八年级上册英语教学设计：Unit 1 Playing Sports Topic 1 Section C

1、.Unit 1 Playing SportsTopic 1 Im going to play basketball第四课时Section C-1a,1b,1c,1d, Section D -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Section D -2。首先学生看1b中6幅图片预测短文内容，并完成运开工程的勾画，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答复以下问题并在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的问题进展对话练习，老师抽查练习效果。最后完成Section D -2的写作练习，介绍自己最喜欢的运动和球员，培养笔

2、头表达才能。. Teaching aims1. Knowledge aims：1能根据音标，正确朗读出单词表中的单词及短语：jump, spend, baseball, be good at, weekend, part, take part in, 2能准确把握单数第三人称做主语时谓语的变化形式，并能议论别人的运动爱好和梦想以及一周运动安排。2. Skill aims: 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别人平时的运动安排。3能正确模拟本课课文，写出自己或别人一周日常的体育活动安排。3. Emotional aims:鼓励学生要学习Ann，适量而规律的进展

3、煅炼, 养成安康而规律的生活习惯。4. Culture awareness:. The key points and difficult points1. Key points: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 , take part in , There is going to be 2. Difficult points： 1. spend time in doing sth./ spend time on sth.;2. the differences between “health and “healthy;3. There is g

4、oing to be . Learning strategies1. 特殊疑问句对于从别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。. Teaching aids计算机多媒体投影仪V. Teaching proceduresStage 13mins：Warming up and leading in StepTeacher activityStudent activityDesigning purpose1Class activityGreet and warm up.Greet students rea

5、dy for learning.Ask two students to report their homework. One reports something about himself/herself while the other reports something about his/her friend.Ask each group to retell their homework in pairs: A1-A2; B1-B2;C1-C2. All the students retell at the same time and check each others essay. Te

6、acher walks around the class and helps the students when necessary.Greet and warm up.Focus their attention on the teacher.S1:“I likevery much. Its my favorite sport, and.S2: “He / She likesvery much. Her favorite player is .The whole class retell in pairs.S2:.S3:2Class activityLead in Section-1aT: I

7、n order to keep healthy, we can keep a habbit of doing sports regularly. And well benefit a lot from it .right?Get ready to learn new lesson.Ss: Yes.Remark：学生的常规活动可以根据教学的需要而调整。Stage 24mins：Pre-readingStepTeacher activityStudent activityDesigning purpose Class activityStart on 1b. T:I have a good fri

8、end Her name is Ann.She is a sports lover. Here are some pictures of her. You can guess which sports Ann likes very much.Let the students finish the pre-reading task.T:Can you guess?T:You can read the passage and check your guessings.Ss: yes, wed like to.Look at the pictures in 1b , then guess and c

9、hoose out which sport Ann likes very much.S1:Maybe she likes going cycling S2:Maybe baseball is her favorite.The students get ready to read the passage and see if their guessings are right.该部分训练学生根据图片预测短文内容。Remark：读前老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才能。Stage 311mins：While-reading StepTeacher act

10、ivityStudent activityDesigning purpose1 Individual work Ask the students to skim 1a and find out the topic or general idea as quickly as they can.T: Quite well. Now, everyone, please scan 1a and answer the question: How often does Ann go cycling?T: Perfect!. please scan 1a again and answer the quest

11、ion: How long does Ann spend exercising?T: You need to scan 1a for the third time and answer the question :What sports is Ann going to take part in?Play the recording sentence by sentence.T:You really did a good job! Its time for you to read 1a carefully and Ill play the recording, sentence by sente

12、nce. Please follow it.Play the recording without stopping.Skim 1a quickly.S1: The general idea of this passage is “Ann likes sports very much Scan the passage quickly, and find out the sentence “She goes cycling twice a week.Scan the passage quickly again, S2: She spends half an hour exercising in t

13、he gym every day.Scan the Passage for the third time, S3:The high jump and the long jump.Students read the passage after the recording sentence by sentence.Read at the same speed as the recording, imitating the pronunciation and the intonation.先让学生skim略读，理解文章大意，然后去scan阅读，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

14、技巧。Remark：老师也可在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，这样对于学生阅读才能的进步是非常高效的。Stage 416mins：Post-reading StepTeacher activityStudent activityDesigning purpose 1Class work2individual work3Class workStart on 1b.T: Look at the six pictures, please write the key phrases under each picture after the example. Fi

15、nish 1c. Ask the students to read 1a to prepare for the retelling. The sequence of 1a is on the ppt: Anngoes cyclingtwice a weekgoes mountainSundaysspendsexercisinglearns baseballSaturdaysplayswellis good atis going to bethe high jumpthe long jump cheer her onwill win.Ask the students to cooperate w

16、ith their partners in retelling 1a together.Hold a competition to retell the whole text individually. Ask the students to retell the passage according to the pictures in 1b.Deal with the language points:1 spend time in doing Sth./ spend time on sth.; 2 playvery well;3 be good at doing;4 There is goi

17、ng to be ;单靠“死记还不行,还得“活用,姑且称之为“先死后活吧。让学生把一周看到或听到的新颖事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即稳固了所学的材料,又锻炼了学生的写作才能,同时还培养了学生的观察才能、思维才能等等,到达“一石多鸟的效果。5 be sure that Read 1a. Offer 1or 2 minutes for the students to read 1a.Finish 1d. Ask students to answer the questions

18、in 1d and write down the answers.T: Boys and girls,what do you think of Anns sports plan?T:Yes. Regular exercise is important for physical and mental Wellbeing. Now Id like to know the sports you do at different time in a week.The questions in 1d may help you .Ask students to finish SectionD-2 and w

19、rite a passage in class. Time is limited.Ask three students to show their writings on the blackboard.Ask another three students to check the essays and helps them when necessary.The students write the key phrases under each picture.S1:Go mountain climbing,on Sundays/every Sunday.S2:. Exercise,every

20、day.S3:Learn baseball,on SaturdaysS4:Read 1a carefully, trying to complete the missing parts in the sequence, one by one. Students try to retell 1a without books.Six students retell 1a cooperatively. Each student says one sentence.Retell the whole passage individually.Describe the pictures in 1b ind

21、ividually.Underline the language points in their books and do the exercises on the screen.Read 1a by themselves.S1:Its wonderful.S2:Its regular.Write down the answers and correct the answers together. Finish writing the passage in SectionD-2 with 5 minutes.Three students write their essays down on t

22、he blackboard.Another three students correct the essays, using red chalk to correct. 老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稳固。Remark：特殊疑问句对于从别人那里获取信息和想法是非常有用的，当我们在议论自己或别人时不妨用这样的问题来丰富自己的文字输出。Stage 56mins：Summarizing and assigning HMK这个工作可让学生分组负责搜集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在

23、于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探究、环保等多方面。如此下去,除假期外,一年便可以积累40多那么材料。假如学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?StepTeacher activityStudent activityDesigning purpose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。假如有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对进步学生的程度会大有裨益。如今,不少语文老师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果

24、老师费力,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为难场面的关键就是对文章读的不熟。常言道“书读百遍,其义自见,假如有目的、有方案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浸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、创造和开展。1Class activity“师之概念，大体是从先秦时期的“师长、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：

25、“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播知识。Summarize what the students learned today. Im

26、portant language points are shown on the computer screen.Ask the students to rewrite 1a, changing “Ann into “I to introduce something about themselves.T: OK. Class will be over soon, Now lets summarize what we have learnt in this lesson. T:Well done. And I hope you can remember them.All the students

27、 should know the meaning of the summary. Each student rewrites the passage, noticing to change the third single forms of verbs into the base form.S1:We learned some important phrases ,including spend time in doing sth, be good at doing sth, take part in +activity S2: We knew the structure “There is going to beS3:We can talk about our sports plan.Ss:Ok.总结本课所学，便于