仁愛(ài)版八年級(jí)上冊(cè)英語(yǔ)教學(xué)設(shè)計(jì)：unit1playingsportstopic1sectiond

Unit 1 Playing SportsTopic 1 Im going to play basketball第五課時(shí)（Section D-1a, 1b, Grammar and Functions, Project）教學(xué)設(shè)計(jì)思路：本節(jié)課為本話題第五課時(shí)，主要活動(dòng)為1a ，1b和Project。首先教師出示足球明星貝克漢姆的圖片，導(dǎo)入1a，學(xué)生通過(guò)閱讀1a 判斷文本下面四種說(shuō)法是否正確，然后再次閱讀文本，完成1b ，以寫(xiě)電子郵件的方式轉(zhuǎn)寫(xiě)1a 中信息。在綜合復(fù)習(xí)總結(jié)了Grammar and Functions 中詞匯、短語(yǔ)和功能句的基礎(chǔ)上，進(jìn)行Project 的寫(xiě)作練習(xí)，讓學(xué)生以實(shí)踐、體驗(yàn)等方式來(lái)綜合運(yùn)用本話題所學(xué)的知識(shí)。. Teaching aims1. Knowledge aims：（1）能正確朗讀出單詞表所有單詞及短語(yǔ)，能正確拼讀、書(shū)寫(xiě)并運(yùn)用黑體單詞。（2）復(fù)習(xí)并能熟練運(yùn)用be going to do ; There is going to be 句型。（3）能準(zhǔn)確運(yùn)用本單元重點(diǎn)短語(yǔ)進(jìn)行寫(xiě)作練習(xí)：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(yǔ)。（4）能正確完成教師設(shè)計(jì)的補(bǔ)充詞匯對(duì)比的練習(xí)：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(dòng) arrive in，arrive at， be good at，do well in（5）能綜合運(yùn)用本課短語(yǔ)、句型寫(xiě)出自己或他人的運(yùn)動(dòng)計(jì)劃或周末計(jì)劃。2. Skill aims: （1）能聽(tīng)懂與課本內(nèi)容難度相當(dāng)?shù)?、有關(guān)體育運(yùn)動(dòng)及體育明星話題的材料。（2）能閱讀有關(guān)運(yùn)動(dòng)計(jì)劃、運(yùn)動(dòng)日程、簡(jiǎn)單的夢(mèng)想以及相關(guān)話題的文章，理解文章并做相關(guān)的閱讀練習(xí)。（3）能綜合運(yùn)用本單元的語(yǔ)法、詞匯、句型寫(xiě)出自己和他人的運(yùn)動(dòng)計(jì)劃、運(yùn)動(dòng)日程、周末計(jì)劃以及相關(guān)話題。3. Emotional aims:通過(guò)學(xué)習(xí)，喚醒學(xué)生的運(yùn)動(dòng)意識(shí)，鼓勵(lì)學(xué)生積極參與運(yùn)動(dòng)，使他們養(yǎng)成健康而有規(guī)律的生活習(xí)慣。4. Culture awareness:了解國(guó)外的足球明星. The key points and difficult points1. Key points:復(fù)習(xí)be going to 結(jié)構(gòu)及表示計(jì)劃意愿的功能句。2. Difficult points： 1. see sb do sth/ see sb doing sth. 2. take part in / join / join in. Learning strategies通過(guò)短語(yǔ)辨析的學(xué)習(xí)，鼓勵(lì)學(xué)生學(xué)會(huì)歸納總結(jié)。. Teaching aids計(jì)算機(jī)多媒體投影儀，足球明星貝克漢姆的圖片。V. Teaching proceduresStage 1（2mins）：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose(Class activity)Greet students ready for learning.Ask three students to report their homework one by one. Choose the best one to award.Ask 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.Focus their attention on the teacher.Choose three students to report as well as they can.The whole class read in pairs.Stage 2（2mins）：Pre-taskStepTeacher activityStudent activityDesigning purpose1(Class activity)Show the picture of David Beckham, and asks two roducing the word “famous”.T:Who knows him?” T:“Can you say something about him?”,Predict 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.Students who are interested in David Beckham will volunteer to say something about him in an exciting tone.S1:He is David Beckham.S1:Yes. He is from England and he is a football star Im a big fan of David Beckham.”Guess the text from clues: David Beckham, football match, fans.利用貝克漢姆的海報(bào)導(dǎo)入，能引起學(xué)生注意，激發(fā)學(xué)習(xí)興趣，引導(dǎo)學(xué)生快速進(jìn)入學(xué)習(xí)狀態(tài)。Remark：Stage 3（12mins）：Task 1StepTeacher activityStudent activityDesigning purpose 1(Group work)Finish 1a. Ask the students to read 1a to see if they have guessed correctly, then asks them to finish 1a.T:There are four statements below the passage.You need to read the passage carefully ,then tell me whether they are true or not.Check the answersT:Group2 has different ideas.Explain the usage of “be leaving for”.T: “be leaving for”means “be going ”and refers to future tense. SoNO.4is true.Play the recording.Students who have guessed correctly will feel excited, then they are happy to finish 1a after reading.Each group provides one answer.G1:FFFTG2: FFFFG3: FFFTMake sure they understand the structure “be coming / leaving” refers to future tense. Read 1a after the recording.2(Group work)Explain some phrases(1)Play for ,play with ,play against(2)Arrive in arrive at (3) leave for leaveforTry to understand the explanation and take notes , and try to remember them.G1:G2:3(Individual work)Encourage the students to complete 1b, and then lets them read 1a carefully.T:Its such exciting news,so Kangkang wrote an email to his friends about it .But some words are missing in the email.Can You help find them? T:Have you got the answers? Who can tell us the answers Fill in the blanks in 1b and read 1a carefully.Listen to 3 and finish the tasks.Ss:YesS1:arrived in ,play againstS2:stay ,are leaving for ,joinRemark:Stage 3（5mins）：Task 2StepTeacher activityStudent activityDesigning purpose ( Individual work )Check the students answers of Grammar and Function.Two groups show their answers by writing them down on the blackboard.Remark：Stage 4（7mins）：Task3 StepTeacher activityStudent activityDesigning purpose1(Group work)ask the students to make sentences by using “be going to do / be”, using the following phrases in groups:play basketball;要練說(shuō)，先練膽。說(shuō)話膽小是幼兒語(yǔ)言發(fā)展的障礙。不少幼兒當(dāng)眾說(shuō)話時(shí)顯得膽怯：有的結(jié)巴重復(fù)，面紅耳赤；有的聲音極低，自講自聽(tīng)；有的低頭不語(yǔ)，扯衣服，扭身子。總之，說(shuō)話時(shí)外部表現(xiàn)不自然。我抓住練膽這個(gè)關(guān)鍵，面向全體，偏向差生。一是和幼兒建立和諧的語(yǔ)言交流關(guān)系。每當(dāng)和幼兒講話時(shí)，我總是笑臉相迎，聲音親切，動(dòng)作親昵，消除幼兒畏懼心理，讓他能主動(dòng)的、無(wú)拘無(wú)束地和我交談。二是注重培養(yǎng)幼兒敢于當(dāng)眾說(shuō)話的習(xí)慣?；蛟谡n堂教學(xué)中，改變過(guò)去老師講學(xué)生聽(tīng)的傳統(tǒng)的教學(xué)模式，取消了先舉手后發(fā)言的約束，多采取自由討論和談話的形式，給每個(gè)幼兒較多的當(dāng)眾說(shuō)話的機(jī)會(huì)，培養(yǎng)幼兒愛(ài)說(shuō)話敢說(shuō)話的興趣，對(duì)一些說(shuō)話有困難的幼兒，我總是認(rèn)真地耐心地聽(tīng)，熱情地幫助和鼓勵(lì)他把話說(shuō)完、說(shuō)好，增強(qiáng)其說(shuō)話的勇氣和把話說(shuō)好的信心。三是要提明確的說(shuō)話要求，在說(shuō)話訓(xùn)練中不斷提高，我要求每個(gè)幼兒在說(shuō)話時(shí)要儀態(tài)大方，口齒清楚，聲音響亮，學(xué)會(huì)用眼神。對(duì)說(shuō)得好的幼兒，即使是某一方面，我都抓住教育，提出表?yè)P(yáng)，并要其他幼兒模仿。長(zhǎng)期堅(jiān)持，不斷訓(xùn)練，幼兒說(shuō)話膽量也在不斷提高。have a basketball game;climb a mountain;row a boat against; win (the game); grow up;in the future; T: Good job!Two groups show their answers by writing them down on the blackboard.S1 in Group1:Xiaoqiand is going to play basketball.S2:There is going to be a basketball game in our school.S3:S1 in Group2:My brother is going to climb a mountain.S2:.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.在英語(yǔ)學(xué)習(xí)中，造句作為一種英語(yǔ)學(xué)習(xí)的訓(xùn)練方式，能夠幫助學(xué) 習(xí)者辨析詞語(yǔ)的準(zhǔn)確含義。2(Individual work)Design some 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 Finish the exercise correctly, paying attention the differences.Ss:.綜合性的練習(xí)主要是對(duì)課堂上一些重難點(diǎn)的深入，必不可少。Remark：練習(xí)的設(shè)計(jì)要兼顧學(xué)生的自主完成和合作完成。Stage 5（14mins）：ProjectStepTeacher activityStudent activityDesigning purpose (Group work)Lead the students to do a survey according to the Project.T: First,you can talk about your plan with your partner .the questions and expressions in Project may help you .Get the students to write an essay about “My weekend plan”.“教書(shū)先生”恐怕是市井百姓最為熟悉的一種稱呼，從最初的門(mén)館、私塾到晚清的學(xué)堂，“教書(shū)先生”那一行當(dāng)怎么說(shuō)也算是讓國(guó)人景仰甚或敬畏的一種社會(huì)職業(yè)。只是更早的“先生”概念并非源于教書(shū)，最初出現(xiàn)的“先生”一詞也并非有傳授知識(shí)那般的含義。孟子中的“先生何為出此言也？”；論語(yǔ)中的“有酒食，先生饌”；國(guó)策中的“先生坐，何至于此？”等等，均指“先生”為父兄或有學(xué)問(wèn)、有德行的長(zhǎng)輩。其實(shí)國(guó)策中本身就有“先生長(zhǎng)者，有德之稱”的說(shuō)法?？梢?jiàn)“先生”之原意非真正的“教師”之意，倒是與當(dāng)今“先生”的稱呼更接近。看來(lái)，“先生”之本源含義在于禮貌和尊稱，并非具學(xué)問(wèn)者的專稱。稱“老師”為“先生”的記載，首見(jiàn)于禮記?曲禮，有“從于先生，不越禮而與人言”，其中之“先生”意為“年長(zhǎng)、資深之傳授知識(shí)者”，與教師、老師之意基本一致。T:You can write the weekend plans with the help of the conversations you made up just now.語(yǔ)文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。如果有選擇循序漸進(jìn)地讓學(xué)生背誦一些優(yōu)秀篇目、精彩段落,對(duì)提高學(xué)生的水平會(huì)大有裨益。現(xiàn)在,不少語(yǔ)文教師在分析課文時(shí),把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果教師費(fèi)勁,學(xué)生頭疼。分析完之后,學(xué)生收效甚微,沒(méi)過(guò)幾天便忘的一干二凈。造成這種事倍功半的尷尬局面的關(guān)鍵就是對(duì)文章讀的不熟。常言道“書(shū)讀百遍,其義自見(jiàn)”,如果有目的、有計(jì)劃地引導(dǎo)學(xué)生反復(fù)閱讀課文,或細(xì)讀、默讀、跳讀,或聽(tīng)讀、范讀、輪讀、分角色朗讀,學(xué)生便可以在讀中自然領(lǐng)悟文章的思想內(nèi)容和寫(xiě)作技巧,可以在讀中自然加強(qiáng)語(yǔ)感,增強(qiáng)語(yǔ)言的感受力。久而久之,這種思想內(nèi)容、寫(xiě)作技巧和語(yǔ)感就會(huì)自然滲透到學(xué)生的語(yǔ)言意識(shí)之中,就會(huì)在寫(xiě)作中自覺(jué)不自覺(jué)地加以運(yùn)用、創(chuàng)造和發(fā)展。Lead three students to write their weekend plans on the blackboard and helps to correct the mistakes.Ask 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.Collect the Ss writings.Carry out the survey in their own group, ask and answer according to the table of the Project, then fill in the table in the Project.S1:What are you going to do this weekend?S2: Im going to play table tennis.S1:How are you going to get there?S2:Ill go there by bike.Students write down the essay “My weekend plan”.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.Six students report their weekend plans, trying their best to make the plan more interesting. They will get the scores based on their reporting.Each student has to finish writing his / her own weekend plan and hand in the paper in class.Remark：Stage 6（5mins）：Assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class activity)Lead the students to preview the words in topic 2.Assign the students to write “My favorite sport” after class.Ask the students to read the w