2020年精編仁愛版英語資料八年級上冊教案設計Unit 1 Playing SportsTopic 1 Im going to play basketball.Section D. Material analysis本節(jié)課為本話題第五課時，主要活動為1a和2。Section D是一節(jié)復習課，在綜合復習Sections A-C的詞匯、語法和功能句的基礎上，鞏固學生本周的學習內容。通過綜合的閱讀和寫作的練習，拓展延伸學生的學習內容，檢測學生綜合運用語言的能力。. Teaching aimsKnowledge aims：1. 能正確朗讀出單詞表所有單詞及短語，能正確拼讀、書寫并運用黑體單詞。2. 復習并能熟練運用be going to do ; There is going to be 句型。3. 能準確運用本單元重點短語進行寫作練習： play basketball / football; have a basketball game against; win (the game) ; cheer sb. on;prefer doing sth.; ones favorite player; play against; play for; grow up; in the future; spend time (in) doing sth. / on sth.; do sth. very well ; be good at doing sth.; take part in; play with; arrive in; leave for等短語。4. 能正確完成教師設計的補充詞匯對比的練習： see sb do sth，see sb doing sth play against，play for, play with take part in，join sb, join+組織名稱, join in +活動 arrive in，arrive at be good at，do well in5. 能綜合運用本課短語、句型寫出自己或他人的運動計劃或周末計劃。Skill aims：1. 能聽懂與課本內容難度相當的、有關體育運動及體育明星話題的材料。2. 能正確運用本單元所學內容，比較流利地談論自己和他人的運動計劃、運動日程、簡單的夢想。3. 能閱讀有關運動計劃、運動日程、簡單的夢想以及相關話題的文章，理解文章并做相關的閱讀練習。4. 能綜合運用本單元的語法、詞匯、句型寫出自己和他人的運動計劃、運動日程、周末計劃以及相關話題。Emotional aims：通過學習，喚醒學生的運動意識，鼓勵學生積極參與運動，使他們養(yǎng)成健康而有規(guī)律的生活習慣。. The key points and difficult pointsKey points： 復習be going to 結構及表示計劃意愿的功能句。 Difficult points: 1. see sb do sth/ see sb doing sth. 2. take part in / join / join in. Learning strategies1. 通過短語辨析的學習，鼓勵學生學會歸納總結。2. 通過看圖寫話，看信息補全文章等多種方法，幫助學生提高寫作能力。3. 學生通過整體復習Sections A-C，了解到復習是一種很好的學習方式。. Teaching aidsComputer multimedia projector，poster of David BeckhamEveryday saying: If you cant pass, you cant play. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(7 minutes)1. The whole class work2. The whole class work3. Individual work4. The whole class work1. Focus their attention on the teacher.2. Read the saying aloud. 3. Choose three students to report as well as they can.4. The whole class read in pairs.1. Greet students ready for learning.2. Show everyday saying for the students. ( one saying a week )3. Teacher asks three students to report their homework one by one. Choose the best one to award.4. Teacher asks each group to read their homework in pairs: A1-A2; B1-B2; C1-C2, checking each others essay. Teacher walks around the class and helps the students when necessary.Presentation(8 minutes)1. Individual work2. Individual work3. The whole class work4. Group work5. The whole class work6. The whole class work7. The whole class work1. Students who are interested in David Beckham will volunteer to say something about him in an exciting tone.The student answers, “Because Im a big fan of David Beckham.”2. Students can guess the text from clues: David Beckham, football match, fans.3. Students who have guessed correctly will feel excited, then they are happy to finish 1a after reading.4. Each group provides one answer.5. Students understand the meaning: the structure “be coming / leaving” refers to future tense. 6. Students read after the recording for once.7. Students fill in the blanks in 1b and read 1a carefully.1. Teacher shows the picture of David Beckham, and asks “Who knows him?” and “Who can say something about him?”, introducing the word “famous”.2. Guess the content of text. Teacher goes on with the students topic, asking students “Why are you so happy?”, introducing the word “excited”. Teacher asks the students to guess what happens in the text.3. Finish 1a. Teacher asks the students to read 1a to see if they have guessed correctly, then asks them to finish 1a.4. Teacher checks and shows the final correct answer.5. Teacher explains the function of “be leaving for”.6. Teacher plays the recording once.7. Teacher encourages the students to complete 1b, then lets them read 1a carefully.Consolidation(10 minutes)1. The whole class work2. Group work and individual work 3. Individual work1. Two groups show their answers by writing them down on the blackboard.2. Each student writes down one sentence separately, then they combine the six sentences together to say what the story is. Two groups show two stories.3. Students try to do the exercise correctly, paying attention the differences.1. Teacher checks the students answers of Grammar and Function.2. Teacher asks the students to make sentences by using “be going to do / be”, using the following phrases in groups:play basketball; have a basketball game;climb a mountain;row a boat against; win (the game); grow up;in the future; 3. Teacher designs exercises about the following phrases:spend time (in) doing sth spend time on sth do sth welldo well in sthbe good at doing sth take part in join sbjoin the clubplay witharrive in leave forgo skating Practice(15 minutes)1. The whole class work andpair work2. Individual work3. Individual work4. Group work 5. Individual work6. Individual work7. Group work and individual work8. The whole class work1. Students finish writing the passage in 2 with 5 minutes.2. Three students write their essays down on the blackboard.3. Another three students correct the essays, using red chalk to correct. 4. Students do the survey in their own group, ask and answer according to the table of the Project, then fill in the table in the Project.5. Students write down the essay “My weekend plan”.6. Three students write down the essays while others read their own essays. With the help of the teacher and students, they should correct the mistakes.7. Six students report their weekend plans, trying their best to make the plan more interesting. They will get the scores based on their reporting.8. Each student has to finish writing his / her own weekend plan and hand in the paper in class.1. Teacher asks students to finish 2 and write a passage in class. Time is limited.2. Teacher asks three students to show their writings on the blackboard.3. Teacher asks another three students to check the essays and helps them when necessary.4. Teacher organizes the students to do a survey according to the Project.5. Teacher asks the students to write an essay about “My weekend plan”.6. Teacher calls three students to write their weekend plans on the blackboard and helps to correct the mistakes.7. Teacher encourages six students from different groups to report their weekend plans to see which group has the most interesting plan, then teacher will give the scores.8. Collect their writings.Production(5 minutes)1. The whole class work2. The whole class work3. Individual work4. Individual work1. Students try to read the words in topic 2 aloud.2. Students write a passage after class.3. Students read the words after class. Make sure they can read the dialogue of 1a on page 9 correctly.4. Students collect the names in many ways, asking others or looking for them in newspapers or on the Internet.1. Teacher leads the students to preview the words in topic 2.2. Teacher asks the students to write “My favorite sport” after class.3. Teacher asks the students to read the words on P9-10 after the recording.4. Teacher asks the students to collect the names of the sports activities and they will show the names on the blackboard in the next class.Teaching ReflectionSome students are able to report “My weekend”, but others arent. Homework should be assigned to consolidate the reporting so that they can improve their skills.Teacher should design more interesting ways to teach writing. Blackboard designUnit 1 Playing Sports Topic 1 Im going to play basketball.Section Dbe going to do sth take part in, join , join indo well in sth play with, play for, play againstbe good at doing sth arrive in, arrive atspend time (in) doing sth leave forspend time on sth go skating