八年级上册教案设计

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。

Unit 1 Topic 1 Section A 1

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

Interaction
Step Student activity Teacher activity
pattern
1. The whole 1. Focus their attention on 1. Get students ready for
class work the teacher. learning.
2. The whole 2. Read the saying aloud. 2. Show everyday saying for
class work the students.
(one saying a week)
3. One or two 3. The student reports in 3. Ask the students to design
Students’ front of the whole a special topic of sports and
work class. The topic is give the everyday report.
related to sports.
Introduction
4. The whole class listen 4. Revision: Teacher says
（7 minutes）
4. The whole carefully and try to something about sports.
class work repeat what the teacher E.g. I often play table
says. Guess the words’ tennis in the morning.
meanings with the I am going to play table
help of the pictures. tennis tomorrow morning,
too. (The picture of
playing table tennis is
shown on the computer
screen.)

Unit 1 Topic 1 Section A 2

 1. Group work 1. Group A’s members 1. Write“I am going to play
help B and C to make table tennis.” on the
their own sentences. blackboard. Ask the
They may know the students to replace “play
meaning of “be going table tennis”. Teacher
Presentation
to do” after making shows pictures in 2 on the
(8 minutes)
sentences. Students computer screen with the
should try to use the following words under each
new words and phrases, picture: swim, row, cycle,
such as: I’m going to skate, play tennis.
row / cycle / skate.

Unit 1 Topic 1 Section A 3

 2. The whole 2. Students listen to 1a 2. Finish 1b. Teacher introduces
class work carefully, focusing on something about 1b.
the information of Michael is talking about
nouns about sports, and sports with Kangkang.
then answer together. Let’s listen and find: What
are they talking about?
Teacher plays the
recording without stopping.
Check 1b.

3. The whole 3. Students try to 3. Finish 1c. Teacher presents

class work understand what the new words “against” and
symbol “←→”mean. “practice” in different
They should guess what ways.
Presentation the teacher does with the Against: Teacher puts his/
(8 minutes) help of the teacher’s her two fists against each
actions. other.
Students should follow Practice: I am going to
what the teacher says and play table tennis. We can
catch the meaning. also say “I am going to
Students listen to 1a practice table tennis”. Here
again carefully, paying “practice” means “play”.
more attention when
4. Group work pause appears. 4. Finish 1c. Teacher plays
(In fact, every- 4. Students check the the recording twice.
one should answers in their The first time: stop when
participate in groups first, and then necessary.
the activity.) exchange their answers The second time: check
with other groups. the answers.

Unit 1 Topic 1 Section A 4

 1. The whole 1. Students read each 1. Read 1a.
class work sentence after the Teacher plays the recording
recording, imitating in 1a sentence by sentence.
the pronunciation and
the intonation.
2. The whole 2. Students try to follow 2. Teacher plays the recording
class work the speed. without stopping.
3. Pair work 3. Students read 1a in 3. Teacher gives 1 or 2
pairs, trying to read minutes for the students to
correctly and fluently. read 1a in pairs.
There are A, B, C three
pairs.
4. Group work 4. A pair will make a 4. Teacher designs a
and pair work score of 10 points. (B competition: Students in
pair: 6 points ; C each group do pair work
pair :7 points.) first to read 1a in pairs,
and then each group
choose out one pair to
Consolidatio perform the dialogue. To
n avoid only the excellent
(10 minutes) students performing the
show, teacher gives the
equal chance to different
pairs.
5. Individual 5. Students fill in the blanks: 5. Teacher explains some key
work ①—_____(be) you points and difficult points to
going to play tennis? the students:
—Yes, I ____(be). (1) The structure of “be going
② He saw her _______ to do”
(cross) the road. (2) The differences between
③ I saw her _______ “see… do” and “see…
(row) at this time doing”.
yesterday.
6. The whole 6. Students only write down
class work the answers to see if 6. Finish 1d. Teacher shows 1d
they have understood on the screen, checking if the
the dialogue. students are able to write the
new words correctly while
the students are writing.

Unit 1 Topic 1 Section A 5

 Practice 2:
1. The whole 1. Students read the words 1. Teacher shows the following
class work correctly, paying attention words on the screen:
to the changing form. play-playing, skate-skating,
swim-swimming,
row-rowing, cycle-cycling.
2. Individual 2. Every student in the class 2. Teacher organizes group
work makes his/her own work. Divide the whole
conversation similar to 2. class into six groups.
Each group will make up
their own conversation and
write them down, and then
they exchange it with
Practice another group.
(10 minutes) 3. Group work 3. Students read the new 3. Teacher asks each group
and individual conversation one by one to read their conversations
work in their own groups, one by one at the same
correcting each other’s time, walking around the
mistakes at any time. class to check or to help.
4. The whole 4. Students listen generally 4. Teacher plays the recording
class work to catch the main idea. of 3a without stopping.
5. The whole 5. Students pay more 5. The recording stops when
class work attention to the special the long and difficult
information relating to sentences appear.
the keys.
6. The whole 6. Students manage to 6. The recording stops when
class work fill in the blanks the answer appears.
correctly.

Unit 1 Topic 1 Section A 6

 1. The whole 1. Students summarize 1. Teacher shows summary
class work Section A together on the screen.
with the teacher.
2. The whole 2. Students write an 2. Teacher assigns homework.
class work essay according to 3b Write an essay about your
after class. own sports plan.
3. The whole 3. Students learn Section B 3. Ask students to prepare
class work by themselves after class. Section B after class.
Production
(8 minutes)

It’s 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”
Teaching correctly. Teacher should adjust the teaching procedure according to the
Reflection situation in their own class.

Ⅶ. Blackboard design

Unit 1 Playing Sports

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

—What are you going to do? against

—I’m going to play table tennis. a ball game against …
I prefer rowing. practice: play basketball
Are you going to join the school rowing club? team / group
Yes, I am. win the game
No, I am not. cheer … on

Unit 1 Topic 1 Section A 7