初中英语仁爱科普版八年级上册Topic 1 I'm going to play basketball.试讲课课件ppt

Step

Student activity

Teacher activity

Design Intention

Part1

Lead-in

(7 minutes)

1.Focus their attention on the teacher.

2.Say out the balls loudly.

3.The whole class listen carefully and try

to repeat what the teacher says.Guess the words’ meanings with the help of the

pictures.

1.Get students ready for learning.

2.Brainstorm:Talk about the balls.

3.Revision:Teacher says something about

sports.

5. g.I often play table tennis in the     morning. I am going to play table tennis

tomorrow morning, too. (The picture of   playing table tennis is shown on the      compute screen.)

用老师的亲身经历吸引学生的注意力。同时，借助于图片，呈现新知 table tennis.

Part2

Presentation

(8minutes)

1.Group A’s members help B and C to make their own sentences. They may know the meaning of “be going to do” after making sentences. Students should try to use the new words and phrases, such as: I’m going to skate / row / cycle /swim.

2.Students listen to 1a carefully, focusing on the information of nouns about sports, and then answer together.

3.Students check the answers in their groups first, and then exchange their answers with other groups.

1.Write“I am going to play table tennis.” on the blackboard. Ask the students to replace “play table tennis”. Teacher shows pictures in 2 on the computer screen with the following words under each picture: skate, row, cycle, swim.

2.Finish 1b. Teacher introduces something about 1b. Michael is talking about sports with Kangkang. Let’s listen and find: What are they talking about? Teacher plays the recording without stopping. Check 1b.

3.Finish 1c. Teacher plays the recording twice. The first time: stop when necessary. The second time: check the answers.

创造真实具体的语境学习运用be going to do的结构，能够让学生举一反三。

听前为学生介绍关于材料的相关知识，能够激活听前背景知识，降低听力难度。

让学生多听多熟悉材料，有助于帮助学生降低做题的难度。

Step

Student activity

Teacher activity

Design Intention

Part3

Consolidation

(10 minutes)

1.Student listen and read.

① Students read each sentence after the

recording, imitating the pronunciation and the intonation.

②Students try to follow the speed.

③Students read 1a in pairs, trying to read correctly and fluently.There are A, B, C three

pairs.

2.Students fill in the blanks:

①—_____(be) you going to play tennis?

—Yes, I ____(be). 

②He saw her _______ (cross) the road.

I saw her _______ (row) at this time yesterday.

③&④Underline the key phrases&important expressions and take notes.

3.Students only write down the answers to see if they have understood the dialogue.

4.A pair will make a score of 10 points. (B pair: 6 points ; C pair :7 points.)

1.Teacher ask students to listen and read 1a.

①Teacher plays the recording in 1a sentence by sentence.

②Teacher plays the recording without stopping.

③Teacher gives 1 or 2 minutes for the students to read 1a in pairs.

2.Teacher explains some key

points and difficult points to the students:

①The structure of “be going to do”

②The differences between “see… do” and “see… doing”.

③The phrases of “cheer on” and “cheer up”.

④Important expressions.

3.Finish 1d. Teacher shows 1d on the screen, checking if the students are able to write the new words correctly while the students are writing.

4.Teacher designs a competition: Students in each group do pair work first to read 1a in pairs, and then each group choose out one pair to perform the dialogue. To avoid only the excellent students performing the show, teacher gives the equal chance to different pairs.

新课的读包括至少三遍读：第一遍一句句跟读；第二遍跟录音同步读；第三遍同伴分角色朗读。足够的跟读练习能够让学生感知和体验标准的发音。

学生对于Be going to do结构中be动词的选择是一个难点，用填空的形式突破难点。

让不同学习水平的学生表演对话环节，有助于了解不同层次学生的学习情况，并且提高后进生的自信心。

Step

Student activity

Teacher activity

Design Intention

Part4

Practice

(10 minutes)

1.Students read the words correctly, paying attention to the changing form.

2.①Every student in the class makes his/her own conversation similar to part 2.

②Students read the new conversation one by one in their own groups, correcting each other’s mistakes at any time.

3.①Students listen generally to catch the main idea.

②Students pay more attention to the special information relating to the keys.

③Students manage to fill in the blanks correctly.

1.Teacher shows the following words on the screen(skate-skating,row-rowing,cycle-cycling, swim-swimming.) and explains the usage of “prefer”.

2.①Teacher organizes group work. Divide the whole class into six groups. Each group will make up their own conversation and

write them down, and then they exchange it with another group.

②Teacher asks each group to read their conversations one by one at the same time, walking around the class to check or to help.

3.①Teacher plays the recording of 3a without stopping.

②The recording stops when the long and difficult sentences appear.

③The recording stops when the answer appears.

编造对话能够有效巩固新结构的运用。

听三次的意图分别是听主旨大意，听难点，听答案。训练听力也要循序渐进。

Step

Student activity

Teacher activity

Design Intention

Part5

Production

(8 minutes)

1.Students summarize Section A together with the teacher.

2.Students write an essay according to 3b after class. And finish the Exercise book according to the requirements.

3.Students learn Section B by themselves after class.

1.Teacher shows summary on the screen.

2.Teacher assigns homework. Write an essay about your own sports plan. And finish the Exercise book of U1T1SA.

3.Ask students to prepare Section B after class.

让学生写一篇关于”你自己的运动计划”，能够训练学生在语篇中运用新学结构be going to do，同时可以加强学生的运动意识。

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