八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod3教学案例设计新版仁爱版.docx
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八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod3教学案例设计新版仁爱版.docx
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八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod3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
第三课时(SectionB-2,3a,3b,SectionC-2a,2b)
教学设计思路:
本节课主要活动为SectionB-2,SectionC-2a。
首先学生利用教师出示的SectionB-2中图片和音标来学习表示职业的名称。
然后结合自己的梦想,熟练地运用begoingtobe的句型谈论自己的梦想职业。
接着教师出示3a中几组单词卡片,学生总结每组词的发音特点,掌握和区分元音音素[e]和[eI]的读音。
再进行3b中音素/t/在短语和句子中不完全爆破的练习。
最后学生仿照SectionC-2a例句,运用It’sgoodfor…句型,重点短语:
makesb./sth+adj,keepsb./sth.+adj,keepfit/keephealthy等谈论运动的意义,并尝试用所学句型、短语来自己编对话。
Ⅰ.Teachingaims
1.Knowledgeaims:
(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)能准确把握单数第三人称做主语时谓语的变化形式。
2.Skillaims:
(1)能正确朗读句子中的不完全爆破。
(2)能正确地口头表达有关梦想和运动意义的话题。
3.Emotionalaims:
通过学习,让学生明白,有规律的运动,可以给健康带来极大的好处,同时还需加倍努力,强身健体,才能保证明天实现自己的梦想。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)正确、熟练地运用begoingtobe句型,
(2)有关职业的词及谈论运动意义所用到的短语。
2.Difficultpoints:
(1).begoingtobe句型中的第一个be动词和主语的一致性。
(2).Iamgoingtobeanofficeworker.不定冠词an+元音。
(3)make/keepsb./sth.+adj;
Ⅲ.Learningstrategies
1.能够明白复习也是一种学习方式。
2.能够注意到短语或句子中括号里的辅音在位于另一个辅音前的发音是比较轻的。
Ⅳ.Teachingaids
教学PPT,单词卡,词音卡
V.Teachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Greetandwarmup.
Askthestudentstodesignaspecialtopicofdreamsandgivetheeverydayreport.
T:
Goodmorning,everybody!
Who’sondutytoday?
T:
What’sherdream?
TheteacherencouragesotherstudentstoaskmorequestionsaboutS1’sreport.
Greetandwarmup.
Thestudentreportsinfrontofthewholeclass.Thetopicisrelatedtodreams.
Ss:
Goodmorning,Miss…
S1:
Ihaveadream……
S2:
S3:
……
英语学习主要是培养学生的听说读写能力,而英语值日报告恰恰为学生提供了这样一个锻炼的平台。
Remark:
教师鼓励听报告的学生提出问题,更能充分体现学生的主体地位。
Stage2(6mins):
Revisionandpresentation
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Haveacontest.
T:
Beforethenewlesson,let’shaveacontest.Wehavelearntsomewordsaboutjobs.Youshouldwritethemdownasquicklyaspossible.Thestudentwhowritesthemostwillbethewinner.Areyouready?
Go!
T:
S1ofgroup4wrotethemost,but
Therearetwowrongwords,sohe
hasthesamescoreasS2ofgroup1.Theyareboththewinners.Congratulations!
Haveacontest.
TheNO.3groupmembersarechosentowritethemontheblackboard.
G1:
…..
G2:
…..
温故而知新,在学习新的有关职业名词前,有必要对已学的一些职业名称汇总,让学生意识到复习也是一种学习方式。
2(Individualwork)
ShowpicturesinSectionB-2andoffers2or3minutestothestudentstoreadallthewordsaccordingtothepronunciationbeloweachpicture.
T:
Youdidquitewell.We’lllearnmorenounsaboutoccupations.
Encouragestudentstoreadthephoneticsyllablephonemebyphoneme.
T:
Youcantrytoreadthemwordbyword.
T:
It’sRelaxingtime.Youcanpracticethereviewingwordslikethis
—Whatareyougoingtobewhenyougrowup?
—I’mgoingtobea/an…
Readthewordsindividually,askingforhelpifnecessary.
Readandpaymoreattentiontothevowelphonemes.
Ss:
……
Askandanswerinpairsasquicklyastheycan.
S1:
Whatareyougoingtobewhenyougrowup?
S2:
I’mgoingtobeamusician.
Remark:
在SectionB-2中一定要给予学生独立拼读的时间,以培养学生根据音标拼读单词的能力
Stage3(8mins):
Consolidationandpractice
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Showphoneticcards/e/and/eI/.
Teacherasksthestudentstoread/e/and/eI/onebyone.
T:
IwantNO.2fromeachgrouptoreadonebyone.
Teacherplaystherecordingof3a.
Readtogether.
Readonebyone.
SixMember2sreadthewordsonebyone.
Readtogether,payingattentiontothesoundof/e/and/eI/.
2(Individualwork)
Teachershows“nextweekend”.Read“next”and“weekend”separately,
Letstudentsread3binpairs.
T:
Iagreewithyou.
Leadthestudentstoread.
Playtherecording.
Encouragestudentstoread3bingroups,makingsureeveryonecanreadcorrectly.
Payattentiontothechangingof/t/.
Onestudentreads,whiletheotherlistensandjudgesifitisright.
S1:
baske(t)ballgame,favoritesport……
S2:
“t”intheword“favorite”shouldn’tbepronounced,buthe
did.
Studentsreadtogether.
Studentsreadaftertherecording,tryingtoimitatethesound.
Findtheonewhocan’treadandhelphim/her.
Remark:
教师要求学生注意括号里的辅音在位于另一个辅音前时发音是比较轻的。
Step4(9mins)Grammar
Step
Teacheractivity
Studentactivity
Designingpurpose
(Pairwork)
T:
Asweknow,sportsplaysanimportantroleinourdailylives.Wheneveryoudosomeexercise,youcangetawholenewrefreshfeelingthroughyourbody.Pleasereadtheexamplein2a,thentrytomakeotherthreedialoguesbyfollowingtheexample.
Explainsomephrases:
make/keepsb./sth.+adj;keepsb.healthy/fit.
T:
It’stimeforshow.Ineedthreepairsofstudentsfromdifferentgroupstoshowyourdialogues.
Necessaryhelp:
Leadthestudentstoreadsomesentencesthatthestudentscan’treadcorrectlyandfluently.
Readtheexample.Eachgroupmakesthreedialoguesinpairs,andeachpairmakesonedialogue
Trytounderstandtheexplanation.
Showtheirdialoguesbravely.
S3:
Whatareyougoingtodotomorrowmorning?
S4:
I’mgoingtorun.Ilikeitverymuch.
S3:
Why?
S4:
BecauseItisgoodformylegs,heartsandlungsandmostpeoplelikeit.
S5:
……
S6:
……
Asktheteachertoreadsomedifficultsentences.
本步骤起引入词汇和导入句型的作用。
Remark:
引导学生了解各种体育运动的好处,提高学生对体育运动的认识。
Stage5(9mins):
Exercises
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classwork)
OffertheSssomephrasesandsentencestoread.
T:
Pleasereadthephasesandtheconversations.Noticethattheconsonantinbracketsoundsverylightwhenitisbeforeanotherconsonant.
Theteacherdesignsomeexercisestopracticetheusageofnewphrases.
Readthematerialthattheteacheroffered,payingattentiontotheincompleteplosion.
Ss:
……
S1:
……
S2:
……
Dosomeexercisesinordertorememberkeypoints.
当堂检测习题的设计与实施可使学生明确本节课重难点,又能训练学生的思维,检测学生是否对知识理解,并学以致用。
Remark:
在设计课堂检测时,教师要充分估计学生每次练习中困难出现的情况。
Stage6(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Summarizeswhatthestudentslearnedtoday.Importantlanguagepointsareshownonthecomputerscreen.
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?
T:
Wonderful!
.Anythingelse?
Allthestudentsshouldknowthemeaningofthesummary.
S1:
Welearnedmorenounsaboutoccupations.
S2:
Weknewhowtoreadtheincompleteplosioncorrectly.
S3:
Wealsoknowthedifferencebetween/e/and/ei/.
S4:
Someimportantphrasesandstructureswerelearntinthislesson.Suchas:
makesb./sth+adj,keepsb./sth.+adj,keepfit/keephealthy.
总结本课所学,帮助学生将知识内容系统化。
2(Classactivity)
AssigntheHMK.
T:
Good.Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.AndthenyoushouldpreviewSectionC-1a,1b
FinishtheHMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark:
VI.Blackboarddesign
第三课时(SectionB-2,3a3b,SectionC-2a,2b)
/e//eI/Itmakes/keepshimstrong.
nex(t)weekendIt’sagoodwaytokeephealthy.
Isitgoodforyourhealth?
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