Section B (2).doc

八年級上冊教案設(shè)計Unit 1 Playing SportsTopic 3 The school sports meet is coming.Section B. Material analysis Section A and Section B 的內(nèi)容整合，用三個課時上完。本節(jié)課為單元第二課和第三課時，用兩課時上完。主要活動為Section B 的1a 和3a, 3b。通過Kangkang 和 Michael相約去參加運動會，呈現(xiàn)了本課所要學(xué)的語法重點Future Tense with shall。相約中，依次呈現(xiàn)了：What shall we take? When shall we meet? Where shall we meet? 等功能性語言。對話中呈現(xiàn)了重點短語：take sth , make it half past six等。本對話呈現(xiàn)了孩子們親密無間的友情，旨在讓學(xué)生在學(xué)會課本語言知識的同時，向Kangkang 和 Michael學(xué)習(xí)，善于表達自己的感情，在參加集體活動中提升同學(xué)間的友情。語音學(xué)習(xí)要求學(xué)生掌握兩個輔音字母在一起第一個輔音字母的輕讀現(xiàn)象；學(xué)生能正確認(rèn)識元音在句中的弱讀現(xiàn)象，并能正確朗讀。. Teaching aimsKnowledge aims：1. 能正確認(rèn)識兩個輔音字母在一起第一個輔音字母的輕讀現(xiàn)象；學(xué)生能正確認(rèn)識朗讀元音在句中的弱讀現(xiàn)象，并能正確朗讀發(fā)音。2. 能聽懂含有以下短語的英語對話或文章：take sth. for, make it half past six, catch up with, neck and neck, run into等。3. 能正確地理解下列句子和短語，并能加以運用：What shall me take?When shall we meet? take sth , make it+時間、地點或價錢。4. 學(xué)生能正確理解并運用shall將來時，能運用shall進行寫作。 Skill aims：1. 能聽懂相約見面的對話，能聽懂對運動場景描述的文字材料。2. 能用英語和同學(xué)朋友進行簡單的約會對話，能用英語描述運動場景。3. 能正確朗讀介紹運動場景的對話或文章。4. 能用shall將來時介紹自己或朋友在運動會中參加的項目。Emotional aims：通過學(xué)習(xí)Kangkang 和 Michael友好的對話內(nèi)容，教會學(xué)生要善于表達自己的感情，在參加集體活動中提升同學(xué)間的友情。. The key points and difficult pointsKey points：take sth, catch up with, neck and neck, run into, run past the line, cross the line等短語的理解及運用。 Difficult points： make的用法。. Learning strategies1. 培養(yǎng)學(xué)生提前預(yù)習(xí)的習(xí)慣。2. 培養(yǎng)學(xué)生用已有信息補全信息的習(xí)慣。. Teaching aids Computer multimedia projector, phonetic cards, word cards Everyday saying: All things are easy that are done easily. 做事樂意，諸事容易。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（10 minutes）1. The whole class work2. The whole class work3. The whole class work4. Individual work and the whole class work5. The whole class work6. The whole class work 7. The whole class work1. Focus their attention on the teacher.2. Students sing with the flash.3. The whole class read the interview “What will you do in the coming school sports meet?” in pairs.4. Three volunteers write their answers on the blackboard. Others read the correct passage.5. All the students should be aware of the importance of taking part in the school sports meet.6. Students try to understand what the teacher says.7. Students look at the pictures and guess: What are they talking about?1. Greet students ready for learning.2. Looking flash “Song of Health”. sung by Fan Xiaoxuan.3. Ask the whole class to report their interview in pairs.4. Check the homework. Teacher asks three students to write their homework on the blackboard. Teacher checks quickly.5. Lead to 1a. Teacher praises the three students for the fact that they will take part in the school sports meet, encouraging more students to take part in the activity. 6. The teacher shows her/ his own regret “Its a pity I cant take part in the school sports meet, but I am going to cheer you on. I shall come to the school sports meet. ”7. Teacher asks the students tolook at picture in 1a and guess what Kangkang and Michael are talking about.Presentation(6 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. Some students work6. The whole classwork1. Students listen generally and check the prediction.2. Students listen carefully and finish 1b. 3. Students write down the missing words, paying more attention to the causes.4. Students fill in the blanks that they havent finished yet.5. Four volunteers write their answers on the blackboard, while two write 1b and the other two write 1c.6. The whole class checks the answers with the teacher.1. Play 1a for the students to check if they have guessed correctly.2. Teacher lets the students look through 1b, then plays the recording again.3. Teacher plays the recording for the third time and asks students to finish 1c, stop- ping when necessary.4. Teacher asks students to scan 1a to check 1b and 1c.5. Check 1b and 1c.Teacher asks four students to write their answers on the blackboard.6. Teacher checks the answers when necessary.Consolidation(10 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. Pair work7. The whole class work8. Pair work9. Pair work1. Students underline each “shall” and read aloud the sentences.2. Students read 1a and answer each question.3. Students read all the sentences with “shall” aloud to guess the function of “shall”.4. Students read after the recording sentence by sentence, paying attention to the pronunciation and intonation.5. Students read to follow the speed.6. Students read in pairs.7. Students look through 1d and make sure they know how to make a new conversation. 8. Six members in a group assign the message, and each pair finishes one conversation. Then they write down their conversation.9. The pairs read their own conversation, and then read others.1. Teacher asks the students to underline “shall” in their books and find out the subject. 2. Teacher writes some questions on the blackboard:What shall we take?When shall we meet? Where shall we meet? Then teacher lets the students find answers in 1a.3. Teacher lets students read all the sentences with “shall” aloud.4. Teacher plays the recording sentence by sentence.5. Teacher plays the recording without stopping.6. Teacher organizes the students to read 1a in pairs. 7. Teacher asks the students to look through 1d and make up new conversations.8. Teacher organizes students to work in pairs. Each group makes three different dialogues. Each pair writes down their dialogue.9. Teacher requires each pair to read their conversations. Then they exchange the papers with another pair and read.Practice(12 minutes)1. The whole class work 2. The whole class work 3. The whole class work4. The whole class work5. The whole class work6. Group work7. Group work8. Some students work9. The whole class work10. The whole class work11. Pair work12. The whole class work1. Students make sure what they should do.2. Students listen and finish A in 2.3. Students listen and finish B in 2.4. Students check their answers. Two volunteers write their answers on the blackboard.5. Students read, noticing that /p/ is read as /b/, /t/ is read as /d/ and /k/ is read as /g/.6. Students read one by one.7. One group read /gr/ /fr/ /dr/ /tr/, the other group read the corresponding words. 8. Volunteers will read the phonemes and the words.9. Students read after the recording, correcting their pronunciation. 10. Students only listen, noticing the weak form of the underlined letters is pronounced as / 9 /.11. Member 1 reads then member 2 checks, vice versa.12. Students try to imitate the pronunciation and intonation in 3b.1. Teacher asks the students to look through the pictures and statements in 2. 2. Teacher plays the recording for the first time.3. Teacher plays the recording for the second time.4. Teacher plays the recording for the third time, then checks the students answers.5. Teacher shows phonetic cards to the students: /sp/ /st/ /sk/.6. Teacher asks a group to read the words containing /sp/ /st/ /sk/.7. Teacher shows /gr/ /fr/ /dr/ /tr/ for two groups.8. Teacher asks the students to read the left words in the same way.9. Teacher plays the recording of 3a.10. Teacher plays the recording of 3b, asking the students to pay attention to the pronunciation of the underlined letters.11. Teacher asks the students to read in pairs.12. Teacher plays the recording again.Production(7 minutes)1. Pair work2. The whole class work3. Individual work1. Three volunteer pairs do the performance.2. Students summarize Section B with the teacher by doing exercises shown on the screen.3. Students do the following tasks:(1) Memorize the summary after class.(2) Students finish searching and writing after class, and prepare for the reporting tomorrow.(3) Students learn to read vocabulary with the help of recording and the phonetic symbols, and read the dialog after the