2016年仁爱版八年级英语上册全册教学设计第一学期全套教案.docx

1、1 八年级上册教案设计 Unit 1 Playing Sports Topic 1 Im going to play basketball. Section A . Material analysis 本课时的主要活动为 1a 和 2。 通过 Michael 和 Kangkang 的对话，呈现了本课所要学的语法 重点：将来时 be going to do 结构。结合本单元的话题 Playing Sports, 呈现了重点短语：play basketball/football, have a basketball/football game, cheer on, win (the game),

2、prefer doing 等。 Playing Sports 这个话题和学生们的生活紧密相连，容易激发学生 的学习兴趣。但要正确使用 be going to do 对学生来说还是有一定 困难的。困难一：be 动词和主语不一致（多数学生） ；困难二： 不会正确地将 do 替换成具体动词（少数学生） 。所以，要求老师 以课本文本内容为依据，结合学生的实际生活，引导学生正确地 使用 be going to do 谈论自己的运动计划，并能用书面表达形式写 出自己的运动计划。 . Teaching aims 2 Knowledge aims： 1. 能根据音标正确朗读出下列单词表中的单词：team, w

3、in, cheer, row, quite, during, against, practice 2. 能正确拼读并运用单词表中的黑体单词。 3. 能正确运用 be going to do 表达运动计划。 4. 能正确地运用 prefer doing 结构表达喜好，如：prefer swimming, prefer rowing 等。 5. 能运用本课所学语言，就自己的运动计划与他人交流。 Skill aims： 1. 能听懂有关运动计划和运动爱好的简单对话和陈述。 2. 能正确地口头表达有关运动计划和运动爱好的话题。 3. 能正确朗读课本的文本材料，准确把握语音、语调及连读。 4. 能正确地

4、运用书面表达写出自己的运动计划及运动爱好。 Emotional aims： 通过对 Section A 的学习，学生能够写出自己的运动计划，并讨 论各自喜好的运动，激发学生的运动意识，帮助学生养成运动的 好习惯，学会强身健体。 . The key points and difficult points 3 Key points： 能正确、熟练地运用 be going to do 句型。 Difficult points： 1. be going to do 句型中的 be 动词和主语的一致性。 2. see sb. do 和 see sb. doing 的区别。 . Learning stra

5、tegies 1. 学生通过看图猜测单词，锻炼他们的预测能力。 2. 学生模仿例子编写对话，提高他们的改写能力。 . Teaching aids Computer multimedia projector Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。 . Teaching procedures Step Interaction pattern Student activity Teacher activity 4 Introductio n （7 mi nut es ） 1.The

6、whole class work 2. The whole class work 3. One or two Students work 4. The whole class work 1. Focus their attention on the teacher. 2. Read the saying aloud. 3. The student reports in front of the whole class. The topic is related to sports. 4. The whole class listen carefully and try to repeat wh

7、at the teacher says. Guess the words meanings with the help of the pictures. 1. Get students ready for learning. 2. Show everyday saying for the students. (one saying a week) 3. Ask the students to design a special topic of sports and give the everyday report. 4. Revision: Teacher says something abo

8、ut sports. E.g. I often play table tennis in the morning. I am going to play table tennis tomorrow morning, too. (The picture of playing table tennis is shown on the computer screen.) 5 Presentatio n (8 minutes) 1. Group work 1. Group As members help B and C to make their own sentences. They may kno

9、w the meaning of “be going to do” after making sentences. Students should try to use the new words and phrases, such as: Im going to row / cycle / skate. 1. Write“I am going to play table tennis.” on the blackboard. Ask the students to replace “play table tennis”. Teacher shows pictures in 2 on the

10、computer screen with the following words under each picture: swim, row, cycle, skate, play tennis. 6 Presenta tion (8 minutes) 2. The whole class work 3. The whole class work 4. Group work (In fact, every- one should participat e in the activity.) 2. Students listen to 1a carefully, focusing on the

11、information of nouns about sports, and then answer together. 3. Students try to understand what the symbol “”mean. They should guess what the teacher does with the help of the teachers actions. Students should follow what the teacher says and catch the meaning. Students listen to 1a again carefully,

12、 paying more attention when pause appears. 4. Students check the answers in their groups first, and then exchange their answers with other groups. 2. Finish 1b. Teacher introduces something about 1b. Michael is talking about sports with Kangkang. Lets listen and find: What are they talking about? Te

13、acher plays the recording without stopping. Check 1b. 3. Finish 1c. Teacher presents new words “against” and “practice” in different ways. Against: Teacher puts his/ her two fists against each other. Practice: I am going to play table tennis. We can also say “I am going to practice table tennis”. He

14、re “practice” means “play”. 4. Finish 1c. Teacher plays the recording twice. The first time: stop when necessary. The second time: check the answers. 7 Consolida tion (10 minutes) 1. The whole class work 2. The whole class work 3. Pair work 4. Group work and pair work 5. Individua l work 6. The whol

15、e class work 1. Students read each sentence after the recording, imitating the pronunciation and the intonation. 2. Students try to follow the speed. 3. Students read 1a in pairs, trying to read correctly and fluently. There are A, B, C three pairs. 4. A pair will make a score of 10 points. (B pair:

16、 6 points ; C pair :7 points.) 5. Students fill in the blanks: _(be) you going to play tennis? Yes, I _(be). He saw her _ (cross) the road. I saw her _ (row) at this time yesterday. 6. Students only write down the answers to see if they have understood the dialogue. 1. Read 1a. Teacher plays the rec

17、ording in 1a sentence by sentence. 2. Teacher plays the recording without stopping. 3. Teacher gives 1 or 2 minutes for the students to read 1a in pairs. 4. Teacher designs a competition: Students in each group do pair work first to read 1a in pairs, and then each group choose out one pair to perfor

18、m the dialogue. To avoid only the excellent students performing the show, teacher gives the equal chance to different pairs. 5. Teacher explains some key points and difficult points to the students: (1) The structure of “be going to do” (2) The differences between “see do” and “see doing”. 6. Finish

19、 1d. Teacher shows 1d on the screen, checking if the students are able to write the new words correctly while the students are writing. 8 Practice (10 minutes) 1. The whole class work 2. Individual work 3. Group work and individual work 4. The whole class work 5. The whole class work 6. The whole cl

20、ass work 1. Students read the words correctly, paying attention to the changing form. 2. Every student in the class makes his/her own conversation similar to 2. 3. Students read the new conversation one by one in their own groups, correcting each others mistakes at any time. 4. Students listen gener

21、ally to catch the main idea. 5. Students pay more attention to the special information relating to the keys. 6. Students manage to fill in the blanks correctly. Practice 2: 1. Teacher shows the following words on the screen: play-playing, skate- skating, swim-swimming, row-rowing, cycle- cycling. 2.

22、 Teacher organizes group work. Divide the whole class into six groups. Each group will make up their own conversation and write them down, and then they exchange it with another group. 3. Teacher asks each group to read their conversations one by one at the same time, walking around the class to che

23、ck or to help. 4. Teacher plays the recording of 3a without stopping. 5. The recording stops when the long and difficult sentences appear. 6. The recording stops when the answer appears. 9 Product ion (8 minutes ) 1. The whole class work 2. The whole class work 3. The whole class work 1. Students su

24、mmarize Section A together with the teacher. 2. Students write an essay according to 3b after class. 3. Students learn Section B by themselves after class. 1. Teacher shows summary on the screen. 2. Teacher assigns homework. Write an essay about your own sports plan. 3. Ask students to prepare Secti

25、on B after class. 10 Teachin g Reflecti on Its easy for the students to use the structure of “be going to do” after teaching. But its hard for them to use “see sb. do” and “see sb. doing” correctly. Teacher should adjust the teaching procedure according to the situation in their own class. . Blackbo

26、ard design Unit 1 Playing Sports Topic 1 Im going to play basketball. Section A What are you going to do? against Im going to play table tennis. a ball game against I prefer rowing. practice: play basketball Are you going to join the school rowing club? team / group 11 Yes, I am. win the game No, I

27、am not. cheer on Unit 1 Playing Sports Topic 1 Im going to play basketball. Section B . Material analysis 本课时的主要活动为 1a 和 3a, 3b。 通过 Michael 和 Maria 谈论最喜爱的运动和最喜爱的运动员， 将话题拓展到对梦想职业的谈论，引出本课语法重点：be going to be +职业名称。围绕本单元的话题 Playing Sports, 呈现了重点短 语：favorite sport, favorite player, play for, grow up 等。谈论

28、运动和 梦想的话题深深地吸引着学生。在本节课中，学生要汇报自己最 喜欢的运动及运动员，以及由此激发的自己的理想，还要汇报他 人最喜欢的运动及运动员，以及相关联的梦想职业。正确运用 be going to be 将是一个难题。所以，要求老师要运用活动 2 的职业 名称，结合学生的梦想，引导学生正确地运用 be going to be 的句 12 型谈论有关自己和他人的运动爱好及梦想的话题，并能用书面形 式写出自己的梦想及运动爱好。 . Teaching aims Knowledge aims： 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

29、单词： scientist, musician, pilot, policeman, policewoman 3. 能区分元音音素 e和eI并能正确朗读单词，注意相对应 字母组合的书写。 4. 能正确朗读句子中的不完全爆破。 5. 能正确运用 be going to be 谈论运动爱好及梦想，并在课后写 成作文。 Skill aims： 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. 能正确朗读课本的文本材料，准确把握语音、语调及连读。 4. 能正确地运用书面表达写出自己和他人的运动爱好及梦想。 13 Emotional aims： 通

30、过对 Section B 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，教师运用名人效应影响学生的人生观，帮助他 们树立远大的理想，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。 . The key points and difficult points Key points： 正确、熟练地运用 be going be 句型。 Difficult points： 1. be going to be 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。 3.

31、 I am going to be an office worker. 不定冠词 an + 元音。 . Learning strategies 1. 学生运用线索词改写对话，有助于提高学生的复述能力。 2. 学生根据音标拼读单词，发展学生拼读音标的能力。 . Teaching aids 14 Computer multimedia projector, phonetic cards, word cards in 3a Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。 15 . Teach

32、ing procedures Step Interaction pattern Student activity Teacher activity 16 Introductio n (7 minutes) 1. The whole class work 2. The whole class work 3. One or two Students work 4. The whole class work 5. The whole class work 1. Focus their attention on the teacher. 2. Read the saying aloud. 3. The

33、 student reports in front of the whole class. The topic is related to sports. 4. The whole class retell the conversation in pairs. 5. Students listen carefully and try to imitate what the teacher says. Guess the meanings of the new words. 1. Get students ready for learning. 2. Show everyday saying f

34、or the students. (one saying a week) 3. Ask the students to design a special topic of sports and give the everyday report. 4. Revision: Teacher shows pictures in 2 of Section A on the screen, and asks the students to retell the dialogue they wrote last class in pairs. 5. Teacher asks a good student

35、to make the conversation with the teacher, to learn “Im going to be a ” and the new word “player”. T: Are you going to join the school rowing club? S: Yes, I am. What about you? T: Im going to join the school table tennis club. Im going to be a table tennis player. 17 Presentatio n (6 minutes) 1. Th

36、e whole class work 2.The whole class work 3.The whole class work 4. The whole class work 1. Students answer together. Im going to be a rowing player. Im going to be a tennis player. Im going to be a table tennis player. 2. Students listen carefully, and find the sentences. “I am going to be a basket

37、ball player.” “I like Yao Ming best.” 3. Students listen carefully and try to understand the meaning of “favorite” with the help of their own memory. After listening, they should find out the answers to the two questions “Basketball, of course. Me , too”. “Thats OK”. 4. Listen and complete the table

38、 in 1b. 1. Teacher shows 3 pictures in 2 of Section A on the sereen, with new phrases under each picture: a rowing player, a tennis player, a table tennis player. The teacher asks: What are you going to be? The students answer according to the pictures. 2. Start on 1b. Teacher: I have a dream. I am

39、going to be a table tennis player. Michael also has a dream, and lets listen to 1a and find out: What is Michael going to be? Who is Michaels favorite player? Lets listen. 3. Go on with 1b. Teacher says “I like table tennis best. My favorite sport is table tennis.” to help students understand the me

40、aning of “favorite”, then asks students two questions: What is Michaels favorite sport? W hat is Marias favorite sport? 4. Finish 1b. Listen to 1a for the third time and finish1b. 18 Consolid ation (15 minutes) 1. The whole class work 2. The whole class work 3. Pair work 4. Individual work 5. The wh

41、ole class work and individual work 6. Several students work 7. Several students work 1. Students read sentence by sentence, imitating the pronunciation. 2. Students try to follow the speed. 3. Students read 1a in pairs, trying to read correctly and fluently. 4. Students read 1a individually as quick

42、ly as they can. 5. Students underline the language points in the text book, and finish the exercises in summary on the computer screen. 6. The first six excellent students write the answers of 1c on the blackboard. 7. Volunteers correct the essays. Students should develop the habit of checking by th

43、emselves. 1. Read 1a. Teacher plays the recording of 1a sentence by sentence. 2. Teacher plays the recording without stopping. 3.Teacher offers students 1 or 2 minutes to read 1a in pairs. 4. Design a competition: To see who can read the fastest in class. 5. Explain 1a. (1) favorite player; (2) “som

44、ething” and “anything”； (3) “play for” and “play against”； (4) prep “like” and verb “like”; (5)“men compound words”; (6) “when” clause. 6. Finish1c: Teacher limits the time for the students to finish1c, and the first six students write their essays “My” on the blackboard. 7. Correct the essays: Teac

45、her asks another 6 volunteers to correct the essays. Teacher helps to correct if necessary. 19 Practice (10 minutes) 1. The whole class work 2. The whole class work 3.Group work 4.Group work 5. The whole class work 6. Several students work 7. Several students work 8. The whole class work 9. The whol

46、e class work 10. Pair work 11. The whole class work 12. The whole class work 13. Group work 1. Students read the words individually, asking for help when necessary. 2. Students read and pay more attention to the vowel phonemes. 3. Students read in groups. 4. Students ask and answer in pairs as quick

47、ly as they can. What are you going to be when you grow up? Im going to be a / an 5. Students read together. 6. Students read one by one. 7. Six Member Bs read the words one by one. 8. Students read together, paying attention to the sound of /e/ and /eI /. 9. Students pay attention to the changing of

48、 /eI /. 10. One student reads, while the other listens and judges if it is right. 11. Students read together. 12. Students read after the recording, trying to imitate the sound. 13. Find the one who cant read and help him / her. 1. Teacher offers 2 or 3 minutes to the students to read all the words.

49、 2. Teacher encourages students to read the phonetic syllable phoneme by phoneme. 3. Teacher asks students to read 2 word by word. 4. Relaxing time. Practice the reviewing words. 5. Teacher shows phonetic cards /e/ and /eI/. 6. Teacher asks the students to read /e/ and /eI/ one by one. 7. Teacher shows word cards, calling Member B from each group to read one by one. 8. Teacher plays the recording of 3a. 9. Teacher shows “next