八年级英语上册 Unit 1 Topic 1 Im going to play basketball Period 5教学案例设计 新版仁爱版.docx
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八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod5教学案例设计新版仁爱版
Topic1I’mgoingtoplaybasketball
教学内容分析及课时分配建议：
本单元以PlayingSports为主题。
第一话题Michael和Kangkang的对话，引出本话题的重点语法项目“begoingtodo”结构所表达的一般将来时，呈现重点短语cheer…on,win（thegame）,preferdoing，playfor,growup，spendtime（in）doingsth,begoodatdoingsth,takepartin等及句型“Thereisgoingtobe…”，“It’sgoodfor…”等。
让学生会运用所学到的结构来谈论意向、计划及自己所偏爱的事物。
SectionA以Michael和Kangkang谈论篮球运动为开端，引导学生结合自己的实际生活，正确地使用begoingtodo谈论自己的运动计划和偏好，SectionB通过Michael和Maria谈论自己最喜欢的运动及运动员，由此激发学生谈论自己的理想，SectionC要求学生能模仿Ann的运动习惯，写出自己的一周运动安排并付诸行动，而SectionD是一节复习课，在综合复习SectionsA-C的词汇、语法和功能句的基础上，巩固学生本周的学习内容。
通过综合的阅读和写作的练习，拓展延伸学生的学习内容，检测学生综合运用语言的能力。
本话题建议用5个课时来完成。
第一课时：
SectionA-1a,1b,1c,1d,2
第二课时：
SectionA-3a,3b,SectionB-1a,1b,1c,1d
第三课时：
SectionB-2,3a,3b,SectionC-2a,2b
第四课时：
SectionC-1a,1b,1c,1d,SectionD-2
第五课时：
SectionD-GrammarandFunctions,1a,1b,Project
第五课时（SectionD-1a,1b,GrammarandFunctions,Project）
教学设计思路：
本节课为本话题第五课时，主要活动为1a，1b和Project。
首先教师出示足球明星贝克汉姆的图片，导入1a，学生通过阅读1a判断文本下面四种说法是否正确，然后再次阅读文本，完成1b，以写电子邮件的方式转写1a中信息。
在综合复习总结了GrammarandFunctions中词汇、短语和功能句的基础上，进行Project的写作练习，让学生以实践、体验等方式来综合运用本话题所学的知识。
Ⅰ.Teachingaims
1.Knowledgeaims：
（1）能正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。
（2）复习并能熟练运用begoingtodo;Thereisgoingtobe句型。
（3）能准确运用本单元重点短语进行写作练习：
playbasketball/football;haveabasketballgameagainst…;win（thegame）;cheersb.on;
preferdoingsth.;one’sfavoriteplayer;playagainst;playfor;growup;inthefuture;spendtime（in）doingsth./onsth.;dosth.verywell;begoodatdoingsth.;takepartin…;
playwith;arrivein;leavefor等短语。
（4）能正确完成教师设计的补充词汇对比的练习：
seesbdosth，seesbdoingsthplayagainst，playfor,playwithtakepartin，joinsb,join+组织名称,joinin+活动arrivein，arriveat，begoodat，dowellin
（5）能综合运用本课短语、句型写出自己或他人的运动计划或周末计划。
2.Skillaims:
（1）能听懂与课本内容难度相当的、有关体育运动及体育明星话题的材料。
（2）能阅读有关运动计划、运动日程、简单的梦想以及相关话题的文章，理解文章并
做相关的阅读练习。
（3）能综合运用本单元的语法、词汇、句型写出自己和他人的运动计划、运动日程、
周末计划以及相关话题。
3.Emotionalaims:
通过学习，唤醒学生的运动意识，鼓励学生积极参与运动，使他们养成健康而有规律
的生活习惯。
4.Cultureawareness:
了解国外的足球明星
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
复习begoingto结构及表示计划意愿的功能句。
2.Difficultpoints：
1.seesbdosth/seesbdoingsth.
2.takepartin/join/joinin.
Ⅲ.Learningstrategies
通过短语辨析的学习，鼓励学生学会归纳总结。
Ⅳ.Teachingaids
计算机多媒体投影仪，足球明星贝克汉姆的图片。
V.Teachingprocedures
Stage1（2mins）：
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
（Classactivity）
Greetstudentsreadyforlearning.
Askthreestudentstoreporttheirhomeworkonebyone.Choosethebestonetoaward.
Askeachgrouptoreadtheirhomeworkinpairs:
A1-A2;B1-B2;C1-C2,checkingeachother’sessay.Teacherwalksaroundtheclassandhelpsthestudentswhennecessary.
Focustheirattentionontheteacher.
Choosethreestudentstoreportaswellastheycan.
Thewholeclassreadinpairs.
Stage2（2mins）：
Pre-task
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
ShowthepictureofDavidBeckham,andaskstwoquestions.
introducingtheword
“famous”.
T:
Whoknowshim?
”
T:
“Canyousaysomethingabouthim?
”,
Predictthecontentoftext.Teachergoesonwiththestudents’topic,askingstudents“Whyareyousohappy?
”,introducingtheword“excited”.Teacherasksthestudentstoguesswhathappensinthetext.
StudentswhoareinterestedinDavidBeckhamwillvolunteertosaysomethingabouthiminanexcitingtone.
S1:
HeisDavidBeckham.
S1:
Yes.HeisfromEnglandandheisafootballstar……I’mabigfanofDavidBeckham.”
Guessthetextfromclues:
DavidBeckham,footballmatch,fans.
利用贝克汉姆的海报导入，能引起学生注意，激发学习兴趣，引导学生快速进入学习状态。
Remark：
Stage3（12mins）：
Task1
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Groupwork）
Finish1a.
Askthestudentstoread1atoseeiftheyhaveguessedcorrectly,thenasksthemtofinish1a.
T:
Therearefourstatementsbelowthepassage.Youneedtoreadthepassagecarefully,thentellmewhethertheyaretrueornot.
Checktheanswers
T:
Group2hasdifferentideas.
Explaintheusageof“beleavingfor”.
T:
“beleavingfor”means“begoing”andreferstofuturetense..SoNO.4istrue.
Playtherecording.
Studentswhohaveguessedcorrectlywillfeelexcited,thentheyarehappytofinish1aafterreading.
Eachgroupprovidesoneanswer.
G1:
F—F—F—T
G2:
F—F—F—F
G3:
F—F—F—T
Makesuretheyunderstandthestructure“becoming/leaving”refersto
futuretense.
Read1aaftertherecording.
2（Groupwork）
Explainsomephrases
（1）Playfor,playwith,playagainst
（2）Arriveinarriveat
（3）leaveforleave…for…
Trytounderstandtheexplanationandtakenotes,andtrytorememberthem.
G1:
…
G2:
…
3（Individualwork）
Encouragethestudentstocomplete1b,andthenletsthemread1acarefully.
T:
It’ssuchexcitingnews,soKangkangwroteanemailtohisfriendsaboutit.Butsomewordsaremissingintheemail.CanYouhelpfindthem?
T:
Haveyougottheanswers?
Whocantellustheanswers
Fillintheblanksin1bandread1acarefully.
Listento3andfinishthetasks.
Ss:
Yes
S1:
arrivedin,playagainst
S2:
stay,areleavingfor,join
Remark:
Stage3（5mins）：
Task2
Step
Teacheractivity
Studentactivity
Designingpurpose
（Individualwork）
Checkthestudents’answersofGrammarandFunction.
Twogroupsshowtheiranswersbywritingthemdownontheblackboard.
Remark：
Stage4（7mins）：
Task3
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Groupwork）
askthestudentstomakesentencesbyusing“begoingtodo/be”,usingthefollowingphrasesingroups:
playbasketball;
haveabasketballgame;
climbamountain;
rowaboatagainst…;
win（thegame）;
growup;
inthefuture;
T:
Goodjob!
Twogroupsshowtheiranswersbywritingthemdownontheblackboard.
S1inGroup1:
Xiaoqiandisgoingtoplaybasketball.
S2:
Thereisgoingtobeabasketballgameinourschool.
S3:
……
S1inGroup2:
Mybrotherisgoingtoclimbamountain.
S2:
…….
Eachstudentwritesdownonesentenceseparately,thentheycombinethesixsentences
togethertosaywhatthestoryis.Twogroupsshowtwostories.
.
在英语学习中，造句作为一种英语学习的训练方式，能够帮助学习者辨析词语的准确含义。
2（Individualwork）
Designsomeexercisesaboutthefollowingphrases:
spendtime（in）doingsth
spendtimeonsth
dosthwell
dowellinsth
begoodatdoingsth
takepartin…
joinsb
jointheclub
playwith
arrivein
leavefor
goskating
Finishtheexercisecorrectly,payingattentionthedifferences.
Ss:
...
...
综合性的练习主要是对课堂上一些重难点的深入，必不可少。
Remark：
练习的设计要兼顾学生的自主完成和合作完成。
Stage5（14mins）：
Project
Step
Teacheractivity
Studentactivity
Designingpurpose
（Groupwork）
LeadthestudentstodoasurveyaccordingtotheProject.
T:
First,youcantalkaboutyourplanwithyourpartner.thequestionsandexpressionsinProjectmayhelpyou.
Getthestudentstowriteanessayabout“Myweekendplan”.
T:
Youcanwritetheweekendplanswiththehelpoftheconversationsyoumadeupjustnow.
Leadthreestudentstowritetheirweekendplansontheblackboardandhelpstocorrectthemistakes.
Asksixstudentsfromdifferentgroupstoreporttheirweekendplanstoseewhichgrouphasthemostinterestingplan,thenteacherwillgivethescores.
CollecttheSs’writings.
Carryoutthesurveyintheirowngroup,askandansweraccordingtothetableoftheProject,thenfillinthetableintheProject.
S1:
Whatareyougoingtodothisweekend?
S2:
I’mgoingtoplaytabletennis.
S1:
Howareyougoingtogetthere?
S2:
I’llgotherebybike.
Studentswritedownthe
essay“Myweekendplan”.
Threestudentswritedowntheessayswhileothersreadtheirownessays.Withthehelpof
theteacherandstudents,theyshouldcorrectthemistakes.
Sixstudentsreporttheirweekendplans,tryingtheirbesttomaketheplanmoreinteresting.Theywillgetthescoresbasedontheirreporting.
Eachstudenthastofinishwritinghis/herownweekendplanandhandinthepaperinclass.
Remark：
Stage6（5mins）：
AssigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
Leadthestudentstopreviewthewordsintopic2.
Assignthestudentstowrite“Myfavoritesport”afterclass.
AskthestudentstoreadthewordsonP9-10aftertherecording.
Askthestudentstocollectthenamesofthesportsactivitiesandtheywillshowthenamesontheblackboardinthenextclass.
T:
OK.Classwillbeoversoon,Fortoday’shomework,I’dlikeyoutorememberthenewwordsAndthenyoushouldpreviewTopic2SectionA-1a,1b,1cand2.
Readthewordsintopic2aloud.
Writeapassageafterclass.
Readthewordsafterclass.Makesuretheycanreadthedialogue
of1aonpage9correctly.
Collectthenamesinmanyways,askingothersorlookingfortheminnewspapersorontheInternet.
只要认识到预习的作用，掌握预习的方法，养成预习的习惯，就会尝到预习的甜头。
Remark：
可让学生对重点问题和自己不理解的问题用笔画出或记入预习笔记
VI.Blackboarddesign
第五课时（SectionD-1a,1b,GrammarandFunctions,Project）
begoingtodosthtakepartin,join…,joinin
dowellinsthplaywith,playfor,playagainst
begoodatdoingstharrivein,arriveat
spendtime（in）doingsthleavefor
spendtimeonsthgoskating
升级会员 