八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod4教学案例设计新版仁爱版I.docx
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八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod4教学案例设计新版仁爱版I
教学资料参考范本
八年级英语上册Unit1Topic1I’mgoingtoplaybasketballPeriod4教学案例设计(新版)仁爱版(I)
撰写人:
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时间:
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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
第四课时(SectionC-1a,1b,1c,1d,SectionD-2)
教学设计思路:
本节课为本单元第四课时,主要活动为1a,1c和SectionD-2。
首先学生看1b中6幅图片预测短文内容,并完成运动项目的勾画,通过速读1a短文验证预测是否正确,然后学生通过细读文章回答问题并在1b图片下面填上相应的关键短语,尝试复述课文,完成1c,接着两人一组根据1d的问题进行对话练习,教师抽查练习效果。
最后完成SectionD-2的写作练习,介绍自己最喜欢的运动和球员,培养笔头表达能力。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)能根据音标,正确朗读出单词表中的单词及短语:
jump,spend,baseball,begoodat,weekend,part,takepartin,
(2)能准确把握单数第三人称做主语时谓语的变化形式,并能谈论他人的运动爱好和梦想以及一周运动安排。
2.Skillaims:
(1)能听懂本课文本材料以及与运动相关的交际用语。
(2)能正确地口头介绍自己和他人平时的运动安排。
(3)能正确模仿本课课文,写出自己或他人一周日常的体育活动安排。
3.Emotionalaims:
鼓励学生要学习Ann,适量而规律的进行煅炼,养成健康而规律的生活习惯。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1).有关体育活动及户外活动的短语。
(2).重点短语的用法,如:
spend…in/on…,takepartin…,Thereisgoingtobe…
2.Difficultpoints:
(1).spendtime(in)doingsth./spendtimeonsth.;
(2).thedifferencesbetween“health”and“healthy”;
(3).Thereisgoingtobe…
Ⅲ.Learningstrategies
1.特殊疑问句对于从他人那里获取信息和想法是非常有用的。
2.训练学生整体阅读课文的习惯,有意识侧重训练学生的skimming和scanning阅读技巧。
Ⅳ.Teachingaids
计算机多媒体投影仪
V.Teachingprocedures
Stage1(3mins):
Warmingupandleadingin
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Greetandwarmup.
Greetstudentsreadyforlearning.
Asktwostudentstoreporttheirhomework.Onereportssomethingabouthimself/herselfwhiletheotherreportssomethingabouthis/herfriend.
Askeachgrouptoretelltheirhomeworkinpairs:
A1-A2;B1-B2;C1-C2.Allthestudentsretellatthesametimeandcheck
eachother’sessay.Teacherwalksaroundtheclassandhelpsthe
studentswhennecessary.
Greetandwarmup.
Focustheirattentionontheteacher.
S1:
“Ilike…verymuch.It’smyfavoritesport,and.......”
S2:
“He/Shelikes…verymuch.Herfavoriteplayeris……”.
Thewholeclassretellinpairs.
S2:
…….
S3:
……
2(Classactivity)
LeadinSection-1a
T:
Inordertokeephealthy,wecankeepahabbitofdoingsportsregularly.Andwe’llbenefitalotfromit.right?
Getreadytolearnnewlesson.
Ss:
Yes.
Remark:
学生的常规活动可以根据教学的需要而调整。
Stage2(4mins):
Pre-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Starton1b.
T:
IhaveagoodfriendHernameisAnn.Sheisasportslover.Herearesomepicturesofher.YoucanguesswhichsportsAnnlikesverymuch.
Letthestudentsfinishthepre-readingtask.
T:
Canyouguess?
T:
Youcanreadthepassageandcheckyourguessings.
Ss:
yes,we’dliketo.
Lookatthepicturesin1b,thenguessandchooseoutwhichsportAnnlikesverymuch.
S1:
Maybeshelikesgoingcycling
S2:
Maybebaseballisherfavorite.
Thestudentsgetreadytoreadthepassageandseeiftheirguessingsareright.
该部分训练学生根据图片预测短文内容。
Remark:
读前教师引导学生先看图预测短文内容,完成预测任务,从而培养学生借助图片帮助理解的能力。
Stage3(11mins):
While-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
Askthestudentstoskim1aandfindoutthetopicorgeneralideaasquicklyastheycan.
T:
Quitewell.Now,everyone,pleasescan1aandanswerthequestion:
HowoftendoesAnngocycling?
T:
Perfect!
.pleasescan1aagainandanswerthequestion:
HowlongdoesAnnspendexercising?
T:
Youneedtoscan1aforthethirdtimeandanswerthequestion:
WhatsportsisAnngoingtotakepartin?
Playtherecordingsentencebysentence.
T:
Youreallydidagoodjob!
It’stimeforyoutoread1acarefullyandI’llplaytherecording,sentencebysentence.Pleasefollowit.
Playtherecordingwithoutstopping.
Skim1aquickly.
S1:
Thegeneralideaofthispassageis“Annlikessportsverymuch”
Scanthepassagequickly,andfindoutthesentence“Shegoescyclingtwiceaweek.”
Scanthepassagequicklyagain,
S2:
Shespendshalfanhourexercisinginthegymeveryday.
ScanthePassageforthethirdtime,
S3:
Thehighjumpandthe
longjump.”
Studentsreadthepassageaftertherecordingsentencebysentence.
Readatthesamespeedastherecording,imitatingthepronunciationandtheintonation.
先让学生skim略读,理解文章大意,然后去scan浏览,带着问题,为快速索定所需特定信息,这样可帮助学生掌握阅读技巧。
Remark:
教师也可在ppt上设计本段文字缓慢上移然后消失的方式,学生在文字消失之前必须读完,这样对于学生阅读能力的提高是非常高效的。
Stage4(16mins):
Post-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
2(individualwork)
3(Classwork)
Starton1b.
T:
Lookatthesixpictures,pleasewritethekeyphrasesundereachpictureaftertheexample.
Finish1c.Askthestudentstoread1atopreparefortheretelling.Thesequenceof1aisontheppt:
Ann…goescycling…twiceaweek…goesmountain…Sundays…spends…exercising…learnsbaseball…Saturdays
plays…well…isgoodat……isgoingtobe…thehighjump…thelongjump…cheerheron…willwin.
Askthestudentstocooperatewiththeirpartnersinretelling1atogether.
Hold
Askthestudentstoretellthepassageaccordingtothepicturesin1b.
Dealwiththelanguagepoints:
(1)spendtime(in)doingSth./spendtimeonsth.;
(2)play…verywell;
(3)begoodatdoing;
(4)Thereisgoingtobe…;
(5)besurethat…
Read1a.Offer1or2minutesforthestudentstoread1a.
Finish1d.Askstudentstoanswerthequestionsin1dandwritedowntheanswers.
T:
Boysandgirls,whatdoyouthinkofAnn’ssportsplan?
T:
Yes.Regularexerciseisimportantforphysicalandmental
Wellbeing.NowI’dliketoknowthesportsyoudoatdifferenttimeinaweek.Thequestionsin1dmayhelpyou.
AskstudentstofinishSectionD-2andwriteapassageinclass.Timeislimited.
Askthreestudentstoshowtheirwritingsontheblackboard.
Askanotherthreestudentstochecktheessaysandhelpsthemwhennecessary.
Thestudentswritethekeyphrasesundereachpicture.
S1:
Gomountainclimbing,onSundays/everySunday.
S2:
.Exercise,everyday.
S3:
Learnbaseball,onSaturdays
S4:
…
…
Read1aonebyone.Studentstrytoretell1awithoutbooks.
Sixstudentsretell1acooperatively.Eachstudentsaysonesentence.
Retellthewholepassageindividually.
Describethepicturesin1bindividually.
Underlinethelanguagepointsintheirbooksanddothe
exercisesonthescreen.
Read1abythemselves.
S1:
It’swonderful.
S2:
It’sregular.
Writedowntheanswersandcorrecttheanswerstogether.
FinishwritingthepassageinSectionD-2with5minutes.
Threestudentswritetheiressaysdownontheblackboard.
Anotherthreestudentscorrecttheessays,usingredchalktocorrect.
教师在设计复述课文的环节上先是在ppt上出示提示词,而后要求学生只是看图片来复述,逐渐加大难度,强化对新知识的记忆和巩固。
Remark:
特殊疑问句对于从他人那里获取信息和想法是非常有用的,当我们在谈论自己或他人时不妨用这样的问题来丰富自己的文字输出。
Stage5(6mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Summarizewhatthestudentslearnedtoday.Importantlanguage
Askthestudentstorewrite1a,changing“Ann”into“I”tointroducesomethingaboutthemselves.
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.
T:
Welldone.AndIhopeyoucanrememberthem.
Allthestudentsshouldknowthemeaningofthesummary.
Eachstudentrewritesthepassage,noticingtochangethethirdsingleformsofverbsintothebaseform.
S1:
Welearnedsomeimportantphrases,includingspendtime(in)doingsth,begoodatdoingsth,takepartin+activity
S2:
Weknewthestructure“Thereisgoingtobe”
S3:
Wecantalkaboutoursportsplan.
Ss:
Ok.
总结本课所学,便于学生抓住教学内容的重点。
2(Classactivity)
AssigntheHMK.
Assignwritinghomework,whichincludesthefollowinginformation:
Ashortpassageabouteitherofyouparents’favoritesport,ortheirdailysportslife.
AssignthestudentstoreviewSectionsA-CandprepareforSectionD.
T:
Good.Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.AndthenyoushouldpreviewSectionD-1a,1b,GrammarandFunctions
Finishwritingtheessays,answeringthequestion:
Whatisyourfather’s/mothere’sfavoritesport.Howoftendoeshe/shedoit?
……
ReviewSectionsA-CandprepareforSectionD.
让学生带着问题离开课堂,对活跃学生的思维,训练他们分析、解决问题的能力是很有价值的。
Remark:
小结要突出要点、重点、难点、易错点。
VI.Blackboarddesign
第四课时(SectionC-1a,1b,1c,1d,SectionD-2)
Shespendshalfanhour(in)exercising.Sheisgoodatjumping.
Sheplaysitverywell.Theyaresurethat……
Isitgoodforyourhealth?
Thereisgoingtobeaschoolsportsmeetnextweekend.