八上U1T1P5.doc

Unit 1 Playing Sports
Topic 1 I’m going to play basketball
教学内容分析及课时分配建议：
本单元以Playing Sports 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“be going to do”结构所表达的一般将来时，呈现重点短语cheer … on, win (the game), prefer doing，play for, grow up，spend time (in) doing sth, be good at doing sth, take part in等及句型“There is going to be …”，“It’s good for …”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。Section A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be going to do谈论自己的运动计划和偏好，Section B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， Section C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Section D是一节复习课，在综合复习Sections A-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：Section A-1a, 1b, 1c, 1d, 2
第二课时：Section A-3a,3b, Section B-1a,1b,1c,1d
第三课时：Section B-2,3a,3b, Section C-2a,2b
第四课时：Section C-1a,1b,1c,1d, Section D-2
第五课时：Section D-Grammar and Functions, 1a, 1b, Project

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。

Ⅰ. Teaching aims
1. 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.; one’s 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
Ⅱ. The key points and difficult points
1. 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.
Ⅲ. Learning strategies
通过短语辨析的学习，鼓励学生学会归纳总结。
Ⅳ. Teaching aids
计算机多媒体投影仪，足球明星贝克汉姆的图片。
V. Teaching procedures
Stage 1（2mins）：Getting students ready for learning
Step
Teacher activity
Student activity
Designing 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 other’s 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-task
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Show the picture of David Beckham, and asks two questions.
introducing 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 …… I’m 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 1
Step
Teacher activity
Student activity
Designing 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 answers

T: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:F—F—F—T

G2: F—F—F—F

G3: F—F—F—T

Make 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 leave…for…

Try 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:It’s 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:Yes

S1:arrived in ,play against

S2:stay ,are leaving for ,join

Remark:
Stage 3（5mins）：Task 2
Step
Teacher activity
Student activity
Designing 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
Step
Teacher activity
Student activity
Designing purpose
1(Group work)
ask the students to make sentences by using “be going to do / be”, using the following phrases in groups:

play basketball;
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 well
do well in sth
be good at doing sth
take part in…
join sb
join the club
play with
arrive in
leave for
go 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）：Project
Step
Teacher activity
Student activity
Designing 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”.

T:You can write the weekend plans with the help of the conversations you made up just now.

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: I’m going to play table tennis.
S1:How are you going to get there?
S2:I’ll 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 HMK
Step
Teacher activity
Student activity
Designing purpose
1（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 words on P9-10 after the recording.

Ask the students to collect the names of the sports activities and they will show the names on the blackboard in the next class.

T: OK. Class will be over soon, For today’s homework, I’d like you to remember the new words And then you should preview Topic2 Section A-1a, 1b, 1c and2.

Read the words in topic 2 aloud.

Write a passage after class.

Read the words after class. Make sure they can read the dialogue
of 1a on page 9 correctly.

Collect the names in many ways, asking others or looking for them in newspapers or on the Internet.

只要认识到预习的作用，掌握预习的方法，养成预习的习惯，就会尝到预习的甜头。
Remark：可让学生对重点问题和自己不理解的问题用笔画出或记入预习笔记
VI. Blackboard design
第五课时 (Section D-1a, 1b, Grammar and Functions, Project)
be going to do sth take part in, join …, join in
do well in sth play with, play for, play against
be good at doing sth arrive in, arrive at
spend time (in) doing sth leave for
spend time on sth go skating