【文档说明】Unit 1 Topic 1《I’m going to play basketball》（SectionC）教案-八年级上册英语【仁爱版】.doc，共(8)页，49.000 KB，由小喜鸽上传

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（最新版）Unit1Topic1SectionC参考教案Ⅰ.Materialanalysis本节课为本单元第四课时，主要活动为1a和2a。SectionA谈论了运动计划，SectionB谈论了运动爱好及梦想，SectionC将计划、梦想付诸实践行动，并谈到了

参与各种运动的意义。通过介绍Ann的运动习惯，呈现了重点短语：spendtime(in)doingsth,begoodatdoingsth,takepartin+activity等。通过Ann主动参与校运会

，引出本课将来时涉及的语法句型：Thereisgoingtobe…在谈论运动的意义时，运用了It’sgoodfor…句型，出现了重点短语：makesb./sth+adj,keepsb./sth.+adj,keepfit/keephealthy等。学以致用，本课要求学生能模仿Ann的运动习惯

，写出自己的一周运动安排并付诸行动，鼓励学生积极参与学校运动会等集体活动，将集体主义精神潜移默化地渗透到课堂教学中。Ⅱ.TeachingaimsKnowledgeaims：1.能根据音标，正确朗读出单词表中的单词及

短语：jump,spend,baseball,begoodat,weekend,part,takepartin,begoodfor,allover,heart,lung,fit,keepfit,supper2.能在老师的引导下，分音节读出多音节单词

或一些读音较难的短语：exercise,world,thedayaftertomorrow,healthy,relax3.能正确拼读并运用单词表中黑体单词。4.能准确把握单数第三人称做主语时谓语的变化形式，并能谈论他人的运动爱好和梦想以及一周运动

安排。5.能模仿本课课文，写出自己或他人一周的体育活动安排。Skillaims：1.能听懂本课文本材料以及与运动相关的交际用语。2.能正确地口头介绍自己和他人平时的运动安排。3.能正确朗读课本的文本材料，准确把握语音、语调及连读，并

能读相关的材料。4.能正确模仿本课课文，写出自己或他人一周日常的体育活动安排。Emotionalaims：学生能模仿课文写出自己的一周体育活动安排并付诸行动，鼓励学生要学习Ann,养成健康而规律的生活习惯。Ⅲ.Thekeypointsanddiffi

cultpointsKeypoints：1.有关体育活动及户外活动的短语。2.重点短语的用法，如：spend…in/on…,takepartin…,Thereisgoingtobe…Difficultpoints：1.spendtime(in)doingsth./spendtimeo

nsth.;2.make/keepsb./sth.+adj;3.thedifferencesbetween“health”and“healthy”;4.Thereisgoingtobe…Ⅳ.Learningstrategies1.培养学生养成预习的习惯，提前预习单词、朗读课文。2.训练学

生整体阅读课文的习惯，有意识侧重训练学生的skimming和scanning阅读技巧。Ⅴ.TeachingaidsComputermultimediaprojectorEverydaysaying:Ifyouc

an’tpass,youcan’tplay.(乔丹教练对乔丹说的话。)Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(7minutes)1.Thewho

leclasswork2.Thewholeclasswork3.Oneortwostudents’work4.Thewholeclasswork1.Focustheirattentiononthete

acher.2.“Ifyoucan’tpass,youcan’tplay.”Readthesayingaloud.3.Onebeginswith“Ilike…verymuch”;theotherbeginswith“He/Shelikes…verymuch”.4.Thewhol

eclassretellinpairs.1.Greetstudentsreadyforlearning.2.Showeverydaysayingforthestudents.(onesayingaweek)3.Calltwostude

ntstoreporttheirhomework.Onereportssomethingabouthimself/herselfwhiletheotherreportssomethingabouthis/he

rfriend.4.Teacheraskseachgrouptoretelltheirhomeworkinpairs:A1-A2;B1-B2;C1-C2.Allthestudentsretellatthesametimeandcheckeachother’sessay.Teac

herwalksaroundtheclassandhelpsthestudentswhennecessary.Presentation(6minutes)1.Thewholeclasswork2.Thewho

leclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork1.Studentslookatthepicturesin1bandguess,andchooseoutwhichsp

ortAnnlikesverymuch.2.Studentsfindoutthesentence“Annlikessportsverymuch”atonce.3.Studentsscanthepassagequickly,andfindoutthesentence“Shegoescyclingtw

iceaweek.”4.Studentsscanthepassagequicklyagain,andfindoutthesentence“Shespendshalfanhourexercisinginthegymeveryday.”

5.Studentsscanthepassagethethirdtime,1.Teacherletsthestudentsfinishthepre-readingtask.2.Teacherasksthes

tudentstoskim1aandfindoutthetopicorgeneralideaasquicklyastheycan.3.Teacherasksthestudentstoscan1aandanswerthequestio

n:HowoftendoesAnngocycling?4.Teacherasksthestudentstoscan1aagainandanswerthequestion:HowlongdoesAnnspendexercising?5.Teachera

sksthestudentstoscan1athethirdtimeandanswerthequestion:WhatsportsisAnngoingtotakepartin?6.Teacherasksthestudentstoread1acaref

ullyandfinish1b.7.Teacherplaystherecordingsentencebysentence.8.Teacherplaystherecordingwithoutstopping.Consolidatio

n(15minutes)1.Thewholeclasswork2.Groupwork3.Thewholeclassworkandindividualwork4.Thewholeclassworkandindividualwork5.Thewholeclasswork6.The

wholeclasswork1.Studentsread1acarefully,tryingtocompletethemissingpartsinthesequence,onebyone.Students，trytoretell1awithoutbooks.

2.Sixstudentsretell1acooperatively.Eachstudentsaysonesentence.3.Studentstrytoretellthewholepassageindividually.4.Studentsdescribethepi

cturesin1bindividually.5.Studentsunderlinethelanguagepointsintheirbooksanddotheexercisesonthescreen.6.Studentsreadbythemselves.1.Finish1c.Teacher

asksthestudentstoread1atopreparefortheretelling:thesequenceof1aisontheblackboard:Ann…goescycling…twiceaweekgo

esmountain…Sundays…spends…exercising…learnsbaseball…Saturdays…plays…well…isgoodat……isgoingtobe…thehighjump…thelongjump…cheerh

eron…willwin.2.Teacherorganizesthestudentstocooperatewiththeirpartnersinretelling1atogether.3.Teacherorganizesacompetitiontore

tellthewholetextindividually.4.Teacherasksthestudentstoretellthepassageaccordingtothepicturesin1b.5.Teacherexplainsthelanguagepoints:(1)spendti

me(in)doingSth./spendtimeonsth.;(2)play…verywell;(3)begoodatdoing;(4)Thereisgoingtobe…;(5)besurethat…6.Read1a.Teacheroffers1or2minut

esforthePractice(10minutes)1.Thewholeclassworkandpairwork2.Groupwork3.Groupworkandpairwork4.Groupwork5.Thewholecla

sswork1.Studentsreadtheexample.Eachgroupmakesthreedialoguesinpairs,andeachpairmakesonedialogue.2.Studentstrytounderstandtheexp

lanation.3.Thestudentsshowtheirdialoguesbravely.4.Studentsasktheteachertoreadsomedifficultsentences.5.Studentswritedowntheanswersandcorr

ecttheanswerstogether.1.Relaxingtime.Teacherasksthestudentstoreadtheexamplein2a,thenstudentsmakeotherthreedialoguesbyfollowingtheexample.2.T

eacherexplainssomephrases:make/keepsb./sth.+adj;keepsb.healthy/fit.3.Timeforshow:Teacherasksthreepairsofstudentsfromdifferent

groupstoshowtheirdialogues.4.Necessaryhelp:Teacherleadsthestudentstoreadsomesentencesthatthestudentscan’treadcorrectlyandfluently.5.Finish1d.

Teacherasksstudentstoanswerthequestionsin1dandwritedowntheanswers.Production(7minutes)1.Thewholeclasswork2.Thewholecl

asswork3.Thewholeclassworkandindividualwork4.Individualwork1.Allthestudentsshouldknowthemeaningofthesummary.2.Eachstudentrewr

itesthepassage,noticingtochangethethirdsingleformsofverbsintothebaseform.3.Finishwritingtheessays，answeringthequestion:Whatar

eyougoingtodowhenthereisgoingtobeaschoolsportsmeetinyourschool?4.StudentsshouldreviewSectionsA-CtoprepareforSectionD.1.Te

achersummarizeswhatthestudentslearnedtoday.Importantlanguagepointsareshownonthecomputerscreen.2.Teach

erasksthestudentstorewrite1a,changing“Ann”into“I”tointroducesomethingaboutthemselves.3.Teacherassignswritin

ghomework,whichincludesthefollowinginformation:Ashortpassageaboutstudents’favoritesport,students’favoritesportsstars,students’dailysportsli

feandstudents’dream.4.TeacherassignsthestudentstoreviewSectionsA-CtoprepareforSectionD.TeachingReflectionStudentsareabletoaccepttherea

dingstrategiesofskimmingandscanningeasily,butit’salittledifficultforthestudentstounderstandthestructure“make/keepsb./sth.+adj”.Teachers

houlddesignmoreexercisestohelpthemurderstandthedifficultpoints.Ⅶ.BlackboarddesignUnit1PlayingSportsTopic1I’mgo

ingtoplaybasketball.SectionCShespendshalfanhour(in)exercising.Itmakes/keepshimstrong.Sheplaysitverywell.It’sagoodwaytokeephealthy.Sheisgoodatj

umping.Thereisgoingtobeaschoolsportsmeetnextweekend.Isitgoodforyourhealth?