仁爱版2016年八年级英语上册教案设计全.doc

（仁爱版）八年级上册教案设计
Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section A
Ⅰ. Material analysis
本课时的主要活动为1a和2。
通过Michael和Kangkang的对话，呈现了本课所要学的语法重点：将来时be going to do结构。结合本单元的话题Playing Sports, 呈现了重点短语：play basketball/football, have a basketball/football game, cheer … on, win (the game), prefer doing等。Playing Sports这个话题和学生们的生活紧密相连，容易激发学生的学习兴趣。但要正确使用be going to do对学生来说还是有一定困难的。困难一：be动词和主语不一致（多数学生）；困难二：不会正确地将do替换成具体动词（少数学生）。所以，要求老师以课本文本内容为依据，结合学生的实际生活，引导学生正确地使用be going to do谈论自己的运动计划，并能用书面表达形式写出自己的运动计划。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标正确朗读出下列单词表中的单词：team, win, cheer, row, quite, during, against, practice…
2. 能正确拼读并运用单词表中的黑体单词。
3. 能正确运用be going to do 表达运动计划。
4. 能正确地运用prefer doing结构表达喜好，如：prefer swimming, prefer rowing等。
5. 能运用本课所学语言，就自己的运动计划与他人交流。
Skill aims：
1. 能听懂有关运动计划和运动爱好的简单对话和陈述。
2. 能正确地口头表达有关运动计划和运动爱好的话题。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读。
4. 能正确地运用书面表达写出自己的运动计划及运动爱好。
Emotional aims：
通过对Section A的学习，学生能够写出自己的运动计划，并讨论各自喜好的运动，激发学生的运动意识，帮助学生养成运动的好习惯，学会强身健体。
Ⅲ. The key points and difficult points
Key points：
能正确、熟练地运用be going to do句型。
Difficult points：
1. be going to do句型中的be动词和主语的一致性。
2. see sb. do和see sb. doing的区别。
Ⅳ. Learning strategies
1. 学生通过看图猜测单词，锻炼他们的预测能力。
2. 学生模仿例子编写对话，提高他们的改写能力。
Ⅴ. Teaching aids
.puter multimedia projector
Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。
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. Read the saying aloud.

3. The student reports in front of the whole class. The topic is related to sports.
4. The whole class listen carefully and try to
repeat what the teacher says. Guess the words’ meanings with the help of the pictures.
1. Get students ready for
learning.
2. Show everyday saying for the students.
(one saying a week)
3. Ask the students to design a special topic of sports and give the everyday report.

4. Revision: Teacher says
something about sports.
E.g. I often play table tennis in the morning.
I am going to play table tennis tomorrow morning, too. (The picture of playing table tennis is shown on the .puter screen.)
Presentation
(8 minutes)
1. Group work

1. Group A’s members
help B and C to make their own sentences. They may know the meaning of “be going to do” after making sentences. Students
should try to use the new words and phrases, such as: I’m going to row / cycle / skate.
1. Write“I am going to play
table tennis.” on the
blackboard. Ask the
students to replace “play
table tennis”. Teacher
shows pictures in 2 on the
.puter screen with the
following words under each
picture: swim, row, cycle,
skate, play tennis.
Presentation
(8 minutes)
2. The whole
class work

3. The whole
class work

4. Group work
(In fact, every-
one should
participate in
the activity.)
2. Students listen to 1a
carefully, focusing on the information of
nouns about sports, and then answer together.

3. Students try to understand what the symbol “←→”mean. They should guess what the teacher does with the help of the teacher’s actions.
Students should follow what the teacher says and catch the meaning.
Students listen to 1a
again carefully, paying
more attention when
pause appears.
4. Students check the
answers in their groups first, and then exchange their answers with other groups.
2. Finish 1b. Teacher introduces something about 1b. Michael is talking about sports with Kangkang. Let’s listen and find: What are they talking about? Teacher plays the recording without stopping.
Check 1b.

3. Finish 1c. Teacher presents
new words “against” and
“practice” in different
ways.
Against: Teacher puts his/ her two fists against each other.
Practice: I am going to play table tennis. We can also say “I am going to practice table tennis”. Here “practice” means “play”.

4. Finish 1c. Teacher plays
the recording twice.
The first time: stop when necessary.
The second time: check the answers.

Consolidation
(10 minutes)
1. The whole
class work

2. The whole
class work
3. Pair work

4. Group work
and pair work

5. Individual
work

6. The whole
class work
1. Students read each
sentence after the
recording, imitating
the pronunciation and the intonation.
2. Students try to follow the speed.
3. Students read 1a in
pairs, trying to read
correctly and fluently.
There are A, B, C three
pairs.
4. A pair will make a
score of 10 points. (B pair: 6 points ; C
pair :7 points.)

5. Students fill in the blanks:
①—_____(be) you going to play tennis?
—Yes, I ____(be).
② He saw her _______ (cross) the road.
③ I saw her _______ (row) at this time yesterday.
6. Students only write down the answers to see if they have understood the dialogue.
1. Read 1a.
Teacher plays the recording in 1a sentence by sentence.

2. Teacher plays the recording without stopping.
3. Teacher gives 1 or 2
minutes for the students to read 1a in pairs.

4. Teacher designs a
.petition: Students in each group do pair work first to read 1a in pairs, and then each group choose out one pair to perform the dialogue. To avoid only the excellent students performing the show, teacher gives the equal chance to different pairs.
5. Teacher explains some key
points and difficult points to the students:
(1) The structure of “be going to do”
(2) The differences between “see… do” and “see… doing”.

6. Finish 1d. Teacher shows 1d on the screen, checking if the students are able to write the new words correctly while the students are writing.
Practice
(10 minutes)

1. The whole
class work

2. Individual
work

3. Group work
and individual
work

4. The whole
class work
5. The whole
class work

6. The whole
class work

1. Students read the words correctly, paying attention to the changing form.

2. Every student in the class makes his/her own
conversation similar to 2.

3. Students read the new conversation one by one in their own groups, correcting each other’s mistakes at any time.
4. Students listen generally to catch the main idea.
5. Students pay more
attention to the special
information relating to
the keys.
6. Students manage to fill in the blanks correctly.
Practice 2:
1. Teacher shows the following words on the screen:
play-playing, skate-skating,
swim-swimming,
row-rowing, cycle-cycling.
2. Teacher organizes group
work. Divide the whole
class into six groups.
Each group will make up
their own conversation and
write them down, and then
they exchange it with
another group.
3. Teacher asks each group
to read their conversations
one by one at the same
time, walking around the
class to check or to help.
4. Teacher plays the recording of 3a without stopping.
5. The recording stops when
the long and difficult
sentences appear.

6. The recording stops when
the answer appears.

Production
(8 minutes)
1. The whole
class work

2. The whole
class work

3. The whole
class work

1. Students summarize
Section A together
with the teacher.
2. Students write an
essay according to 3b
after class.
3. Students learn Section B
by themselves after class.
1. Teacher shows summary
on the screen.

2. Teacher assigns homework.
Write an essay about your
own sports plan.
3. Ask students to prepare
Section B after class.
Teaching Reflection
It’s easy for the students to use the structure of “be going to do” after teaching. But it’s hard for them to use “see sb. do” and “see sb. doing” correctly. Teacher should adjust the teaching procedure according to the situation in their own class.

Ⅶ. Blackboard design

Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section A

—What are you going to do? against
—I’m going to play table tennis. a ball game against …
I prefer rowing. practice: play basketball
Are you going to join the school rowing club? team / group
Yes, I am. win the game
No, I am not. cheer … on

八年级上册教案设计
Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section B
Ⅰ. Material analysis
本课时的主要活动为1a和3a, 3b。
通过Michael和Maria谈论最喜爱的运动和最喜爱的运动员，将话题拓展到对梦想职业的谈论，引出本课语法重点：be going to be +职业名称。围绕本单元的话题Playing Sports, 呈现了重点短语：favorite sport, favorite player, play for, grow up等。谈论运动和梦想的话题深深地吸引着学生。在本节课中，学生要汇报自己最喜欢的运动及运动员，以及由此激发的自己的理想，还要汇报他人最喜欢的运动及运动员，以及相关联的梦想职业。正确运用be going to be 将是一个难题。所以，要求老师要运用活动2的职业名称，结合学生的梦想，引导学生正确地运用be going to be的句型谈论有关自己和他人的运动爱好及梦想的话题，并能用书面形式写出自己的梦想及运动爱好。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出单词表中的单音节单词及简单短语。
2. 能在老师的引导下，分音节读出多音节单词：
scientist, musician, pilot, policeman, policewoman…
3. 能区分元音音素[e]和[eI]并能正确朗读单词，注意相对应字母组合的书写。
4. 能正确朗读句子中的不完全爆破。
5. 能正确运用be going to be 谈论运动爱好及梦想，并在课后写成作文。
Skill aims：
1. 能听懂有关运动爱好和梦想的简单对话和陈述。
2. 能正确地口头表达有关运动爱好和梦想的话题。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读。
4. 能正确地运用书面表达写出自己和他人的运动爱好及梦想。
Emotional aims：
通过对Section B的学习，要求学生写出自己最喜爱的运动及运动员的相关信息，教师运用名人效应影响学生的人生观，帮助他们树立远大的理想，明白只有今天好好学习，强身健体，才能保证明天实现自己的梦想。
Ⅲ. The key points and difficult points
Key points：
正确、熟练地运用be going be句型。
Difficult points：
1. be going to be句型中的第一个be动词和主语的一致性。
2.为他人作报告时主语是he和she时, 谓语动词形式的正确变化以及物主代词his 和
her的正确运用。
3. I am going to be an office worker. 不定冠词an + 元音。
Ⅳ. Learning strategies
1. 学生运用线索词改写对话，有助于提高学生的复述能力。
2. 学生根据音标拼读单词，发展学生拼读音标的能力。
Ⅴ. Teaching aids
.puter multimedia projector, phonetic cards, word cards in 3a
Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。
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

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

3. The student reports in
front of the whole
class. The topic is
related to sports.
4. The whole class retell
the conversation in pairs.

5. Students listen carefully
and try to imitate what
the teacher says. Guess
the meanings of the new
words.

1. Get students ready for
learning.
2. Show everyday saying for the students.
(one saying a week)
3. Ask the students to design a special topic of sports and give the everyday report.
4. Revision: Teacher shows pictures in 2 of Section A on the screen, and asks the students to retell the dialogue they wrote last class in pairs.
5. Teacher asks a good student to make the conversation with the teacher, to learn “I’m going to be a …” and the new word “player”.
T: Are you going to join the school rowing club?
S: Yes, I am. What about
you?
T: I’m going to join the
school table tennis
club. I’m going to be a
table tennis player.
Presentation
(6 minutes)
1. The whole class
work

2.The whole class
work

3.The whole class
work

4. The whole class
work

1. Students answer together.
I’m going to be a
rowing player.
I’m going to be a
tennis player.
I’m going to be a table tennis player.

2. Students listen carefully,
and find the sentences.
“I am going to be a
basketball player.”
“I like Yao Ming best.”

3. Students listen carefully and try to understand the meaning of
“favorite” with the
help of their own
memory. After listening, they should find out the answers to the two questions “Basketball,
of course. Me , too”. “That’s OK”.
4. Listen and .plete
the table in 1b.
1. Teacher shows 3 pictures in 2 of Section A on the sereen, with new phrases under each picture: a rowing player, a tennis player, a table tennis player. The teacher asks: What are you going to be? The students answer according to the pictures.

2. Start on 1b.
Teacher: I have a dream. I am going to be a table tennis player. Michael also has a dream, and let’s listen to 1a and find out: What is Michael going to be? Who is Michael’s
favorite player? Let’s listen.
3. Go on with 1b.
Teacher says “I like table tennis best. My favorite sport is table tennis.” to help students understand the meaning of “favorite”, then asks students two questions: ①What is
Michael’s favorite sport? ②What is Maria’s favorite sport?
4. Finish 1b. Listen to 1a for
the third time and finish1b.
Consolidation
(15 minutes)
1. The whole
class work

2. The whole
class work
3. Pair work

4. Individual work

5. The whole class
work and
individual work

6. Several students’
work

7. Several students’
work
1. Students read sentence by sentence, imitating the pronunciation.
2. Students try to follow the speed.
3. Students read 1a in
pairs, trying to read correctly and fluently.
4. Students read 1a
individually as quickly as they can.
5. Students underline the language points in the text book, and finish the exercises in summary on the .puter screen.

6. The first six excellent
students write the
answers of 1c on the
blackboard.

7. Volunteers correct the
essays. Students should
develop the habit of
checking by themselves.
1. Read 1a. Teacher plays the recording of 1a sentence by sentence.
2. Teacher plays the
recording without stopping.
3.Teacher offers students 1 or 2 minutes to read 1a in pairs.

4. Design a .petition:
To see who can read the fastest in class.
5. Explain 1a.
(1) favorite player;
(2) “something” and
“anything”；
(3) “play for” and “play
against”；
(4) prep “like” and verb “like”;
(5)“men .pound words”;
(6) “when” clause.
6. Finish1c: Teacher limits the
time for the students to
finish1c, and the first six
students write their essays
“My…” on
the blackboard.
7. Correct the essays: Teacher
asks another 6 volunteers to
correct the essays. Teacher
helps to correct if necessary.

Practice
(10 minutes)
1. The whole
class work

2. The whole
class work

3.Group work

4.Group work

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

7. Several
students’ work

8. The whole
class work

9. The whole class
work

10. Pair work

11. The whole
class work
12. The whole
class work

13. Group work

1. Students read the words
individually, asking for help when necessary.
2. Students read and pay
more attention to the
vowel phonemes.
3. Students read in groups.

4. Students ask and answer in pairs as quickly as they can.
—What are you going to be when you grow