八年级上unit1SectionD.doc

八年级上册教案设计
Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section D
Ⅰ. Material analysis
本节课为本话题第五课时，主要活动为1a和2。
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。
Ⅱ. Teaching aims
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。
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. 能正确运用本单元所学内容，比较流利地谈论自己和他人的运动计划、运动日程、
简单的梦想。
3. 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。
4. 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。
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。
Ⅲ. The key points and difficult points
Key points：
复习be going to 结构及表示计划意愿的功能句。
Difficult points:
1. see sb do sth/ see sb doing sth.
2. take part in / join / join in.
Ⅳ. Learning strategies
1. 通过短语辨析的学习，鼓励学生学会归纳总结。
2. 通过看图写话，看信息补全文章等多种方法，帮助学生提高写作能力。
3. 学生通过整体复习Sections A-C，了解到复习是一种很好的学习方式。
Ⅴ. Teaching aids
Computer multimedia projector，poster of David Beckham
Everyday saying: If you can’t pass, you can’t play.
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(7 minutes)
1. The whole class
work
2. The whole class
work

3. Individual
work

4. The whole class
work

1. Focus their attention
on the teacher.
2. Read the saying aloud.

3. Choose three students
to report as well as
they can.

4. The whole class read
in pairs.

1. Greet students ready for learning.
2. Show everyday saying for the students.
( one saying a week )
3. Teacher asks three students to report their homework
one by one. Choose the
best one to award.
4. Teacher asks 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.
Presentation
(8 minutes)
1. Individual
work

2. Individual
work

3. The whole class
work

4. Group work

5. The whole class
work

6. The whole class
work
7. The whole class
work

1. Students who are
interested in David
Beckham will volunteer
to say something about
him in an exciting tone.
The student answers,
“Because I’m a big fan
of David Beckham.”
2. Students can guess the text from clues: David
Beckham, football
match, fans.

3. Students who have
guessed correctly will
feel excited, then they
are happy to finish 1a
after reading.
4. Each group provides
one answer.
5. Students understand
the meaning: the
structure “be coming /
leaving” refers to
future tense.
6. Students read after the
recording for once.
7. Students fill in the
blanks in 1b and read
1a carefully.

1. Teacher shows the
picture of David Beckham, and asks “Who knows
him?” and “Who can say
something about him?”,
introducing the word
“famous”.

2. Guess 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.
3. Finish 1a. Teacher asks
the students to read 1a to see if they have guessed correctly, then asks them to finish 1a.
4. Teacher checks and shows the final correct answer.
5. Teacher explains the
function of “be leaving
for”.

6. Teacher plays the
recording once.
7. Teacher encourages the
students to complete 1b,
then lets them read 1a
carefully.
Consolidation
(10 minutes)
1. The whole
class work

2. Group work
and individual
work

3. Individual work

1. Two groups show their
answers by writing
them down on the
blackboard.
2. 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.
.

3. Students try to do the
exercise correctly, paying
attention the differences.
1. Teacher checks the
students’ answers of
Grammar and Function.

2. Teacher asks 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;
3. Teacher designs 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

Practice
(15 minutes)
1. The whole
class work and
pair work

2. Individual work

3. Individual work

4. Group work

5. Individual work

6. Individual work

7. Group work
and individual
work

8. The whole class
work
1. Students finish writing the
passage in 2 with 5 minutes.

2. Three students write their
essays down on the
blackboard.
3. Another three students
correct the essays, using
red chalk to correct.

4. Students do the survey in
their own group, ask and

answer according to the
table of the Project, then
fill in the table in the Project.
5. Students write down the
essay “My weekend plan”.

6. 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.
7. Six students report
their weekend plans,
trying their best to make
the plan more interesting.
They will get the scores
based on their reporting.

8. Each student has to
finish writing his / her own weekend plan and hand in the paper in class.
1. Teacher asks students to
finish 2 and write a
passage in class. Time is
limited.
2. Teacher asks three students
to show their writings on
the blackboard.
3. Teacher asks another three
students to check the essays
and helps them when
necessary.
4. Teacher organizes the
students to do a survey
according to the Project.

5. Teacher asks the students
to write an essay about
“My weekend plan”.
6. Teacher calls three students
to write their weekend
plans on the blackboard
and helps to correct the
mistakes.

7. Teacher encourages 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.
8. Collect their writings.
Production
(5 minutes)

1. The whole class
work

2. The whole class
work

3. Individual work

4. Individual work

1. Students try to read the
words in topic 2 aloud.

2. Students write a passage after class.

3. Students read the words
after class. Make sure
they can read the dialogue
of 1a on page 9 correctly.
4. Students collect the names
in many ways, asking
others or looking for them
in newspapers or on the
Internet.

1. Teacher leads the students
to preview the words in
topic 2.
2. Teacher asks the students
to write “My favorite
sport” after class.
3. Teacher asks the
students to read the words
on P9-10 after the recording.

4. Teacher asks the
students to collect the
names of the sports
activities and they will
show the names on the
blackboard in the next
class.
Teaching Reflection
Some students are able to report “My weekend”, but others aren’t. Homework should be assigned to consolidate the reporting so that they can improve their skills.
Teacher should design more interesting ways to teach writing.

Ⅶ. Blackboard design
Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section D
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