-
八年级上册教案
Unit 1
Playing Sports
Topic 1
I
’
m going to play
basketball.
Section A
Ⅰ
. Material analysis
本课时的主要活动为
1a
和
2
。
通过
Mi
chael
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
P
laying 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。
Ⅱ
. 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
doin
g
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。
1
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，激发学生的运动意识，帮助学生养
成运动的好习惯，学会强身健体。
Ⅲ
. 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。
Ⅳ
. 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。
Ⅴ
. 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。
Ⅵ
. Teaching procedures
2
Interaction
Step
pattern
Student activity
Teacher activity
3
whole
class
work
2.
The
1.
Focus
their
1. Get students ready
for
learning.
attention
on
the
teacher.
2.
Read
the
saying
2.
Show
everyday
aloud.
3.
The
student
saying
for
the
whole
class
work
3.
One
or
two
Introductio
n
（
7
mi
nut
4.
The
Students
’
work
students.
(one
week)
saying
a
reports
in
front
3. Ask the students to
of
the
whole
class.
The
topic
is
related
to
sports.
4. The whole class
listen
carefully and try
to
repeat
what
the
teacher
says.
4.
Revision:
Teacher
says
something
sports.
E.g.
I
often
play
table
tennis
in
the
morning.
I
am
going
to
play
table
4
design
a
special
topic
of
sports
and
give
the
everyday
report.
es
）
whole
class
work
about
Guess
the words
’
meanings
with
the
help
of
the
pictures.
tennis
tomorrow
morning,
too. (The picture of
1.
work
Group
1.
Group
A
’
s
1.
Write
“
I am going
to play
table
tennis.
”
on
the
blackboard.
the
students
to
replace
“
play
table
Teacher
shows pictures in 2
on the
computer
with the
following
under each
picture:
swim,
row,
cycle,
skate, play tennis.
words
screen
tennis
”
.
Ask
members
help
B
and
C
to
make
their
own
sentences.
They
may
know
the
meaning
of
“
be
going
to
do
”
Presentatio
n
(8
minutes)
after
making
sentences.
Students
should try to use
the
new
words
and phrases, such
as:
I
’
m
going
to
row
/
cycle
/
skate.
5
Presenta
tion
(8
minutes)
2.
The
2.
Students
listen
2.
Finish
1b.
Teacher
whole
to 1a
introduces
class
carefully,
something
about
work
focusing
on
the
1b.
Michael
is
information
of
talking
about
nouns
about
sports
with
sports,
and
then
Kangkang.
Let
’
s
answer together.
listen
and
find:
What
are
they
talking
about?
Teacher
plays
the
recording
without
3.
The
stopping.
whole
3.
Students
try
to
Check 1b.
class
understand
what
work
the
symbol
“
←
3.
Finish
1c.
Teacher
→”
mean. They
presents
should
guess
new
words
what
the
teacher
“
against
”
and
does
with
the
“
practice
”
in
help
of
the
different
teacher
’
s
actions.
ways.
Students
should
Against:
Teacher
follow
what
6
the
puts
his/
her
two
teacher
says
and
fists
against
each
1.
The
1.
Students
read
1.
Read 1a.
whole
each
Teacher
plays
the
class
sentence
after
recording
in
1a
work
the
sentence
by
recording,
sentence.
imitating
the
2.
The
pronunciation
2.
Teacher
plays
the
whole
and
the
recording
without
class
intonation.
stopping.
work
2.
Students
try
to
3. Teacher gives 1 or 2
3.
Pair
follow
the
minutes
for
the
work
speed.
students
to
read
1a
3. Students
read 1a
in pairs.
in
pairs,
trying
to
read
4. Teacher designs a
4.
Group
correctly
and
competition:
work
fluently.
Students
in
each
and
pair
There
are A, B, C
group do pair work
work
three
first
to
read
1a
in
pairs.
pairs,
and
then
4. A pair will make
each
group
choose
a
7
out
one
pair
to
score
of
10
perform
the
Practice 2:
Practice
(10
1.
The
1.
Students
read
the
1.
Teacher
shows
the
whole
words
correctly,
following
words
on
class
paying
attention
the screen:
work
to
the
changing
play-playing,
form.
skate-skating,
swim-swimming,
row-rowing,
2.
2.
Every
student
in
cycle-
cycling.
Individual
the
class
makes
2.
Teacher
organizes
work
his/her own
group
conversation
work.
Divide
the
similar to 2.
whole
class
into
six
groups.
Each
group
will
make up
3.
Group
their
own
work
3. Students
read the
conversation and
and
new
write
them
down,
individual
conversation one
and then
work
by
one
in
their
they
exchange
it
own
groups,
with
correcting
8
each
another group.
4.
The
other
’
s
mistakes
3.
Teacher
asks
each
1.
The
1.
Students
1.
Teacher
shows
summary
A
on the screen.
whole
summarize
class
work
Product
ion
(8
minutes
)
3.
2.
Section
together
with the teacher.
2.
Teacher
assigns
The
2.
Students
write
homework.
whole
an
Write
an
essay
class
work
essay
according
about your
to 3b
after class.
The
3.
Students
learn
own sports plan.
3.
Ask
students
to
prepare
Section
B
after
class.
whole
Section B
class
work
by
themselves
after class.
It
’
s
easy for the students to use the structure of
“
be
Teachin
g
Reflecti
on
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.
Ⅶ
.
Blackboard design
9
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
Unit 1
Playing Sports
Topic 1
I
’
m going to play
basketball.
Section B
Ⅰ
. Material analysis
本课时的主要活动为
1a
和
3
a, 3b
。
通过
< br>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
10
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
< br>2
的职业名称，结合学生的梦想，
引导学生正确地运用<
/p>
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。
Ⅱ
. Teaching aims
Knowledge 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
[eI]
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。
Ⅲ
. The key
points and difficult points
11
Key
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
< br>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<
/p>
his
和
her
的正确运用。
3. I am going
to be an office worker.
不定冠词
an +
元音。
Ⅳ
.
Learning strategies
1.
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 aids
Computer multimedia projector, phonetic
cards, word cards in 3a
Everyday
saying: Reading is to the mind while exercise to
the body.
读书健脑，
运动强身。
12
Ⅵ
.
Teaching procedures
Interaction
Step
pattern
Student activity
Teacher activity
13
1. The whole
1.
class
work
Focus
their
1. Get students ready
for
learning.
attention
on the
teacher.
2. The whole
2.
Read
the
saying
2.
Show
everyday
class
work
aloud.
saying
for
the
students.
(one
week)
3. Ask the students to
the
design
a
special
topic of sports and
give
the
everyday
report.
saying
a
3.
One
or
3.
The
student
two
Students
’
work
4. The whole
class
work
reports in
front
whole
class.
The
topic
is
of
related to
sports.
4.
Revision:
Teacher
4. The whole class
retell
the
conversation
in pairs.
shows
pictures
in
2
of
Section
A
on
the
screen,
and
asks
the
students
to
retell
the
they
dialogue
Introductio
5. The whole
n
class
(7 minutes)
wrote
last
class
in
pairs.
work
5.
Students
listen
5. Teacher asks a
good
carefully
and
try
14
student to make the
to
conversation
with