秋八年级英语上册 Unit 1 Topic 1 I’m going to play basketball Period 4教学案例设计 （新版）仁爱版-（新版）仁爱版初中八年级上册英语教案.doc

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，并完成运动项目的勾画，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回答问题并在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的问题进行对话练习，教师抽查练习效果。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，培养笔头表达能力。

Ⅰ. Teaching aims
1. 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，并能谈论他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他人平时的运动安排。
（3）能正确模仿本课课文，写出自己或他人一周日常的体育活动安排。
3. Emotional aims:
鼓励学生要学习Ann，适量而规律的进行煅炼, 养成健康而规律的生活习惯。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. 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 going to be …
Ⅲ. Learning strategies
1. 特殊疑问句对于从他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。
Ⅳ. Teaching aids
计算机多媒体投影仪
V. Teaching procedures
Stage 1（3mins）：Warming up and leading in
Step
Teacher activity
Student activity
Designing purpose

1(Class activity)

Greet and warm up.
Greet students ready 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 other’s essay. Teacher walks around the class and helps the
students when necessary.

Greet and warm up.
Focus their attention on the teacher.

S1:“I like…very much. It’s my favorite sport, and.......”
S2: “He / She likes…very much. Her favorite player is ……”.

The whole class retell in pairs.
S2:…….

S3:……

2(Class activity)
Lead in Section-1a

T: In order to keep healthy, we can keep a habbit of doing sports regularly. And we’ll 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 2（4mins）：Pre-reading
Step
Teacher activity
Student activity
Designing purpose
(Class activity)
Start on 1b.

T:I have a good friend 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, we’d like to.

Look at the pictures in 1b , then guess and choose 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：读前教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能力。
Stage 3（11mins）：While-reading
Step
Teacher activity
Student activity
Designing purpose
1( 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 question: 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! It’s time for you to read 1a carefully and I’ll play the recording, sentence by sentence. 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 the 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浏览，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技巧。

Remark：教师也可在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，这样对于学生阅读能力的提高是非常高效的。
Stage 4（16mins）：Post-reading
Step
Teacher activity
Student activity
Designing purpose

1(Class work)

2(individual work)

3(Class work)

Start on 1b.

T: Look at the six pictures, please write the key phrases under each picture after the example.

Finish 1c. Ask the students to read 1a to prepare for the retelling. The sequence of 1a is on the ppt: Ann…goes cycling…twice a week…goes mountain…Sundays…spends…exercising…learns baseball…Saturdays
plays…well…is good at……is going to be…the high jump…the long jump… cheer her on…will win.

Ask the students to cooperate with 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) play…very well;
(3) be good at doing;
(4) There is going to be …;
(5) be sure that …

Read 1a. Offer 1or 2 minutes for the students to read 1a.

Finish 1d. Ask students to answer the questions in 1d and write down the answers.

T: Boys and girls,what do you think of Ann’s sports plan?

T:Yes. Regular exercise is important for physical and mental
Wellbeing. Now I’d 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 write 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 day.

S3:Learn baseball,on Saturdays
S4:…
…
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 individually.

Underline the language points in their books and do the
exercises on the screen.

Read 1a by themselves.

S1:It’s wonderful.
S2:It’s 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 the blackboard.

Another three students correct the essays, using red chalk to correct.

教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巩固。
Remark：特殊疑问句对于从他人那里获取信息和想法是非常有用的，当我们在谈论自己或他人时不妨用这样的问题来丰富自己的文字输出。
Stage 5（6mins）：Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing purpose
1（Class activity)
Summarize what the students learned today. Important 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 let’s summarize what we have learnt in this lesson.

T:Well done. And I hope you can remember them.
All the students 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 be”

S3:We can talk about our sports plan.

Ss:Ok.

总结本课所学，便于学生抓住教学内容的重点。

2 (Class activity)
Assign the HMK.
Assign writing homework, which includes the following information:A short passage about either of you parents’ favorite sport, or their daily sports life .

Assign the students to review Sections A-C and prepare for Section D.

T: Good. For today’s homework, I’d like you to remember the new words and phrases. And then you should preview Section D-1a, 1b,Grammar and Functions

Finish writing the essays，answering the question:
What is your father’s/ mothere’s favorite sport. How often does he/she do it?
……

Review Sections A-C and prepare for Section D.

让学生带着问题离开课堂，对活跃学生的思维，训练他们分析、解决问题的能力是很有价值的。
Remark：小结要突出要点、重点、难点、易错点。
VI. Blackboard design
第四课时(Section C-1a, 1b, 1c, 1d, Section D-2)
She spends half an hour (in) exercising. She is good at jumping.
She plays it very well. They are sure that……
Is it good for your health?
There is going to be a school sports meet next weekend.