发布者：李清丽 所属单位：杞县教师进修学校 发布时间：2019-06-13 浏览数( -) 【举报】
【研修作业】-赵彦霞/初中英语1坊/杞县
Topic 1 I’m going to play basketball. (Section B)
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。
[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。
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。
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
Key points：
正确、熟练地运用 be going be 句型。
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。
| Interaction pattern |
Student activity |
Teacher activity |
| 1.Thewhole class work | 1. Students answer together. I’m going to be a rowing player.I’m going to be a tennis player. I’m going to be a table tennis player. | 1. Teacher shows 3 pictures in 2 of Section A on the screen, with new phrases under each picture: a rowing player, a tennis player, a table tennis player. The teacher asks: What are you going to be? The students answer according to the pictures. 2. Start on 1b.Teacher: I have a dream. I am going to be a table tennis player. Michael also has a dream, and let’s listen to 1a and find out: What is Michael going to be? Who is Michael’s favorite player? Let’s listen. 3. Go on with 1b. Teacher says “I like table tennis best. My favorite sport is table tennis.” to help students understand the meaning of “favorite”, then asks students two questions: ①What is Michael’s favorite sport? ②What is Maria’s favorite sport? | |
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Presentation (6 minutes) |
2.Thewhole class work |
2. Students listen carefully, and find the sentences.“I am going to be a basketball player.” “I like Yao Ming best.” | |
| 3.Thewhole class work | 3. Students listen carefully and try to understand the meaning of “favorite” with the help of their own memory. After listening, they should find out the answers to the twoquestions “Basketball, of course. Me , too”. “That’s OK”. | ||
| 4.Thewhole class work |
4. Listen and complete the table in 1b. |
| 1. The whole class work | 1. Students read sentence by sentence, imitating thepronunciation. 2. Students try to follow thespeed. 3. Students read 1a in pairs, trying to read correctly andfluently. 4. Students read 1a individually as quickly as theycan. 5. Students underline the language points in the text book, and finish the exercisesin summary on the computer screen.
6. The first six excellent students write the answers of 1c on the blackboard.
7. Volunteers correct the essays. Students should develop the habit of checking by themselves. | 1. Read 1a. Teacher plays the recording of 1a sentence bysentence. 2. Teacher plays the recordingwithout stopping. 3. Teacher offers students 1 or 2 minutes to read 1a in pairs.
4. Design acompetition: To seewho can read the fastest in class. 5. Explain 1a. (1) favorite player; (2) “something”and“anything”； (3) “play for”and“play against”； (4) prep “like” andverb “like”; (5) “men compound words”; (6) “when” clause.
6. Finish1c: Teacher limitsthe time for the students to finish1c, and the first six students write their essays “My…” on theblackboard.
7. Correct the essays: Teacher asks another 6volunteers to correct the essays. Teacher helps tocorrect if | |
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2. The whole class work 3. Pair work | |||
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4.Individual work | |||
| 5. The whole class work andindividual work | |||
| Consolidation (15 minutes) | |||
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6. Several students’work | |||
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7.Several students’work |
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Practice (10 minutes) | 1. The wholeclass work 2. The wholeclass work 3.Group work4.Group work 5. The whole class work 6.Several students’ work 7.Several students’ work 8. The whole class work 9. The whole class work 10. Pair work 11. The whole class work 12. The whole class work 13.Group work | 1. Students read the words individually, asking for helpwhen necessary. 2. Students read andpay more attention to the vowel phonemes. 3. Students readin groups. 4. Students ask and answer in pairs as quickly as they can. —What are you going to be when you grow up?—I’m going to be a / an… 5. Students read together. 6. Students read oneby one. 7. Six Member Bs read the words one by one. 8. Students read together, paying attention to thesound of /e/ and /v/. 9. Students payattention to thechanging of / t /. 10. One student reads, while the other listens and judges if it isright. 11. Students read together. | 1. Teacher offers 2 or 3 minutes to the students to read all the words. 2. Teacher encourages students to read thephonetic syllable phoneme by phoneme. 3. Teacher asks studentsto read 2 word by word. 4. Relaxing time. Practice the reviewingwords. 5. Teacher shows phonetic cards /e/ and /v/. 6. Teacher asks the students to read /e/ and /v/ one by one. 7. Teacher shows word cards, calling Member B from each group to read oneby one. 8. Teacher plays the recording of 3a. 9. Teacher shows “next weekend”. Read “next” and “weekend” separately, and then read together. 10. Teacher lets students read 3b in pairs. 11. Teacher leads the students to read. 12. Teacher plays the recording. 13. Teacher encourages students to read 3b in groups, makingsureeveryone can read correctly. |
| Production (7 minutes) | 1. The whole class work 2. Individual work 3. Individual work | 1. Students summarize Section B together with theteacher. 2. Students finish writing two essays after class. 3. Students preview Section C after class. | Finish1d: 1. Teacher summarizes. 2.Teacher assigns 1d as homework. They should finish 2 tasks. (1) Write something about your favorite sport, your favorite sports stars and your dream. (2) Write something about others favorite sport, others favorite sports stars and others dream. 3. Prepare for the learning of Section C. |
| Teaching Reflection | Students are very interested in talking about their favorite sports stars, but it’s difficult for them to say their different dreams when they grow up. | ||