仁爱版八年级上册Unit 1 Playing Sports Topic 1 Section A 教学设计

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仁爱版八年级上Unit 1  Playing Sports教学设计

Topic 1  Are you going to play basketball?

Section A

The main activities are1aand 2. 本课重点活动是1a和2。

Ⅰ.Teaching aims and demands 教学目标

1. Learn some new words and phrases:
almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis
2. Learn some useful sentences:
(1)I saw you play basketball almost every day during the summer holidays.
(2)Would you like to come and cheer us on?
3. Learn the future tense with be going to:
(1)We are going to have a basketball game against Class Three on Sunday.
(2)Are you going to join the school rowing club?
4. Talk about preferences:
—Which sport do you prefer, cycling or rowing?
—I prefer rowing.
5. Talk about sports and games.

Ⅱ. Teaching aids 教具

图片/海报/教学挂图/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间:7分钟)

复习学过的运动项目名称，引出生词。
1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)
T:  Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?
Ss:      …
(板书并要求学生掌握。)

term

T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.
(展示学生在打篮球的图片。)
T:  Look at the picture. Do you know what they are doing? S1, please.
S1: They are playing basketball.
T:  Do you like playing basketball?
S1: Yes, I do. / No, I don’t.
T:  How many players are there in the basketball team?
(板书并要求学生掌握。)

team

S1: There are five players.
(展示学生在打排球的图片。)
T:       What are they doing? S2, do you know?
S2: They are playing volleyball. (教师帮助该生回答。)
(板书并要求学生掌握。)

volleyball

(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)
(板书，并让学生跟读，要求学生理解cycle, ski；掌握row, skate, tennis, table tennis。)

cycle, row, skate, tennis, table tennis, ski

2. (用黑板上有关运动的生词操练，导出prefer的用法。)
T:       Which sport do you like better, cycling or rowing?
S3: Rowing.
T:       Good! The phrase “like … better” means “prefer”.
(板书并要求学生理解。)

prefer

T: S4, which sport do you prefer, basketball or soccer?
S4: I prefer basketball.
…

Step 2  Presentation 第二步  呈现(时间:10分钟)

通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。
1. (利用plan to do sth.，导入“be going to+do”结构。)
T:  I’m very glad you all like doing sports and know a lot about them. Do you want to play        volleyball tomorrow afternoon? S1, please.
S 1: Yes, I do.
T:        So you plan to play volleyball tomorrow afternoon, right?
S1:       Yes.
T:        OK. When we plan to do something, we can say we are going to do something.
(板书，学习新语法。)

be going to do sth.

T:  When I tell you my plan, you retell it with be going to. OK, boys and girls?
Ss: OK.
T:  I plan to go out for dinner tonight. S2, please.
S2: You are going to go out for dinner tonight.
T:  I plan to climb mountains tomorrow. S3, please.
S3: You are going to climb mountains tomorrow.
T:  Good! When we express something that is going to happen or we plan to do something, we        can use be going to.
2. (教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。)
T: OK, S4, please tell me what you plan to do tomorrow afternoon.
S4:      I’m going to swim with my brother tomorrow afternoon.
T: Are you going to swim?
S4:      Yes, I am.
(板书，学习新句型。)

—Are you going to swim? —Yes, I am.

(教师视学生掌握的情况来决定是否要进行更多的操练。)
3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。)
T:  Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?
Ss:Yes, we’d love to./I’d love to.
(板书，让学生猜词义，并要求掌握。)

against, cheer, cheer ... on

(出示教学挂图，让学生看图片猜测对话内容，导入1a。)
  T: Look at this picture. They areKangkang andMichael. What are they talking about? Can you guess? Please listen to1aand then answer the following questions.
(出示小黑板。)

(1) Which class is Michael’s class going to play against? (2) Is Kangkang going to cheer them on?

(听后核对答案。)
4. (学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)
(出示小黑板，领读关键词；解释并要求学生掌握almost和win。)

basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win

Step 3  Consolidation 第三步  巩固(时间:10分钟)

创设情景，编对话，在真实的语境中培养学生口头交流能力。
1. (根据小黑板上的关键词，分角色表演对话。)
T: OK. Now you can use the key words above to act out the dialog in roles.
2. (教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)
(教师先做示范，然后让学生两人一组练习。)
T: S1, what are you going to do this term?
S1: I’m going to learn English better.
T:  What about you, S2?
S2: I’m going to study math hard.
T:  Oh, it’s a good plan. S3, do you know what your partner is going to do?
S3: Yes. He is going to learn rowing.
T:  Discuss with your partner what you are going to do this term.
3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)
T:  Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to1a. You can use the key words on the blackboard.
(板书)

be going to, play, I’m afraid, homework, summer, play against, I hope

(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)
Example:
S4:      Hi, S5.
S5:      Hi, S4. I am going to play … Are you going to play with us?
S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.
S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?
S4:      Of course. I’d love to. And I hope you will win.
  (让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。)
(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。)

Step 4  Practice 第四步  练习(时间:10分钟)

完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。
1. (通过看图片，练习be going to的用法，导入2。)
T: Look at the pictures, what are they going to do?
Ss:      (Picture 1) They are going to go skating.
(Picture 2) They are going to go skiing.
…
T: Which sport do you prefer, … or …?
S1:       I prefer …
T: What about you, S2?
S2:       I prefer …
T: S3, do you often go swimming?
S3:       Yes, very often.
T:  Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?”
(板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。)

quite, bit very often = quite a lot/a bit I go swimming very often.= I go swimming much.

T:  S4, do you go rowing much?
S4: Yes, quite a lot/a bit.
T:       S5, do you go skiing much?
S5: Yes, quite a lot / a bit.(肯)
S6:       No, seldom.(否)
T:  Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.
(板书，教学生词，并要求学生掌握。)

join, club

T:  Discuss with your partner which sports club you would like to join.
S7: I am going to join the school rowing club.
S8: …
(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)
2. (让学生听3录音，并完成3。)
T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.
(再放录音3，核对答案。)
3. (做一个运用“be going to+do”句型的游戏。)
(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)
T: Please do an action about your favorite sport.
(S10表演一个动作。)
S9:  Are you going to play basketball?
S10: No, I’m not.
S9:  Are you going to play volleyball?
S10: Yes, I am.
…
(让学生尽量多表演动作。)

Step 5  Project 第五步  综合探究活动(时间:8分钟)

通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。
1. (小组活动，在小组中做采访并向全班同学作报告。)
T: Work in groups. Ask your partner the following questions, then give a report to your classmates.

(1)Which sport do you prefer, … or …? (2)Do you … much? (3)Are you going to … next week?

2. Homework:
用be going to造五个句子，要求用不同的人称、句式。
板书设计：

Are you going to play basketball? Section A prefer                  be going to + do sth. cheer … on          We are going to have a basketball game against Class Three on Sunday. quite a bit / a lot           Which sport do you prefer, cycling or rowing?                          I prefer rowing.                          Are you going to join the school rowing club?                             Yes, I am./No, I’m not. I’m going to …