福建省长汀县第四中学八年级英语上册 Unit 1 Playing Sports Topic 1 I’m going to play basketball Section B教案 （新版）仁爱版.doc

八年级上册教案设计topic 1 im going to play basketball.section b. material analysissection a 和section b 整合后用三个课时上完。本节课为单元第二课和第三课时，用两课时上完，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。. 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, musician, pilot, policeman, policewoman 3. 能区分元音音素e和v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。. 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 + 元音。. 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。. teaching aids computer 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。. teaching proceduresstepinteraction patternstudent activityteacher activityintroduction(7 minutes)1. the whole class work2. the whole class work3. one or two students work4. the whole class work5. the whole class work1. focus their attention on the teacher.2. read the saying aloud.3. the student reports in front of the whole class. the topic is related to sports.4. the whole class retell the conversation in pairs.5. students listen carefully and try to imitate what the teacher says. guess the meanings of the new words.1. greet students ready for learning.2. show everyday saying for the students. (one saying a week)3. ask the students to design a special topic of sports and give the everyday report.4. revision: teacher shows pictures in 2 of section a on the screen, and asks the students to retell the dialogue they wrote last class in pairs.5. teacher asks a good student to make the conversation with the teacher, to learn “im going to be a ” and the new word “player”.t: are you going to join the school rowing club? s: yes, i am. what about you?t: im going to join the school table tennis club. im going to be a table tennis player. presentation(6 minutes)1. the whole class work2.the whole class work3.the whole class work4. the whole class work1. students answer together. im going to be a rowing player.im going to be a tennis player.im going to be a table tennis player. 2. students listen carefully, and find the sentences.“i am going to be a basketball player.” “i like yao ming best.”3. students listen carefully and try to understand the meaning of “favorite” with the help of their own memory. after listening, they should find out the answers to the two questions “basketball, of course. me , too”. “thats ok”.4. listen and complete the table in 1b.1. teacher shows 3 pictures in 2 of section a on the sereen, with new phrases under each picture: a rowing player, a tennis player, a table tennis player. the teacher asks: what are you going to be? the students answer according to the pictures.2. start on 1b.teacher: i have a dream. i am going to be a table tennis player. michael also has a dream, and lets listen to 1a and find out: what is michael going to be? who is michaels favorite player? lets listen.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 michaels favorite sport? what is marias favorite sport?4. finish 1b. listen to 1a for the third time and finish1b.consolidation(15 minutes)1. the whole class work2. the wholeclass work3. pair work4. individual work5. the whole class work and individual work6. several students work7. several students work1. students read sentence by sentence, imitating the pronunciation.2. students try to follow the speed.3. students read 1a in pairs, trying to read correctly and fluently.4. students read 1a individually as quickly as they can.5. students underline the language points in the text book, and finish the exercises in summary on the computer screen.6. the first six excellent students write the answers of 1c on the blackboard. 7. volunteers correct the essays. students should develop the habit of checking by themselves.1. read 1a. teacher plays the recording of 1a sentence by sentence.2. teacher plays the recording without stopping.3.teacher offers students 1 or 2 minutes to read 1a in pairs.4. design a competition:to see who can read the fastest in class.5. explain 1a. (1) favorite player;(2) “something” and “anything”； (3) “play for” and “play against”；(4) prep “like” and verb “like”; (5)“men compound words”;(6) “when” clause. 6. finish1c: teacher limits the time for the students to finish1c, and the first six students write their essays “my” on the blackboard.7. correct the essays: teacher asks another 6 volunteers to correct the essays. teacher helps to correct if necessary.practice(10 minutes)1. the whole class work2. the whole class work3.group work4.group work5. the whole class work6. several students work7. several students work8. the whole class work9. the whole class work10. pair work11. the whole class work12. the whole class work13. group work1. students read the words individually, asking for help when necessary.2. students read and pay more attention to the vowel phonemes.3. students read in groups.4. students ask and answer in pairs as quickly as they can.what are you going to be when you grow up?im going to be a / an5. students read together.6. students read one by one.7. six member bs read the words one by one.8. students read together, paying attention to the sound of /e/ and /v/.9. students pay attention to the changing of / t /.10. one student reads, while the other listens and judges if it is right.11. students read together.12. students read after the recording, trying to imitate the sound.13. find the one who cant read and help him / her.1. teacher offers 2 or 3 minutes to the students to read all the words. 2. teacher encourages students to read the phonetic syllable phoneme by phoneme.3. teacher asks students to read 2 word by word.4. relaxing time. practice the reviewing words.5. teacher shows phonetic cards /e/ and /v/.6. teacher asks the students to read /e/ and /v/ one by one. 7. teacher shows word cards, calling member b from each group to read one by one.8. teacher plays the recording of 3a.9. teacher shows “next weekend”. read “next” and “weekend” separately, and then read together.10. teacher lets students read 3b in pairs.11. teacher leads the students to read.12. teacher plays the recording.13. teacher encourages students to read 3b in groups, making sure everyone can read correctly.production(7 minutes)1. the whole class work2. individual work3. individual work1. students summarize section b togetherwith the teacher.2. students finish writing two essays after class.3. students preview section