仁爱版八年级上册英语教学设计：unit1playingsportstopic1sectiond

Unit 1 Playing SportsTopic 1 Im going to play basketball第五课时（Section D-1a, 1b, Grammar and Functions, 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Grammar and Functions 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。. Teaching aims1. Knowledge aims：（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be going to do ; There is going to be 句型。（3）能准确运用本单元重点短语进行写作练习：play basketball / football; have a basketball game against; win (the game) ; cheer sb. on;prefer doing sth.; ones favorite player; play against; play for; grow up; in the future; spend time (in) doing sth. / on sth.; do sth. very well ; be good at doing sth.; take part in; play with; arrive in; leave for等短语。（4）能正确完成教师设计的补充词汇对比的练习：see sb do sth，see sb doing sth play against，play for, play with take part in，join sb, join+组织名称, join in +活动 arrive in，arrive at， be good at，do well in（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. Skill aims: （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. Emotional aims: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. Culture awareness:了解国外的足球明星. The key points and difficult points1. Key points:复习be going to 结构及表示计划意愿的功能句。2. Difficult points： 1. see sb do sth/ see sb doing sth. 2. take part in / join / join in. Learning strategies通过短语辨析的学习，鼓励学生学会归纳总结。. Teaching aids计算机多媒体投影仪，足球明星贝克汉姆的图片。V. Teaching proceduresStage 1（2mins）：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose(Class activity)Greet students ready for learning.Ask three students to report their homework one by one. Choose the best one to award.Ask each group to read their homework in pairs: A1-A2; B1-B2; C1-C2, checking each others essay. Teacher walks around the class and helps the students when necessary.Focus their attention on the teacher.Choose three students to report as well as they can.The whole class read in pairs.Stage 2（2mins）：Pre-taskStepTeacher activityStudent activityDesigning purpose1(Class activity)Show the picture of David Beckham, and asks two roducing the word “famous”.T:Who knows him?” T:“Can you say something about him?”,Predict the content of text. Teacher goes on with the students topic, asking students “Why are you so happy?”, introducing the word “excited”. Teacher asks the students to guess what happens in the text.Students who are interested in David Beckham will volunteer to say something about him in an exciting tone.S1:He is David Beckham.S1:Yes. He is from England and he is a football star Im a big fan of David Beckham.”Guess the text from clues: David Beckham, football match, 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：Stage 3（12mins）：Task 1StepTeacher activityStudent activityDesigning purpose 1(Group work)Finish 1a. Ask the students to read 1a to see if they have guessed correctly, then asks them to finish 1a.T:There are four statements below the passage.You need to read the passage carefully ,then tell me whether they are true or not.Check the answersT:Group2 has different ideas.Explain the usage of “be leaving for”.T: “be leaving for”means “be going ”and refers to future tense. SoNO.4is true.Play the recording.Students who have guessed correctly will feel excited, then they are happy to finish 1a after reading.Each group provides one answer.G1:FFFTG2: FFFFG3: FFFTMake sure they understand the structure “be coming / leaving” refers to future tense. Read 1a after the recording.2(Group work)Explain some phrases(1)Play for ,play with ,play against(2)Arrive in arrive at (3) leave for leaveforTry to understand the explanation and take notes , and try to remember them.G1:G2:3(Individual work)Encourage the students to complete 1b, and then lets them read 1a carefully.T:Its such exciting news,so Kangkang wrote an email to his friends about it .But some words are missing in the email.Can You help find them? T:Have you got the answers? Who can tell us the answers Fill in the blanks in 1b and read 1a carefully.Listen to 3 and finish the tasks.Ss:YesS1:arrived in ,play againstS2:stay ,are leaving for ,joinRemark:Stage 3（5mins）：Task 2StepTeacher activityStudent activityDesigning purpose ( Individual work )Check the students answers of Grammar and Function.Two groups show their answers by writing them down on the blackboard.Remark：Stage 4（7mins）：Task3 StepTeacher activityStudent activityDesigning purpose1(Group work)ask the students to make sentences by using “be going to do / be”, using the following phrases in groups:play basketball;要练说，先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。长期坚持，不断训练，幼儿说话胆量也在不断提高。have a basketball game;climb a mountain;row a boat against; win (the game); grow up;in the future; T: Good job!Two groups show their answers by writing them down on the blackboard.S1 in Group1:Xiaoqiand is going to play basketball.S2:There is going to be a basketball game in our school.S3:S1 in Group2:My brother is going to climb a mountain.S2:.Each student writes down one sentence separately, then they combine the six sentences together to say what the story is. Two groups show two stories.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(Individual work)Design some exercises about the following phrases:spend time (in) doing sth spend time on sth do sth welldo well in sthbe good at doing sth take part in join sbjoin the clubplay witharrive in leave forgo skating Finish the exercise correctly, paying attention the differences.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。Stage 5（14mins）：ProjectStepTeacher activityStudent activityDesigning purpose (Group work)Lead the students to do a survey according to the Project.T: First,you can talk about your plan with your partner .the questions and expressions in Project may help you .Get the students to write an essay about “My weekend plan”.“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。T:You can write the weekend plans with the help of the conversations you made up just now.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。Lead three students to write their weekend plans on the blackboard and helps to correct the mistakes.Ask six students from different groups to report their weekend plans to see which group has the most interesting plan, then teacher will give the scores.Collect the Ss writings.Carry out the survey in their own group, ask and answer according to the table of the Project, then fill in the table in the Project.S1:What are you going to do this weekend?S2: Im going to play table tennis.S1:How are you going to get there?S2:Ill go there by bike.Students write down the essay “My weekend plan”.Three students write down the essays while others read their own essays. With the help of the teacher and students, they should correct the mistakes.Six students report their weekend plans, trying their best to make the plan more interesting. They will get the scores based on their reporting.Each student has to finish writing his / her own weekend plan and hand in the paper in class.Remark：Stage 6（5mins）：Assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class activity)Lead the students to preview the words in topic 2.Assign the students to write “My favorite sport” after class.Ask the students to read the w