2018-2019学年仁爱版八年级英语上册全册教案

八年级上册教案设计 Unit 1 Playing Sports

Topic 1 I’m going to play basketball.

Section A

Ⅰ. Material analysis

本课时的主要活动为1a和2。 通过Michael和Kangkang的对话，呈现了本课所要学的语法重点：将来时be going to do结构。结合本单元的话题Playing Sports, 呈现了重点短语：play basketball/football, have a basketball/football game, cheer … on, win (the game), prefer doing等。Playing Sports这个话题和学生们的生活紧密相连，容易激发学生的学习兴趣。但要正确使用be going to do对学生来说还是有一定困难的。困难一：be动词和主语不一致（多数学生）；困难二：不会正确地将do替换成具体动词（少数学生）。所以，要求老师以课本文本内容为依据，结合学生的实际生活，引导学生正确地使用be going to do谈论自己的运动计划，并能用书面表达形式写出自己的运动计划。 Ⅱ. Teaching aims Knowledge aims：

1. 能根据音标正确朗读出下列单词表中的单词：team, win, cheer, row, quite, during, against, practice…

2. 能正确拼读并运用单词表中的黑体单词。 3. 能正确运用be going to do 表达运动计划。

4. 能正确地运用prefer doing结构表达喜好，如：prefer swimming, prefer rowing等。 5. 能运用本课所学语言，就自己的运动计划与他人交流。 Skill aims：

1. 能听懂有关运动计划和运动爱好的简单对话和陈述。 2. 能正确地口头表达有关运动计划和运动爱好的话题。

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的运动计划及运动爱好。 Emotional aims：

通过对Section A的学习，学生能够写出自己的运动计划，并讨论各自喜好的运动，激发学生的运动意识，帮助学生养成运动的好习惯，学会强身健体。 Ⅲ. The key points and difficult points Key points：

能正确、熟练地运用be going to do句型。 Difficult points：

1. be going to do句型中的be动词和主语的一致性。 2. see sb. do和see sb. doing的区别。

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Ⅳ. Learning strategies

1. 学生通过看图猜测单词，锻炼他们的预测能力。 2. 学生模仿例子编写对话，提高他们的改写能力。 Ⅴ. Teaching aids

Computer multimedia projector

Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。 Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity 1. The whole class work 2. The whole class work 3. One or two Students’ work Introduction 4. The whole （7 minutes） class work 1. Focus their attention on 1. Get students ready for the teacher. learning. 2. Read the saying aloud. 2. Show everyday saying for the students. (one saying a week) 3. The student reports in 3. Ask the students to design front of the whole a special topic of sports and class. The topic is give the everyday report. related to sports. 4. The whole class listen 4. Revision: Teacher says carefully and try to something about sports. repeat what the teacher E.g. I often play table says. Guess the words’ tennis in the morning. meanings with the I am going to play table help of the pictures. tennis tomorrow morning, too. (The picture of playing table tennis is shown on the computer screen.) 2

1. Group work Presentation (8 minutes) 1. Group A’s members 1. Write“I am going to play help B and C to make table tennis.” on the their own sentences. blackboard. Ask the They may know the students to replace “play meaning of “be going table tennis”. Teacher to do” after making shows pictures in 2 on the sentences. Students computer screen with the should try to use the following words under each new words and phrases, picture: swim, row, cycle, such as: I’m going to skate, play tennis. row / cycle / skate. 3

Presentation (8 minutes) 2. The whole class work 3. The whole class work 4. Group work (In fact, every- one should participate in the activity.) 2. Students listen to 1a 2. Finish 1b. Teacher introduces carefully, focusing on something about 1b. the information of Michael is talking about nouns about sports, and sports with Kangkang. then answer together. Let’s listen and find: What are they talking about? Teacher plays the recording without stopping. Check 1b. 3. Students try to understand 3. Finish 1c. Teacher presents new words “against” and what the symbol “←“practice” in different →”mean. They should guess what the teacher ways. does with the help of Against: Teacher puts his/ the teacher’s actions. her two fists against each Students should follow other. what the teacher says and Practice: I am going to catch the meaning. play table tennis. We can Students listen to 1a also say “I am going to again carefully, paying practice table tennis”. Here more attention when “practice” means “play”. pause appears. 4. Students check the 4. Finish 1c. Teacher plays answers in their the recording twice. groups first, and then The first time: stop when exchange their answers necessary. with other groups. The second time: check the answers. 4

Consolidation (10 minutes) 1. The whole class work 2. The whole class work 3. Pair work 4. Group work and pair work 5. Individual work 6. The whole class work 1. Students read each sentence after the recording, imitating the pronunciation and the intonation. 2. Students try to follow the speed. 3. Students read 1a in pairs, trying to read correctly and fluently. There are A, B, C three pairs. 4. A pair will make a score of 10 points. (B pair: 6 points ; C pair :7 points.) 5. Students fill in the blanks: ①—_____(be) you going to play tennis? —Yes, I ____(be). ② He saw her _______ (cross) the road. ③ I saw her _______ (row) at this time yesterday. 6. Students only write down the answers to see if they have understood the dialogue. 1. Read 1a. Teacher plays the recording in 1a sentence by sentence. 2. Teacher plays the recording without stopping. 3. Teacher gives 1 or 2 minutes for the students to read 1a in pairs. 4. Teacher designs a competition: Students in each group do pair work first to read 1a in pairs, and then each group choose out one pair to perform the dialogue. To avoid only the excellent students performing the show, teacher gives the equal chance to different pairs. 5. Teacher explains some key points and difficult points to the students: (1) The structure of “be going to do” (2) The differences between “see… do” and “see… doing”. 6. Finish 1d. Teacher shows 1d on the screen, checking if the students are able to write the new words correctly while the students are writing. 5

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