八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod1教学案例设计新版仁爱版I文档格式.docx
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八年级英语上册Unit1Topic1ImgoingtoplaybasketballPeriod1教学案例设计新版仁爱版I文档格式.docx
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SectionD-GrammarandFunctions,1a,1b,Project
第一课时(SectionA-1a,1b,1c,1d,2)
教学设计思路:
本节课主要活动为SectionA的1a和2。
通过1a中Michael和Kangkang的对话,呈现了本课所要学的语法重点:
begoingtodo结构表示一般将来时。
首先通过教师与学生互动谈论各自运动计划,导入对1a的泛听,并完成1b,接着学生通过精听对话,判断1c四种说法是否正确。
然后在充分听和读1a对话内容之后完成1d的填空并尝试复述1a。
SectionA-2则是在了解了Kangkang和Michael的运动喜好后看图仿例子做对话来谈论自己的运动喜好和运动计划。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇:
team,win,cheer,row,quite,during,against,practice…
(2)能正确运用begoingtodo表达运动计划。
(3)能正确地运用preferdoing结构表达喜好,如:
preferswimming,preferrowing等。
2.Skillaims:
(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)学生模仿例子编写对话,提高他们的改写能力。
(4)通过对SectionA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。
3.Emotionalaims:
帮助学生养成运动的好习惯,学会强身健体,唤醒学生的运动意识。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
能正确、熟练地运用begoingtodo句型。
2.Difficultpoints:
(1)begoingtodo句型中的be动词和主语的一致性。
(2)seesb.do和seesb.doing的区别。
Ⅲ.Learningstrategies
学生通过看图猜测单词,锻炼他们的预测能力。
Ⅳ.Teachingaids
V.Teachingprocedures
Stage1(7mins):
Greetingandleadingin
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
GreettheSsandwarmup.
Haveacontest.Showsomepicturesaboutsportsonthescreenquickly.
T:
Beforethenewlesson,let’shaveacontest.I’llshowyousomesportsgoodsorsportsrequisitesonthescreenquickly.Youshouldwritedownthenounsaboutsportsasquicklyaspossible.Thestudentwhowritesthemostwillbethewinner.Areyouready?
Go!
Howmanynounshaveyouwrittendown?
Let’scount.Oh,S1gotthemost.Congratulations!
CanyouwritethemontheBb?
Writedownthenamesaboutsportsasmanyaspossible.
Ss:
…
S1:
Sure.
用竞赛的方式复习巩固表示运动的名词。
2(Classactivity)
Getstudentsreadyfor
learning.
Ioftenplaytabletennisinthemorning.
Iamgoingtoplaytabletennistomorrowmorning,
Whatareyougoingtodo?
Wealllikesports,asthesayinggoes,Readingistothemindwhileexercisetothebody.right?
MichaelistalkingaboutsportswithKangkang.DoyouwanttoknowWhichsporttheyaretalkingabout?
Focustheirattentionontheteacher.
Thewholeclasslistencarefullyandtrytorepeatwhattheteachersays.Guessthewords’meaningswiththehelpofthepictures.
I’mgoingtorow/cycle/skate….
(Itcanbeeverydaysayingforthestudents.)
yes.
SsYes,wedo.
这一环节的目的是要让学生在与教师谈论自己即将要从事的运动时理解新单词并初步感知"
begoingtodo"
结构。
Remark:
Stage2(5mins):
Pre-listening
(Individualwork)
Predicttheanswersto1bandthemainideaof1a.Leadin1a.
Beforelistening,let’sreadthesentencesin1b.Maybeyoucanpredicttheanswers.Atleast,youcantellmewhat’sthemainideaoftheconversation.
Give
me
your
reason
for
choosingit.
Weneedtolistentoconfirmyourguess
Yes,youareright.Andtherearefourstatementsabouttheirconversation,Pleasereadthemandtrytotellwhethertheyaretrueorfalseafterthesecondlistening,ok?
Predicttheanswersto1bandthemainideaof1a.
IthinkDisright.
Igotitaccordingtothepicture.
Studentsgetreadytolistento1aagaincarefully,payingmoreattentionwhenpauseappears
听之前预测是为了帮助学生了解文意。
教师的问题导入可激发学生求知欲
Remark:
通过听之前对听力题的阅读和对答案的推测,提醒学生注重对话的关键词和细节信息。
Stage3(8mins):
While-listening
1(Individualwork)
Playthetaperecordingforthe
firsttime,finish1b
Youreallydidagoodjob.Let’slistentotheconversation.YoucanmarkTorFforthesentencesof1c.
Finish1c.Teacherplaystherecordingtwice.
Thefirsttime:
stopwhennecessary.
Thesecondtime:
checktheanswers.
Whowouldliketotellmetheanswers?
Howcanyoucorrect?
Welldone!
Studentslistento1a
carefully,focusingontheinformationofnounsaboutsports,andthenanswertogether.
...
Studentscheckthe
answersintheirgroupsfirst,andthenexchangetheiranswerswithothergroups.
Thefirstoneisfalse.Michaelisgoingtoplaybasketballinsteadofplayingfootball.
S2:
Thesecondoneisfalse.
……
S3:
Thethirdoneisfalse.
S4:
Thefourthoneistrue.
完成1b,整体感知对话内容。
独立完成1c,先组内核对答案,然后同其他组交换意见。
2(Classwork)
Listenandfollow
Teacherplaystherecordingin1asentencebysentence.
Iwillplaytherecordingin1asentencebysentence.Pleaselisten
carefully,payattentiontoyourpronunciationandtheintonation.
Studentsrepeateachsentenceaftertherecording,imitating
thepronunciationandtheintonation.
Stage4(15mins):
Post-listening
1(classactivity)
Askthestudentstoread1ainrolesingroups.
Now2minutesforyoutoreadthedialoginroles.Payattentiontothepronunciationandintonation.Andafterawhilewe’llhavea.Itislikethis:
Studentsineachgroupdopairworkfirsttoread1ainpairs,andtheneachgroupchooseoutonepairtoperformthedialogue
Studentsread1ainroles,tryingtoreadcorrectlyandfluently.
2(Groupwork)
1d.
Teachershows1donthescreen,checkingifthestudentsareabletowritethenewwordscorrectlywhilethestudentsarewriting.
Studentsonlywritedowntheanswerstoseeiftheyhaveunderstoodthedialogue.
3(Classactivity)
Dealwiththekeypointsinla
Teacherpresentsnewwords“against”and“practice”indifferentways.
Against:
Teacherputshis/hertwofistsagainsteachother.
Practice:
Iamgoingtoplaytabletennis.Wecanalsosay“Iamgoingtopracticetabletennis”.Here“practice”means“play”
Studentstrytounderstandwhatthesymbol“←→”mean.Theyshouldguesswhattheteacherdoeswiththehelpoftheteacher’sactions.to1aagainandanswerthequestions.
G1:
教师以英译英,或以肢体语言释义,使学生形成一种英语环境下的思维,能更快地掌握英语。
4(Individualwork)
Finish2.
Teachershowsthefollowingwordsonthescreen:
play-playing,skate-skating,
swim-swimming,
row-rowing,cycle-cycling.
ItoldyouthatIpreferplayingtabletennis.andIwanttoknowyourfavoritesport.Whichsportdoyouprefer,skatingorcycling?
Whowouldliketoshowyourpassagetous?
Doyouskaremuch?
Whataboutyou,S2?
Areyougoingtojointheschoolskatingteam?
Studentsreadthewordscorrectly,payingattentiontothechangingform.
Ipreferskating
Yes,quitealot.
5(Groupwork)
Teacheraskseachgrouptoreadtheirconversationsonebyoneatthesametime,walkingaroundthe
classtocheckortohelp.
Eachgroupcanmakeupyourownconversationandwritethemdown,andthenexchangeitwithanothergroup.
Everystudentintheclassmakeshis/herown
conversationsimilarto2.
Studentsreadthenewconversationonebyoneintheirowngroups,correctingeachother’smistakesatanytime.
在真实交际中运用所学语言,实现学以致用。
在对话阅读比赛中,为避免只有优等生参与,每个小组都要给予均等机会。
Stage5(5mins):
SummarizingandassigningHMK
1(Classactivity)
AsktheSstosummarizeandconsolidatewhatwehavelearntinthislesson.
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?
Canyoumakeasentencewithit?
Agoodexample.Anythingelse?
Teachershowssummaryonthescreen.
SsSummarizethislesson.
Welearnedhowtousethestructureof“begoingtodo”afterteaching.
Yes.Forexample,heisgoingtoskatetomorrow.
Wecantalkaboutourfavoritesportusing“preferdoing”
Wehaveknownthedifferencebetween“seesb.do”and“seesb.doing”correctly.
StudentssummarizeSectionAtogetherwiththeteacher.
1.总结本课所学,帮助学生使知识条理化。
2.了解学生的掌握情况。
3.帮助学生再一次巩固本课的知识点。
2(Classactivity)
AssigntheHMK.
Good.Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.Pleasepractice1awithyourpartner.AndthenyoushouldpreviewSectionB-2a,2b,3,4a,4b.
FinishtheHMKafterclass.
适当的家庭作业有助于巩固课堂所学的知识。
VI.Blackboarddesign
第一课时(SectionA-1a,1b,1c,1d,2)
—Whatareyougoingtodo?
against
—I’mgoingtoplaytabletennis.aballgameagainst…
Ipreferrowing.practice:
playbasketball
Areyougoingtojointheschoolrowingclub?
team/group
Yes,Iam.winthegame
No,Iamnot.cheer…on
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