仁愛版英語精品資料（精修版）八年級上冊教案設(shè)計Unit 1 Playing SportsTopic 1 Im going to play basketball.Section C. Material analysis本節(jié)課為本單元第四課時，主要活動為1a和2a。Section A談?wù)摿诉\動計劃，Section B 談?wù)摿诉\動愛好及夢想，Section C將計劃、夢想付諸實踐行動，并談到了參與各種運動的意義。通過介紹Ann的運動習慣，呈現(xiàn)了重點短語：spend time (in) doing sth, be good at doing sth, take part in +activity等。通過Ann主動參與校運會，引出本課將來時涉及的語法句型：There is going to be 在談?wù)撨\動的意義時，運用了Its good for 句型，出現(xiàn)了重點短語：make sb. / sth +adj, keep sb. / sth. +adj, keep fit / keep healthy等。學以致用，本課要求學生能模仿Ann的運動習慣，寫出自己的一周運動安排并付諸行動，鼓勵學生積極參與學校運動會等集體活動，將集體主義精神潛移默化地滲透到課堂教學中。. Teaching aimsKnowledge aims：1. 能根據(jù)音標，正確朗讀出單詞表中的單詞及短語：jump, spend, baseball, be good at, weekend, part, take part in, be good for, all over, heart, lung, fit , keep fit, supper2. 能在老師的引導下，分音節(jié)讀出多音節(jié)單詞或一些讀音較難的短語：exercise, world, the day after tomorrow, healthy, relax 3. 能正確拼讀并運用單詞表中黑體單詞。4. 能準確把握單數(shù)第三人稱做主語時謂語的變化形式，并能談?wù)撍说倪\動愛好和夢想以及一周運動安排。5. 能模仿本課課文，寫出自己或他人一周的體育活動安排。Skill aims：1. 能聽懂本課文本材料以及與運動相關(guān)的交際用語。2. 能正確地口頭介紹自己和他人平時的運動安排。3. 能正確朗讀課本的文本材料，準確把握語音、語調(diào)及連讀，并能讀相關(guān)的材料。4. 能正確模仿本課課文，寫出自己或他人一周日常的體育活動安排。Emotional aims：學生能模仿課文寫出自己的一周體育活動安排并付諸行動，鼓勵學生要學習Ann, 養(yǎng)成健康而規(guī)律的生活習慣。. The key points and difficult pointsKey points：1. 有關(guān)體育活動及戶外活動的短語。2. 重點短語的用法，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 . Learning strategies1. 培養(yǎng)學生養(yǎng)成預習的習慣，提前預習單詞、朗讀課文。2. 訓練學生整體閱讀課文的習慣，有意識側(cè)重訓練學生的skimming 和scanning閱讀技巧。. Teaching aids Computer multimedia projector Everyday saying: If you cant pass, you cant play. (喬丹教練對喬丹說的話。). Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(7 minutes)1. The whole class work2. The whole class work3. One or two students work4. The whole class work1. Focus their attention on the teacher.2. “If you cant pass, you cant play.” Read the saying aloud.3. One begins with “I likevery much”; the other begins with “He / She likesvery 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 toretell their homework in pairs: A1-A2; B1-B2;C1-C2. All the students retell at the same time and check each others essay. Teacher walks around the class and helps the students when necessary.Presentation(6 minutes)1. The whole classwork2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. The whole class work7. The whole class work8. The whole class work1. 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 work2. Group work3. The whole class work and individual work4. The whole class work and individual work5. The whole class work6. The whole class work1. 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: Anngoes cyclingtwice a weekgoes mountainSundaysspendsexercisinglearns baseballSaturdaysplayswellis good atis going to bethe high jumpthe long jump cheer her onwill 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) playvery 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 andpair work2. Group work3. Group work and pair work4. Group work5. The whole class work1. 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 cant 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 work2. The whole class work3. The whole class work and individual work4. Individual work1. 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 ReflectionStudents are able to accept the reading strategies of skimming and scanning easily, but its 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. Blackboard designUnit 1 Playing Sports Topic 1 Im going to play basketball.Section CShe spends half an hour (in) exercising. It makes / keeps him strong. She plays it very well. Its 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?