八年级英语上册 Unit 1 Topic 2 We should learn teamwork Section C教案 （新版）仁爱版-（新版）仁爱版初中八年级上册英语教案.doc

Topic 2 We should learn teamwork.
Section C
Ⅰ. Material analysis
本节课为单元第四课时，主要活动为1a和2。
1a简单介绍了篮球形成的原因、经过及打篮球基本规则，让学生了解了打篮球的历史意义，教育学生要热爱篮球运动，传承历史文化。2通过近义句的学习丰富了学生的语言积累，避免单一的表达。课后要求学生写一篇有关篮球运动的文章，旨在将热爱运动的思想耕织于学生心中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出单词表中单词及短语。
2. 能正确拼读并运用单词。
3. 能运用can, can’t , must, should 等情态动词提建议。如：
You can throw it from any part of the court.
You must follow the rules.
You can’t hold the ball and run with it.
You should have good skills.
4. 能正确使用以下短语，复述本课课文，简单地介绍篮球运动。
invent sth, come into being, stop…from doing sth, follow the rules, enjoy doing sth
Skill aims：
1. 能听懂本课文本材料以及与篮球运动相关的课堂用语。
2. 能熟练地口头谈论有关篮球的历史，规则及意义的话题。
3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。
4. 能规范地模仿本课课文，写出有关篮球运动的文章。
Emotional aims：
教育学生要热爱篮球运动，体现合作精神，突出团队协作的重要性。
Ⅲ. The key points and difficult points
Key points：
invent sth, come into being, stop…from doing sth, follow the rules, enjoy doing sth
的运用。
Difficult points：
1. 短语come into being的运用。
2. 动词不定式作表语的结构：The goal is to throw the ball…
3. any在肯定句中的运用。You can throw it from any part…
Ⅳ. Learning strategies
1. 运用图片猜测文章的内容，有助于学生整体理解文章。
2. 根据长课文进行缩写，训练学生对报纸、杂志等刊登的长文章的转述能力。
Ⅴ. Teaching aids
Computer multimedia projector, a short video of a basketball game
Everyday saying: Constant dripping wears away a stone. 水滴穿石。
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(7 minutes)
1. The whole class
work
2. The whole class
work

3. Two students’
work

4. The whole class
work

5. The whole class
work
6. Some students’
work

7. The whole class
work

8. The whole class
work
1. Focus their attention
on the teacher.
2. Read the saying aloud.

3. Two students retell 1a
on P11.

4. Member A1 retells for
others, and six groups do it at the same time. The two reporters write their homework on the blackboard.
5. Students read the
passages loudly.
6. The students who are
interested in basketball
voluntarily answer the
questions. They can
say anything about
basketball.

7. Students tick the
statements based on
their background
knowledge.

8. Students read the
passage carefully and
check their answers.
1. Greet students ready for
learning.
2. Show everyday saying for the students.
(one saying a week)
3. Ask two students to
report their homework, retelling 1a on P11.
4. Teacher asks A1 from
each group to retell their
homework to the other
five members in their groups.

5. Teacher corrects the mistakes
for the students when they
read.
6. Teacher plays the short
video of a basketball
game and asks some
questions about basketball
game. For example, how
many players are there in
the game?
7. Teacher lets the students
finish the pre-reading task
according to what they
have known about
basketball before.
8. Teacher lets students read
the passage and check the
pre-reading task.
Presentation
(10 minutes)
1. Some students’
work.

2. The whole class
work

3. The whole class
work

4. The whole class
work

5. The whole class
work

6. The whole class
work and group
work
1. Volunteers summarize.
Para1. Basketball is
one of the most popular
sports in the world and
it has a long history.
Para 2. Basketball soon
became very popular.
Para 3. The rules of
playing basketball and
its important meaning
of playing basketball
2. Students scan the
passage to find out
“James Naismith”.

3. Students scan and find
out “In 1891”.

4. Students find out the
following information
from Line 1 to Line 7 in Paragraph 3.

5. The students read the
whole passage silently,
checking true or false
in 1b.
6. Students point out the
places where the
mistakes are and find
the original sentences
in 1a. They may
discuss in groups.
1. Teacher asks the students
to skim 1a and find out the topic sentence of each paragraph.

2. Teacher asks the students
to scan 1a and answer the
question “Who invented
basketball?” in 1c.
3. Teacher asks the students
to scan 1a and answer the
question “When did he
invent basketball?” in 1c.
4. Teacher asks the students
to read Paragraph 3
carefully and answer the
question “What are the
rules in the basketball
game?” in 1c.
5. Teacher lets the students
read the whole passage
carefully and finish 1b.

6. Teacher checks the answers.

Consolidation
(10 minutes)

1. The whole
class work

2. The whole class
work

3. The whole class
work

4. The whole class work and
individual
work

1. Students underline the
language points in their
books and do the relevant
exercises on the screen.

2. Students try to follow
the recording.

3. Students read by
themselves.

4. Member A should read
fluently; Member B should read through the passage by himself /herself; Member C can read the passage with the help of Member A.

1. Explanation of the passage:
(1) invent—inventor
—invention
(2) …is one of + plural
nouns
(3) sth. came into being
(4) The goal is to do sth.
(5) stop…from doing sth.
(6) You can throw it from any part of the court.
(the function of “any” in affirmative sentences )
(7) follow the rules
(8) for example/such as
(9) It is more important
for you and the other
players to play as a team.
(10) enjoy doing sth.
2. Teacher plays the recording
without stopping.

3. Teacher offers 2 minutes
for the students to read 1a.

4. Teacher asks the students to
read the whole passage in
groups, and makes sure
everyone can read through
the passage.

Practice
(10 minutes)

1. The whole class work

2. Some students’
work

3. Group work
and pair work

4. Six students’
work

5. Six students’
work

1. Students skim through the exercises to find the difficult part, and then they turn to the teacher for help.
2. Students point out the
difficult points.

3. The students do the
exercises carefully,
leaving question mark
near the place where they
are not sure.
4. The six students
representatives write
their answers on the
blackboard while others
try to read the exercises.
5. Another six students
correct the answers.

1. Teacher asks the students to
skim through the exercises
in 2 to see if there’s something
they don’t understand.

2. Teacher explains some
difficult points that the
students may ask.
3. Teacher offers about 3
minutes for students to finish 2.

4. Teacher asks six students
from different groups to
write down their answers on
the blackboard.

5. Teacher asks another six
students to correct the
answers.

Production
(8 minutes)
1. The whole class
work

2. The whole class
work

3. The whole class
work

4. The whole class
work
1. All the students should
know the meaning of
the summary.

2. Students connect the
topic sentences together,
and add some detail
things, especially
about the rules.

3. Students search the
Internet for the information
about football after class.

4. Students review Sections
A-C to prepare
for Section D.
1. Teacher summarizes what
the students have learned
today. Some important
languages points are shown
on the computer screen.
2. Teacher asks the students
to finish writing the
introduction of basketball
in 1c, reminding them to
connect the topic
sentences, and then add
something necessary.
3. Teacher asks the students
to search the Internet for
some special information
about football.
4. Teacher assigns the
students to review Sections
A-C to prepare for
Section D.
Teaching Reflection
The following exercises should be added:
(1) The differences about “invent, invention, inventor”.
(2) The differences between “for example” and “such as”.

Ⅶ. Blackboard design
Unit 1 Playing Sports
Topic 2 We should learn teamwork.
Section C
invent--- inventor---invention
…is one of+ plural nouns
come into being
The goal is to do sth.
stop…from doing sth.
You can throw it from any part of the court.
follow the rules
for example / such as
It is more important for you and the other players to play as a team.
enjoy doing sth.