初中英语仁爱科普版八年级上册Topic 1 I'm going to play basketball.教案

这是一份初中英语仁爱科普版八年级上册Topic 1 I'm going to play basketball.教案，共7页。

Tpic 1 I’m ging t play basketball.
Sectin B
Ⅰ. Material analysis
本课时的主要活动为1a和3a, 3b。
通过Michael和Maria谈论最喜爱的运动和最喜爱的运动员，将话题拓展到对梦想职业的谈论，引出本课语法重点：be ging t be +职业名称。围绕本单元的话题Playing Sprts, 呈现了重点短语：favrite sprt, favrite player, play fr, grw up等。谈论运动和梦想的话题深深地吸引着学生。在本节课中，学生要汇报自己最喜欢的运动及运动员，以及由此激发的自己的理想，还要汇报他人最喜欢的运动及运动员，以及相关联的梦想职业。正确运用be ging t be 将是一个难题。所以，要求老师要运用活动2的职业名称，结合学生的梦想，引导学生正确地运用be ging t be的句型谈论有关自己和他人的运动爱好及梦想的话题，并能用书面形式写出自己的梦想及运动爱好。
Ⅱ. Teaching aims
Knwledge aims：
1. 能根据音标，正确朗读出单词表中的单音节单词及简单短语。
2. 能在老师的引导下，分音节读出多音节单词：
scientist, musician, pilt, pliceman, plicewman…
3. 能区分元音音素[e]和[eI]并能正确朗读单词，注意相对应字母组合的书写。
4. 能正确朗读句子中的不完全爆破。
5. 能正确运用be ging t be 谈论运动爱好及梦想，并在课后写成作文。
Skill aims：
1. 能听懂有关运动爱好和梦想的简单对话和陈述。
2. 能正确地口头表达有关运动爱好和梦想的话题。
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和他人的运动爱好及梦想。
Emtinal aims：
通过对Sectin B的学习，要求学生写出自己最喜爱的运动及运动员的相关信息，教师运用名人效应影响学生的人生观，帮助他们树立远大的理想，明白只有今天好好学习，强身健体，才能保证明天实现自己的梦想。
Ⅲ. The key pints and difficult pints
Key pints：
正确、熟练地运用be ging be句型。
Difficult pints：
1. be ging t be句型中的第一个be动词和主语的一致性。
2.为他人作报告时主语是he和she时, 谓语动词形式的正确变化以及物主代词his 和
her的正确运用。
3. I am ging t be an ffice wrker. 不定冠词an + 元音。
Ⅳ. Learning strategies
1. 学生运用线索词改写对话，有助于提高学生的复述能力。
2. 学生根据音标拼读单词，发展学生拼读音标的能力。
Ⅴ. Teaching aids
Cmputer multimedia prjectr, phnetic cards, wrd cards in 3a
Everyday saying: Reading is t the mind while exercise t the bdy. 读书健脑，运动强身。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design

Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(7 minutes)
1. The whle class
wrk
2. The whle class wrk
3. One r tw
Students’ wrk
4. The whle class
wrk
5. The whle class
wrk
1. Fcus their attentin
n the teacher.
2. Read the saying alud.
3. The student reprts in
frnt f the whle
class. The tpic is
related t sprts.
4. The whle class retell
the cnversatin in pairs.
5. Students listen carefully
and try t imitate what
the teacher says. Guess
the meanings f the new
wrds.
1. Get students ready fr
learning.
2. Shw everyday saying fr the students.
(ne saying a week)
3. Ask the students t design a special tpic f sprts and give the everyday reprt.
4. Revisin: Teacher shws pictures in 2 f Sectin A n the screen, and asks the students t retell the dialgue they wrte last class in pairs.
5. Teacher asks a gd student t make the cnversatin with the teacher, t learn “I’m ging t be a …” and the new wrd “player”.
T: Are yu ging t jin the schl rwing club?
S: Yes, I am. What abut
yu?
T: I’m ging t jin the
schl table tennis
club. I’m ging t be a
table tennis player.
Presentatin
(6 minutes)
1. The whle class
wrk
2.The whle class
wrk
3.The whle class
wrk
4. The whle class
wrk
1. Students answer tgether.
I’m ging t be a
rwing player.
I’m ging t be a
tennis player.
I’m ging t be a table tennis player.
2. Students listen carefully,
and find the sentences.
“I am ging t be a
basketball player.”
“I like Ya Ming best.”
3. Students listen carefully and try t understand the meaning f
“favrite” with the
help f their wn
memry. After listening, they shuld find ut the answers t the tw questins “Basketball,
f curse. Me , t”. “That’s OK”.
4. Listen and cmplete
the table in 1b.
1. Teacher shws 3 pictures in 2 f Sectin A n the sereen, with new phrases under each picture: a rwing player, a tennis player, a table tennis player. The teacher asks: What are yu ging t be? The students answer accrding t the pictures.
2. Start n 1b.
Teacher: I have a dream. I am ging t be a table tennis player. Michael als has a dream, and let’s listen t 1a and find ut: What is Michael ging t be? Wh is Michael’s
favrite player? Let’s listen.
3. G n with 1b.
Teacher says “I like table tennis best. My favrite sprt is table tennis.” t help students understand the meaning f “favrite”, then asks students tw questins: ①What is
Michael’s favrite sprt? ②What is Maria’s favrite sprt?
4. Finish 1b. Listen t 1a fr
the third time and finish1b.
Cnslidatin
(15 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. Pair wrk
4. Individual wrk
5. The whle class
wrk and
individual wrk
6. Several students’
wrk
7. Several students’
wrk
1. Students read sentence by sentence, imitating the prnunciatin.
2. Students try t fllw the speed.
3. Students read 1a in
pairs, trying t read crrectly and fluently.
4. Students read 1a
individually as quickly as they can.
5. Students underline the language pints in the text bk, and finish the exercises in summary n the cmputer screen.
6. The first six excellent
students write the
answers f 1c n the
blackbard.
7. Vlunteers crrect the
essays. Students shuld
develp the habit f
checking by themselves.
1. Read 1a. Teacher plays the recrding f 1a sentence by sentence.
2. Teacher plays the
recrding withut stpping.
3.Teacher ffers students 1 r 2 minutes t read 1a in pairs.
4. Design a cmpetitin:
T see wh can read the fastest in class.
5. Explain 1a.
(1) favrite player;
(2) “smething” and
“anything”；
(3) “play fr” and “play
against”；
(4) prep “like” and verb “like”;
(5)“men cmpund wrds”;
(6) “when” clause.
6. Finish1c: Teacher limits the
time fr the students t
finish1c, and the first six
students write their essays
“My…” n
the blackbard.
7. Crrect the essays: Teacher
asks anther 6 vlunteers t
crrect the essays. Teacher
helps t crrect if necessary.
Practice
(10 minutes)
1. The whle
class wrk
2. The whle
class wrk
3.Grup wrk
4.Grup wrk
5. The whle
class wrk
6. Several
students’ wrk
7. Several
students’ wrk
8. The whle
class wrk
9. The whle class
wrk
10. Pair wrk
11. The whle
class wrk
12. The whle
class wrk
13. Grup wrk
1. Students read the wrds
individually, asking fr help when necessary.
2. Students read and pay
mre attentin t the
vwel phnemes.
3. Students read in grups.
4. Students ask and answer in pairs as quickly as they can.
—What are yu ging t be when yu grw up?
—I’m ging t be a / an…
5. Students read tgether.
6. Students read ne by ne.
7. Six Member Bs read
the wrds ne by ne.
8. Students read tgether,
paying attentin t the
sund f /e/ and /eI /.
9. Students pay attentin t
the changing f /eI /.
10. One student reads, while
the ther listens and judges if it is right.
11. Students read tgether.
12. Students read after
the recrding, trying
t imitate the sund.
13. Find the ne wh
can’t read and help
him / her.
1. Teacher ffers 2 r 3
minutes t the students t
read all the wrds.
2. Teacher encurages students
t read the phnetic syllable
phneme by phneme.
3. Teacher asks students t
read 2 wrd by wrd.
4. Relaxing time. Practice the
reviewing wrds.
5. Teacher shws phnetic
cards /e/ and /eI/.
6. Teacher asks the students
t read /e/ and /eI/ ne by ne.
7. Teacher shws wrd
cards, calling Member B frm each grup t read ne by ne.
8. Teacher plays the
recrding f 3a.
9. Teacher shws “next
weekend”. Read “next”
and “weekend” separately,
and then read tgether.
10. Teacher lets students
read 3b in pairs.
11. Teacher leads the
students t read.
12. Teacher plays the
recrding.
13. Teacher encurages
students t read 3b in
grups, making sure everyne
can read crrectly.
Prductin
(7 minutes)
1. The whle class
wrk
2. Individual wrk
3. Individual wrk
1. Students summarize
Sectin B tgether
with the teacher.
2. Students finish writing
tw essays after class.
3. Students preview
Sectin C after class.
Finish1d:
1. Teacher summarizes.

2.Teacher assigns 1d as
hmewrk. They shuld
finish 2 tasks.
(1) Write smething abut yur favrite sprt, yur favrite sprts stars and yur dream.
(2) Write smething abut ther’s favrite sprt, ther’s favrite sprts stars and ther’s dream.
3. Prepare fr the learning f
Sectin C.
Teaching Reflectin
Students are very interested in talking abut their favrite sprts stars,
but it’s difficult fr them t say their different dreams when they grw up.
Unit 1 Playing Sprts
Tpic 1 I’m ging t play basketball.
Sectin B
What are yu ging t be when yu grw up? smething, anything
I’m ging t be a basketball player. play fr , play against
D yu knw anything abut him? like (prep), (verb)
He played fr the team in NBA. fisherman- fishermen