八上Unit1 Topic 1 I’m going to play basketball. Section A 教案

Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section A
Ⅰ. 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), 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。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标正确朗读出下列单词表中的单词：team, win, 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。
Ⅲ. The key points and difficult points
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。
Ⅳ. Learning strategies
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。
Ⅴ. 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。
Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity
Introduction （7 minutes） 1. The 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 what 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 about sports.
E.g. I often play table tennis in the morning.
Presentation (8 minutes) 1. Group work
1. Group A抯 members
help B and C to make their own sentences. They may know the meaning of 揵e going to do after making sentences. Students
should try to use the new words and phrases, such as: I抦 going to row / cycle / skate.
1. Write揑 am going to play table tennis. on the燽lackboard. Ask the students to replace play table tennis. Teacher shows pictures in 2 on the
computer screen with the
Presentation (8 minutes) 2. The whole
class work
3. The whole
class work
4. Group work
(In fact, every-
one should
participate in
the activity.) 2. Students listen to 1a carefully, focusing on the 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 teacher’s actions.
Students should follow what the teacher says and catch the meaning.
Students listen to 1a
again carefully, 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. Let抯 listen and find: What are they talking about? Teacher plays the recording without stopping.
Check 1b.
3. Finish 1c. Teacher presentsnew words against and 損ractice 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 揑 am going to practice table tennis. Here損ractice means 損lay.
4. Finish 1c. Teacher plays the recording twice.燭he first time: stop when necessary.
Consolidation (10 minutes) 1. The whole
class work
2. The whole
class work
3. Pair work
4. Group work
and pair work
5. Individual
work
6. The whole
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: 6 points ; C
pair :7 points.)
5. Students fill in the blanks:
①—_____(be) you going to play tennis?
—Yes, I ____(be).
② He saw her _______ (cross) the road.
③ 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 recording in 1a sentence by sentence.
2. Teacher plays the recording爓ithout 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 perform 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 揵e going to do
(2) The differences between see do and see doing.
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
class 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 other抯 mistakes at any time.
4. Students listen generally to catch the main idea.
5. Students pay more
attention爐o 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. 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 check or to help.
4. Teacher plays the recording of 3a without stopping.
5. The recording stops when
the long and difficult
sentences appear.
Production (8 minutes) 1. The whole
class work
2. The whole
class work
3. The whole
class work
1. Students summarize
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
Teaching Reflection

Ⅶ. Blackboard design

It抯 easy for the students to use the structure of “be going to do” after teaching. But it’s 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.
Unit 1 Playing Sports