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1、仁愛版英語精品資料（精修版）八年級(jí)上冊(cè)教案設(shè)計(jì)Unit 1 Playing SportsTopic 2 Ill kick you the ball again.Section C. Material analysis本節(jié)課的主要活動(dòng)為1a和2。1a簡單介紹了籃球形成的原因、經(jīng)過及打籃球基本規(guī)則，讓學(xué)生了解了打籃球的歷史意義，教育學(xué)生要熱愛籃球運(yùn)動(dòng)，傳承歷史文化。2通過近義句的學(xué)習(xí)豐富了學(xué)生的語言積累，避免單一的表達(dá)。課后要求學(xué)生寫一篇有關(guān)籃球運(yùn)動(dòng)的文章，旨在將熱愛運(yùn)動(dòng)的思想耕織于學(xué)生心中。. Teaching aimsKnowledge aims：1. 能根據(jù)音標(biāo)，正確朗讀出單詞表中單詞及短語

2、。2. 能正確拼讀并運(yùn)用單詞。3. 能運(yùn)用can, cant , must, should 等情態(tài)動(dòng)詞提建議。如： You can throw it from any part of the court. You must follow the rules. You cant hold the ball and run with it. You should have good skills.4. 能正確使用以下短語，復(fù)述本課課文，簡單地介紹籃球運(yùn)動(dòng)。 invent sth, come into being, stopfrom doing sth, follow the rules, enjo

3、y doing sthSkill aims：1. 能聽懂本課文本材料以及與籃球運(yùn)動(dòng)相關(guān)的課堂用語。2. 能熟練地口頭談?wù)撚嘘P(guān)籃球的歷史，規(guī)則及意義的話題。3. 能準(zhǔn)確朗讀課本的文本材料，并能正確地朗讀相關(guān)的文本材料。4. 能規(guī)范地模仿本課課文，寫出有關(guān)籃球運(yùn)動(dòng)的文章。Emotional aims：教育學(xué)生要熱愛籃球運(yùn)動(dòng)，體現(xiàn)合作精神，突出團(tuán)隊(duì)協(xié)作的重要性。. The key points and difficult pointsKey points：invent sth, come into being, stopfrom doing sth, follow the rules, enjoy

4、doing sth的運(yùn)用。Difficult points：1. 短語come into being的運(yùn)用。 2. 動(dòng)詞不定式作表語的結(jié)構(gòu)：The goal is to throw the ball 3. any在肯定句中的運(yùn)用：You can throw it from any part. Learning strategies1. 運(yùn)用圖片猜測(cè)文章的內(nèi)容，有助于學(xué)生整體理解文章。2. 根據(jù)長課文進(jìn)行縮寫，訓(xùn)練學(xué)生對(duì)報(bào)紙、雜志等刊登的長文章的轉(zhuǎn)述能力。. Teaching aids Computer multimedia projector, a short video of a baske

5、tball game Everyday saying: Constant dripping wears away a stone. 水滴穿石。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(7 minutes)1. The whole class work2. The whole class work3. Two students work4. The whole class work5. The whole class work6. Some students w

6、ork7. The whole class work8. The whole class work1. Focus their attention on the teacher.2. Read the saying aloud.3. Two students retell 1a on P11.4. Member A1 retells for others, and six groups do it at the same time. The two reporters write their homework on the blackboard.5. Students read the pas

7、sages loudly.6. The students who are interested in basketball voluntarily answer the questions. They can say anything about basketball.7. Students tick the statements based on their background knowledge.8. Students read the passage carefully and check their answers.1. Get students ready for learning

8、.2. Show everyday saying for the students. (one saying a week)3. Ask two students to report their homework, retelling 1a on P11.4. Teacher asks A1 from each group to retell their homework to the other five members in their groups.5. Teacher corrects the mistakes for the students when they read.6. Te

9、acher plays the short video of a basketball game and asks some questions about basketball game. For example, how many players are there in the game? 7. Teacher lets the students finish the pre-reading task according to what they have known about basketball before.8. Teacher lets students read the pa

10、ssage and check the pre-reading task.Presentation(10 minutes)1. Some students work.2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. The whole class work and group work1. Volunteers summarize. Para1. Basketball is one of the most popular sports in the wor

11、ld and it has a long history. Para 2. Basketball soon became very popular.Para 3. The rules of playing basketball and its important meaning of playing basketball2. Students scan the passage to find out “James Naismith”.3. Students scan and find out “In 1891”.4. Students find out the following inform

12、ationfrom Line 1 to Line 7 in Paragraph 3.5. The students read the whole passage silently, checking true or false in 1b. 6. Students point out the places where the mistakes are and find the original sentences in 1a. They may discuss in groups.1. Teacher asks the students to skim 1a and find out the

13、topic sentence of each paragraph.2. Teacher asks the students to scan 1a and answer the question “Who invented basketball?” in 1c. 3. Teacher asks the students to scan 1a and answer the question “When did he invent basketball?” in 1c.4. Teacher asks the students to read Paragraph 3 carefully and ans

14、wer the question “What are the rules in the basketball game?” in 1c.5. Teacher lets the students read the whole passage carefully and finish 1b.6. Teacher checks the answers.Consolidation(10 minutes)1. The whole class work2. The whole class work 3. The whole class work4. The whole class work and ind

15、ividual work1. Students underline the language points in their books and do the relevant exercises on the screen.2. Students try to follow the recording.3. Students read by themselves.4. Member A should readfluently; Member B should read through the passage by himself /herself; Member C can read the

16、 passage with the help of Member A.1. Explanation of the passage: (1) inventinventorinvention(2) is one of + plural nouns(3) sth. came into being(4) The goal is to do sth.(5) stopfrom doing sth.(6) You can throw it from any part of the court. (the function of “any” in affirmative sentences )(7) foll

17、ow the rules(8) for example/such as(9) It is more important for you and the other players to play as a team.(10) enjoy doing sth.2. Teacher plays the recording without stopping.3. Teacher offers 2 minutes for the students to read 1a.4. Teacher asks the students to read the whole passage in groups, a

18、nd makes sure everyone can read through the passage.Practice(10 minutes)1. The whole class work2. Some students work 3. Group work and pair work4. Six students work5. Six students work1. Students skim through the exercises to find the difficult part, and then they turn to the teacher for help.2. Stu

19、dents point out the difficult points.3. The students do the exercises carefully, leaving question mark near the place where they are not sure.4. The six studentsrepresentatives write their answers on the blackboard while others try to read the exercises. 5. Another six students correct the answers.1

20、. Teacher asks the students to skim through the exercises in 2 to see if theres something they dont understand. 2. Teacher explains some difficult points that the students may ask.3. Teacher offers about 3 minutes for students to finish 2.4. Teacher asks six students from different groups to write d

21、own their answers on the blackboard.5. Teacher asks another six students to correct the answers.Production(8 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work1. All the students should know the meaning of the summary. 2. Students connect the topic s

22、entences together, and add some detail things, especially about the rules.3. Students search the Internet for the information about football after class.4. Students review Sections A-C to prepare for Section D.1. Teacher summarizes what the students have learned today. Some important languages point

23、s are shown on the computer screen.2. Teacher asks the students to finish writing the introduction of basketball in 1c, reminding them to connect the topic sentences, and then add something necessary.3. Teacher asks the students to search the Internet for some special information about football. 4.

24、Teacher assigns the students to review Sections A-C to prepare for Section D. Teaching ReflectionThe following exercises should be added:(1) The differences about “invent, invention, inventor”.(2) The differences between “for example” and “such as”. Blackboard designUnit 1 Playing Sports Topic 2 Ill

25、 kick you the ball again.Section Cinvent- inventor-inventionis one of+ plural nounscome into beingThe goal is to do sth.stopfrom doing sth.You can throw it from any part of the court.follow the rulesfor example / such asIt is more important for you and the other players to play as a team.enjoy doing sth.