教学设计八上Unit1Topic1SectionB

1、八年级上册教案设计Unit 1 Playing SportsTopic 1 Im going to play basketball.Section BI . Material analysis本课时的主要活动为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

2、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。n . 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, mus

3、ician, pilot, policeman, policewoman 3. 能区分元音音素e和e I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

4、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。川.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 +

5、元音。IV. 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。V . Teaching aidsComputer multimedia projector， phonetic cards， word cards in 3aEveryday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。W . Teaching proceduresSte pInteractionp attern1. The whole cl

6、asworkStudent activityTeacher activityIn troducti on(7 minu tes)2. The whole clas work3. One or twoStude ntswork4. The whole clas works 1. Focus their atte nti onon the teacher.s 2. Read the say ing aloud.3. The stude nt rep orts in front of the whole class. The topic is related to sp orts.s 4. The

7、whole class retell the con versati on in p airs5. The whole class 5. Stude nts liste n carefully workand try to imitate what the teacher says. Guess the meanings of the new words.1. Get stude nts ready for lear ning.2. Show everyday say ing for the stude nts.(one say ing a week)3. Ask the stude nts

8、to desig n a special and give rep ort.4. Revisi on:pictures intopic of sports the everydayTeacher shows2 of Sectio n Aon the screen, and asks the students to retell the dialogue they wrote last class in p airs.5. Teacher asks a good studen to make the con versati on with the teacher, to learnfm goin

9、g to be a and the new word player”. T: Are you going to join the school row ing club?S: Yes, I am. What about you?T: Im going to join the school table tennis club. I m going to be a table tennis p layer.It1. The whole class 1. Stude nts an swer together.1. Teacher shows 3 pi cturesworkIm going to be

10、 a row ing p layer.Im going to be a tennis p layer.Im going to be a table tennis p layer.2.The whole class 2. Stude nts liste n carefully,workand find the sentences. I am going to be a basketball p layer. ” llike Yao Ming best.”Prese ntati on(6 minu tes)3.The whole class 3. Stude nts liste n careful

11、ly workand try to understand the meaning of favorite ” with thehelp of their own memory. After liste ning, they should find out the an swers to the two questions Basketball, of course. Me , too”.That OK ”.4. The whole class 4. Liste n and comp lete workthe table in 1b.in 2 of Section A on the sereen

12、, with new phrases un der rowi ng p layer, p layer.each picture: a player, a tennis a table tennisThe teacher asks:What are you going to be? The students answer accord ing to the pi ctures.2. Start on 1b.Teacher: I have a dream. Iam going to be a table tennis p layer. Michael also has a dream, and l

13、et listen to 1a and find out: What is Michael going to be? Who is Michael favorite p layer? Leliste n.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 is Michael f

14、avorite sport? What is Maria favorite sp ort?4. Finish 1b. Liste n to 1a for the third time and fini sh1b.21. The wholeclass work2. The whole class work3. Pair work1. Students read sentence by. Read 1a. Teacher plays the record ing of 1a sentence by sentence.2. Teacher p lays the record ing without

15、stopping.3. Teacher offers stude nts 1 orsentence,imitating the pronun ciatio n.2. Stude nts try to follow the sp eed.3. Stude nts read 1a in4. In dividual workpairs, trying to read correctly and flue ntly4. Stude nts read 1ain dividually as quickly as they can.minu tes to read 1a in p airs.4. Desig

16、 n a comp etitio n:To see who can read the fastest in class.5. The whole class 5. Stude nts un derli ne thework andin dividual workCon solidati on(15 min utes)Ian guage points in the text book, and finish the exercises in summary on the compu ter scree n.6. Several stude n:s6. The first six excelle

17、nt5. Explain 1a.(1) favorite p layer;(2) “omethin and anything;(3) play for and play aga ins;(4) prep like” and verb like;(5) men compound word(6) when clause.6. Fini sh1c: Tacher limits theworkstude nts write the an swers of 1c on theblackboard.time for the stude nts tofini sh1c, and the first six

18、stude nts write their essaysMy onthe blackboard.7. Several stude works7. Volun teers correct the essays. Stude nts should deve lop the habit of check ing by themselves.7. Correct the essays: Teache asks ano ther 6 volun teers t( correct the essays. Teacher helps to correct if n ecessary1. The whole1

19、. Stude nts read the words1. Teacher offers 2 or 3class workindividually, asking for help whe n n ecessaryminu tes to the stude nts to read all the words.2. The whole2. Stude nts read and pay2. Teacher en courages studentclass workmore atte ntio n to the vowel phon emes.to read the phon etic syllabl

20、e phon eme by phon eme.3.Gro up work3. Stude nts read in groups.3. Teacher asks stude nts to read 2 word by word.4.Gro up work4. Stude ntsask and an swer in pairs as quickly as they can.What are you going to be whe n you grow up? Im going to be a / an4. Relaxi ng time. P ractice the reviewi ng words

21、.5. The wholeclass work5. Stude nts read together.5. Teacher shows phon etic cards /e/ and /ei /.6. Several stude ntswork6. Stude nts read one by one6. Teacher asks the stude nts to read /e/ and /e i / one by one.7. Several7. Six Member Bs read7. Teacher shows wordPractice(10 min utes)stude ntsworkt

22、he words one by one.cards, calli ng Member B from each group to read one by on8. The whole8. Stude nts read together,8. Teacher p lays theclass workpaying atte ntio n to the sound of e/ and /ei /.record ing of 3a.9. The whole class 9. Stude nts pay atte nti on to9. Teacher shows nextworkthe cha ngin

23、g of e i /.weekend”. Read next” and weekend separately, and the n read together.10. P air work10. One stude nt reads, whi the other listens and judges if it is right.e10. Teacher lets stude nts read 3b in p airs.11. The wholeclass work11. Stude nts read together11. Teacher leads the stude nts to rea

24、d.12. The whole12. Stude nts read after12. Teacher pl ays theclass workthe record ing, trying to imitate the sound.record ing.13. Group work13. Find the one who can tread and help him / her.13. Teacher en courages stude nts to read 3b in groups, making sure everyc can read correctly.Fin ishld:Producti on(7 minu tes)1. The whole class 1. Students summarize Section B together with the teacher.2. Stude nts finish writi ng two essays after class.1. Teacher summarizes.work2. In dividual work3. In dividual work3