資源簡介

課題 仁愛科普版八上英語Unit 1 Section A教學設計
一、學情分析 After more than a year of English learning, the eighth grade students have a certain English foundation and a preliminary listening, speaking, reading and writing ability. They are full of curiosity about new things, like to participate in various activities, and have a strong desire to show themselves. However, some students may still have difficulties in understanding and applying the grammar, and need more practice and instruction. At the same time, students may not be confident enough in their oral expression, and teachers need to create more opportunities for them to speak English. 教學目標 Language knowledge objectives: 1. Students can master some words related to sports, such as: basketball, football, swimming, rowing, skating, cycling, table tennis, tennis, etc. 2. Learn the use of be going to structures to represent future plans or plans, such as I'm going to play basketball. 3. Master some common expressions, such as: cheer...on (for...... Come on), prefer (prefer), etc. Language skills objectives: 1. Understand simple conversations about sports and game planning. 2. Be able to use the vocabulary and sentence patterns learned to communicate about sports preferences and plans. Emotional and attitude goals: Cultivate students' love for sports, encourage students to actively participate in sports activities, and enhance the sense of teamwork. Cultural awareness objectives: Understand the popularity of different sports at home and abroad, and the importance of sports in people's lives. 三、教學方法 1. Scenario teaching method: By creating a real language situation, students can learn and use the language in the situation. 2. Task-driven method: arrange various tasks, such as dialogue exercises, filling in the blanks exercises, etc., so that students can master knowledge and skills in the process of completing the tasks. 3. Cooperative learning method: organize students to study in groups to cultivate students' sense of cooperation and communication ability. 四、教學過程 Step 1: Warming up (5 minutes) 1. Play a video about sports or show some pictures of sports, such as basketball games, swimming, running, etc., ask students: What can you see in the pictures or video Guide the students to say the names of various movements, and thus leads to the theme of this lesson "Playing Sports". 2. Have a simple brainstorming session, and ask the students to say as many sports words as possible that they know, and the teacher will write them down on the blackboard. Step 2: Presentation (10 minutes) 1. Show the picture of textbook 1a, and let the students observe and guess the content of the conversation. Then play the recording of 1a, and let the students listen and watch to understand the general idea of the dialogue. 2. Explain the key words and sentence patterns in the dialogue: -be going to Structure: I'm going to play basketball. Explain its usage and meaning, indicate future plans or plans. Let examples to understand, such as I'm going to visit my grandparents this weekend. She is going to study hard next term. - cheer...on：We hope our team will win. Would you like to come and cheer us on Explain its meaning as " for...... Come on, " and ask the students to make sentences with this phrase. - prefer：Which sport do you prefer, swimming or rowing Explain the usage of prefer, prefer A to B means "prefers A to B". 3. Let the students listen to the recording again, imitate the pronunciation and read the dialogue, and then read the dialogue in roles. Step 3: Practice (10 minutes) 1. Complete the exercise in 1b, let the students listen to the recording and choose the correct answer, and check the students' understanding of the dialogue content. 2. Practice 1c, and let the students listen to the recording again to judge the right and wrong of the sentence. Then let the students check the answers, and correct the wrong sentences, to strengthen the understanding of the key content. 3. Let the students complete the 1d blank filling exercises to consolidate the key words and sentence patterns in the dialogue. Then ask a few students to answer, the teacher to comment and correct. Step 4: Production (5 minutes) 1. Let the students look at the pictures in textbook 2, and practice the dialogue in groups according to the pictures, using the sentence patterns: Which sport do you prefer,... or... Do you... Are you going to... class. Teachers patrol and give guidance. 2. Invite several groups of students to show their dialogue on stage, and other students to listen carefully and evaluate them. Step 5: Consolidation (5 minutes) 1. Let the students listen to the recording of 3 A, complete the form, and learn about the sports plans of different people. 2. Students make up a new dialogue in groups based on the imitation of 3b based on the content of 3a and the sentence patterns in 3 a and 2, and then display it. Step 6: Summary (5 minutes) 1. Review the key vocabulary, sentence patterns and grammar learned in this lesson with the students. 2. Highlight the usage and considerations of be going to structure, and the usage of prefer. Step 7: Homework (5 minutes) 1. Recite the dialogue of 1a. 2. Write a short essay about your weekend plan with the be going to structure, with no less than 50 words. 五、教學反思 In the teaching of this lesson, through a variety of teaching methods and activities, students can actively participate in the classroom, and better master the use of sports-related vocabulary and be going to structure. In the dialogue practice and group activities, students' oral expression ability has been exercised, and their sense of cooperation has been enhanced. However, there are some shortcomings in the teaching process. For example, some students have not deep enough understanding of be going to structure and are prone to mistakes in practical application; some students are not engaged enough in group activities, which requires further guidance and encouragement. In the future teaching, I will strengthen the explanation and practice of grammar knowledge, design more interesting activities, improve the participation of students, so that every student can gain something from English learning.

展開更多......

收起↑