八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod2教学案例设计新版仁爱版.docx
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八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod2教学案例设计新版仁爱版.docx
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八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod2教学案例设计新版仁爱版
Topic1I’mgoingtoplaybasketball
教学内容分析及课时分配建议:
本单元以PlayingSports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“begoingtodo”结构所表达的一般将来时,呈现重点短语cheer…on,win(thegame),preferdoing,playfor,growup,spendtime(in)doingsth.,begoodatdoingsth.,takepartin等及句型“Thereisgoingtobe…”,“It’sgoodfor…”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。
SectionA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begoingtodo谈论自己的运动计划和偏好,SectionB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,SectionC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SectionD是一节复习课,在综合复习SectionsA-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:
SectionA-1a,1b,1c,1d,2
第二课时:
SectionA-3a,3b,SectionB-1a,1b,1c,1d
第三课时:
SectionB-2,3a,3b,SectionC-2a,2b
第四课时:
SectionC-1a,1b,1c,1d,SectionD-2
第五课时:
SectionD-GrammarandFunctions,1a,1b,Project
第二课时(SectionA-3a,3bSectionB-1a,1b,1c,1d)
教学设计思路:
本节课主要活动为SectionB-1a,1b,1c。
通过1a中Michael和Maria谈论最喜爱的运动和最喜爱的运动员以及自己梦想的场景,进一步学习begoingto表将来的用法。
首先让学生展示SectionA中3b的对话,谈论自己的运动计划,复习begoingto结构并谈论各自喜欢的运动。
接着学生借助教师出示的几张运动员图片尝试使用“begoingtobe+职业名称”谈论自己的运动爱好及梦想。
由教师提出问题“WhatisMichaelgoingtobe”导入SectionB-1a,学生听1a对话,完成1b中表格信息的填写。
然后根据1b中的信息将1a改写成文段,完成1c。
1d是一个扩展,用1b的表格形式做调查并记录关键信息,最后向全班汇报。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)重点词汇短语学习:
playerdreamgrowfuturescientistplayforplayagainst…
(2)能正确运用“begoingtobe+职业名称”谈论运动爱好及梦想
2.Skillaims:
(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.Emotionalaims:
通过对SectionB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,教师运用名人效应引导学生正确的人生观,帮助他们树立远大理想,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。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
正确、熟练地运用begoingtobe句型。
2.Difficultpoints:
(1)begoingtobe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。
Ⅲ.Learningstrategies
学会运用关键词改写对话,有助于提高学生的复述能力。
Ⅳ.Teachingaids
Computermultimediaprojector.
V.Teachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Greetandwarmup.
Askthestudentstogivetheeverydayreport.
T:
Goodmorning,everybody!
The
firsttwominsisforyoutogivetheeverydayreport
T:
Howmanypeoplearethereinhisreport?
TheteacherasksmorequestionsaboutS1’sreport.
Greetandwarmup.
Thestudentreportsinfrontofthewholeclass.Thetopicisrelatedtosports.
Ss:
Goodmorning,Miss…
S1:
It’smyturntododutyreport.Today,Iwanttotalkabout……
S2:
Three.
S3:
……
值日报告可以提供开口机会,增强自信心。
对渲染课堂气氛、调动和激发学生英语学习的积极性和创造性、及时复习巩固课堂学习内容起着不可低估的作用。
Remark:
针对报告人的内容,也可以让听报告的学生提出问题,这样更利于培养听者捕捉关键信息的能力。
Stage2(12mins):
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
teachershowspicturesin2ofSectionAonthescreen,andasksthestudentstoretellthedialoguetheywrotelastclassinpairs.
T:
Iknowyouhavemadeupyourownconversationslike3binSectionA.It’syourturntoactthemoutinfrontoftheclass.Thegroupthatdoesthebestwillwintheprize.
Thewholeclassretelltheconversationinpairs.
G1:
…..
G2:
…..
用竞赛得分的方式复习调动学生的积极主动性。
2(Groupwork)
Playthetaperecordingof3ainSectionA..
T:
Youdidquitewell.JustnowyoutalkedaboutyoursportsplanIt’scolorful.NowSallyandBobaregoingtoplaysports.Justlistentotheconversationandtrytogettheinformationinthetableof3a.
T:
Haveyougottheanswers?
Whocantellustheanswers
Listento3aandfillinthetable.
Studentslistento1acarefully,focusingontheinformationofthetableincludingsports,timeandwhattotake.
Ss:
…
S1:
Sallyis…
S2:
Bobis…
…
利用SectionA-3a的听力练习复习所学结构。
Remark:
通过作业展示对上节课的重点内容进行复习巩固。
Stage3(5mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
Teacherasksagoodstudenttomaketheconversationwiththeteacher,tolearn“I’mgoingtobea…”andthenewword“player”.
T:
I’mgoingtojointheschooltabletennisclub.I’mgoingtobeatabletennisplayer.
Teachershows3picturesin2ofSectionAonthesereen,withnewphrasesundereachpicture:
arowingplayer,atennisplayer,atabletennisplayer.
T:
Whatareyougoingtobe?
Starton1b.
Beforelistening,theteacherhelpstudentsunderstandthemeaningof“favorite”thenasksstudentstwoquestions:
①WhatisMichael’sfavoritesport?
②WhatisMaria’sfavoritesport?
T:
Iliketabletennisbest.Myfavoritesportistabletennis.
T:
Good!
Infact,everyonehashisowndream.Ihaveadream.Iamgoingtobeatabletennisplayer.Michaelalsohasadream,andlet’slistento1aandfindout:
WhatisMichaelgoingtobe?
WhoisMichael’sfavoriteplayer?
Studentslistencarefullyandtrytoimitatewhattheteachersays.Guessthemeaningsofthenewwords.
Thestudentsansweraccordingtothepictures.
S1:
I’mgoingtobearowingplayer.
S2:
I’mgoingtobeatennisplayer.
S3:
I’mgoingtobeatabletennisplayer.
Studentslistencarefullyandtrytounderstandthemeaningof“favorite”withthehelpoftheirownmemory.
Studentsgetreadytolistencarefully,andfindthesentenceswhicharerelatedtotheteacher’squestions.
这样的设计是为了对听前生词障碍的排除。
Remark:
在师生交流对话中将新单词呈现出来,让学生在情境中感知新词含义,更为印象深刻。
Stage4(7mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classwork)
Playthetaperecordingof1a.
T:
let’slistento1aandfindout:
WhatisMichaelgoingtobe?
WhoisMichael’sfavoriteplayer?
Playthetaperecordingof1atwice.
T:
WhatisMichael’sfavoritesport?
WhatisMaria’sfavoritesport?
T:
Whowouldliketotellmeyouranswers?
Playthetaperecordingof1aforthethirdtimeandfinish1b.
Listento1aandanwertheteacher’squestions
S1:
Michaelisgoingtobeabasketballplayer
S2:
.HelikesYaoMingbest
Afterlistening,theyshouldfindouttheanswerstothetwoquestions“Basketball,
ofcourse.Me,too”.“That’sOK”.
S1:
Michael’sfavoritesportisbasketball.
S2:
Maria’sfavoritesportisalsobasketball.
Listenandcompletethetablein1b.
Ss:
…..
将1b表格的听力内容分解开,降低听力难度,胜过一股脑地抛给学生诸多听力任务。
Remark:
Stage5(13mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Groupwork)
Listenandfollow
Teacherplaystherecordingof1asentencebysentence.
Teacherplaystherecordingwithoutstopping.
Teacheroffersstudents1or2minutestoread1ainpairs.
Designacompetition:
Toseewhocanreadthefastestinclass.
Studentsrepeat1asentencebysentence,imitatingthepronunciation.
Studentstrytofollowthespeed.
Studentsread1ainpairs,tryingtoreadcorrectlyandfluently.
Studentsread1aindividuallyasquicklyastheycan.
2(Classwork)
Dealwiththekeypintsin1a.
(1)favoriteplayer;
(2)“something”and“anything”;
(3)“playfor”and“playagainst”;
(4)prep“like”andverb“like”;
(5)“mencompoundwords”;
(6)“when”clause.
Studentsunderlinethelanguagepointsinthetextbook,andfinishtheexercisesinsummaryonthecomputerscreen.
3(Classwork)
Finish1c.
Teacherlimitsthetimeforthestudentstofinish1c,andtwowritetheiressays“Basketball…”ontheblackboard.
Teacheraskssomevolunteerstocorrecttheessays.Teacherhelpstocorrectifnecessary.
T:
Doyouthinkhis\heranwersare
Right?
Thefirstsixexcellentstudentswritetheanswersof1contheblackboard.
Volunteerscorrecttheessays.Studentsshoulddevelopthehabitofcheckingbythemselves.
Ss:
...
S1:
Letmehaveatry....
S2:
...
4(Classwork)
Finish1d.
T:
Surveyyourpartner,usingthetablein1b.Thenwritedownthe
Keyinformationandreportit
Totheclass.
S1:
LiHongismygoodfriend,Herfavoritesportisrunning.HerfavoriteplayerisLiuXiang,but……
S2:
…
P1:
在真实描述中运用所学语言,实现学以致用。
Remark:
Stage6(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
SummarizeSectionBtogetherwiththestudents
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?
T:
Canyoumakeasentencewithit?
T:
Agoodexample.Anythingelse?
Studentssummarize
SectionBtogetherwiththeteacher.
S1:
Welearnedhowtoexpressourdreamsusingthestructure“begoingtobe”.
S1:
Yes.Forexample,heis
goingtobeafamousscientistwhenhegrowsup.
S2:
Wecantalkaboutourorother’sfavoritesportsandfavoriteplayerswithoneanotherfreely.
1.总结本课所学,帮助学生使知识条理化。
2.了解学生的掌握情况。
3.帮助学生再一次巩固本课的知识点。
2(Classactivity)
AssigntheHMK.
T:
Good.Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.Pleasepractice1awithyourpartner.AndthenyoushouldpreviewSectionB-2,3a,3b
AndSectionC-2a,2b.
FinishtheHMKafterclass.
适当的家庭作业有助于巩固课堂所学的知识。
Remark:
VI.Blackboarddesign
第二课时(SectionA-3a,3b,SectionB-1a,1b,1c,1d)
Whatareyougoingtobewhenyougrowup?
something,anything
I’mgoingtobeabasketballplayer.playfor,playagainst
Doyouknowanythingabouthim?
like(prep),(verb)
HeplayedfortheteaminNBA.
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