仁爱版八年级英语上册Unit1Topic1SectionC优质教案

八年级上册教案设计Unit1PlayingSportsTopic1I’mgoingtoplaybasketball.SectionCⅠ.Materialanalysis本课时的主要活动为1a和2a。SectionA谈论了运动计划，SectionB谈论了运动爱好及梦想，SectionC将计划、梦想付诸实践行动，并谈到了参与各种运动的意义。通过介绍Ann的运动习惯，呈现了重点短语：spendtime(in)doingsth,begoodatdoingsth,takepartin+activity等。通过Ann主动参与校运会，引出本课将来时涉及的语法句型：Thereisgoingtobe…在谈论运动的意义时，运用了It’sgoodfor…句型，出现了重点短语：makesb./sth+adj,keepsb./sth.+adj,keepfit/keephealthy等。学以致用，本课要求学生能模仿Ann的运动习惯，写出自己的一周运动安排并付诸行动，鼓励学生积极参与学校运动会等集体活动，将集体主义精神潜移默化地渗透到课堂教学中。Ⅱ.TeachingaimsKnowledgeaims：1.能根据音标，正确朗读出单词表中的单词及短语：jump,spend,baseball,begoodat,weekend,part,takepartin,begoodfor,allover,heart,lung,fit,keepfit,supper2.能在老师的引导下，分音节读出多音节单词或一些读音较难的短语：exercise,world,thedayaftertomorrow,healthy,relax3.能正确拼读并运用单词表中黑体单词。4.能准确把握单数第三人称做主语时谓语的变化形式，并能谈论他人的运动爱好和梦想以及一周运动安排。5.能模仿本课课文，写出自己或他人一周的体育活动安排。Skillaims：1.能听懂本课文本材料以及与运动相关的交际用语。2.能正确地口头介绍自己和他人平时的运动安排。3.能正确朗读课本的文本材料，准确把握语音、语调及连读，并能读相关的材料。4.能正确模仿本课课文，写出自己或他人一周日常的体育活动安排。Emotionalaims：学生能模仿课文写出自己的一周体育活动安排并付诸行动，鼓励学生要学习Ann,养成健康而规律的生活习惯。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.有关体育活动及户外活动的短语。2.重点短语的用法，如：spend…in/on…,takepartin…,Thereisgoingtobe…Difficultpoints：1.spendtime(in)doingsth./spendtimeonsth.;2.make/keepsb./sth.+adj;3.thedifferencesbetween“health”and“healthy”;4.Thereisgoingtobe…Ⅳ.Learningstrategies1.培养学生养成预习的习惯，提前预习单词、朗读课文。2.训练学生整体阅读课文的习惯，有意识侧重训练学生的skimming和scanning阅读技巧。Ⅴ.TeachingaidsComputermultimediaprojectorEverydaysaying:Ifyoucan’tpass,youcan’tplay.(乔丹教练对乔丹说的话。)Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(7minutes)1.Thewholeclasswork2.Thewholeclasswork3.Oneortwostudents’work4.Thewholeclasswork1.Focustheirattentionontheteacher.2.“Ifyoucan’tpass,youcan’tplay.”Readthesayingaloud.3.Onebeginswith“Ilike…verymuch”;theotherbeginswith“He/Shelikes…verymuch”.4.Thewholeclassretellinpairs.1.Getstudentsreadyforlearning.2.Showeverydaysayingforthestudents.(onesayingaweek)3.Calltwostudentstoreporttheirhomework.Onereportssomethingabouthimself/herselfwhiletheotherreportssomethingabouthis/herfriend.4.Teacheraskseachgrouptoretelltheirhomeworkin1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork7.Thewholeclasswork8.Thewholeclasswork1.Studentslookatthepicturesin1bandguess,andchooseoutwhichsportAnnlikesverymuch.2.Studentsfindoutthesentence“Annlikessportsverymuch”atonce.3.Studentsscanthepassagequickly,andfindoutthesentence“Shegoescyclingtwiceaweek.”4.Studentsscanthe1.Teacherletsthestudentsfinishthepre-readingtask.2.Teacherasksthestudentstoskim1aandfindoutthetopicorgeneralideaasquicklyastheycan.3.Teacherasksthestudentstoscan1aandanswerthequestion:HowoftendoesAnngocycling?4.Teacherasksthestudentstoscan1aagainandanswerthequestion:Howlongd1.Thewholeclasswork2.Groupwork3.Thewholeclassworkandindividualwork4.Thewholeclassworkandindividualwork5.Thewholeclasswork6.Thewholeclasswork1.Studentsread1acarefully,tryingtocompletethemissingpartsinthesequence,onebyone.Studentstrytoretell1awithoutbooks.2.Sixstudentsretell1acooperatively.Eachstudentsaysonesentence.3.Studentstrytoretellthewholepassageindividually.4.Studentsdescribethe1.Finish1c.Teacherasksthestudentstoread1atopreparefortheretelling:thesequenceof1aisontheblackboard:Ann…goescycling…twiceaweekgoesmountain…Sundays…spends…exercising…learnsbaseball…Saturdays…plays…well…isgoodat……isgoingtobe…thehighjump…thelongjump…cheerhePractice(10minutes)1.Thewholeclassworkandpairwork2.Groupwork3.Groupworkandpairwork4.Groupwork5.Thewholeclasswork1.Studentsreadtheexample.Eachgroupmakesthreedialoguesinpairs,andeachpairmakesonedialogue.2.Studentstrytounderstandtheexplanation.3.Thestudentsshowtheirdialoguesbravely.4.Studentsasktheteachertoreadsomedifficultsentences.5.Studentswri1.Relaxingtime.Teacherasksthestudentstoreadtheexamplein2a,thenstudentsmakeotherthreedialoguesbyfollowingtheexample.2.Teacherexplainssomephrases:make/keepsb./sth.+adj;keepsb.healthy/fit.3.Timeforshow:TeacherasksthreepairsofstudentsfromdifferentgroupstoshowtheirdialProduction(7minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclassworkandindividualwork4.Individualwork1.Allthestudentsshouldknowthemeaningofthesummary.2.Eachstudentrewritesthepassage,noticingtochangethethirdsingleformsofverbsintothebaseform.3.Finishwritingtheessays，answeringthequestion:Whatareyougoingtodowhenthereisgoingtobeaschoolsportsmeetin1.Teachersummarizeswhatthestudentslearnedtoday.Importantlanguagepointsareshownonthecomputerscreen.2.Teacherasksthestudentstorewrite1a,changing“Ann”into“I”tointroducesomethingaboutthemselves.3.Teacherassignswritinghomework,whichincludesthefollowinginformation:AshortpassageaboutTeachingReflectionStudentsareabletoacceptthereadingstrategiesofskimmingandscanningeasily,butit’salittledifficultforthestudentstounderstandthestructure“make/keepsb./sth.+adj”.Teachershoulddesignmoreexercisestohelpthemunderstandthedifficultpoints.Ⅶ.BlackboarddesignUnit1PlayingSportsTopic1I’mgoingtoplaybasketball.SectionCShespendshalfanhour(in)exercising.Itmakes/keepshimstrong.Sheplaysitverywell.It’sagoodwaytokeephealt