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八年級(jí)上冊(cè)教案設(shè)計(jì)
Unit 1 Playing Sports
Topic 3 The school sports meet is coming.
Section B
Ⅰ. Material analysis
Section A and Section B 的內(nèi)容整合，用三個(gè)課時(shí)上完。
本節(jié)課為單元第二課和第三課時(shí)，用兩課時(shí)上完。主要活動(dòng)為Section B 的1a 和3a, 3b。
通過(guò)Kangkang 和 Michael相約去參加運(yùn)動(dòng)會(huì)，呈現(xiàn)了本課所要學(xué)的語(yǔ)法重點(diǎn)Future Tense with shall。相約中，依次呈現(xiàn)了：W
2、hat shall we take? When shall we meet? Where shall we meet? 等功能性語(yǔ)言。對(duì)話(huà)中呈現(xiàn)了重點(diǎn)短語(yǔ)：take sth …, make it half past six等。本對(duì)話(huà)呈現(xiàn)了孩子們親密無(wú)間的友情，旨在讓學(xué)生在學(xué)會(huì)課本語(yǔ)言知識(shí)的同時(shí)，向Kangkang 和 Michael學(xué)習(xí)，善于表達(dá)自己的感情，在參加集體活動(dòng)中提升同學(xué)間的友情。語(yǔ)音學(xué)習(xí)要求學(xué)生掌握兩個(gè)輔音字母在一起第一個(gè)輔音字母的輕讀現(xiàn)象；學(xué)生能正確認(rèn)識(shí)元音在句中的弱讀現(xiàn)象，并能正確朗讀。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正確認(rèn)識(shí)兩
3、個(gè)輔音字母在一起第一個(gè)輔音字母的輕讀現(xiàn)象；學(xué)生能正確認(rèn)識(shí)朗讀元音在句中的弱讀現(xiàn)象，并能正確朗讀發(fā)音。
2. 能聽(tīng)懂含有以下短語(yǔ)的英語(yǔ)對(duì)話(huà)或文章：
take sth. for…, make it half past six, catch up with, neck and neck, run into等。
3. 能正確地理解下列句子和短語(yǔ)，并能加以運(yùn)用：
What shall me take?
When shall we meet?
take sth …, make it+時(shí)間、地點(diǎn)或價(jià)錢(qián)。
4. 學(xué)生能正確理解并運(yùn)用shall將來(lái)時(shí)，能運(yùn)用shall進(jìn)行寫(xiě)作。
Skill
4、 aims：
1. 能聽(tīng)懂相約見(jiàn)面的對(duì)話(huà)，能聽(tīng)懂對(duì)運(yùn)動(dòng)場(chǎng)景描述的文字材料。
2. 能用英語(yǔ)和同學(xué)朋友進(jìn)行簡(jiǎn)單的約會(huì)對(duì)話(huà)，能用英語(yǔ)描述運(yùn)動(dòng)場(chǎng)景。
3. 能正確朗讀介紹運(yùn)動(dòng)場(chǎng)景的對(duì)話(huà)或文章。
4. 能用shall將來(lái)時(shí)介紹自己或朋友在運(yùn)動(dòng)會(huì)中參加的項(xiàng)目。
Emotional aims：
通過(guò)學(xué)習(xí)Kangkang 和 Michael友好的對(duì)話(huà)內(nèi)容，教會(huì)學(xué)生要善于表達(dá)自己的感情，在參加集體活動(dòng)中提升同學(xué)間的友情。
Ⅲ. The key points and difficult points
Key points：
take sth…, catch up with, neck
5、and neck, run into, run past the line, cross the line等短語(yǔ)的
理解及運(yùn)用。
Difficult points：
make的用法。
Ⅳ. Learning strategies
1. 培養(yǎng)學(xué)生提前預(yù)習(xí)的習(xí)慣。
2. 培養(yǎng)學(xué)生用已有信息補(bǔ)全信息的習(xí)慣。
Ⅴ. Teaching aids
Computer multimedia projector, phonetic cards, word cards
Everyday saying: All things are easy that are done easily.
6、做事樂(lè)意，諸事容易。
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（10 minutes）
1. The whole class work
2. The whole class work
3. The whole class
work
4. Individual
work and the whole class
work
5. The whole class work
7、
6. The whole class
work
7. The whole
class work
1. Focus their attention
on the teacher.
2. Students sing with the
flash.
3. The whole class read
the interview “What
will you do in the
coming school sports meet?” in pairs.
4. Three volunteers
write their answers
8、on
the blackboard. Others
read the correct
passage.
5. All the students should
be aware of the
importance of taking
part in the school
sports meet.
6. Students try to understand
what the teacher says.
7. Students look at the
pictures and guess:
What are they tal
9、king
about?
1. Greet students ready for
learning.
2. Looking flash “Song of
Health”. sung by
Fan Xiaoxuan.
3. Ask the whole class to
report their interview in
pairs.
4. Check the homework.
Teacher asks three students to write their homework
on the blackboard. Teacher check
10、s quickly.
5. Lead to 1a. Teacher
praises the three students for the fact that they will take part in the school
sports meet, encouraging more students to take part in the activity.
6. The teacher shows her/ his own regret “It’s a pity I can’t take part in the
school sports meet, but I am g
11、oing to cheer you on. I shall come to the school sports meet. ”
7. Teacher asks the students to
look at picture in 1a and guess what Kangkang and Michael are talking about.
Presentation
(6 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
class work
4. T
12、he whole
class work
5. Some students’
work
6. The whole class
work
1. Students listen generally
and check the prediction.
2. Students listen carefully and finish 1b.
3. Students write down
the missing words,
paying more attention
to the causes.
4. Students fill in t
13、he
blanks that they
haven’t finished yet.
5. Four volunteers write
their answers on the
blackboard, while two write 1b and the other two write 1c.
6. The whole class
checks the answers
with the teacher.
1. Play 1a for the students to check if they have guessed correctly.
2. Teacher
14、 lets the students
look through 1b, then
plays the recording again.
3. Teacher plays the recording
for the third time and asks students to finish 1c, stop- ping when necessary.
4. Teacher asks students to
scan 1a to check 1b and 1c.
5. Check 1b and 1c.Teacher
asks four students to write
15、
their answers on the
blackboard.
6. Teacher checks the
answers when necessary.
Consolidation
(10 minutes)
1. The whole class
work
2. The whole class
work
3. The whole
class work
4. The whole class
work
5. The whole class
work
6. Pair work
16、7. The whole class
work
8. Pair work
9. Pair work
1. Students underline each
“shall” and read aloud
the sentences.
2. Students read 1a and
answer each question.
3. Students read all the
sentences with “shall” aloud to guess the
function of “shall”.
4. St
17、udents read after the
recording sentence
by sentence, paying
attention to the
pronunciation
and intonation.
5. Students read to
follow the speed.
6. Students read in pairs.
7. Students look through 1d
and make sure they
know how to make a
new conversation.
8. Six members in
18、 a group
assign the message, and
each pair finishes one
conversation. Then
they write down
their conversation.
9. The pairs read their own
conversation, and then
read others’.
1. Teacher asks the students
to underline “shall” in
their books and find out
the subject.
2. Teache
19、r writes some questions
on the blackboard:
What shall we take?
When shall we meet?
Where shall we meet?
Then teacher lets the
students find answers in 1a.
3. Teacher lets students read
all the sentences with
“shall” aloud.
4. Teacher plays the recording
sentence by sentence.
20、
5. Teacher plays the recording
without stopping.
6. Teacher organizes the students
to read 1a in pairs.
7. Teacher asks the students
to look through 1d and
make up new conversations.
8. Teacher organizes students to work in pairs. Each
group makes three different
dialogues. E
21、ach pair writes
down their dialogue.
9. Teacher requires each pair
to read their conversations.
Then they exchange the papers
with another pair and read.
Practice
(12 minutes)
1. The whole class
work
2. The whole class
work
3. The whole class
work
4. The whole class
work
22、
5. The whole class
work
6. Group work
7. Group work
8. Some students’
work
9. The whole class
work
10. The whole
class work
11. Pair work
12. The whole
class work
1. Students make sure what
they should do.
2. Students listen and finish
A in
23、2.
3. Students listen and finish
B in 2.
4. Students check their
answers. Two volunteers
write their answers on
the blackboard.
5. Students read, noticing
that /p/ is read as /b/, /t/ is
read as /d/ and /k/ is read
as /g/.
6. Students read one by one.
7. One group read /gr/ /f
24、r/
/dr/ /tr/, the other group
read the corresponding
words.
8. Volunteers will read the phonemes and the words.
9. Students read after the
recording, correcting
their pronunciation.
10. Students only listen,
noticing the weak form
of the underlined
letters is pronounced
25、
as / 9 /.
11. Member 1 reads then
member 2 checks, vice
versa.
12. Students try to imitate
the pronunciation and
intonation in 3b.
1. Teacher asks the students
to look through the pictures
and statements in 2.
2. Teacher plays the recording
for the first time.
3. Teacher play
26、s the recording
for the second time.
4. Teacher plays the recording
for the third time, then
checks the students’
answers.
5. Teacher shows phonetic
cards to the students: /sp/
/st/ /sk/.
6. Teacher asks a group to
read the words containing
/sp/ /st/ /sk/.
7. Teacher shows
27、/gr/ /fr/ /dr/
/tr/ for two groups.
8. Teacher asks the students
to read the left words in
the same way.
9. Teacher plays the
recording of 3a.
10. Teacher plays the
recording of 3b, asking
the students to pay attention
to the pronunciation of
the underlined letters.
11. Tea
28、cher asks the students
to read in pairs.
12. Teacher plays the recording
again.
Production
(7 minutes)
1. Pair work
2. The whole
class work
3. Individual
work
1. Three volunteer pairs
do the performance.
2. Students summarize
Section B with the
teacher by doing
exer
29、cises shown on
the screen.
3. Students do the following
tasks:
(1) Memorize the
summary after class.
(2) Students finish
searching and writing
after class, and
prepare for the
reporting tomorrow.
(3) Students learn to
read vocabulary
with the help of
recording and the
phone
30、tic symbols,
and read the
dialog after the
recording.
1. Teacher asks the students
to show the interview in 1d.
2. Teacher shows the summary
to the students.
(1) Vocabulary.
(2) the structure: I/ We shall do…
3. Teacher assigns homework:
(1) Review the summary
after class.
(2)
31、 Search something
about Olympics and
write them down, then
report to the whole
class tomorrow.
(3) Prepare Section C after
class.
Teaching Reflection
It’s hard for the students to read 3a and 3b correctly. Teacher should provide more opportunities for the students to imitate.
Ⅶ.
32、Blackboard design
Unit 1 Playing Sports
Topic 3 The school sports meet is coming.
Section B
What shall we take?
We’ll take our sports clothes and sports shoes. run into
Shall I take my camera? run past the line
When / Where shall we meet? catch up with
Let’s make it half past six. neck and neck
The school sports meet is coming. cross the line
仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 1 Playing sports Topic 3 Section B 教案精修版
