仁爱版英语八年级上册 Unit1 Topic1 SectionB 参考教案

〔最新版〕Unit1Topic1 SectionB参考教案

Ⅰ. Material analysis

Section A 和Section B 整合后用三个课时上完。

本节课为单元第二课和第三课时，用两课时上完，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发动，将话题拓展到对梦想职业的谈论，引出本课语法重点：be going to be +职业名称。围绕本单元的话题Playing Sports, 呈现了重点短语：favorite sport, favorite player, play for, grow 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发动，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发动，以及相关联的梦想职业。正确运用be going to be 将是一个难题。所以，要求教师要运用活动2的职业名称，结合学生的梦想，引导学生正确地运用be going to 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 Knowledge 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. 能在教师的引导下，分音节读出多音节单词： scientist, musician, pilot, policeman, policewoman…

3. 能区分元音音素[e]和[V]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 going to 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。 Emotional aims：

通过对Section B的学习，要求学生写出自己最喜爱的运动及运发动的相关信息，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

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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 points and difficult points Key points：

正确、熟练地运用be going be句型。

Difficult points：

1. be going to 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 going to be an office worker. 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，开展学生拼读音标的能力。 Ⅴ. Teaching aids

Computer multimedia projector, phonetic cards, word cards in 3a

Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。

Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity 下载后可自行编辑修改，页脚下载后可删除。

Introduction (7 minutes) .

1. The whole 1. Focus their attention class on the teacher. work 2. Read the saying aloud. 2. The whole class work 3. The student reports in front of the whole 3. One or two class. The topic is Students’ work related to sports. 4. The whole 4. The whole class retell class work the conversation in pairs. 5. The whole class work 5. Students listen carefully and try to imitate what the teacher says. Guess the meanings of the new words. 下载后可自行编辑修改，页脚下载后可删除。 1. Greet students ready for learning. 2. Show everyday saying for the students. (one saying a week) 3. Ask the students to design a special topic of sports and give the everyday report. 4. Revision: Teacher shows pictures in 2 of Section A on the screen, and asks the students to retell the dialogue they wrote last class in pairs. 5. Teacher asks a good student to make the conversation with the teacher, to learn “I’m going to be a …〞 and the new word “player〞. T: Are you going to join the school rowing club? S: Yes, I am. What about you? T: I’m going to join the Presentation (6 minutes) .

1. The whole 1. Students answer together. 1. Teacher shows 3 class I’m going to be a pictures in 2 of work rowing player. Section A on the I’m going to be a sereen, with new tennis player. phrases under each I’m going to be a table picture: a rowing tennis player. player, a tennis 2. Students listen carefully, player, a table tennis 2.The whole class and find the sentences. player. The teacher work “I am going to be a asks: What are you basketball player.〞 going to be? The “I like Yao Ming best.〞 students answer 3.The whole class 3. Students listen carefully and according to the work try to understand the pictures. meaning of 2. Start on 1b. “favorite〞 with the Teacher: I have a help of their own dream. I am going to 4. The whole memory. After listening, they be a table tennis class work should find out the answers player. Michael also to the two questions has a dream, and let’s “Basketball, listen to 1a and find of course. Me , too〞. out: What is Michael “That’s OK〞. going to be? Who is 4. Listen and complete Michael’s the table in 1b. favorite player? Let’s listen. 3. Go on with 1b. Teacher says “I like table tennis best. My favorite sport is table 下载后可自行编辑修改，页脚下载后可删除。 tennis.〞 to help students understand the meaning of Consolidation (15 minutes) .

1. The whole 1. Students read sentence by 1. Read 1a. Teacher class work sentence, imitating the plays the recording of 2. The whole pronunciation. 1a sentence by class work 2. Students try to follow the sentence. 3. Pair work speed. 2. Teacher plays the 4. Individual work 3. Students read 1a in pairs, recording without trying to read correctly and stopping. 5. The whole fluently. 3.Teacher offers students class 4. Students read 1a 1 or 2 minutes to read work and individually as quickly as 1a in pairs. individual they can. work 5.Students underline the 4. Design a language points in the text competition: 6.Several students’ book, and finish the To see who can read the work exercises in summary on the fastest in class. computer screen. 5. Explain 1a. 6. The first six excellent (1) favorite player; 7. Several students write the answers of (2) “something〞 and students’ 1c on the blackboard. “anything〞； work 7. Volunteers correct the (3) “play for〞 and “play essays. Students should against〞； develop the habit of checking (4) prep “like〞 and verb by themselves. “like〞; (5)“men compound words〞; (6) “when〞 clause. 6. Finish1c: Teacher limits the time for the students to finish1c, and the first six 下载后可自行编辑修改，页脚下载后可删除。 students write their essays “My…〞 on Practice (10 minutes) .

1. The whole 1. Students read the words 1. Teacher offers 2 or 3 class work individually, asking for help minutes to the students 2. The whole when necessary. to class work 2. Students read and pay more read all the words. 3.Group work attention to the vowel 2. Teacher encourages 4.Group work phonemes. students 5. The whole 3. Students read in groups. to read the phonetic class work 4. Students ask and answer in syllable 6. Several pairs as quickly as they phoneme by phoneme. students’ work can. 3. Teacher asks students 7. Several —What are you going to be to students’ work when you grow up? read 2 word by word. 8. The whole —I’m going to be a / an… 4. Relaxing time. Practice class work 5. Students read together. the 9. The whole 6. Students read one by one. reviewing words. class work 7. Six Member Bs read the 10. Pair work words one by one. 5. Teacher shows 11. The whole 8. Students read together, phonetic class work paying attention to the sound of cards /e/ and /V/. 12.The whole /e/ and /V/. 6. Teacher asks the class work 9. Students pay attention to students 13. Group work the changing of / t /. to read /e/ and /V/ one 10. One student reads, while the by one. other listens and judges if it 7. Teacher shows word is right. cards, calling Member B 11. Students read together. from each group to read 12. Students read after the one by one. recording, trying to imitate 8. Teacher plays the the sound. recording of 3a. 13. Find the one who can’t 下载后可自行编辑修改，页脚下载后可删除。read and help him / her. 9. Teacher shows “next weekend〞. Read “next〞 .

Finish1d: 1. Teacher summarizes. 2.Teacher assigns 1d as homework. should finish 2 tasks. (1) Write something about your favorite sport, your favorite sports stars and your dream. (2) Write something about other’s favorite sport, other’s favorite sports stars and They 1. The whole 1. Students summarize class work Section B together with the teacher. 2.Individual work 2. Students finish writing two 3.Individual work Production (7 minutes) 3. Students preview Section C after class. essays after class. other’s dream. 3. Prepare for the learning of Section C. Students are very interested in talking about their favorite sports stars, Teaching Reflection

Ⅶ. Blackboard design

but it’s difficult for them to say their different dreams when they grow up. 下载后可自行编辑修改，页脚下载后可删除。

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Unit 1 Playing Sports Topic 1 I’m going to play basketball. Section B What are you going to be when you grow up? something, anything I’m going to be a basketball player. play for , play against Do you know anything about him? like (prep), (verb) He played for the team in NBA. fisherman- fishermen

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