八年级上册教案设计
Unit
1
Playing
Sports
Topic
1
I’m
going
to
play
basketball.
Section
C
Ⅰ.
Material
analysis
本节课为本单元第四课时，主要活动为1a和2a。
Section
A谈论了运动计划，Section
B
谈论了运动爱好及梦想，Section
C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：spend
time
(in)
doing
sth,
be
good
at
doing
sth,
take
part
in
+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：There
is
going
to
be
…
在谈论运动的意义时，运用了It’s
good
for
…
句型，出现了重点短语：make
sb.
/
sth
+adj,
keep
sb.
/
sth.
+adj,
keep
fit
/
keep
healthy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.
Teaching
aims
Knowledge
aims：
1.
能根据音标，正确朗读出单词表中的单词及短语：
jump,
spend,
baseball,
be
good
at,
weekend,
part,
take
part
in,
be
good
for,
all
over,
heart,
lung,
fit
,
keep
fit,
supper
2.
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,
the
day
after
tomorrow,
healthy,
relax
3.
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。
Skill
aims：
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。
Emotional
aims：
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.
The
key
points
and
difficult
points
Key
points：
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
…,
take
part
in
…,
There
is
going
to
be
…
Difficult
points：
1.
spend
time
(in)
doing
sth./
spend
time
on
sth.;
2.
make
/
keep
sb./
sth.
+
adj
;
3.
the
differences
between
“health”
and
“healthy”;
4.
There
is
going
to
be
…
Ⅳ.
Learning
strategies
1.
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.
Teaching
aids
Computer
multimedia
projector
Everyday
saying:
If
you
can’t
pass,
you
can’t
play.
(乔丹教练对乔丹说的话。)
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction(7
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
One
or
two
students’
work4.
The
whole
class
work
1.
Focus
their
attention
on
the
teacher.2.
“If
you
can’t
pass,
you
can’t
play.”
Read
the
saying
aloud.3.
One
begins
with
“I
like…very
much”;
the
other
begins
with
“He
/
She
likes…very
much”.4.
The
whole
class
retell
in
pairs.
1.
Greet
students
ready
for
learning.2.
Show
everyday
saying
for
the
students.
(one
saying
a
week)3.
Call
two
students
to
report
their
homework.
One
reports
something
about
himself/herself
while
the
other
reports
something
about
his/her
friend.4.
Teacher
asks
each
group
toretell
their
homework
in
pairs:
A1-A2;
B1-B2;C1-C2.
All
the
students
retell
at
the
same
time
and
check
each
other’s
essay.
Teacher
walks
around
the
class
and
helps
the
students
when
necessary.
Presentation(6
minutes)
1.
The
whole
classwork2.
The
whole
class
work3.
The
whole
class
work4.
The
whole
class
work5.
The
whole
class
work6.
The
whole
class
work7.
The
whole
class
work8.
The
whole
class
work
1.
Students
look
at
the
pictures
in
1b
and
guess,
and
choose
out
which
sport
Ann
likes
very
much.2.
Students
find
out
the
sentence
“Ann
likes
sports
very
much”
at
once.
3.
Students
scan
the
passage
quickly,
and
find
out
the
sentence
“She
goes
cycling
twice
a
week.”4.
Students
scan
the
passage
quickly
again,
and
find
out
the
sentence
“She
spends
half
an
hour
exercising
in
the
gym
every
day.”5.
Students
scan
the
passage
the
third
time,
and
find
out
“The
high
jump
and
the
long
jump.”6.
Students
fill
in
the
missing
information
in
1b.7.
Students
read
the
passage
after
the
recording
sentence
by
sentece.
8.
Students
read
at
the
same
speed
as
the
recording,
imitating
the
pronunciation
and
the
intonation.
1.
Teacher
lets
the
students
finish
the
pre-reading
task.2.
Teacher
asks
the
students
to
skim
1a
and
find
out
the
topic
or
general
idea
as
quickly
as
they
can.3.
Teacher
asks
the
students
to
scan
1a
and
answer
the
question:
How
often
does
Ann
go
cycling?4.
Teacher
asks
the
students
to
scan
1a
again
and
answer
the
question:
How
long
does
Ann
spend
exercising?5.
Teacher
asks
the
students
to
scan
1a
the
third
time
and
answer
the
question:
What
sports
is
Ann
going
to
take
part
in?6.
Teacher
asks
the
students
to
read
1a
carefully
and
finish
1b.7.
Teacher
plays
the
recording
sentence
by
sentence.
8.
Teacher
plays
the
recording
without
stopping.
Consolidation
(15
minutes)
1.
The
whole
class
work2.
Group
work3.
The
whole
class
work
and
individual
work4.
The
whole
class
work
and
individual
work5.
The
whole
class
work6.
The
whole
class
work
1.
Students
read
1a
carefully,
trying
to
complete
the
missing
parts
in
the
sequence,
one
by
one.
Students
try
to
retell
1a
without
books.2.
Six
students
retell
1a
cooperatively.
Each
student
says
one
sentence.3.
Students
try
to
retell
the
whole
passage
individually.
4.
Students
describe
the
pictures
in
1b
individually.5.
Students
underline
the
language
points
in
their
books
and
do
the
exercises
on
the
screen.6.
Students
read
by
themselves.
1.
Finish
1c.
Teacher
asks
the
students
to
read
1a
to
prepare
for
the
retelling:
the
sequence
of
1a
is
on
the
blackboard:
Ann…goes
cycling…twice
a
weekgoes
mountain…Sundays…spends…exercising…learns
baseball…Saturdays…plays…well…is
good
at……is
going
to
be…the
high
jump…the
long
jump…
cheer
her
on…will
win.2.
Teacher
organizes
the
students
to
cooperate
with
their
partners
in
retelling
1a
together.3.
Teacher
organizes
a
competition
to
retell
the
whole
text
individually.
4.
Teacher
asks
the
students
to
retell
the
passage
according
to
the
pictures
in
1b.5.
Teacher
explains
the
language
points:(1)
spend
time
(in)
doing
Sth./
spend
time
on
sth.;
(2)
play…very
well;(3)
be
good
at
doing;(4)
There
is
going
to
be
…;(5)
be
sure
that
…6.
Read
1a.
Teacher
offers
1
or
2
minutes
for
the
students
to
read
1a.
Practice(10
minutes)
1.The
whole
class
work
andpair
work2.
Group
work3.
Group
work
and
pair
work4.
Group
work5.
The
whole
class
work
1.
Students
read
the
example.
Each
group
makes
three
dialogues
in
pairs,
and
each
pair
makes
one
dialogue.
2.
Students
try
to
understand
the
explanation.3.
The
students
show
their
dialogues
bravely.4.
Students
ask
the
teacher
to
read
some
difficult
sentences.5.
Students
write
down
the
answers
and
correct
the
answers
together.
1.
Relaxing
time.
Teacher
asks
the
students
to
read
the
example
in
2a,
then
students
make
other
three
dialogues
by
following
the
example.2.
Teacher
explains
some
phrases:
make/
keep
sb./sth.
+adj;
keep
sb.
healthy
/
fit.3.
Time
for
show:
Teacher
asks
three
pairs
of
students
from
different
groups
to
show
their
dialogues.4.
Necessary
help:
Teacher
leads
the
students
to
read
some
sentences
that
the
students
can’t
read
correctly
and
fluently.5.
Finish
1d.
Teacher
asks
students
to
answer
the
questions
in
1d
and
write
down
the
answers.
Production(7
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
The
whole
class
work
and
individual
work4.
Individual
work
1.
All
the
students
should
know
the
meaning
of
the
summary.
2.
Each
student
rewrites
the
passage,
noticing
to
change
the
third
single
forms
of
verbs
into
the
base
form.
3.
Finish
writing
the
essays，
answering
the
question:
What
are
you
going
to
do
when
there
is
going
to
be
a
school
sports
meet
in
your
school?4.
Students
should
review
Sections
A-C
to
prepare
for
Section
D.
1.
Teacher
summarizes
what
the
students
learned
today.
Important
language
points
are
shown
on
the
computer
screen.2.
Teacher
asks
the
students
to
rewrite
1a,
changing
“Ann”
into
“I”
to
introduce
something
about
themselves.3.
Teacher
assigns
writing
homework,
which
includes
the
following
information:A
short
passage
about
students’
favorite
sport,
students’
favorite
sports
stars
,
students’
daily
sports
life
and
students’
dream.4.
Teacher
assigns
the
students
to
review
Sections
A-C
to
prepare
for
Section
D.
Teaching
Reflection
Students
are
able
to
accept
the
reading
strategies
of
skimming
and
scanning
easily,
but
it’s
a
little
difficult
for
the
students
to
understand
the
structure
“make
/
keep
sb./
sth.+
adj”.
Teacher
should
design
more
exercises
to
help
them
urderstand
the
difficult
points.
Ⅶ.
Blackboard
design
Unit
1
Playing
Sports
Topic
1
I’m
going
to
play
basketball.Section
CShe
spends
half
an
hour
(in)
exercising.
It
makes
/
keeps
him
strong.
She
plays
it
very
well.
It’s
a
good
way
to
keep
healthy.She
is
good
at
jumping.
There
is
going
to
be
a
school
sports
meet
next
weekend.
Is
it
good
for
your
health?八年级上册教案设计
Unit
1
Playing
Sports
Topic
1
I’m
going
to
play
basketball.
Section
D
Ⅰ.
Material
analysis
本节课为本话题第五课时，主要活动为1a和2。
Section
D是一节复习课，在综合复习Sections
A-C的词汇、语法和功能句的基础上，巩固学生本周的学习内容。通过综合的阅读和写作的练习，拓展延伸学生的学习内容，检测学生综合运用语言的能力。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
能正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。
2.
复习并能熟练运用be
going
to
do
;
There
is
going
to
be
句型。
3.
能准确运用本单元重点短语进行写作练习：
play
basketball
/
football;
have
a
basketball
game
against…;
win
(the
game)
;
cheer
sb.
on;
prefer
doing
sth.;
one’s
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等短语。
4.
能正确完成教师设计的补充词汇对比的练习：
see
sb
do
sth，see
sb
doing
sth
play
against，play
for,
play
with
take
part
in，join
sb,
join+组织名称,
join
in
+活动
arrive
in，arrive
at
be
good
at，do
well
in
5.
能综合运用本课短语、句型写出自己或他人的运动计划或周末计划。
Skill
aims：
1.
能听懂与课本内容难度相当的、有关体育运动及体育明星话题的材料。
2.
能正确运用本单元所学内容，比较流利地谈论自己和他人的运动计划、运动日程、
简单的梦想。
3.
能阅读有关运动计划、运动日程、简单的梦想以及相关话题的文章，理解文章并
做相关的阅读练习。
4.
能综合运用本单元的语法、词汇、句型写出自己和他人的运动计划、运动日程、
周末计划以及相关话题。
Emotional
aims：
通过学习，唤醒学生的运动意识，鼓励学生积极参与运动，使他们养成健康而有规律
的生活习惯。
Ⅲ.
The
key
points
and
difficult
points
Key
points：
复习be
going
to
结构及表示计划意愿的功能句。
Difficult
points:
1.
see
sb
do
sth/
see
sb
doing
sth.
2.
take
part
in
/
join
/
join
in.
Ⅳ.
Learning
strategies
1.
通过短语辨析的学习，鼓励学生学会归纳总结。
2.
通过看图写话，看信息补全文章等多种方法，帮助学生提高写作能力。
3.
学生通过整体复习Sections
A-C，了解到复习是一种很好的学习方式。
Ⅴ.
Teaching
aids
Computer
multimedia
projector，poster
of
David
Beckham
Everyday
saying:
If
you
can’t
pass,
you
can’t
play.
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction(7
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
Individual
work4.
The
whole
class
work
1.
Focus
their
attention
on
the
teacher.2.
Read
the
saying
aloud.
3.
Choose
three
students
to
report
as
well
as
they
can.4.
The
whole
class
read
in
pairs.
1.
Greet
students
ready
for
learning.2.
Show
everyday
saying
for
the
students.
(
one
saying
a
week
)3.
Teacher
asks
three
students
to
report
their
homework
one
by
one.
Choose
the
best
one
to
award.4.
Teacher
asks
each
group
to
read
their
homework
in
pairs:
A1-A2;
B1-B2;
C1-C2,
checking
each
other’s
essay.
Teacher
walks
around
the
class
and
helps
the
students
when
necessary.
Presentation(8
minutes)
1.
Individual
work2.
Individual
work3.
The
whole
class
work4.
Group
work5.
The
whole
class
work6.
The
whole
class
work7.
The
whole
class
work
1.
Students
who
are
interested
in
David
Beckham
will
volunteer
to
say
something
about
him
in
an
exciting
tone.The
student
answers,
“Because
I’m
a
big
fan
of
David
Beckham.”2.
Students
can
guess
the
text
from
clues:
David
Beckham,
football
match,
fans.3.
Students
who
have
guessed
correctly
will
feel
excited,
then
they
are
happy
to
finish
1a
after
reading.4.
Each
group
provides
one
answer.5.
Students
understand
the
meaning:
the
structure
“be
coming
/
leaving”
refers
to
future
tense.
6.
Students
read
after
the
recording
for
once.7.
Students
fill
in
the
blanks
in
1b
and
read
1a
carefully.
1.
Teacher
shows
the
picture
of
David
Beckham,
and
asks
“Who
knows
him?”
and
“Who
can
say
something
about
him?”,
introducing
the
word
“famous”.2.
Guess
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.3.
Finish
1a.
Teacher
asks
the
students
to
read
1a
to
see
if
they
have
guessed
correctly,
then
asks
them
to
finish
1a.4.
Teacher
checks
and
shows
the
final
correct
answer.5.
Teacher
explains
the
function
of
“be
leaving
for”.6.
Teacher
plays
the
recording
once.7.
Teacher
encourages
the
students
to
complete
1b,
then
lets
them
read
1a
carefully.
Consolidation(10
minutes)
1.
The
whole
class
work2.
Group
work
and
individual
work
3.
Individual
work
1.
Two
groups
show
their
answers
by
writing
them
down
on
the
blackboard.2.
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..3.
Students
try
to
do
the
exercise
correctly,
paying
attention
the
differences.
1.
Teacher
checks
the
students’
answers
of
Grammar
and
Function.2.
Teacher
asks
the
students
to
make
sentences
by
using
“be
going
to
do
/
be”,
using
the
following
phrases
in
groups:play
basketball;
have
a
basketball
game;climb
a
mountain;row
a
boat
against…;
win
(the
game);
grow
up;in
the
future;
3.
Teacher
designs
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
Practice(15
minutes)
1.
The
whole
class
work
andpair
work2.
Individual
work3.
Individual
work4.
Group
work
5.
Individual
work6.
Individual
work7.
Group
work
and
individual
work8.
The
whole
class
work
1.
Students
finish
writing
the
passage
in
2
with
5
minutes.2.
Three
students
write
their
essays
down
on
the
blackboard.3.
Another
three
students
correct
the
essays,
using
red
chalk
to
correct.
4.
Students
do
the
survey
in
their
own
group,
ask
and
answer
according
to
the
table
of
the
Project,
then
fill
in
the
table
in
the
Project.5.
Students
write
down
the
essay
“My
weekend
plan”.6.
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.7.
Six
students
report
their
weekend
plans,
trying
their
best
to
make
the
plan
more
interesting.
They
will
get
the
scores
based
on
their
reporting.8.
Each
student
has
to
finish
writing
his
/
her
own
weekend
plan
and
hand
in
the
paper
in
class.
1.
Teacher
asks
students
to
finish
2
and
write
a
passage
in
class.
Time
is
limited.2.
Teacher
asks
three
students
to
show
their
writings
on
the
blackboard.3.
Teacher
asks
another
three
students
to
check
the
essays
and
helps
them
when
necessary.4.
Teacher
organizes
the
students
to
do
a
survey
according
to
the
Project.5.
Teacher
asks
the
students
to
write
an
essay
about
“My
weekend
plan”.6.
Teacher
calls
three
students
to
write
their
weekend
plans
on
the
blackboard
and
helps
to
correct
the
mistakes.7.
Teacher
encourages
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.8.
Collect
their
writings.
Production(5
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
Individual
work4.
Individual
work
1.
Students
try
to
read
the
words
in
topic
2
aloud.2.
Students
write
a
passage
after
class.3.
Students
read
the
words
after
class.
Make
sure
they
can
read
the
dialogue
of
1a
on
page
9
correctly.4.
Students
collect
the
names
in
many
ways,
asking
others
or
looking
for
them
in
newspapers
or
on
the
Internet.
1.
Teacher
leads
the
students
to
preview
the
words
in
topic
2.2.
Teacher
asks
the
students
to
write
“My
favorite
sport”
after
class.3.
Teacher
asks
the
students
to
read
the
words
on
P9-10
after
the
recording.4.
Teacher
asks
the
students
to
collect
the
names
of
the
sports
activities
and
they
will
show
the
names
on
the
blackboard
in
the
next
class.
Teaching
Reflection
Some
students
are
able
to
report
“My
weekend”,
but
others
aren’t.
Homework
should
be
assigned
to
consolidate
the
reporting
so
that
they
can
improve
their
skills.Teacher
should
design
more
interesting
ways
to
teach
writing.
Ⅶ.
Blackboard
design
Unit
1
Playing
Sports
Topic
1
I’m
going
to
play
basketball.
Section
D
be
going
to
do
sth
take
part
in,
join
…,
join
in
do
well
in
sth
play
with,
play
for,
play
against
be
good
at
doing
sth
arrive
in,
arrive
at
spend
time
(in)
doing
sth
leave
for
spend
time
on
sth
go
skating
