八年级上unit1SectionC.doc

八年级上册教案设计
Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section C
Ⅰ. Material analysis
本节课为本单元第四课时，主要活动为1a和2a。
Section A谈论了运动计划，Section B 谈论了运动爱好及梦想，Section C将计划、梦想付诸实践行动，并谈到了参与各种运动的意义。通过介绍Ann的运动习惯，呈现了重点短语：spend time (in) doing sth, be good at doing sth, take part in +activity等。通过Ann主动参与校运会，引出本课将来时涉及的语法句型：There is going to be … 在谈论运动的意义时，运用了It’s good for … 句型，出现了重点短语：make sb. / sth +adj, keep sb. / sth. +adj, keep fit / keep healthy等。学以致用，本课要求学生能模仿Ann的运动习惯，写出自己的一周运动安排并付诸行动，鼓励学生积极参与学校运动会等集体活动，将集体主义精神潜移默化地渗透到课堂教学中。
Ⅱ. Teaching aims
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,
be good for, all over, heart, lung, fit , keep fit, supper
2. 能在老师的引导下，分音节读出多音节单词或一些读音较难的短语：
exercise, world, the day after tomorrow, healthy, relax
3. 能正确拼读并运用单词表中黑体单词。
4. 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。
5. 能模仿本课课文，写出自己或他人一周的体育活动安排。
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. 能正确朗读课本的文本材料，准确把握语音、语调及连读，并能读相关的材料。
4. 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。
Emotional aims：
学生能模仿课文写出自己的一周体育活动安排并付诸行动，鼓励学生要学习Ann, 养成健康而规律的生活习惯。
Ⅲ. The key points and difficult points
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 …
Difficult points：
1. spend time (in) doing sth./ spend time on sth.;
2. make / keep sb./ sth. + adj ;
3. the differences between “health” and “healthy”;
4. There is going to be …
Ⅳ. Learning strategies
1. 培养学生养成预习的习惯，提前预习单词、朗读课文。
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。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: If you can’t pass, you can’t play. (乔丹教练对乔丹说的话。)
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(7 minutes)
1. The whole class
work
2. The whole class
work

3. One or two
students’ work

4. The whole class
work

1. Focus their attention
on the teacher.
2. “If you can’t pass,
you can’t play.” Read
the saying aloud.
3. One begins with “I
like…very much”; the other begins with “He / She likes…very much”.

4. The whole class retell in pairs.

1. Greet students ready for
learning.
2. Show everyday saying for the students.
(one saying a week)
3. Call two students to
report their homework.
One reports something
about himself/herself
while the other reports
something about his/her friend.
4. Teacher asks 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.
Presentation
(6 minutes)
1. The whole class
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

7. The whole class
work

8. The whole class
work

1. Students look at the
pictures in 1b and guess, and choose out which sport Ann likes very much.
2. Students find out the
sentence “Ann likes
sports very much” at
once.

3. Students scan the
passage quickly, and
find out the
sentence “She goes
cycling twice a week.”
4. Students scan the
passage quickly again,

and find out the
sentence “She spends
half an hour exercising
in the gym every day.”
5. Students scan the
passage the third time,
and find out “The
high jump and the
long jump.”

6. Students fill in the
missing information in
1b.

7. Students read the passage
after the recording
sentence by sentece.
8. Students read at the
same speed as the
recording, imitating
the pronunciation and
the intonation.
1. Teacher lets the students
finish the pre-reading task.

2. Teacher asks the students
to skim 1a and find out
the topic or general idea
as quickly as they can.

3. Teacher asks the students
to scan 1a and answer the
question: How often does
Ann go cycling?

4. Teacher asks the students
to scan 1a again and
answer the question: How long does Ann spend
exercising?

5. Teacher asks the students
to scan 1a the third time
and answer the question:
What sports is Ann
going to take part in?

6. Teacher asks the students
to read 1a carefully and
finish 1b.

7. Teacher plays the recording
sentence by sentence.

8. Teacher plays the recording
without stopping.

Consolidation
(15 minutes)
1. The whole
class work

2. Group work

3. The whole class
work and
individual work
4. The whole class
work and
individual work
5. The whole class
work

6. The whole class
work

1. Students read 1a
carefully, trying to
complete the missing
parts in the sequence,
one by one. Students
try to retell 1a without
books.

2. Six students retell 1a
cooperatively. Each student says one sentence.

3. Students try to retell the whole passage individually.

4. Students describe the
pictures in 1b individually.

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

6. Students read by
themselves.
1. Finish 1c. Teacher asks
the students to read 1a to
prepare for the retelling:
the sequence of 1a is on
the blackboard: 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.
2. Teacher organizes the
students to cooperate with their partners in retelling 1a together.
3. Teacher organizes a
competition to retell the whole text individually.

4. Teacher asks the students to retell the passage
according to the pictures in 1b.
5. Teacher explains 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 …
6. Read 1a. Teacher offers 1
or 2 minutes for the
students to read 1a.

Practice
(10 minutes)

1.The whole
class work and
pair work

2. Group work

3. Group work
and pair work

4. Group work

5. The whole class work

1 Students read the
example. Each group
makes three dialogues in
pairs, and each pair
makes one dialogue.

2. Students try to understand
the explanation.

3. The students show their
dialogues bravely.

4. Students ask the teacher to read some difficult
sentences.

5. Students write down
the answers and correct the answers together.

1. Relaxing time. Teacher asks
the students to read the
example in 2a, then students
make other three
dialogues by following the
example.
2. Teacher explains some
phrases: make/ keep sb./sth.
+adj; keep sb. healthy / fit.
3. Time for show: Teacher
asks three pairs of students
from different groups to
show their dialogues.

4. Necessary help: Teacher
leads the students to read
some sentences that the
students can’t read correctly
and fluently.
5. Finish 1d. Teacher asks
students to answer the
questions in 1d and write
down the answers.
Production
(7 minutes)
1. The whole
class work

2. The whole
class work

3. The whole
class work and individual work

4. Individual work
1. All the students should
know the meaning of
the summary.

2. Each student rewrites
the passage, noticing
to change the third
single forms of verbs
into the base form.
3. Finish writing the essays，
answering the question:
What are you going to do
when there is going to be
a school sports meet in
your school?

4. Students should review
Sections A-C to prepare
for Section D.
1. Teacher summarizes what the students learned today. Important language points are shown on the
computer screen.
2. Teacher asks the students to rewrite 1a, changing
“Ann” into “I” to introduce something about themselves.

3. Teacher assigns writing

homework, which includes
the following information:
A short passage about
students’ favorite sport,
students’ favorite sports
stars , students’ daily sports
life and students’ dream.
4. Teacher assigns the
students to review Sections
A-C to prepare for
Section D.
Teaching Reflection
Students are able to accept the reading strategies of skimming and scanning easily, but it’s a little difficult for the students to understand the structure “make / keep sb./ sth.+ adj”. Teacher should design more exercises to help them urderstand the difficult points.

Ⅶ. Blackboard design

Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section C
She spends half an hour (in) exercising. It makes / keeps him strong.
She plays it very well. It’s a good way to keep healthy.
She is good at jumping.
There is going to be a school sports meet next weekend.
Is it good for your health?