外研社八年级上M3U1 Nothing is more enjoyable than playing tennis课件

Lesson Plan for
8A M3U1 Nothing is more enjoyable than playing tennis Background information:
Students: Grade 8
Lesson type: Listening & Speaking lesson
Duration: 45 mins
Analysis of Teaching Condition
The students are from grade 2 in junior high school. As junior high school students, they have acquired some words about sports. Even though the topic is familiar to them, some of the Ss still can’t use comparative degree to describe the reasons why they like one kind of sports accurately and fluently. With the limited vocabulary, the students may lack of rich words to show their reasons. However, the dialogue offers nice models for students to imitate.
The analysis of teaching material:
This course is from Module3, Unit1, with the title of “Nothing is more en joyable than playing tennis”. The central topic of this unit is sports. The language function is to discuss the views, preferences and plans of playing different sports.
The first activity supplies six types of sports such as basketball, baseball, soccer. It also presents the adjectives that describe the feeling of playing sports. Then listening content shows the dialogue about the sports match, and it also lets students experience the use of the target language in the real context. Then listening practice lets students focus on the comparative form in the dialogue. The last one is an oral output activity, which lets students try to discuss their favorite sports and state their reasons.
Teaching contents:
Teaching objectives:
Knowledge objectives: By the end of this lesson, students will be able to 1.remember key vocabularies including baseball, volleyball, boring, exciting,
relaxing, matter, hurt, stadium, miss, mind, plenty, plenty of.
e key structures like: What sports do you like and why? I like volleyball
because it is more relaxing...
●Ability objectives: By the end of this lesson, students will be able to
1.understand conversations about sports in true context.
2.understand comparisons of sports.
3.master correct forms of comparatives.
4.talk about sports that they like and give reasons by using comparatives.
●Emotional objectives: By the end of this lesson, students will be able to
1.express their feelings about watching and playing sports.
2.know about different sports and different people’s sport s hobbies.
3.become more interested in playing sports.
Teaching difficult and important points:
●Teaching difficult point:
Students can talk about sports that he likes and give reasons by using comparatives.
●Teaching important points:
1.Students can master correct forms of comparatives.
2.Students can express their feelings about watching and playing sports.
Teaching method:
PWP, communicative
Teaching aids:
PPT, blackboard, tape
Teaching procedures:
Step 1: Lead in(5 mins)
The teacher draws six circles on the blackboard. Then adds some lines to change them into diffident kinds of balls and let students guess what sports they are.
T: Good morning! Boys and girls! In this class, we will have a competition among six groups. Now we start the first game. Please answer what is drawn on the blackboard. If your answer is correct, your group will get one point. Do you have confidence in winning the game?
S: Yes!
T: Now, what are they? (The teacher draws six circles on the blackboard.)
S1: They are circles!
T: Oh, very good! And now what is it? (The teacher turns the first circle into a ping pong ball and a ping pong bat.)
S2: Ping pong!
T: Good job! Next, the second one, what is it?
S3: It is a basketball.
T: You are right. Let’s see the third one. Oh, you please!
S4: V olleyball!
T: Yes, it is a volleyball. And the fourth one?
S5: I think it is a football. I like it best.
T: Wow, you are a football boy! The fifth is a little difficult. Does anyone know it?
S6: It may be a tennis ball.
T: You know so much! OK, sit down please. Now, the last question, please take the opportunity. This girl, please.
S7: It is a baseball.
T: You answer is true. Thank you very much. You win a point for your group. Now, let's read the names of these balls loudly.
Ss: Ping pong, basketball, volleyball, football, tennis ball, baseball!
(Justification: The teacher points out the theme of this lesson, and activates the classroom atmosphere to stimulate students' interest in learning.)
Step 2: Pre-listening(5 mins)
The teacher asks students what sports they like and why.
T: As we have mentioned many kinds of sports, which sports do you like and why? Please use the adjective words on the page 18 to help you. Who wants to have a try? Okay, Amy please.
S: I like volleyball because it is easy.
T: Amy, do you think it is easier or more difficult than swimming?
S: I still think volleyball is easier than swimming.
T: Probably. What about you, John?
S: I like playing basketball because I can relax myself in this way.
T: Compared with running, what do you think?
S: I believe running is more boring and basketball is more relaxing.
T: I know that basketball is much more popular than running, especially for boys. But I prefer to run because it is much safer. It seems that we all are sports fans. Today, let’s listen to the conversations among sports fans. Try to figure out what they are talking about.
(Justification: The teacher leads the students to express their different opinions about sports. When the students are doing so, teacher raises a new question about comparing two different sports, which arouse their sense of comparatives. Through the activity, the teacher removes the obstacle and makes the stepping stone for the following listening activities. )
Step 3: While-listening (20 mins)
1.Extensive listening
Listen and find out the main idea
T: Now let’s listen to this tape. For your first listening, you need to answer the following questions and you have three minutes to discuss:
1) How many people appeared in this dialogue?
2) what were they talking about？
T：Time is up. Who wants to be volunteers to answer these questions？
S1: There were three people in this dialogue.
S2: They were talking about the sports match.
T：I am glad that all of you have done great jobs.
(Justification：From this activity，students can extract the main idea from the dialogue and know the structure of it.)
2.Intensive listening
Listen again and do the true or false.
1) This week’s match is more enjoyable than last week’s.
2) Tom played table tennis yesterday.
3) For Tony, playing tennis is more enjoyable than watching matches on TV.
4) Watching the Olympics on TV was more expensive than buying tickets for the
game.
5) Going to the stadium was more difficult than staying at home
(Key: 1. right. 2. wrong 3. right 4. wrong 5. right)
T: Since we have got the main structure of this dialogue. Listen to the tape again and you need to do the true or false. If you think the sentence is wrong, please correct it. You have three minutes to finish it.
(After listening)
T: Time is up. Who want to have a try? Linda, please.
S1: The first sentence is right.
T: Your answer is right! And can you read the whole sentence to us?
S1: Yes. This week’s match is more enjoyable than last week’s.
T: Great! And what about the second one?
S2: Wrong. Tom played tennis yesterday.
T: You are so clever. And who want to answer the next one?
S3: It’s right. For Tony, playing tennis is more enjoyable than watching matches on TV.
T: You are so clever. And what about the forth one?
S4: Wrong. Watching the Olympics on TV was cheaper than buying tickets for the game.
T: Excellent! What about the last sentence?
S5: Right. Going to the stadium was more difficult than staying at home
T: Great job! Let’s see the blackboard. The group3 has become the first one. Come on, other groups.
（Justification：Teacher leads students to extract specific information from the passage and help students improve their listening skills.)
Step 4: Post-listening (15 mins)
1.Role play
The teacher will divide every 6 students in each group into 2 small teams and ask each student to play a role in the dialogue. Students will be required to pay attention to the speaking tone and the speed.
T: Since we have understood the whole dialogue, let’s play the role-play game. One group will be divided into 2 small teams involved in 3 students. Each student in the small team will play one role in the dialogue. Please pay attention to the speakers’tone and the speed. After 5 minutes, 3 small teams will be invited to role play the dialogue.
(Justification: The role play game will help students to improve students’comprehension of the dialogue and deepen students’ understanding of the characters in the dialogue.)
2.Solitaire game
The teacher will ask students what sports they like and why they like it. In a group of 6, after the former student gives his or her answers, the latter one will
repeat it and then tell his favorite sports and his reasons. While describing the reasons, the student should compare his favorite sports to the former student’s favorite sports.
T: We have known that everyone has his own opinions about sports. Now let’s play a solitaire game. You should answer the following questions: what sports do you like and why you like it. In a group of 6, after the former student gives his or her answers, the latter one will repeat it and then tell his own favorite sports and his reasons. While describing the reasons, the student should compare his favorite sports with the former one. Do you understand?
S: Not exactly.
T: I know it’s a bit complex. I will give you an example: I say my favorite sports is volleyball, because it is interesting. Then Amy should repeat my answers: Miss Sun’s favorite sports is volleyball because she thinks I’s interesting. Then she will say --I like ping-pang, because it’s more relaxing than playing volleyball. Then go on one by one. Everyone is clear now?
Example:
A: My favorite sports is volleyball, because it is interesting.
B:Miss Sun’s favorite sports is volleyball because she thinks I’s interesting.I like ping-pan g, because it’s more relaxing than playing volleyball.
S: Yes.
T: Great, now you have 5 minutes to play the game within your group. After you have finished, I will invite several groups to play the game on the platform. Each group that plays the game on the platform will be given 2 scores.
(Justification: The activity will not only consolidate the use of comparative degree, but also encourage students to listen to their classmates’opinions. Meanwhile the interesting game will motivate them to express their opinions about their favorite sports freely and enhance the spirit of cooperation.)
Summary:
In class we have reviewed different sports and learned how to use comparative degree to express our opinions. In today’s competition, every group did a good job. I’m proud of you. Everyone has his own opinions and attitudes toward everything. Nothing is more important than your interest.
Homework:
1.Listen to the tape of the passage, follow and imitate it. Pay attention to your
pronunciation and intonation.
Blackboard design:。