and try to understand the meaning of“favorite” with thehelp of their ownmemory. After listening, they should find out the answers to the two questions “Basketball,of course. Me , too”. “Thats OK”.4. Listen and completethe table in 1b.1. Teacher shows 3 pictures in 2 of Section A on the sereen, with new phrases under each picture: a rowing player, a tennis player, a table tennis player. The teacher asks: What are you going to be? The students answer according to the pictures.2. Start on 1b.Teacher: I have a dream. I am going to be a table tennis player. Michael also has a dream, and lets listen to1aand find out: What is Michael going to be? Who is Michaelsfavorite player? Lets listen.3. Go on with 1b.Teacher says “I like table tennis best. My favorite sport is table tennis.” to help students understand the meaning of “favorite”, then asks students two questions: What isMichaels favorite sport? What is Marias favorite sport?4. Finish 1b. Listen to1aforthe third time and finish1b.Consolidation(15 minutes)1. The wholeclass work2. The wholeclass work3. Pair work4. Individual work5. The whole classwork andindividual work6. Several studentswork7. Several studentswork1. Students read sentence by sentence, imitating the pronunciation.2. Students try to follow the speed.3. Students read1ainpairs, trying to read correctly and fluently.4. Students read1aindividually as quickly as they can.5. Students underline the language points in the text book, and finish the exercises in summary on the computer screen.6. The first six excellentstudents write theanswers of1con theblackboard.7. Volunteers correct theessays. Students shoulddevelop the habit ofchecking by themselves.1. Read1a. Teacher plays the recording of1asentence by sentence.2. Teacher plays therecording without stopping.3.Teacher offers students 1 or 2 minutes to read1ain pairs.4. Design a competition:To see who can read the fastest in class.5. Explain1a.(1) favorite player;(2) “something” and“anything”；(3) “play for” and “playagainst”；(4) prep “like” and verb “like”;(5)“men compound words”;(6) “when” clause.6. Finish1c: Teacher limits thetime for the students tofinish1c, and the first sixstudents write their essays“My” onthe blackboard.7. Correct the essays: Teacherasks another 6 volunteers tocorrect the essays. Teacherhelps to correct if necessary.Practice(10 minutes)1. The wholeclass work2. The wholeclass work3.Group work4.Group work5. The wholeclass work6. Severalstudents work7. Severalstudents work8. The wholeclass work9. The whole classwork10. Pair work11. The wholeclass work12. The wholeclass work13. Group work1. Students read the wordsindividually, asking for help when necessary.2. Students read and paymore attention to thevowel phonemes.3. Students read in groups.4. Students ask and answer in pairs as quickly as they can.What are you going to be when you grow up?Im going to be a / an5. Students read together.6. Students read one by one.7. Six Member Bs readthe words one by one.8. Students read together,paying attention to thesound of /e/ and /V/.9. Students pay attention tothe changing of / t /.10. One student reads, whilethe other listens and judges if it is right.11. Students read together.12. Students read afterthe recording, tryingto imitate the sound.13. Find the one whocant read and helphim / her.1. Teacher offers 2 or 3minutes to the students toread all the words.2. Teacher encourages studentsto read the phonetic syllablephoneme by phoneme.3. Teacher asks students toread 2 word by word.4. Relaxing time. Practice thereviewing words.5. Teacher shows phoneticcards /e/ and /V/.6. Teacher asks the studentsto read /e/ and /V/ one by one.7. Teacher shows wordcards, calling Member B from each group to read one by one.8. Teacher plays therecording of3a.9. Teacher shows “nextweekend”. Read “next”and “weekend” separately,and then read together.10. Teacher lets studentsread 3b in pairs.11. Teacher leads thestudents to read.12. Teacher plays therecording.13. Teacher encouragesstudents to read 3b ingroups, making sure everyonecan read correctly.Production(7 minutes)1. The whole classwork2. Individual work3. Individual work1. Students summarizeSection B togetherwith the teacher.2. Students finish writingtwo essays after class.3. Students previewSection C