Topic 1 I’m going to play basketball.
Section B
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 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 going to 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 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. 能在老师的引导下，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 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。
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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
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。
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Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity 1. The whole 1. Focus their 1. Greet students ready class attention for work on the teacher. learning. 2. The whole 2. Read the saying 2. Show everyday saying class work aloud. for the students. (one saying a week) 3. One or two 3. Ask the students to Students’ 3. The student design a special topic work reports in of sports and give the front of the whole everyday report. class. The topic is 4. Revision: Teacher 4. The whole related to sports. shows pictures in 2 of class 4. The whole class Section A on the work retell screen, and asks the the conversation in students to retell the pairs. dialogue they wrote last class in pairs. Introduction 5. Teacher asks a good (7 minutes) 5. The whole student to make the class conversation with the work 5. Students listen teacher, to learn carefully “I’m going to be and try to imitate a …” and the new word what “player”. the teacher says. T: Are you going to Guess join the school the meanings of the rowing club? new S: Yes, I am. What words. about you? T: I’m going to join the school table tennis club. I’m going to be a table tennis player. 3
1. The class work 2.The class work Presentation 3.The (6 minutes) class work 4. The class work whole 1. Students answer 1. Teacher shows 3 together. pictures in 2 of I’m going to be a Section A on the rowing player. sereen, with new I’m going to be a phrases under each tennis player. picture: a rowing I’m going to be a player, a tennis table tennis player, a table tennis player. player. The teacher asks: What are you going to be? The students answer whole according to the 2. Students listen pictures. carefully, 2. Start on 1b. and find the Teacher: I have a sentences. dream. I am going to be “I am going to be a a table tennis player. basketball Michael also has a player.” dream, and let’s “I like Yao Ming listen to 1a and find whole best.” out: What is Michael going to be? Who is Michael’s favorite player? Let’s 3. Students listen listen. carefully and try to 3. Go on with 1b. understand the Teacher says “I like meaning of table tennis best. My “favorite” with favorite sport is the table tennis.” to help of their own help students memory. After understand the meaning whole listening, they of “favorite”, then should find out the asks students two answers to the two questions: ①What is questions Michael’s favorite “Basketball, sport? ②What is of course. Me , Maria’s favorite too”. “That’s sport? OK”. 4. Finish 1b. Listen to 4. Listen and 1a for complete the third time and the table in 1b. finish1b. 4
Consolidation (15 minutes) 1. The whole class work 2. The whole class work 3. Pair work 4. Individual work 5. The whole class work and individual work 6. Several students’ work 7. Several students’ work 1. Students read sentence 1. Read 1a. Teacher plays by sentence, the recording of 1a imitating the sentence by sentence. pronunciation. 2. Teacher plays the 2. Students try to recording without follow the speed. stopping. 3. Students read 1a in 3.Teacher offers students pairs, trying to 1 or 2 minutes to read 1a read correctly and in pairs. fluently. 4. Students read 1a 4. Design a competition: individually as To see who can read the quickly as they fastest in class. can. 5. Explain 1a. 5. Students underline (1) favorite player; the language points (2) “something” and in the text book, “anything”； and finish the (3) “play for” and exercises in summary “play on the computer against”； screen. (4) prep “like” and verb “like”; (5)“men compound words”; (6) “when” clause. 6. The first six 6. Finish1c: Teacher limits excellent the students write the time for the students to answers of 1c on the finish1c, and the first blackboard. six students write their essays 7. Volunteers correct “My…” on the the blackboard. essays. Students 7. Correct the essays: should Teacher develop the habit asks another 6 volunteers of to checking by correct the essays. themselves. Teacher helps to correct if necessary. 5
内蒙古乌海市第二十二中学八年级英语上册 Unit 1 Topic 1 Im going to pl
